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Marisha

No-Prep Speech Therapy Games You Can Start Right Now

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Some days, the materials don’t print. Or you’re covering someone else’s caseload with zero notice. Or you just need something quick to close out a session that ran long on paperwork talk.

That’s what this list is for. No materials, no printing, no setup. Just you, your students, and a few minutes.

Why Keep a No-Prep Back Pocket

I always keep two or three of these games ready to go, not because I don’t love a well-planned session, but because plans fall apart. A sub day, a fire drill, a kid who forgot their folder again. Having something you can start cold saves the session, and honestly, it saves your energy too.

Talking Games

These need nothing but a group willing to talk.

Fortunately, Unfortunately – Students build a story together, one sentence at a time, alternating between sentences that start with “fortunately” and “unfortunately.” It’s silly, it moves fast, and it’s a great way to work on narrative sequencing and sentence formulation without a worksheet in sight.

Tall Tales – A student favorite built around generating stories with unexpected plot twists. Great for higher-level language groups working on narrative structure and inferencing.

Word Chains / I’m Going on a Picnic – Each student repeats the growing list before adding their own item. A fun, low-stakes way to target auditory memory.

Movement Games

For groups that need to get up and move before they can focus again.

Freeze Dance – Music plays, students dance, music stops, everyone freezes. Simple, but it works every time as a reset.

Secret Dancer – One student secretly leads the moves while the group copies. Great for building attention and social observation skills alongside the movement.

Zip Zap Zop – A version of hot potato using words instead of a ball. If you’ve got a student targeting /z/, this one doubles as an articulation warm-up.

Group-Connection Games

Good for the first few minutes of a group session, especially with students who don’t know each other well yet.

Name Game – Students pair alliteration and adjectives with their name to help the group remember each other. Built-in language practice disguised as an icebreaker.

Jedi Numbers – The group tries to count up to a target number without two people speaking at once. No talking strategy allowed, just reading each other’s nonverbal cues. Great for social communication goals.

Silent Interviews – Pairs try to learn something about each other using only nonverbal communication. A fun, low-pressure way to build pragmatic language awareness.

Adapting These for Mixed-Goal Groups

Most school caseloads mean mixed-goal groups, which can make a single game feel like it only serves one student. The trick is layering your scaffolds into how you run the game rather than picking a different game for each goal.

For example, in Zip Zap Zop, you can add a regulatory scaffold by reviewing the group’s goals before you start (“Remember, we’re all working on staying on topic today”). You can add a response scaffold for a student who needs more support by modeling the first round before asking them to lead. And you can add a linguistic scaffold by recasting a student’s response with the correct grammar as you keep the game moving.

If that idea of layering support into an activity is new to you, our post on scaffolding in curriculum-based therapy breaks down structural and interactive scaffolds in more detail, including regulatory, response, and linguistic scaffolds specifically.

Bringing It All Together

Keep two or three of these bookmarked or written on a sticky note in your therapy bag. You’ll be glad you have them on the days when nothing else is going according to plan.

Looking for online and printable options too? Check out our full round-up of free speech therapy games and activities for ideas across every setting.

And if you want a full system for planning sessions like this, join our Free Literacy-Based Therapy Challenge. It’s a 5-day challenge with daily 5-minute tutorials, a workbook, and free materials to help you plan a month of therapy in less than 10 minutes a day.

Free Teletherapy Games for Speech Therapy (No Downloads Needed)

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Teletherapy comes with its own set of constraints. You can’t hand a student a physical spinner. You can’t pull a bin of toys off the shelf mid-session. Everything has to work through a screen, load fast, and hold a student’s attention without you being able to lean over and redirect them in person.

The good news is there are plenty of free tools built for exactly this. No downloads, no printing, just open a tab and go.

What Makes a Game Teletherapy-Friendly

Before we get into the list, here’s what I look for:

  • It loads fast. If a game takes 30 seconds to load, you’ve lost your student’s attention before you’ve even started.
  • It works through screen share or mouse control. You need a way for the student to interact, not just watch you play.
  • It doesn’t need an account for the student. The fewer logins and passwords, the fewer interruptions.
  • It’s flexible enough for any goal. A game you can reuse across artic, language, and social goals saves you from hunting for something new every session.

Games for Group Turn-Taking

If you’re running a virtual group, you need a way to pass control between students without losing momentum.

Wordwall – Search over 10,000 speech-therapy games already built by other SLPs, filterable by sound and skill. Hand mouse control to one student at a time, or let the group take turns calling out answers while you click.

Pink Cat Games – Build a monster, run a race, or spin a wheel while targeting speech and language goals. Great for keeping a group engaged between turns since everyone can see the board.

Toy Theater – Classic games like tic-tac-toe that translate naturally to screen share, plus teacher tools like dice and spinners built right in, so you’re not juggling a second tab.

Self-Checking Games for Independent Practice

These work well when you want a student to practice on their own during a session, or as carryover between sessions.

Boom Learning – Hundreds of free, self-checking Boom Cards decks tagged for speech therapy. Use the “Find Free” filter in the store to browse without spending points. Since the cards check themselves, students get immediate feedback even when you’re working with someone else in the group.

Movement and Brain Breaks for Virtual Sessions

Sitting still in front of a screen is its own kind of exhausting. A short movement break can reset attention fast.

Go Noodle – Movement breaks, dance choreography, and mindfulness exercises. The Call & Response dances double as a language activity since students have to listen and imitate.

Quick Spinners and Randomizers

Sometimes the simplest tool is the one you’ll actually use every session.

Wheel of Names – A free, no-signup spinner. Load it with articulation targets, categories, or turn order and spin. No account, no download, just type in your list and go.

Bringing It All Together

You don’t need five different tabs open every session. Pick one or two of these that fit your caseload’s goals, and keep them bookmarked so you’re never scrambling mid-session to find something engaging.

Looking for in-person and printable options too? Check out our full round-up of free speech therapy games and activities for ideas that work outside teletherapy as well.

And if you want a full system for planning sessions like this (not just a list of games), join our Free Literacy-Based Therapy Challenge. It’s a 5-day challenge with daily 5-minute tutorials, a workbook, and free materials to help you plan a month of therapy in less than 10 minutes a day.

x Marisha

How to Scaffold Skills in Curriculum-Based Therapy (Structural + Interactive Scaffolds)

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I know what you’re thinking. We already struggle to make drill-based activities feel meaningful. So how are we supposed to help our students succeed in context, too?

The answer is scaffolding.

Scaffolding means giving students the exact amount of support they need to succeed, then pulling that support back over time. Instead of picking activities students can already do on their own, we pick activities that stretch them a little, and we provide as much support as they need to get there. The goal is always to decrease that support as the student gets stronger.

This approach works so well because it starts in a purposeful context. We’re not just building a skill in isolation. We’re preparing students to actually use that skill in the classroom.

So how do we do this? There are two main types of scaffolds: structural and interactive (Ukrainetz, 2006).

Structural Scaffolds

Structural scaffolds happen before the session starts. We plan ahead and make purposeful decisions about the context and materials we’ll use. This might look like:

  • Setting up predictable routines within a session or unit
  • Choosing treatment materials with intention (like pulling content straight from the classroom)
  • Using tools such as visuals, pictographic sketching, semantic webbing, or audio recordings
  • Changing the order you present tasks (for example, starting with a complex activity, moving into focused skill practice, then closing with a complex activity that pulls it all together)
  • Adjusting the environment (a quieter room, a smaller group, compensatory tools in the classroom)
  • Bringing in peer support

Structural scaffolds are the foundation. They set the stage before a student ever walks in the door. If you’re building out curriculum-based therapy sessions, this guide to curriculum-based therapy planning walks through exactly how to set that foundation.

Interactive Scaffolds

Interactive scaffolds are more reactive. Instead of planning them ahead of time, we respond to what’s actually happening in the moment to support our students.

Ukrainetz (2006) breaks interactive scaffolds into three categories: regulatory, response, and linguistic.

Here’s what that looks like in a session with a group of 6th graders working on language skills in the context of a reading passage.

Regulatory Scaffolds

Regulatory scaffolds keep students engaged in the task.

  • I start the session by reviewing the students’ goals and building awareness of why we’re working on them.
  • If we’re starting a new unit, we talk about what students already know, connecting new content to prior knowledge.
  • Throughout the session, I comment on how students are doing.
  • If a student is distracted or struggling to stay on task, I step in with redirection.
  • We close the session by reviewing how the student performed.

Response Scaffolds

Response scaffolds help students actually produce a response.

Depending on where a student is at, I might model the response, provide part of the answer, ask a leading question, or point to a visual. Repeating and emphasizing key points can also nudge a student toward the answer without giving it away completely.

Linguistic Scaffolds

Linguistic scaffolds support accuracy with the specific language target, like grammar or sentence structure. Modeling, recasting a student’s response with the correct grammar, and using directed questions all fall into this category. For a deeper dive into specific linguistic scaffolding strategies, this breakdown of syntax strategies shows exactly how to model and recast in real sessions.

Why Scaffolding Actually Works

Scaffolding isn’t just an SLP-specific idea. It’s backed by decades of research across education and language development. A large research review found that scaffolding is effective when it’s contingent (matched to what the student needs in the moment), fades over time, and gradually shifts responsibility to the student (Van de Pol, Volman, & Beishuizen, 2010). That’s exactly what structural and interactive scaffolds do together: structural scaffolds set up the right context, and interactive scaffolds adjust in real time as the student shows you what they need.

Putting It Into Practice

You don’t need a fancy system to start scaffolding well. Start small:

  1. Pick one skill you’re targeting this week.
  2. Choose one structural scaffold to set up ahead of time (a visual, a routine, a material choice).
  3. Pick one interactive scaffold from each category (regulatory, response, linguistic) to have ready in your back pocket during the session.

Then watch what happens. You’ll likely notice students engaging more, producing more accurate responses, and generalizing skills faster because the support was built right into the session instead of bolted on after the fact.

If you want more structure around planning sessions like this, this guide to getting started with curriculum-based therapy is a great next step.

Which scaffolds are you using in your therapy sessions? I’d love to hear which ones feel most natural to you and which ones you want to build into your routine.

External References

Ukrainetz, T. A. (2006). Contextualized Language Intervention: Scaffolding PreK-12 Literacy Achievement. Pro-Ed.

Van de Pol, J., Volman, M., & Beishuizen, J. (2010). Scaffolding in Teacher-Student Interaction: A Decade of Research. Educational Psychology Review, 22, 271-296. Open access: https://link.springer.com/article/10.1007/s10648-010-9127-6

Free Speech Therapy Online Games and In-Person Activities

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This is a guest blog post by Holly, a school-based SLP. She compiled a list of free online, print-and-go, and material-free games below.

How to Include Play-Based Games in Your Speech Therapy Sessions

Embedding play into therapy can support engagement, make speech sessions more memorable, and give students a chance to generalize communication skills to everyday contexts.

It’s not hard to see why games are such a hit with our students. Whether you’re doing virtual, in-person, or hybrid speech therapy, we’ve rounded up ideas to keep the fun going, all for free. Check out our round-up of online, printable, and material-free games below.

Free Speech Therapy Online Games and In Person Activities Online Games

Free Online Speech Therapy Games

There is emerging research showing that “serious games” (digital games designed to target skills) can improve communication skills in some student populations (Tsikinas & Xinogalos, 2019).

