School-based speech-language pathologists are facing a growing crisis. Identified student need has increased, caseloads feel impossible, and the traditional model of individual pull-out therapy is no longer sustainable. Yet many SLPs continue to measure their work by the number of students on their caseload – a metric that fails to capture the full scope of what they do and contributes to burnout, isolation, and guilt.
This presentation introduces the workload approach as a practical, evidence-informed framework for transforming how school-based SLPs deliver and measure their services. Drawing on real-world experience implementing collaborative models in British Columbia, this session explores three key strategies: shifting from caseload to workload thinking, building collaborative referral processes within a Multi-Tiered Systems of Support (MTSS) framework, and adopting a collaborative, partnership-based approach to working with teachers.
Participants will leave with a clear understanding of how the workload approach values all levels of the SLP contribution – including Tier 1 classroom-based supports, Tier 2 coaching, a school’s targeted interventions, and collaboration – not just direct therapy. They will also gain practical tools for having conversations with school teams about shared responsibility, advocating for sustainable service delivery, and making one small but meaningful shift in their practice.