SLPA Caseload Management: How to Split a Caseload Between an SLPA and SLP

Posted on April 10th, 2025

When a Speech-Language Pathologist (SLP) and a Speech-Language Pathology Assistant (SLPA) work together, having a clear and well-structured caseload division is key to smooth collaboration, efficient service delivery, and ensuring students receive the support they need. Whether you’re a new SLPA entering a school site or an SLP looking to supervise more effectively, here's a guide to help you split the caseload in a way that supports compliance, student outcomes, and team efficiency.

Understand Scope of Practice

Before anything else, it's essential to be familiar with the SLPA's scope of practice. The ASHA Scope of Practice for SLPAs and your state-specific guidelines outline what tasks can and cannot be assigned to SLPAs.

SLPAs can:

• Provide direct therapy following a treatment plan developed by the SLP

• Document student performance

• Assist with screenings (not diagnosis)

• Prepare therapy materials

• Write progress reports (without interpretation)

  
  

SLPAs cannot:

• Perform evaluations

• Interpret test results

• Make or change treatment plans

• Participate in IEP meetings without the supervising SLP

  
  

Understanding these boundaries helps clarify which students and services can be assigned to an SLPA.

Step 1: Review the Entire Caseload

Start by reviewing the full caseload together. A detailed spreadsheet can include:

• Student names

• School site(s)

• Grade level

• Disability eligibility

• Type of service (articulation, language, social communication, AAC, etc.)

• Service minutes and frequency

• IEP due dates

• Location of services (push-in, pull-out)

• Complexity level or support needs

  
  

This document becomes the foundation for fair, thoughtful caseload decisions.

Step 2: Assign Based on Complexity

In most cases, SLPAs are assigned students with mild to moderate needs, such as:

• Articulation and phonology

• Receptive and expressive language

• Social-pragmatic groups

• Fluency carryover

• Functional communication using an established AAC system

  
  

SLPs typically work with students who:

• Are undergoing evaluations or re-evaluations

• Have complex language or communication needs

• Require dynamic AAC programming and support

• Need direct involvement in IEPs or eligibility meetings

• Are medically fragile or have swallowing needs (if applicable)

  
  

Step 3: Consider Direct Service Ratios

SLPAs often take on a higher ratio of direct services compared to supervising SLPs. In some cases, depending on state-specific guidelines, the SLPA may provide all of the direct therapy while the SLP observes sessions periodically and sees students at least once per month. This model can be efficient and effective—when managed properly.

That’s why clear boundaries and communication are crucial. If the SLPA’s caseload becomes too large or if it becomes difficult to balance therapy with documentation and prep time, it’s important to self-advocate.

Step 4: Speak Up When It’s Too Much

Feeling overwhelmed? You’re not alone. Many SLPAs struggle with finding balance—especially if the caseload is high across multiple school sites.

It’s important to let your supervising SLP know how you’re feeling about both your caseload (number of students) and workload (therapy, documentation, planning, and travel). If it does not feel sustainable, it’s time to ask for support.

Here are some solutions that may help:

• The SLP may take on a few direct service groups to lighten your load

• The district may assign another SLPA to the team

• The schedule may be adjusted to allow more documentation time

  
  

Advocating for yourself and knowing your limits is essential. Long-term burnout can be avoided when open, proactive conversations take place.

Step 5: Schedule Regular Supervision and Communication

Most states require that SLPs provide both direct and indirect supervision of their SLPA. This typically includes:

• Observing sessions

• Reviewing therapy logs and data

• Discussing student progress

• Addressing clinical questions

• Providing mentorship and guidance

  
  

It’s best to build in weekly or bi-weekly check-ins to make sure everything is on track and that the SLPA feels supported in their role.

Final Thoughts

A successful SLP–SLPA team starts with clear communication, realistic caseload expectations, and mutual respect. By splitting the caseload based on student needs, support levels, and legal guidelines, students can receive consistent, high-quality services. Most importantly, self-advocacy and collaboration help ensure both the SLPA and the SLP can do their best work—without burning out.

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About the Author

Hi! I’m Kim, and I’ve been a licensed Speech-Language Pathology Assistant (SLPA) for nearly a decade. I have a B.S. in Speech-Language Pathology and have worked in elementary schools, middle schools, and high schools, providing services to students in general education and special day classes. I created this blog to share my experiences and help other SLPAs navigate their school-based speech therapy journey.