Luckily, there are a ton of educational sites offering free games you can use in your sessions. You can use these as a way to reinforce your teletherapy sessions. While you’re at it, check out these speech therapy apps for even more ideas.

Computer-based games work whether you’re sharing your screen during teletherapy, using a device with a student, or projecting for a group. Since there’s no setup or cleanup, this option is a breeze to add into sessions.

ABCya – Educationally relevant games from Pre-K to 6th+ grade, many involving spatial concepts and curriculum-based learning (full access without ads requires a subscription).

Disney Games – Coloring pages, arcade games, and sticker books. Great reinforcers if your students have a favorite character.

Fun Brain – Quick, intuitive digital games. When Pigs Fly and Penguin Drop work well as brain breaks.

Go Noodle – Movement breaks, dance choreography, and mindfulness exercises. Check out the Call & Response dances or the Blazer Fresh channel for language-related videos.

Guinness World Records | Kids – Great for working on superlatives, plus memory games and puzzles.

Highlights Kids – The Hidden Picture scenes are a language gold mine. The Jokes section is packed with multiple-meaning words.

PuzzleSnap (formerly I’m a Puzzle) – Turn any picture into a digital jigsaw puzzle. Handy for customizing activities to a student’s favorite interests or curriculum topics.

Language Playroom – 100% free hub of games organized by developmental level and communication domain (articulation, language, social, fluency).

National Geographic Kids – Check out Funny Fill-In stories and the Crack the Code activity, plus tons of animal photos and videos.

PBS KIDS – Games that build educational skills and social-emotional awareness with favorite PBS characters.

Pink Cat Games – Build a monster, run a race, or spin a wheel while targeting speech and language goals (full access requires a subscription).

Poki & Poki Kids – Digital versions of classics like four in a row, yahtzee, and air hockey. Preview games ahead of time since there are countless options.

Quia – A database of educator-created online games. Play Jeopardy, Who Wants to Be a Millionaire, Battleship, and more, filtered by skill.

SLP Video Games – A free “Get Rid of Red” game on Erik X. Raj’s site that targets speech/language skills within gameplay (full access requires a subscription).

Toy Theater – Classic games like tic-tac-toe and pinball, plus language-related activities and teacher tools like dice, spinners, and timers.

New This Round

Wordwall – Search 10,000+ speech-therapy games already built by other SLPs (filterable by sound and skill), or build your own in a few clicks.

Wheel of Names – A free, no-signup spinner. Load it with articulation targets, categories, or turn order and spin.

Boom Learning – Hundreds of free, self-checking Boom Cards decks tagged specifically for speech therapy. Use the “Find Free” filter in the store to browse without spending points.

Blooket – Turn any word list or question set into a fast-paced review game. SLPs use it for articulation carryover, vocabulary, and comprehension checks.

Free Speech Therapy Online Games and In Person Activities Printable Games

Printable Games

Next up, printable games and reinforcing activities you can use during sessions. This ties into a previous post, A Year of Free Open-Ended Reinforcers, so check that out for even more options.

100 Trial Challenges – Themed and holiday sheets by Peachie Speechie, easy to tie into sessions.

Coloring Pages – Crayola’s sheets sorted by season, character, and place.

Crafts – Kid-friendly tutorials for origami and paper airplanes, or SLP Now Crafts that tie into our themed materials.

Free Printable Board Games – A large list of board games, bingo boards, and other printable activities.

Reinforcer Sheets – SLP Now members can browse dozens of printable bingo boards, dice games, spinners, and coloring pages on our site.

Material-Free Games

This last list only needs you and your students, the kind of games you’d play at camp or on a road trip.

While setup is simple, there may be extra cognitive demands to follow directions and stay attentive. Feel free to add written or picture-based instructions and visual aids.

Name Game – Work on alliteration and adjectives while helping students remember each other’s names.

Jedi Numbers – Students count up to a number without interrupting each other. Great for reading nonverbal cues and sharing talk time.

Tall Tales – A student favorite built around generating stories with plot twists.

Fortunately, Unfortunately – A storytelling game exploring the benefits and consequences of situations, with humor.

Word Chains / I’m Going on a Picnic – A fun challenge for students working on auditory memory.

Silent Interviews – Using nonverbal communication, pairs try to learn something about each other without talking.

Super Smile – Pass contagious smiles around the circle as fast as possible.

Zip Zap Zop – A version of hot potato using words instead of a ball. Great for articulation goals targeting /z/.

Freeze Dance and Secret Dancer – Great ways to get students moving.

Telephone – A classic game built on communication skills.

Did we miss any of your go-to games? What’s your style? Adding play throughout the session, or as a break at the end?

How to Incorporate Games and Activities into Speech Therapy

Join our Free Literacy-Based Therapy Challenge and learn how to incorporate these games and activities into an evidence-based framework.

This 5-day challenge gives you:

  • Daily, 5-minute tutorials on the core steps for making literacy-based therapy work with your caseload
  • A workbook and templates to streamline planning
  • Free, tested therapy materials to make lesson prep easy

Plus, you’ll walk away with a month-long therapy plan, created in less than 10 minutes a day.

Click here to join today.

References

American Speech-Language-Hearing Association. (n.d.). Telepractice. Practice Portal. Retrieved from https://www.asha.org/practice-portal/professional-issues/telepractice/

Tsikinas, S., & Xinogalos, S. (2019). Studying the effects of computer serious games on people with intellectual disabilities or autism spectrum disorder: A systematic literature review. Journal of Computer Assisted Learning, 35(1), 61-73. https://onlinelibrary.wiley.com/doi/abs/10.1111/jcal.12311

50+ Student Strengths for IEP Writing [Free Cheat Sheet]

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When writing an Individualized Education Program (IEP), it’s easy to focus on a student’s challenges. But what if we flipped the script? A strengths-based IEP shifts the focus from what a student can’t do to what they can do, leveraging their strengths, interests, and abilities to support their growth.To explore this approach, we’re joined by Stephanie DeLussey, a dual-certified special education teacher, IEP coach, author, and mentor. With years of experience working with students across grade levels and educational settings, Stephanie is passionate about making the IEP process more effective, collaborative, and student-centered. In this guide, we’ll break down why strengths-based IEPs matter, how to implement them, and practical strategies to make the process easier.

Let’s dive into the power of student strengths and how they can transform the IEP process for both students and educators.

Listen on Apple Podcasts Listen on Spotify

Stephanie’s IEP Resources:

Staring at the present levels section, trying to describe a student’s strengths without repeating “the student is a hard worker” for the fifth time this week? You’re not alone, and you don’t need to reinvent the wording every time.

Below is a quick-reference cheat sheet of student strength phrases, organized by category, so you can find the right wording fast and get back to the parts of your job that actually need your clinical judgment. Download a PDF version here.

Quick-Copy Cheat Sheet: 50+ Student Strengths for IEPs

Academic Strengths

Strength Ready-to-Use Phrase
Reading comprehension Demonstrates strong reading comprehension and enjoys independent reading
Decoding Decodes unfamiliar words easily using phonics strategies
Retelling Summarizes and retells stories with key details included
Written expression Expresses ideas clearly and organizes thoughts before writing
Creative writing Enjoys creative writing and generates original story ideas
Number sense Understands number patterns and relationships
Problem-solving Shows strong problem-solving skills in math tasks
Hands-on learning Engages well with hands-on math activities and manipulatives
Pattern recognition Quickly recognizes patterns and sequences
Inquiry Asks insightful questions during science and class discussions
Verbal explanation Explains concepts clearly to peers
Listening comprehension Comprehends well when listening to audiobooks or read-alouds

Communication and Language Strengths

Strength Ready-to-Use Phrase
Vocabulary Uses age-appropriate vocabulary across settings
Initiating conversation Initiates conversation with peers and adults
Clarifying questions Asks clarifying questions when confused
AAC/gestures Communicates effectively using gestures, signs, or AAC
Repair strategies Repairs communication breakdowns by rephrasing when not understood
Following directions Follows multi-step directions independently
Sequencing Retells events and stories in sequential order
Context clues Uses context clues to determine the meaning of unfamiliar words
Conversational turn-taking Maintains appropriate eye contact and turn-taking in conversation
Self-advocacy Advocates for communication needs (e.g., asks for repetition or more time)

Functional and Executive Functioning Strengths

Strength Ready-to-Use Phrase
Organization Keeps track of assignments and materials independently
Routines Follows classroom routines with minimal support
Independence Completes tasks with minimal prompting
Transitions Transitions between activities smoothly
Planning tools Uses a planner or checklist independently
Help-seeking Asks for help when needed
Adaptability Adjusts well to changes in schedule or routine
Time management Manages time effectively during independent work

Social-Emotional Strengths

Strength Ready-to-Use Phrase
Empathy Shows empathy and concern for classmates
Kindness Demonstrates kindness toward peers
Resilience Recovers quickly from setbacks and stays motivated
Collaboration Works well with peers in group activities
Leadership Shows leadership in group settings
Self-regulation Uses coping strategies to manage emotions effectively
Self-awareness Shows awareness of personal strengths and areas of need
Friendship skills Builds and maintains friendships with peers
Patience Shows patience with peers and adults

Personal Interests and Talents

Strength Ready-to-Use Phrase
Artistic ability Shows strong artistic ability and enjoys drawing or design
Music Shows musical talent or strong interest in music
Curiosity Demonstrates curiosity about how things work
Building/construction play Enjoys building and construction-based play
Physical skills Shows strong physical or athletic ability
Focused interests Shows deep knowledge and passion for a specific topic
Helpfulness Enjoys helping others and volunteering for classroom tasks
Humor Uses humor appropriately to connect with others

That’s 52 ready-to-use strength phrases across five categories. Bookmark this section so you can come back to it every time you sit down to write present levels.

Why Strengths-Based IEPs Matter

It’s easy to build an IEP that reads like a list of everything a student struggles with. But flipping the frame, starting with what a student can do, changes the whole document.

We talked through this with Stephanie DeLussey, a dual-certified special education teacher, IEP coach, and founder of The Intentional IEP, on the SLP Now podcast. Her take:

“Instead of emphasizing challenges and deficits, or what the child can’t do, the strengths-based IEP approach is really going to celebrate what the student can do, and then it builds upon what they can do to promote growth and progress within their IEP.”

According to Stephanie, this approach tends to increase student motivation and engagement, strengthen collaboration across the IEP team, and lead to a more positive, empowering process overall. It doesn’t mean ignoring a student’s needs. It means building the plan on top of what’s already working.

“When the whole team puts this emphasis on what the child can do, you start seeing more possibilities rather than seeing limitations. And when you approach it in this manner, parents get a lot more buy-in, because they’re like, ‘my gosh, I never thought about it this way.'”

Where Strengths Actually Go in the IEP

Strengths aren’t just a checkbox. They should show up throughout the document.

Start in the Present Levels (PLAAFP). This is where all your data lives, and it sets up everything that follows. Stephanie describes it well:

“When you’re writing an IEP, you’re always going to start with writing the present levels. The present levels is where all of your data is going to be, and it’s going to leave breadcrumbs throughout the rest of the IEP.”

Let strengths inform the goals. Instead of “Student struggles with writing tasks,” try framing built on what the student already does well: “Student communicates ideas clearly through verbal storytelling and benefits from dictating ideas before transcribing them into written form.”

Use strengths to shape accommodations. If a student loves drawing, that’s not just a fun fact, it’s a tool. Stephanie’s example: a student who loves to draw but struggles with verbal retells might show comprehension through a four-panel comic strip instead. A student who loves storytelling but struggles with handwriting might benefit from voice-to-text so they can get their ideas down before worrying about spelling and mechanics.

