Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the Speech Language topic
No spam. Unsubscribe anytime.
North Allegheny speech and language team calls for workload study, stronger MTSS alignment
Summary
Speech and language staff presented the district's first formal program review on Feb. 12, reporting caseload growth and recommending evaluation of a workload model, expanded technology/AAC support and consistent MTSS criteria across buildings.
North Allegheny School Board — The district's speech and language team presented its first formal program review Feb. 12, describing rising caseloads, expanded services for students with complex communication needs and a recommendation to move from a caseload metric to a workload model guided by American Speech‑Language‑Hearing Association (ASHA) standards.
Presenters said 736 students currently receive speech and language support across the district; 247 of those students have speech/language as a primary disability category and the district now supports 31 students who use alternative and augmentative communication (AAC) devices. Presenters said the district has grown from three autistic support and life‑skills programs in 2008 to 13 in 2024, increasing demand for speech and language services and device programming.
The team described the scope of SLP work as both direct therapy and extensive indirect duties: evaluations, standardized assessments, observations, IEP paperwork and billing through medical access programs. One presenter said the district's SLPs each complete roughly 30 full evaluations per year and produce about 50–60 IEPs annually, and that these indirect tasks often occur outside scheduled direct therapy time.
Why it matters: Staff argued that a workload model (rather than raw caseload counts) would better reflect time demands for students with complex needs, AAC programming and current inclusion practices. ASHA guidance and state certification requirements were cited as reference points for any change.
Recommendations and details - Caseload vs. workload review: The department recommended adopting a workload model that accounts for evaluations, device programming, consultation and classroom‑based work instead of treating all cases equally. - MTSS alignment: Presenters recommended firming districtwide criteria for MTSS tiers to ensure consistent screening, intervention and progress monitoring across buildings. - Technology and AAC support: The team highlighted AAC device programming as a growing time driver; they asked for expanded access to curricular‑integration apps, up‑to‑date assessment tools and additional training for staff and classroom teams. - Professional development and assessment tools: Presenters noted recent purchases of updated tests and recommended ongoing training tied to ASHA best practices.
Board reaction Board members praised the team's work and noted the value of the program review. One presenter said, "We are a small but mighty group of individuals that provide wonderful support to our students," and Jenna Rosenbauer said, "I kind of feel like we are a combination of a special‑ed teacher and a school psychologist," describing the combined direct and indirect duties SLPs manage. Members recommended further study of caseload/workload metrics and acknowledged the district's expanded inclusion of students with complex communication needs.
Implementation notes Presenters asked the board to consider resources for device programming time, consistent MTSS implementation and tools to access curricular materials. They also requested that SLPs be supported in the transition to any new workload model to preserve direct service delivery.
What the board voted No formal board action was recorded on the speech and language program review at the Feb. 12 meeting.
Ending The program review concluded with presenters urging a district‑level review of caseload and workload and continued collaboration with ASHA guidance and district special education staff.
