Table 1. Brainstorm list of workload activities of school SLPs.

  • Analyze and engineer environments to increase opportunities for communication

  • Analyze demands of the curriculum and effects on students

  • Attend staff/faculty meetings

  • Attend student planning teams to solve specific problems

  • Attend teacher/service provider meetings (planning, progress monitoring, modifications to program)

  • Carry out assigned school duties (e.g., hall, lunch, bus, extracurricular)

  • Collect and report student performance data

  • Complete compliance paperwork

  • Communicate and coordinate with outside agencies

  • Complete daily logs of student services

  • Complete parent contact logs

  • Connect standards for the learner to the IEP

  • Consult with teachers to match student learning style and teaching style

  • Contribute to the development of IEPs, IFSPs

  • Coordinate with private, nonpublic school teachers and staff

  • Counsel students

  • Design and engage in pre-referral intervention activities

  • Design service plans

  • Design and implement transition evaluations and transition goals

  • Design/recommend adaptations to curriculum and delivery of instruction

  • Design/recommend modifications to the curriculum to benefit students with special needs

  • Design and program high, medium and low tech augmentative communication systems

  • Document services to students and other activities

  • Engage in special preparation to provide services to students (e.g., low incidence populations, research basis for intervention, best practices)

  • Document third party billing activities

  • Evaluate students for eligibility for special education

  • Engage in dynamic assessment of students

  • Identify students with speech and language impairment

  • Implement IEPs and IFSPs

  • Interview teachers

  • Make referrals to other professionals

  • Monitor implementation of IEP modifications

  • Participate in parent/teacher conferences

  • Participate in activities designed to help prevent academic and literacy problems

  • Participate in professional association activities

  • Participate in professional development

  • Participate on school improvement teams

  • Participate on school or district committees

  • Plan and prepare lessons

  • Plan for student transitions

  • Provide staff development to school staff, parents, and others

  • Program and maintain assistive technology/augmentative communication systems (AT/AC) and equipment

  • Provide direct intervention to students using a continuum of service delivery options

  • Observe students in classrooms

  • Re-evaluate students

  • Screen students for suspected problems with communication, learning and literacy

  • Serve multiple schools and sites

  • Supervise paraprofessionals, teacher aides, interns, CFs

  • Train teachers and staff for AT/AC system use

  • Travel between buildings

  • Write funding reports for assistive technology and augmentative communication

  • Write periodic student progress reports

  • Write student evaluation reports