Where to Get This Information

You don’t have to guess at a student’s strengths from memory. Stephanie recommends sending brief input forms to the whole IEP team, including parents, teachers, related service providers, and the student when appropriate, about 30 to 45 days before the IEP meeting. That gives you time to fold the answers into your present levels well before the meeting, instead of scrambling the night before.

“You also want to make sure that the student is a part of the IEP process. You need to know what their interests are, their preferences, what their aspirations are.”

For younger students or those who communicate differently, simple visual scales (like a happy face, neutral face, and sad face for rating how they feel about a task) can make it easier for them to share input in their own way.

A Few Things This Approach Is Not

Strengths-based doesn’t mean softer data or lower expectations. As Stephanie put it, the numbers are still the numbers. A student’s accuracy score on an assessment doesn’t change based on how you frame it. What changes is how you write about what those numbers mean, and what you build from them.

It also isn’t extra work stacked on top of your existing process. It’s a shift in where you start and how you word what you already know.

The Bottom Line

A strengths-based IEP doesn’t ignore a student’s needs. It builds the plan around what the student already does well, which tends to mean better engagement, stronger parent buy-in, and goals a student can actually see themselves succeeding at.

Next time you sit down to write present levels, start with the cheat sheet above, pick the phrases that actually fit your student, and build from there.

Want more support like this?

Start your free two-week trial of SLP Now and get access to a full goal bank, therapy planning tools, and caseload management built for the realities of school-based practice. No credit card required.

Related resources from SLP Now

Transcript

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Marisha (00:01.281)

Hey there and welcome to the SLP Now podcast. I am super grateful to have Stephanie DeLessie with us here today. She is a dual certified veteran special education teacher, IEP coach, author, teacher, mentor. She does all the things and I'm really excited. I was looking for someone to have a conversation about strength-based IEPs with and just

from following her on social media and checking out her resources. I thought she would be a perfect person to have that conversation with. So hello, Stephanie.

Stephanie (00:39.656)

Hi, thank you so much for having me.

Marisha (00:41.663)

Yeah, I'm really grateful for your time and just generosity today. But before we dive into all things strengths, strengths based IEPs, I'm curious to hear just a little bit more about you and your story. Like what kind of led you through this journey? Because you have a site now like the intentional IEP. So you do a lot around IEPs. I'm just curious to hear how that all came to be.

Stephanie (01:10.188)

Yeah, so I'm one of those people who has always wanted to be a teacher. And I don't remember how old I was. I don't, couldn't pick this person out of a lineup, but I remember being at Walmart of all places with my mom and she met one of her friends was there. Like we saw them in passing. And I just remember hearing, you know, this person saying, my son needs more supports. He needs more supports. And so that's kind of how I got into special education instead of just doing

general education, although I am dual certified in special ed and gen ed. But, you know, I taught in the classroom for seven and a half years, I believe, and ended up leaving due to my own mental health. This was pre-COVID, but I've taught pretty much everything from kindergarten through 12th grade. I've done inclusion. I've co-taught, done resource, self-contained.

I've taught extended school year for a couple of summers for an intermediate unit, and I've taught in both public schools and charter schools. in a couple of different states, I lost count of how many states now, but yeah, so I've kind of run the gamut of all the things. And so when I left the traditional classroom setting, I had already built Mrs. D.Scorner, so I was kind of doing that, but I was like, I, there's something else. Like I just felt like something was missing from me that I was missing of not being in the classroom.

I am that weirdo that really likes all the paperwork that comes with IEPs. And I'm fully aware that I am like one of like out of every 1,000 special educators and IEP team members who's like, yes, hand me all the paperwork. I'm ready to go. And so I took that and that is kind of where the intentional IEP was born. And so now I do Mrs. D's corner, but I also do the intentional IEP. So the intentional IEP is more where...

I do all the IEP things and then Mrs. D's Corner's more resources classroom things.

Marisha (03:06.987)

I love that story. So cool. I can, so I don't know, I, especially as a new SLP paperwork was a little bit overwhelming and I'm kind of a perfectionist. So I wanted to do it perfectly, which kind of adds to that, but it is a cool opportunity. Like the IEP is a really powerful document. And so even if...

Stephanie (03:22.669)

Yeah.

Stephanie (03:29.635)

Yes.

Marisha (03:32.757)

If someone who's listening isn't a lover of paperwork and all the things, I think it is really helpful to think about just how powerful these documents are and how amazing they can be for our students, especially when they are needing those supports and we're able to set them up.

Stephanie (03:50.452)

Yes, we can make such a big difference with a 40 page document or a 12 page document depending upon where you are and what format you're using for IEPs, but they are so important and we can do so much good for our students with them.

Marisha (04:03.029)

Yeah. So it might be a little bit of a cringy topic for some people, but we can make the most of it. And I'm really excited Stephanie, because I think you can help make this even easier for us. But we're focusing on strength-based IEPs today. So let's just make sure we're all on the same page. What is a strength-based IEP? Why is it important?

Stephanie (04:16.194)

Yes, I'm ready for it.

Stephanie (04:25.494)

Yeah, so strengths based IEP, that is a mouthful by the way, strengths based IEP to get that to come out in the right way. It really focuses on the individual. So you're leveraging a student's strengths, their abilities, their interests, their preferences, as really the foundation for what support you're going to use for addressing that student's needs and helping them with their learning. So instead of emphasizing on challenges and deficits or what the child can't do,

The strengths-based IEP approach is really gonna celebrate what the student can do, and then it builds upon what they can do to promote that growth and progress within their IEP.

Marisha (05:08.247)

Love that. And why is this an important approach to take? Why does it matter?

Stephanie (05:14.348)

Yeah, so when you start working in this manner and you start thinking about it from the strengths-based approach, so you're focusing on what they can do, not what they cannot do, you're really gonna see an increase in student motivation and an increase in their engagement because the students sitting there thinking, I can do this and we're gonna do examples and all of the things of like, how do you do this? What does this look like? But when you see it in action, students are gonna be again, more motivated, more engaged.

They're gonna make more connections to what they're currently learning because you're using what they already know and what they already can do to gain that new knowledge. And so they're gonna be able to make more connections to what you're doing in the classroom based on this. And then in full collaboration mode, cause I am very much a, the whole entire IEP team matters. It's not, a lot of times special educators feel like an island of one and we truly are, I have been there, I have felt that.

But the IEP team truly is a whole team. There's a whole bunch of people sitting at that table. And so when the whole team puts this emphasis on what the child can do, you start seeing more possibilities rather than seeing limitations. And when you approach it in this manner, parents get a lot more buy into what you're doing because they're like, my gosh, like I never thought about it this way.

So it really does, there's so many benefits to just strengths-based IEPs.

Marisha (06:42.923)

Yeah, I love that. I just started a separate, well, it's a little, it's been out for a little bit by the time this episode airs, but I have a podcast where I interview special education leaders. And that's been a huge focus on like navigating all of that. So my brain was just like, Ooh, but yeah, I love that. And I think that makes a lot of sense if we're meeting, it's a better way of meeting students where they're at.

And if we can meet them where they're at, they'll be more engaged and we see more of that progress and all of that. Okay. Awesome. So I think we're all sold. I hope we are. So what does this actually look like? Can you walk us through some like tips, strategies?

Stephanie (07:14.552)

Yeah.

Stephanie (07:20.543)

Hahaha!

Stephanie (07:30.156)

Yeah. So when you're writing an IP, I'm going to start at the basics just to give us all in true special ed terms, a good baseline. So we're all on the same page. So when you're writing an IEP, you're always going to start with writing the present levels. And so the present levels is where all of your data is going to be. Every piece of information on that student is going to be in the present levels. The present levels is then going to leave breadcrumbs is the analogy that I like to use throughout the rest of the IEP as to

what IEP goals you should write, what supports you should put in. And then from there you do the service minutes and then you go into the LRE. So everything stems from that present levels. And so when you start there, that's where you're gonna begin highlighting the student's strengths, their talents, their preferences, what they like to do, how they best learn, what their learning style is. And so once you start there,

that's going to bleed into the rest of the IEP and really set you up for success in terms of, okay, well, how can I, I have these goals that I know the student needs to work on, these skills for these IEP goals. What supports does this child need? And so moving from the present level, so start there, put all of your strengths-based wording, which we're gonna talk about here in a minute, into the present levels, then move into your IEP goals. your,

If you have an IEP goal and an objective, there has to be a need written in the present levels. And so that's your connection from present levels to IEP goals and objectives. And so once you go from present levels to goals, you're going to write them in a way that is not only positive, but it also addresses the need because we still do need to do that. But we're not gonna do it in that deficit-based language, right? Which again, we'll get to, I'm gonna share an example for you here in a minute. So for example,

Let's say that a student loves drawing. The student is not me, because I'm a terrible drawer. But let's say that this student loves to draw and they have a need in math. So let's just say maybe they're working on, you could even focus this also into ELA. So let's just say they love drawing. They have a need for comprehension and we're working on math as well. We have some skills we have to work on in math. So if a student loves drawing,

Stephanie (09:51.916)

we maybe instead of having them verbally retell us a story, maybe we're gonna have them draw the story out in maybe four blocks, or maybe we're gonna have them do like a summary comic or something along the lines that lets them use their strength of drawing something they love to do to show what they've learned. And so same with math, instead of maybe using manipulatives instead of counters or little bears,

Maybe you can still do that, but maybe have the student draw the counters. You can laminate them, have them reuse them, or on a piece of paper, have them draw it out instead of writing out the numbers or something like that. It all depends on the student. But using their strength, their focus, and their just love of drawing, you can map that out over into pretty much any academic area or even social skills behaviors.

And so you're using that strength to harness learning new content. Doesn't have to be done for every single lesson that you're doing or activity, but if you're wanting to collect data, that might be a really good place to start. And that's going to be written into your accommodations and modification section. Drawing would be an accommodation, but you can then use their strength again to work on gaining mastery of a skill that they're working on in their goals.

And so you do that again through highlighting the present, the highlighting the strengths in the present levels, you're writing your goals, you're choosing your supports, you're using that positive language. You also wanna make sure that the student is a part of the IEP process. And I know when I say this, because I have not done this in the past. And so again, I've worked with K through 12. I've worked through the whole transition process. I've worked with the kindergartners, first graders.

You can integrate them in throughout the IEP process in different ways and it's going to look different student to student, but include their voice in the IEP wherever possible. Again, you need to know what their interests are, their preferences are, what are their aspirations? You know, maybe in kindergarten they want to be a basketball player, right? Because kids all want to grow up and be singers and I want to be Taylor Swift and...

Marisha (12:02.349)

Thank

Stephanie (12:06.614)

I want to be Michael. I don't think Michael Jordan is the thing where I don't watch basketball, but I just know Michael Jordan was the big thing growing up. I just aged myself. my gosh, but they all have these aspirations and they change over time when they get into new things and when they learn new things and different ages, you know, when they're in high school, they're not really into blues clues anymore. So we have to keep them included every single year and update all of this in the present levels. You also want to make sure

that you're using a collaborative approach. So not only is the student involved, but you want to make sure that the family's involved and that you're asking them to share their insights, share their child's strengths that they're seeing through their eyes and their perspective, their lens. What's motivating at home? What's motivating in the community? What do they like doing? How can we harness that in the classroom to get them to learn content, to master skills that they need to work on?

