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ASHA's School Services Unit is compiling a list of states and school districts across the country that are integrating workload into their school policies or practice when determining their caseloads. We understand that many schools are working to implement ASHA's workload analysis approach for establishing speech-language caseload standards in the schools. The workload analysis approach was developed to address member concerns regarding high caseload numbers in addition to other work-related activities and was adopted as ASHA policy in 2002. (See ASHA Resources sidebar).
Please contact ASHA if you or anyone you know is using a workload approach in your school system. Examples of workload implementation methods will be helpful to other SLPs who are trying to shift from a caseload to a workload model in their schools.
Some examples of workload approaches being used include determining caseload size based on an analysis of total workload activities, use of weighted scales using workload factors, scheduling to allow for workload responsibilities, and changes in IEP reporting procedures to include workload activities. Please provide the following information about your workload approach if available: state, district, brief description of workload approach, and contact information.
Please forward a copy of your workload policy changes or procedures (or how it can be accessed) if it can be shared with others. Send copies of information to Susan Karr, director of state education practice, by mail at ASHA, 10801 Rockville Pike, Rockville, Maryland 20852; by phone at 800-498-2071, ext. 4308; by fax 301-897-7354; or by e-mail at skarr@asha.org.
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