This also goes for working with therapists or related service providers. So working with the speech therapist, working with the OT, the PT, working with outside service providers as well, if that's an option for some of your students. But really having that collaborative approach is going to help you in building that strengths-based IEP one, because everyone's going to be engaged, because again, they're thinking, there's possibilities. We're not talking about

limitations or my student can't do this, we're thinking about, well, they can do this. So how can we help them do this based off of where they are now? And so you're going to have more engagement in the IEP process, but also then you're not writing the IEP alone. You don't have to come up with, okay, well, the student loves drawing. So how can I, as the teacher, integrate that into ELA and math and art class and music class and in all of these different places?

You don't have to think about that all by yourself because you have a whole team to come up with those opportunities for growth. And then the last thing is, and it kind of goes back until, you know, why is this important? The strengths-based IEPs are really going to build self-confidence, not only in the student, but also in the IEP team. Because once you see the growth that's going to come from this, you're going to be like, my gosh, like we need to do this with everyone. Right. And so.

Stephanie (14:33.772)

The students really gonna feel valued. Your IEP team members are gonna feel valued because they're part of the team. You're using that collaborative approach, but your students are really gonna feel valued. They're gonna feel capable because they're working on things based off of what they can already do. And so we see a lot of students who shut down immediately because like, can't do this. And I'm the same way when there's something really hard, like, I'd rather pay somebody to come do this for me than me learn how to do it.

But if I even, now I'm gonna coach myself here, if I started thinking about it in a way, how can I get this done based off what I'm good at, what I already know, I'm gonna foster that growth mindset and be like, okay, I can do this. It might take me a couple extra minutes, but I know that I can get it done because I have the skills to get there. Might look a little different than how somebody else is getting there, but I'm still gonna get there. And so that was a lot of information, but.

All in all, it's really just about focusing on what the student can do and leveraging that to build those positive outcomes for students for things that they cannot yet do.

Marisha (15:42.155)

Yeah, I love that. And I'm curious too, if you have any, cause I feel like you're kind of like, I feel like you might be like a process gal like me. If you love paperwork, you probably have a bunch of like templates and systems and things for everything. But what suggestions do you have? Because I love the like strategy mindset of, okay, we're

Stephanie (15:52.387)

I do.

Yes.

Marisha (16:07.223)

Like we're starting with the present levels and thinking about including students strengths and we'll use that throughout the whole IEP. And we get to focus on, like we get to include the students strengths and interests and get the perspective from parents and the team. But do you have any favorite, maybe like just in the interest of time, some of your favorite strategies to actually collect this information?

Because I mean, obviously we work with our students and we get to know them. So a lot of it might just be like, do you have a list of questions that you ask yourself or do you send out forms or like what types of things do you think could help make this easier for ourselves?

Stephanie (16:50.134)

Yeah, so I love a good form, which not everybody does, but I will send out typically anywhere from the 30 to 45 days out from the IEP meeting. I'm gonna send out, I call them input forms, they're the questionnaires, but I'm gonna send them out to everyone on the IEP team, but then I'm also either gonna give one to the student or do one with the student. So for a lot of my students when I taught self-contained, it was, had questions predetermined.

Marisha (16:53.473)

Mm-hmm. You too.

Stephanie (17:17.486)

And then I had three different smiley faces. So there was like a happy face, a sad face, and then like the stalled, I'm indifferent face. And so I would ask them a question and then they would pick up whichever smiley face they felt about how to answer that question and hand that to me. And that would be their response. And so then I could take that data and put that into the present levels. And then all of the data that I got from all the gen ed teachers, the related service providers, my paraprofessionals, from the parents, the caregivers, the guardians,

I would throw that all into the present levels as well. And that's why I always start there. So I send out the forms 30 to 45 days out because that gives me time to start working on the present levels and input data that I've collected in the classroom. But then I give them about a week or two to send that form back to me. And I'll give a gentle reminder here at like the one week mark. I'm like, hey, do you need me to send you another form? like, do you have questions? Or is there anything I can help with?

And then once I get that form back then, because my part of the present levels is already done, I did that while I was waiting for the other forms to return, then I can input that information into the present levels. And then I'm very big on sending out that draft IEP a couple of days before the IEP meeting, so parents are on the same playing field. But that also then, once I have that back, I can determine proposed IEP goals.

for that draft IEP. And so in that draft, I'm only sending out the present levels, because that's all fact. Data is fact, it's not going to change. And then I'm proposing IEP goals based off of all of the data in the present levels. And then from there, we have the IEP meeting and we do all the good IEP meeting stuff.

Marisha (19:03.403)

Yeah. Yeah, and I think forums are a really great way to collect that feedback. like we can obviously enter anything that we've learned over the course of interacting with the team members and families and students, but it is nice to have that on paper and it's a good way to make sure we're covering all the bases. And then I'm curious too, so do you do anything differently?

If we're using a strengths-based approach, do you report your classroom data in a different way or are the numbers always the numbers? I'm just curious if you do that a little bit differently.

Stephanie (19:43.118)

For me, the numbers have always really been the numbers. just is like when you're reporting the data. So it really depends. So if we're talking about progress reports and like that annual IEP and how we're putting it into the IEP, the numbers are the numbers, right? Like those numbers aren't gonna change. It's how we are reporting, I guess, like after we've analyzed the numbers and analyzed the data, it's how we verbally or how we write down.

that information or share that information with the team. It could be, you know, here's an example. So let's just say Stephanie has difficulties with writing tasks, right? She can't do them independently. So that would be more of like deficit-based language or deficit-focused language. And that could very well be what the data is showing. Like Stephanie...

is not doing very hot when it comes to writing tasks. So she has difficulty with it. And then you would include other data, like maybe it's because of XYZ. So instead of maybe saying that, you could say something more along the lines of Stephanie has really good verbal communication, and she benefits more from dictating to you or verbally telling you what's in her brain or what she wants to write or the ideas that she has.

before transferring them into writing. So then you could use that as the accommodation, right? So maybe the first step before she writes is she's going to, maybe she's just gonna speak them into like her phone, cause you're gonna be voice to text, put them into a voice to text option and then throw that into a Google doc. And then from there, she's gonna edit what she said to write the writing task or to complete the writing task.

So it's just all about flipping.

Stephanie (21:40.088)

the verbiage, I guess, when it comes to strengths-based IEPs, because the numbers aren't gonna change. They are what they are. They're going to tell you how the student is doing with that skill. It's all in how you present that data and write about that data in the IEP, in the meetings, in your progress reports.

Marisha (21:54.413)

Yeah.

Marisha (21:58.539)

Yeah, that makes sense. I think so. Like if we give whatever classroom based assessment or whatever it is, we can well obviously just report the number as it is. then because even if writing is a struggle, like there's aspects of writing that a student is mastering. So we can say like the student like the student scored this on the assessment. They

demonstrated strengths in these areas, like they did this, and we can analyze the task and we can say what, like if we do some dynamic assessment, we can talk about the supports that are helpful. So there's lots of ways to, instead of just being like, they scored this and they did all of these aspects wrong, we can include. There's so much more to talk about. And it's so much more helpful. Like when it comes to,

Stephanie (22:42.318)

They did not make progress. This is not at baseline. Yes. Yes.

Marisha (22:55.733)

writing goals, setting up accommodations. Like if we, like we've been talking about this whole episode, but yeah. Okay. So thank you for going down that train of thought for me. I think that's super helpful. Is there anything that you want to add?

Stephanie (23:06.199)

Yes!

Stephanie (23:13.748)

No, I think we covered a good starting place for all of the things, just general starting place for like writing IEPs, but really turning it into like that strengths-based focused IEP instead of focusing on what students can't do.

Marisha (23:30.993)

I love that. And then if listeners are wanting to find out more about you and what you do, what are some good places to go? And I'll share all of these links in the show notes. The show notes will be linked in the episode description. But yeah, where can they hang out with you?

Stephanie (23:47.532)

Yeah, so if they want to follow me for all or find me or ask questions about IEP things, I'm at The Intentional IEP on pretty much everything except TikTok. I can't TikTok. I don't get it. But Pinterest, Facebook, Instagram, I am at The Intentional IEP.

Marisha (23:59.007)

Thank

Marisha (24:06.637)

Perfect. And then you have your intentional IEP website and you have, gets a, isn't it a, is it a membership?

Stephanie (24:10.381)

Yes.

Stephanie (24:19.042)

Yes, so the intentional IEP, we have our blog, which is a lot of free advice. And then we also have our membership, includes a, it's a goal bank, but it's so much more than a goal bank. It's so hard to elaborate on, but it's essentially a goal bank that's spiraled with all of the skills from grade to grade. And then you can put in like what your student is struggling with and it'll recommend IEP goals for you based off of that.

And then we have IEP screeners inside of our goal bank. So anything that is pre-K through grade six, that's an academic skill. We have our IEP screeners, which are your baseline data assessments. You can use them for collecting data on that specific skill. The membership also includes a member library with lots of different IEP printables and things that you can use and also member trainings. So we have.

I've lost count, over 150, maybe probably almost 200 different trainings for special education teachers and team members. So that's all included inside of membership.

Marisha (25:22.709)

I love that. That's awesome. And it is more focused for special education teachers.

Stephanie (25:28.512)

It is, but we do have some parents that are also part of the membership and other related service providers. So it's not solely for the IEP goal bank, I would say is solely for IEP team members and teachers to use, not necessarily parents, although I have had parents and I've walked parents through locating goals inside of the goal bank to help them based off of data they've gotten or things they want to work on with their kids.

Marisha (25:56.983)

Love some active parents and some ownership. That's amazing. Okay. Well, thank you so much, Stephanie. This was so helpful. And thank you to listeners for, if you listen this far, I hope this was super helpful. And yeah, thank you again.

Stephanie (25:58.574)

It is awesome.

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How to Organize Curriculum-Based Therapy Materials

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If you’ve been implementing curriculum-based therapy, you already know the appeal. It’s contextualized, it’s relevant to what your students are actually doing in class, and it tends to hold their attention better than an isolated worksheet ever could.

You also probably know the catch: it takes real setup to make this work. Curriculum-based therapy touches a lot of moving pieces at once. Your therapy materials, your data collection, and whatever the classroom teacher hands you that week all have to work together, or your planning time disappears fast.

This post walks through what curriculum-based therapy actually is (with the research behind it), and then gets into the system: how to organize your materials, your data, and your classroom-shared resources so this approach is sustainable, not another thing adding to your plate.

What Curriculum-Based Therapy Actually Is

“Curriculum-based” gets used loosely, so it’s worth being precise. Curriculum-based language intervention means you’re targeting a student’s speech and language goals using the content, vocabulary, and materials they’re already working with in the general education classroom, instead of using isolated, unrelated materials.

This isn’t a new idea. ASHA has asked school-based SLPs to be contributors to the educational curriculum for years, and SLPs are well positioned for this role given our language and literacy expertise. It also lines up with how special education law works. IDEA calls for students to be educated in the least restrictive environment, and for many students with language needs, that means services connected to what’s happening in their actual classroom, not pulled out and disconnected from it.

In practice, this looks like:

  • Using a book the class is reading to target vocabulary and narrative goals
  • Pulling grammar or syntax targets from a current social studies or science unit
  • Collaborating with the classroom teacher so therapy reinforces (instead of duplicates) what’s already being taught

Why the Research Supports This Approach

The push toward curriculum-based and classroom-connected therapy isn’t just a trend. It’s backed by federal law and professional guidance. ASHA’s practice portal on service delivery notes that restricting SLPs to one format, like pull-out only or classroom-only, prevents the IEP team from building a program that actually fits the student’s needs. Service delivery is meant to be dynamic. The setting, dosage, format, and provider can all flex based on what a student needs.

There’s a practical reason this matters for organization, too. ASHA’s own guidance on caseload and workload points out that large caseloads often limit the time SLPs have to get familiar with the curriculum and standards across every grade level they serve. In other words, the more grades and content areas you’re pulling from, the more your system has to carry that weight for you. That’s the whole point of the organization approach below. It’s not about perfect Pinterest bins. It’s about building something once so you’re not reinventing your process every single week.

The Organization System

Here’s how I keep curriculum-based therapy manageable, broken into the three pieces that have to work together.

1. Teaching Materials

Start with a core set of skill-based materials you can pair with whatever the curriculum throws at you that week. Rather than building brand-new activities from scratch every time a new book or unit comes up, keep a flexible set of visuals, activities, and skill packs that can attach to almost any content.

Inside the SLP Now membership, I organize these using this system: visuals in hanging folders, assessments in a binder, and card decks in a small labeled box. The goal is that when a teacher hands you a new unit on Wednesday, you’re not starting from zero on Thursday.

If you’re building this system from scratch, these organization tools can help you set up bins, folders, and labels that actually hold up over a school year.

2. Data Collection

Curriculum-based therapy still needs the same data rigor as any other approach. I keep a simple data binder with tabbed dividers for quick access to student probes, and I take digital data using SLP Now so it’s tied directly to each student’s file.

If mixed groups or big classes make data collection feel chaotic, this breakdown of collecting probe data in mixed groups walks through a goal-card routine that keeps things moving without losing accuracy.

3. Classroom Materials

This is the piece that’s unique to curriculum-based therapy: you need somewhere to put what the classroom teacher shares with you. A single folder for current curriculum materials, whether that’s a unit outline, a shared worksheet, or notes from a quick hallway conversation, keeps that information from getting lost in your bag or your inbox.

I use SLP Now to plug specific activities directly into my therapy plans, so the connection between “what the class is doing” and “what we’re doing in speech” doesn’t live only in my head. If you’re also managing big groups with different goals pulling from different classroom content, this guide to running effective therapy when time is tight is worth a look.

Where SLPs Get Stuck

A few honest friction points worth naming:

Curriculum access is inconsistent. Not every teacher will proactively share materials with you, and that’s one of the real barriers to CBLI implementation identified in the research. If this is your situation, a short, standing check-in (even five minutes every couple of weeks) tends to work better than waiting for materials to come to you.

It’s easy to let this eat your paperwork time. Curriculum-based therapy adds planning steps on top of everything else already competing for your week. If paperwork is already the thing keeping you up at night, this framework for paperwork planning and this approach to caseload vs. workload are good next reads.

The evidence base is still growing. Curriculum-based language intervention is well-supported in theory and by law, but researchers are candid that more evidence is still needed to guide exactly how it’s best implemented in early elementary settings. That’s not a reason to avoid it. It’s a reason to keep your own data collection tight, so you can see what’s actually working for your students.

Start Small

You don’t need to overhaul your entire practice this week. Pick one piece, your materials, your data system, or your classroom-materials folder, and set it up first. Once one piece is solid, the next one is a lot easier to build.

x Marisha

References

Individuals with Disabilities Education Act (IDEA), 2004; American Speech-Language-Hearing Association. (n.d.). School-Based Service Delivery in Speech-Language Pathology. https://www.asha.org/slp/schools/school-based-service-delivery-in-speech-language-pathology/

American Speech-Language-Hearing Association. (n.d.). Caseload and Workload. Practice Portal. https://www.asha.org/practice-portal/professional-issues/caseload-and-workload/

Meaux, A. B., & Norris, J. A. (2018). Curriculum-based language interventions: What, who, why, where, and how? Language, Speech, and Hearing Services in Schools, 49(2), 165–175. https://doi.org/10.1044/2017_LSHSS-17-0057

Following Directions Speech Therapy: 6 Strategies That Actually Work

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If your students struggle to follow directions—whether it’s a simple “get your notebook” or a multi-step classroom routine—you’re definitely not alone.

Understanding and carrying out directions is a foundation for success in language, academics, and social interaction, yet it’s one of the trickiest skills for many students on your caseload.

In this guide, we’ll explore six evidence-based strategies you can use to assess, teach, and practice following directions in speech therapy. You’ll learn how to identify what’s really behind a student’s difficulty, discover engaging activities that boost comprehension, and walk away with ready-to-use materials to make your sessions smoother.

Quick answer: Most students who struggle to follow directions aren’t struggling with attention. The real barrier is usually one of three things: vocabulary (not knowing a key word in the direction), syntax (not understanding the sentence structure, like clauses with “before” or “after”), or working memory (losing track of multi-step directions). Figuring out which one is driving the breakdown, before you pick an activity, is what actually moves the goal forward.

Let’s start by looking at why following directions is such an essential part of every student’s communication and learning journey and how we can set them up for success from the very first session.

Why Following Directions Is Foundational in Speech Therapy

Following directions is about far more than compliance; it’s a core language skill that supports nearly every academic and social task a student faces. From understanding classroom routines to playing games with peers, a child’s ability to process and act on directions impacts listening comprehension, executive functioning, and overall independence.

In speech therapy, we often see that students who struggle with following directions aren’t just “not paying attention.” Instead, they may be missing key vocabulary, syntactic cues, or the working memory skills needed to hold multi-step instructions in mind. As Wallach (2014) notes, therapy for school-age children should always focus on “real-world language use” rather than isolated tasks—so targeting this skill contextually is crucial.

That’s why every SLP’s toolkit should include visuals and structured activities that make direction-following more accessible and engaging.

Following Directions Visual Checklists

Following Directions Visual Checklists
A step-by-step visual from the Weather Man Craft activity helps students follow complex directions using pictures and text.

Following Directions Skill Pack

Evidence-backed visuals, assessments, and activities to help students master following directions.

  • Research summary highlighting six evidence-based strategies
  • Informal assessment to establish a solid baseline
  • Visuals to help you teach following directions effectively
  • Leveled practice with a variety of visual supports
  • Activity guide to facilitate generalization across contexts

Everything you need to assess, teach, and generalize following directions — all in one place.

👉 Join to Download Following Directions Skill Pack

Following Directions Skill Pack preview

How to Teach Following Directions in Speech Therapy (6 Strategies)

Every student is different, so there’s no single “right way” to teach following directions in speech therapy. But research gives us a clear roadmap. Studies show that effective intervention blends assessment, strategy instruction, movement, collaboration, and contextualized practice (Cirrin et al., 2010).

When we look closely, students who struggle with directions usually need support in one or more of these underlying areas:

  • Vocabulary: Understanding key words in the direction (e.g., temporal and spatial concepts).
  • Syntax: Understanding relative clauses (e.g., Touch the one that is red.), reversals (e.g., Before you go play, put on your socks.), etc.
  • Executive functioning: Paying attention, remembering the steps, and staying focused on completing the task.

The good news? By using structured, engaging activities that target these components directly, we can make lasting progress.

In the sections that follow, you’ll learn six evidence-based strategies drawn from current research and practice, each paired with examples and printable supports from the Following Directions Skill Pack.

Strategy 1: Assess and Identify the Root Cause

Before choosing materials or setting goals, start by identifying why a student struggles to follow directions. A thorough assessment helps you decide whether the barrier is vocabulary, syntax, memory, or attention and which intervention strategies will help most.

A differential assessment (Gill et al., 2003) can break this down by analyzing a student’s responses to one-, two-, and three-step directions.

A dynamic assessment adds another layer, letting you observe how quickly students improve when given cues or modeling.

Together, these approaches help you pinpoint underlying language or cognitive factors instead of assuming a “listening” problem.

SLPs can also gather classroom observations or teacher reports to see how the student follows directions across environments. This data informs more functional IEP goals and ensures therapy targets the real root of difficulty.

Following Directions Skill Pack - Assessment Overview Following Directions Skill Pack - Observation Page

Use the Assessment Overview and Observation sheets from the Skill Pack to document how students perform with one-, two-, and three-step directions and note which strategies help most.

💡 Assess With Confidence
The WH Questions Skill Pack includes ready-to-use assessments, visuals, and structured practice activities so you can quickly identify which WH question types your students need support with — from simple “what” and “where” questions to more complex “why” and “how” questions.

[Download the Skill Pack →]

 WH Questions Skill Pack preview

Strategy 2: Incorporate Movement-Based Learning

Sometimes the best way to improve a child’s ability to follow directions isn’t at the table; it’s through movement. Research shows that pairing language with movement helps children retain and comprehend instructions more effectively (Kosmas et al., 2018; Mellor & Morini, 2023). When students physically act out what they hear, they engage multiple systems—language, memory, and motor planning—which makes learning more meaningful.

Incorporate movement by turning everyday therapy sessions into interactive games and challenges:

  • 🪜 Obstacle Courses: “Hop to the blue square, crawl under the chair, and touch the wall.”
  • 🔎 Scavenger Hunts: “Find the red crayon before you pick up the green one.”
  • 🎵 Action Songs: Combine rhythm with sequential directions (“Clap twice, spin around, and sit down”).
  • 🎯 Conditional Directions: Practice “if directions” with visuals and real-world actions.

These hands-on activities are especially powerful for students who struggle with complex or out-of-order directions, since movement allows them to “see” and “feel” the structure of the sentence.

Following Directions Skill Pack - Quick Helper Following Directions Skill Pack - Practice Page

Students use “Quick Helper” and “After / Out of Order” visuals to understand conditional directions like before and after while completing physical tasks.

💡 Assess With Confidence
The WH Questions Skill Pack includes ready-to-use assessments, visuals, and structured practice activities so you can quickly identify which WH question types your students need support with — from simple “what” and “where” questions to more complex “why” and “how” questions.

[Join to Download the Skill Pack →]
WH Questions Skill Pack preview

Strategy 3: Teach and Model Explicit Strategies

Even after assessment and movement-based practice, many students still need explicit instruction in how to follow directions. Research suggests that directly teaching and modeling these strategies can help students strengthen working memory and self-monitoring skills (Gill et al., 2003).

Here are a few strategies to model and practice in therapy:

  • 🗣️ Rehearsal: Encourage students to repeat the direction out loud (“First touch your head, then pick up the pencil”).
  • 👀 Visualization: Teach students to “make a movie in their head” of what they need to do next.
  • ✏️ Drawing or Icons: Have students sketch or mark icons to represent steps in multi-step directions.
  • 🙋‍♀️ Clarification: Model how to ask for repetition (“Can you say that again?”).
  • 🧠 Check for Understanding: Pause between steps to confirm comprehension before moving on.

When these strategies are modeled consistently—and reinforced by teachers—students begin to internalize them and apply them independently.

Following Directions Skill Pack - Teacher Strategies Following Directions Skill Pack - Student Strategies

Teacher and student strategy visuals help students rehearse, visualize, and self-cue during direction-following tasks.

💡 Reinforce Strategy Use Across Settings
The Following Directions Skill Pack includes printable Teacher Strategies and Student Strategy cards that make it easy to model, post, and share key strategies—so students can apply what they learn across the classroom, playground, and home.

[Download the Skill Pack →]
Following Directions Skill Pack preview

Strategy 4: Collaborate with Teachers for Carryover

Following directions doesn’t stop in the speech room. To make real progress, students need consistent reinforcement across the school day, which is why collaboration with teachers is one of the most powerful steps you can take.

When teachers understand and use the same strategies introduced in speech therapy, students get more opportunities to practice—and their success transfers naturally to classroom routines.

Research supports this kind of team-based approach. Co-treatment and shared strategy implementation have been shown to improve concept development and generalization (Lund, Young, & Yarbrough, 2019).

Here are a few ways to make collaboration easy and effective:

  • Chunk Directions: Encourage teachers to give 1–2 steps at a time, pausing for processing.
  • Visual Supports: Post visuals like “before/after” or “first/then” cards around the room.
  • Cue Attention: A simple “eyes on me” cue before giving instructions helps students reset focus.
  • Reinforce Student Strategies: Teachers can prompt students to rehearse or visualize before responding.

These small adjustments make a huge difference in how students understand and execute directions across contexts.

Teaching Strategies

Teachers can use the “Check for Understanding” and “Cue to Direct Attention” visuals from the Skill Pack to reinforce direction-following strategies during daily routines.


Following Directions Skill Pack preview

💡 Share the Tools That Build Carryover
The Following Directions Skill Pack includes a ready-to-share Teacher Strategies chart and printable visuals designed to make classroom collaboration seamless. Empower teachers to support students with evidence-based cues and consistent language.

[Download the Skill Pack →]

Strategy 5: Contextualize Practice and Generalize Skills

Even the best therapy session won’t make an impact if students can’t carry what they’ve learned into real life. To create lasting change, we need to design activities that reflect authentic classroom and social contexts. This is what Ukrainetz (2015) calls contextualized language intervention.

In other words, therapy should look and feel like the environments where students actually need to follow directions (e.g., the classroom, the playground, and at home). Instead of isolated drill work, embed direction-following into literacy-based tasks, crafts, and everyday routines so students can practice comprehension, sequencing, and planning in meaningful ways.

Here are a few examples you can build right into your sessions:

  • 📚 Literacy-Based Therapy: Read a short passage and ask students to follow related instructions (“Underline the title, circle the author’s name, then draw a star next to the main character”).
  • ✂️ Crafts: Hands-on projects like the Weather Man Craft from the Skill Pack combine visual, verbal, and fine motor steps.
  • 🧪 Science Experiments: Have students perform multi-step actions using direction words like before, after, while, and if.
  • 🏫 Classroom Routines: Practice real directions used during transitions (“Hang your backpack, put your folder in the bin, then line up at the door”).

These activities promote generalization by connecting the therapy room to the real world—and they make sessions more engaging and memorable for students.

Strategy 6: Provide Feedback and Reinforcement

Once students are engaged and practicing meaningful tasks, the next key step is consistent feedback and reinforcement.

According to Cirrin et al. (2010), therapy is most effective when feedback is immediate, specific, and tied to functional outcomes. For following directions, this means giving students clear information about how well they executed each step—not just whether they got it right.

Here are a few research-backed tips you can integrate into your sessions:

  • ✅ Recast and Re-Model: Repeat or model the correct direction sequence after errors (“First circle the star, then draw the line”).
  • 💬 Highlight Accuracy: Instead of “Good job,” say, “You remembered to do all three steps in order!”
  • 📋 Visual Feedback: Use worksheets or cards that show completed steps so students can track progress.
  • 🎯 Gradual Challenge: Start with 1-step directions, then move to multi-step directions as accuracy improves.

Reinforcement builds confidence and helps students internalize strategies like rehearsal, visualization, and self-monitoring. These are skills they’ll need to succeed in more complex environments.

Following Directions

Students complete a “nest” worksheet that targets multi-step and conditional directions using icons and visual sequencing.

💡 Reinforce Success With Visual Practice
The Following Directions Skill Pack includes printable worksheets and visual templates designed to build comprehension through feedback and repetition. Each sheet supports 1-, 2-, and 3-step directions with clear visuals students love.

[Download the Skill Pack →]
Following Directions Skill Pack preview

Writing Effective IEP Goals for Following Directions

Once you’ve identified the root cause of difficulty and implemented teaching strategies, the next step is to write clear, measurable IEP goals that reflect a student’s true language needs.

Rather than writing narrow goals like “Student will follow multi-step directions,” focus on the foundational language systems that make following directions possible—syntax, vocabulary, and morphology. These are the building blocks that allow students to understand, process, and act on increasingly complex directions.

As Wallach (2014) reminds us, goals should emphasize functional language outcomes rather than rote task completion. Effective intervention shifts away from isolated “compliance” goals and toward addressing the underlying language systems that support comprehension, attention, and academic success.

🧩 Reframing “Following Directions” Goals

While direction-following assessments provide valuable insight into a student’s performance, they should be viewed as a lens for uncovering underlying language weaknesses—not as an endpoint. Targeting syntax, vocabulary, and morphology helps students develop the comprehension and reasoning skills that transfer to real-life learning situations.

🧱 Foundational Goal Examples

🧩 Syntax Goals
Focus on understanding sentence structure, which supports processing of complex directions.

  • Receptive Syntax:
    Given a short passage or oral direction, the student will identify and explain the meaning of sentences containing embedded clauses (e.g., “Before you circle the picture, underline the word”) with 80% accuracy.
    The student will follow directions that include temporal and conditional clauses (e.g., “After you color the circle, draw a line”) by demonstrating understanding of the sequence of actions in 4 out of 5 opportunities.
  • Expressive Syntax:
    The student will produce complex sentences using subordinating conjunctions (e.g., before, after, because) to describe sequences of events in 4 out of 5 opportunities.
    When given a simple direction, the student will restate it using appropriate syntactic structure to demonstrate understanding of relationships between actions.

🧠 Vocabulary Goals
Focus on key concepts, verbs, and relational terms critical for following academic and functional directions.

  • The student will demonstrate understanding of spatial concepts (e.g., above, between, next to) by identifying or acting out directions containing those terms with 80% accuracy.
  • The student will define and use common classroom direction verbs (e.g., underline, match, circle, label) appropriately in structured activities in 4/5 trials.

🔠 Morphology Goals
Support comprehension of morphologically complex forms that alter meaning within directions.

  • The student will identify and explain the meaning of morphological endings that affect direction verbs (e.g., coloring vs. colored) with 80% accuracy.
  • When given oral or written directions, the student will demonstrate understanding of plural, tense, and comparative markers (e.g., draw two smaller circles) in 4 out of 5 opportunities.

🧾 Sample Direction-Following IEP Goals

Once you’ve built those foundational skills into your plan, you can also include functional direction-following goals that reflect applied comprehension:

  • 1-Step Directions:
    Given visual and verbal cues, the student will follow one-step directions related to classroom routines with 80% accuracy across three consecutive sessions.
  • 2-Step Sequential Directions:
    The student will follow two-step sequential directions using visual supports (e.g., “Pick up your pencil and draw a circle”) with 75% accuracy as measured by SLP data collection.
  • 3-Step / Multi-Step Directions:
    Given conditional and out-of-order directions (e.g., “Before you underline the title, circle the author’s name”), the student will complete three-step tasks with minimal verbal prompts in 4/5 opportunities.
  • Generalization Goal:
    During classroom activities, the student will apply taught strategies (rehearsal, visualization, clarification) to follow teacher directions with 80% accuracy as measured by teacher observation.

These examples build naturally from the earlier strategies—teaching foundational skills, incorporating visuals, and expanding to real-world contexts that encourage carryover.


Following Directions Skill Pack preview

💡 Simplify Your Goal Writing
The Following Directions Skill Pack includes assessments, progress-tracking sheets, and visual documentation tools so data collection and goal writing have never been easier.

[Download the Skill Pack →]

Example Following Directions Activities by Complexity

When targeting following directions in speech therapy, think of each “level” not as a checklist of tasks—but as a way to systematically build the underlying language and cognitive skills that make direction-following possible.
These activities still progress from one- to multi-step sequences but are designed to strengthen comprehension, working memory, and linguistic processing—not just compliance.

Level 1: One-Step Directions — Build Concept & Vocabulary Foundations

Early instruction should target basic concepts and receptive vocabulary—the building blocks of comprehension. Focus on spatial, quantitative, and descriptive words students must understand before multi-step tasks can succeed.

Therapy ideas:

  • Concept sorting: Have students follow single-concept directions (“Put the big square under the table,” “Point to the longest pencil”).
  • Action-verb practice: Combine visuals with motor actions (“Wave,” “Jump,” “Circle”).
  • Concept stories: Read a short story and give one-step directions related to the text (“Find the red apple in the picture”).

Following Directions Skill Pack preview

💡 Tackle Complex Directions with Confidence
The Following Directions Skill Pack includes Before/After cards, conditional direction templates, and game-style visuals to make even complex instructions engaging and attainable.

[Download the Skill Pack →]

Level 2: Two-Step Directions — Strengthen Syntax & Working Memory

At this level, focus on sentence structure and order processing. Students begin linking two ideas using conjunctions such as and, then, before, after.
This supports both syntax comprehension and working-memory sequencing.

Therapy ideas:

  • Sequential play tasks: “Before you put the block on top, pick up the blue one.”
  • ABA-style chaining: Use two-step routines like “Touch your nose and clap twice,” prompting rehearsal and visualization.
  • Sentence reconstruction: Give students two picture cards and have them act out the correct order.

Level 3: Multi-Step & Complex Directions — Integrate Syntax, Morphology, and Executive Function

Once students can follow two connected ideas, you can integrate temporal, conditional, and morphologically complex forms (e.g., before, after, while, if, plurals, and comparatives).

These directions mirror real classroom language and push both comprehension and planning skills.

Therapy ideas:

  • Conditional sequencing: “If you see the triangle, color it blue; if you see the circle, underline it.”
  • Morphology in motion: “Draw two smaller circles before coloring the largest one.”
  • Academic integration: Embed multi-step directions into science or literacy projects (“After you label the diagram, write the definition and tape it on the wall”).

Reinforcing Progress with Printable Following Directions Worksheets

While the most powerful way to target following directions is through contextual, hands-on learning—such as crafts, literacy units, and classroom activities—printable visuals and worksheets can play a valuable supporting role. They’re especially useful for reinforcing concepts after structured practice or for assigning quick carryover tasks.

Printable materials provide a structured format for review and progress monitoring, giving SLPs a way to track comprehension across 1-, 2-, and 3-step directions. When paired with visuals, these resources can help students apply strategies like visualization, sequencing, and self-checking.

To maximize impact, combine worksheets with interactive practice. For example:

  • Use a worksheet as a warm-up before a craft or science task.
  • Review worksheet visuals together, then act out the same steps with real materials.
  • Send them home as short practice assignments that reinforce classroom learning.

Wrapping Up: From Research to Practice

Helping students learn to follow directions is about far more than getting them to “listen.” It’s about supporting the language and executive functioning skills that make them confident, independent learners.

By combining assessment, explicit strategy teaching, movement, and contextualized practice, you can create therapy sessions that don’t just check a box; they change how students understand and use language every day.

The evidence is clear: when we make direction-following interactive, visual, and meaningful, students not only meet their goals—they begin to thrive in the classroom and beyond.

🎯 Ready to Make Following Directions Easier for Every Student?

Download the Following Directions Skill Pack to get everything you need:

  • Assessments to identify the root cause of comprehension challenges
  • Visual cue cards for 1-, 2-, and 3-step directions
  • Printable worksheets and contextual activities for practice
  • Teacher + student strategy visuals for seamless carryover

All research-backed, classroom-ready, and included in your free trial.

[Download the Skill Pack →]
Following Directions Skill Pack preview

References

Cirrin, F. M., Schooling, T. L., Nelson, N. W., Diehl, S. F., Flynn, P. F., Staskowski, M., Torrey, T. Z., & Adamczyk, D. F. (2010). Evidence-based systematic review: Effects of different service delivery models on communication outcomes for elementary school–age children. Language, Speech, and Hearing Services in Schools, 41(3), 233–264. View study

Gill, C. B., Klecan-Aker, J., Roberts, T., & Fredenburg, K. A. (2003). Following directions: Rehearsal and visualization strategies for children with specific language impairment. Child Language Teaching and Therapy, 19(1), 85–103. View study

Kosmas, P., Ioannou, A., & Zaphiris, P. (2018). Implementing embodied learning in the classroom: Effects on children’s memory and language skills. Educational Media International, 55(4), 324–339. View study

Lund, E., Young, A., & Yarbrough, R. (2019). The effects of co-treatment on concept development in children with Down syndrome. Communication Disorders Quarterly, 40(3), 165–174. View study

Mellor, L., & Morini, G. (2023). Examining the relation between exercise and word learning in preschool-age children. Journal of Speech, Language, and Hearing Research, 66(10), 4004–4015. View study

Ukrainetz, T. A. (2015). Contextualized language intervention: Scaffolding preK–12 literacy achievement. Thinking Publications. View book

Wallach, G. P. (2014). Improving clinical practice: A school-age and school-based perspective. Language, Speech, and Hearing Services in Schools. View study

More Reading

Looking for more practical ideas to boost language and comprehension skills?
Explore these related SLP Now resources:

Transcript

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Hello there, and I hope you are in the mood for some talk about syntax. Last week, we talked about compound sentences and I wanted to continue the conversation with more types of syntax, like passive voice and relative clauses. Before you hit pause because you're like, well, I work with kindergartners or I work with second grade,this is still a relevant thing to target with our students. There was a study by Owens et al in 2024. They reviewed conversational language samples for 196 children, ages five to 10 years, 11 months, They found that five year olds are using an average of 1.25 subordinate clauses and 2.05 coordinate clauses, so even five year olds are using complex syntax and the number continues to increase with age. So if we are seeing our students only use simple sentences, that is a sign that they may need support with syntax and we might want to look into it a little bit for further. It's easy to hear if they're using simple sentences, compound sentences, complex sentences, and all types of clauses.

If we're not seeing this in their communication, they may be struggling to comprehend that complex syntax as well. And that is an absolutely age appropriate skill for our school age students. Approximately half of five year olds are able to comprehend reversible passive sentences, and that's from Owen's 2016.

And 90% of children between the ages of seven and a half and eight are able to comprehend reversible passives. So very early on in the school age years, this is something that's typical and something that we might want to support if our students are struggling with it.

So hopefully you're still intrigued. I am going to be sharing strategies that we can use in our assessment and intervention when targeting these types of goals. The first strategy, and this has been a common theme, but we want to start with a thorough assessment. Collect language samples and consider multiple contexts because we use different types of syntax when generating narratives, retelling narratives, describing a picture, summarizing a text, explaining how to do something, trying to persuade someone.

So all of those types of samples will elicit different syntax. We want to consider different language samples. We will also want to observe in the classroom because the language that we're hearing in the classroom will be a little bit different. We can look at work samples and look at their writing.

And we can also collect parent and teacher report. And then we can also do a more structured assessment of the comprehension and production of syntax.

In terms of actual treatment strategies, I'm pulling a lot of these from Zipoli 2017. I'll share the citation in the show notes. Lessons should begin with clear explanations of the target sentence structure and give the purpose of the lesson so we can model comprehension and production of sentence structures. We'll want to use clear, concise, and consistent language as we're doing that.

When we're providing demonstrations, we'll give multiple examples and use visual and auditory cues to make the syntactic features more explicit. There's a lot we can do to support the teaching of that. One strategy is focused stimulation.

This is one that applies to all grammar goals and that I have found to be incredibly impactful. This is a little bit more implicit, but this is when we provide frequent models and recasts in a variety of activities. So, when we're modeling the passive voice or a relative clause, we highlight that naturally in conversation. When we recast, we might correct what the child says or modify it. If they produce a simple sentence in our literacy based therapy activity, I can recast the student's sentence and add in that relative class.

Using those models and recasts is what they call focused stimulation in the research and we can incorporate that in all of our therapy activities. That is a great way to implicitly target some of these skills.

Other strategies we might use for passive voice are using directed questions to enhance and scaffold comprehension. So if we have a sentence like Diego was found by Rebecca. We can say who was found and who did the finding, and ask some questions about that statement.

And we can use pictorial support as well and asking students to draw pictures to represent those sentences. The example I gave was with the passive, but we can also do this with a active voice. So instead of Diego was found by Rebecca, we can do Diego found Rebecca. And in SLP Now we have syntax activities attached to the majority of our literacy based units. We embed these strategies in the activities for passive voice, for example. So we have a sentence, with pictures and visual choices to help the students.

We have pictorial support as well, and we give you statements and questions so that you have support as you're implementing these types of strategies. For verbal clauses, which is another type of syntax we might want to target, we can use sentence starters.

This is an effective technique for helping students understand and write more elaborate sentences. If we give them a starter, they can fill in the sentence and create more. We also have picture sequencing. If we have pictures of the different items, for example, before I take the test, I will study. You can have a icon representing studying and taking the test, and you can do that practice using those adverbial clauses. In SLP Now we have icon cards for the conjunctions that you would use with the sentence starters.

We also have pictures to practice and support that understanding. We give you tools for sentence starters and picture sequencing. In terms of relative clauses, two more evidence backed strategies are to use sentence combining, which we talked about last week.

This is where we're combining two or more simple sentences. You can use simple sentences from whatever book or article you're reading and then use our conjunction cards to help students combine those. The other strategy we talked about last week is sentence decomposition, where you take a complex sentence and break it down into simpler sentences.

All you need is the book or article you're reading and identifying those simple, complex, and compound sentences. That is a quick blitz of some strategies we can use for our syntax goals. Check out the show notes for references and more detail about the resources if you want help implementing this.

I hope that this was a helpful review for you and we'll see you in the next one.

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How to Feel Prepared for Back to School as an SLP

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If you want to feel prepared for back to school as an SLP, you do not need every lesson planned, every group scheduled, and every material printed. You need clarity. You need to know your caseload, your priorities, and your next few steps. That is the heart of what I share in this episode. I walk through a simple 4 step back to school framework that helps me get organized, set up the right systems, and make a calm plan for the first two weeks of school.

I know this season can feel heavy. Back to school comes fast. It can make it seem like you should have everything figured out before students walk through the door. I do not buy that.

For me, being prepared is less about being done and more about being clear on what matters most. That shift makes a huge difference. It helps me focus on what will actually make the start of the year smoother, instead of pouring energy into things that are not even urgent yet.

What Being Prepared for Back to School Really Means

A lot of SLPs think prepared means having every lesson planned, every group scheduled, and every material printed. I have been there. It feels productive for about five minutes, and then it starts to feel impossible.

So I like to use a simpler definition. Being prepared means that I am clear on my caseload, clear on my priorities, and clear on the next few steps. I do not have to know the whole story. I just have to know what is coming up next.

I call this the Prepared, Not Finished Framework. It is a helpful reminder for me, especially in July and early August. I do not have to finish the whole school year in July to feel ready to head back.

That matters because burnout is not a badge of honor. Smart systems create space for real impact. When I remember that, I stop chasing overprepared and start building support for my actual day to day work.

The 4 Step Back to School Framework for SLPs

When I want to feel less scattered, I keep it simple. I use a four step process to get grounded and make a workable plan. This is the same flow I shared in the episode, and it is a great way to start the year working smarter, not harder.

Step 1: Get the Lay of the Land

The first step is to look at what I am actually responsible for. Before I worry about themes, visuals, or the perfect therapy plan, I want the full picture of my caseload.

That means I am reviewing things like service minutes, IEP dates, evaluation dates, teacher assignments, and any obvious scheduling constraints. I am doing a quick reset so I know what is real, instead of carrying around a vague sense of panic.

This step is simple, but it is powerful. When I know who is on my caseload and what needs are coming up, I can make better decisions. I am not planning in the dark.

If you are feeling overwhelmed, start here. Open your caseload. Make a simple overview. Get the lay of the land before you do anything else.

Step 2: Segment Before You Schedule

This is one of my favorite shifts. Instead of thinking about my caseload as sixty plus random students, I think in segments. That one change can make planning feel a whole lot lighter.

I call this the Segment Before You Schedule Method. You can segment by grade level, age band, goal format, service minutes, or how often students are seen. In the past, it was most helpful for me to segment by grade level, but there is not just one right answer. You get to decide what works best for you, your caseload, and your school.

The point is that segmentation turns a huge, messy list into smaller buckets. If you are in a K through 5 building, maybe you are not planning for sixty random students. Maybe you are planning for six segments. That feels very different.

It also helps with scheduling. When I know my segments, I can start to see what groupings might make sense. I can notice patterns. I can make smarter choices without overcomplicating everything.

Step 3: Set Up Your Core Systems

This is where things start to feel easier. I want a good system for notes, data collection, materials, progress monitoring, and therapy plans. I do not need a fancy setup. I need something that helps me know where things live and what to do next.

Good systems create a big mindset shift. They move me from, “I am so behind,” to, “I know exactly where to start.” That is why this step matters so much.

Inside SLP Now, we spend a lot of time helping SLPs build these kinds of systems because they really do make back to school so much easier. One member, Melanie, described it as finally having a streamlined thing that makes everything cohesive and efficient. I love that description because that is exactly the goal.

Here are a few core systems that help the most:

  • A caseload system so I can quickly see student names, minutes, IEP dates, and evaluation dates.
  • A planning system so I can organize therapy by segments instead of reinventing the wheel for every group.
  • A data system so I can collect quick information during sessions and actually use it later.
  • A paperwork system so deadlines do not live in my head.

None of that has to be perfect. It just has to reduce friction. If a system saves me time and mental energy, it is doing its job.

Step 4: Plan the First Two Weeks, Not the Whole Year

This step is where a lot of relief comes in. I do not need to plan the whole year before school starts. I just need a workable plan for the first two weeks.

I call this the First Two Weeks Reset. The goal is not to have every therapy activity mapped out through spring. The goal is to welcome students, gather baseline data, establish routines, and get a feel for what students need.

That is it. Really.

When I keep the goal that simple, I can breathe. I can make good decisions without spiraling into overplanning.

What to Actually Prep for the First Two Weeks of School

The first two weeks are actually so, so easy when I stop expecting them to do too much. I am focusing on orientation, rapport, routines, and quick data. I am not trying to wow myself with elaborate activities.

One thing I like to do is plan a simple welcome activity. It can be language based. It can help me get to know my students. It gives me a chance to establish rapport while also having my SLP ears open. I am listening. I am noticing. I am getting informal progress monitoring data just from our interaction.

I also like to review goals with students. In the past, I made little goal cards, and that was such a helpful activity. It gave students a reminder of what we were working on, and it made the goals feel more concrete right away.

I may also pull in quick baseline probes. Sometimes that takes more than two weeks to work through for every student, and that is okay. It is still a really great place to start.

Another helpful piece is teaching a simple session structure. For me, that can look like Check In, Assess, Teach, Practice, Wrap Up. I can show a visual. I can model the routine. I can explain that every session might look a little different, but this is the basic flow we will move through.

That routine helps students know what to expect. It also helps me stay grounded. Once the structure is there, I do not have to reinvent the wheel every time.

So if you are wondering what to prep, start with this short list:

  • A simple welcome or rapport activity
  • Goal cards or another quick goal review tool
  • Quick baseline checks
  • Visuals for your routine
  • One repeatable session structure

That is enough to build momentum.

What to Skip When You Are Getting Ready for Back to School

Sometimes the best back to school plan is knowing what not to do. We save a lot of time and energy when we give ourselves permission to skip the tasks that do not actually make the first two weeks smoother.

Here are a few things I would skip:

  • Planning the entire semester before school starts
  • Creating unique activities for every single student or group
  • Printing or prepping everything you might use
  • Obsessing over the perfect schedule before you have the full picture
  • Overbuilding materials before you know what students need most

Prepared is not the same thing as overprepared. That line is worth repeating because so many of us need to hear it.

Schedules shift. Caseloads change. Students surprise us. Puzzle pieces take time to settle. If I spend all my energy trying to lock everything down too early, I usually end up redoing it anyway.

So I would rather build flexible support than false certainty.

The Systems That Save the Most Time Once School Starts

What really helps me feel prepared is not a giant pile of prepped materials. It is knowing that my systems will carry some of the load once the school year gets busy.

That is what makes this sustainable. It is not about being superhuman. It is about not making myself start from scratch every day.

Caseload Systems

I want one place where I can see names, services, dates, and groups at a glance. That saves me from hunting through scattered notes and old spreadsheets.

Planning Systems

I want a structure for planning by segment. That might mean one anchor activity, one book, or one themed routine that I can adjust across goals. Planning gets easier when I reuse a strong structure.

Data Systems

I want a way to collect quick probes and document as I go. That helps me avoid the sticky note scramble later.

Paperwork Systems

I want a simple workflow for reports, deadlines, and follow up tasks. Paperwork takes enough energy already. I do not want to waste extra energy figuring out where everything is.

These systems matter because they support confidence. They support calm. They support better therapy and better boundaries.

A Simple Back to School Action Plan for SLPs

If you want a simple next step, keep it really small. You do not need to overhaul everything before day one.

Try these three action steps:

  1. Make a simple caseload overview.
  2. Pick one repeatable session structure for the first two weeks.
  3. Set up one system that reduces daily friction, planning, data, or paperwork.

That is enough to move forward with intention. That is enough to feel more grounded. That is enough to start calmly.

You are already doing so much. You do not need to do everything before day one. You just need enough clarity to get started.

If you want more support with planning, systems, and back to school routines, you can listen to the full episode and explore more resources at slpnow.com/pod.

Transcript

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Marisha: [00:00:00] Are you dreading thinking about heading back to school? Does it feel like it's impossible to feel prepared?

In this week's episode, we are diving into what it really means to be prepared for back to school ~and what that looks like ~getting really clear on knowing what matters first and ~giving, ~getting a workable plan for the first two weeks of school.

~Um, so I cannot wait to dive in, um, and we'll start off with what prepared actually means. ~Let's start here. A lot of SLPs think that prepared means having every lesson planned, every group scheduled, every material printed.

We do not have to be that prepared. We don't have to have every lesson. We don't have to have our schedule completely figured out. Prepared is less about being done and more about being clear on what matters most. So my definition that I like to use is being prepared means that we're clear on our caseload, clear on our [00:01:00] priorities, and clear on the next few steps.

We don't have to know the whole story. We just have to know the few things that are coming up. And you do not have ~to finish the whole school in y- in July You do not need ~to finish the whole school year in July to feel ready to head back.

Smart systems can make this process way easier, and I'm excited to dive into what some of that might look like.

~Um, ~First up, we have a simple four-step framework.

The first step is to get the lay of the land. So we'll look at our caseload, service minutes, IEP, and evaluation dates, who their teachers are, ~um, ~and kind of spot-check for any obvious scheduling constraints. This is a good opportunity to do a quick reset and figure out what we're actually responsible for.

And then next step, step two, is to segment before we schedule. We're not thinking of our caseload [00:02:00] as sixty plus random students. We're thinking in segments. So age and grade bands, maybe similar goal ~for- ~formats or based on how we're seeing students. ~Like, ~If we have ~five-minute, uh, like ~five-minute session kiddos, or if we have students who are seen once a week, twice a week, maybe by their total service minutes. We can group our caseload in the segments that makes the most sense for our caseload. ~Um, uh, ~In the past, for me, ~the... ~it was most helpful to segment by grade level, and that's how I approach my scheduling, but there's lots of ways to do that, and you get to decide what works best for you, your caseload, and your school. And thinking about it in this way, instead of having sixty random students, we only have, if we're at a K through ~s- ~five school, we only have six segments that we're figuring out. So that's step two.

Step three is to set up our core [00:03:00] systems. We have a good system for our notes, data collection, materials, progress monitoring, and therapy plans. And having these systems picked out makes a big difference between thinking, "I'm so behind" versus, "I know exactly where to start." SLP Now is a great way to do this. One of our members, ~Mel- ~Melanie, described it as finally having a streamlined thing that makes everything ~coes- ~cohesive and efficient. So if you're looking for inspiration on what that system could look like, SLP Now is a great option. ~Um, ~And we would love to help you streamline all the things and make back to school so incredibly easy.

And then step four is to plan your first two weeks, not the whole year. And the first two weeks are actually so, so easy. I like to find a way to welcome students, ~um, ~gather baseline data, ~um, ~establish some [00:04:00] routines with my students, and that's it.

We can have different questions and activities based on the grade level or our segments ~k- ~potentially, ~um, ~based on how we're splitting up our caseload. But I like to have some kind of language-based welcome activity that helps me get to know students, establish rapport. As we're doing that, I have my SLP ears open, and I'm looking at ~uh, ~informal progress monitoring in terms of what I'm seeing in their ~um, ~communication.

It's a great opportunity to review students' goals. ~I, um, ~In the past, I've made little goal cards, which are a really fun activity. ~Um, ~It's a good opportunity to remind students of what their goals are, what we're working on.

You can also do that baseline progress monitoring. And that takes sometimes more than two weeks to get all of that done. ~Um, ~That's a really great place to start, and it makes it so easy. Those are your plans for the [00:05:00] first two weeks.

~Um, and ~If you need some help getting progress monitoring tools and ~like ~baseline assessment options, definitely check out SLP Now because we've got you covered with all of that. ~Um, ~And then ~if you sh-- ~if you Google SLP Now goal card, ~um, ~I have a blog post with a free template that can help you with that goal activity as well.

~Um, ~And then in terms of what we're actually prepping in those first few weeks, ~Again, ~we're really just focusing on orientation, rapport, routines, quick data. Nothing super elaborate. We already talked about having some of those rapport-building activities, ~um, ~the goal cards, the ~quick, ~quick baseline probes.

One thing I didn't mention was maybe some visuals or routines for how things work in your speech room. My routine for my students is we do a quick check-in. They grab their goal cards. We would first have to create the [00:06:00] goal cards, but we'd establish that routine.

Like, "Oh, now that we have our goal cards, when we come in, we'll grab them. We'll do a quick check-in." I've talked about this a few podcast episodes ago. I might have some quick little visuals to show them, like check-in, assess, teach, practice, wrap up, and then I can model what that looks like in the different steps.

And I can tell them that it'll look a little different every time, but that's the main thing that we'll go through. ~And this is ... ~The beginning of the year is a great time to review these types of routines because then students will learn them right away, and ~they are, um ... Yeah, ~then ~they're- ~you're set up for success ~for the whole years, ~for the whole school year.

That's really all it is. I do have a blog post that I'll link, ~um, ~and it's related to episode 21 of the podcast, Navigating the First Few Weeks of Therapy. ~Um, ~If you go to slpnow.com/21, you can check out that blog post as well, ~um, ~for some additional [00:07:00] ideas. When you know the structure of your sessions, you don't have to reinvent the wheel every time.

And the beginning of the school year really is the easiest time because we are wanting to accomplish those big goals of establishing rapport, establishing baselines, all of that good stuff. ~Um,~

We talked about what we do wanna focus on. Now let's chat about things that we want to skip. So we can skip planning the entire semester before school even starts. We can skip creating unique activities for every single student or every single group. ~Um, ~We don't have to print or prep everything that we might use, especially for a super long period of time. ~Um, ~We don't have to obsess over the perfect schedule, ~um, ~especially before we have the full picture. It takes some time for all of the puzzle pieces to settle.

Being prepared is not the same as being over-prepared. We wanna [00:08:00] be just prepared enough to navigate the school year with ease and confidence.

That's what we've got in terms of things that we want to skip, and we chatted a little bit about the systems that we want to set up.

~Um, and so ~We want to have a system for our caseload, ~so ~a place to see ~our... ~the names of our students, IEP dates, evaluation dates, all of that. ~Um, ~We want to have a planning system where we can segment our caseload and have a way to organize our thematic units. ~Um, if we're choosing to do things that way, which I talked about this a few episodes ago as well.~

~Um, but ~Segmenting your caseload and planning in that way is an epic way to set up your planning system versus trying to do something different for every single group every single week. ~Um, ~I wanna have a solid system for taking data. ~Uh, ~We want to have a solid system for paperwork.

~And, um, ~If you're looking for help with any of these specific systems, you can sign up for a free SLP Now account. ~Um, ~Go to [00:09:00] slpnow.com/trial. ~And ~Log in, access that for free, go to the Academy, and we have courses to help walk you through all of these different types of systems, and we show you how to set them up super quickly and efficiently with minimal work.

Most of these systems you can get set up in thirty minutes, ~um, ~and we walk you through it. I would highly, highly recommend that if you're feeling stuck on any of these.

That is a wrap on today's episode. ~Um, ~I just have a couple quick action items for you. ~So the-- ~I want you to think about ~um ~what your biggest goal is for back to school.

I'm sure that some of what I said is like, "Yeah, ~I already do that, ~I already do that. I like how I do this and this, but this is what I usually struggle with, so I'm going to implement this thing." ~Um, ~Do a quick reflection and jot down what you would like to implement and apply.

~Um, ~If you want [00:10:00] to dive into this in a little bit more detail, we have a webinar coming up on August 3rd. ~Um, ~It's going to be led by one of our resident SLPs, Lacee. ~And it'll go through... And of our back... ~You'll get a free back to school checklist. ~You'll get to... ~It's a webinar format, so you'll get to see more of this in action ~um, ~versus just listening to me talk.

~Um, but yeah, ~That is happening on August 3rd. I'll put the link in the show notes, and that's a wrap. I hope this was helpful, and we'll see you again real soon.

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Caseload vs Workload for School Based SLPs, Why the Number Is Not the Whole Story

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The Invisible Workload of School Based SLPs, What Administrators Need to Understand

Many administrators are making decisions based on caseload numbers. I get why. A caseload number looks tidy on paper. It feels easy to compare. It gives everyone a quick answer.

But school based SLPs know the real story is hiding behind a few bigger questions. What does the caseload actually look like? What are the dynamics of the school? How many evaluations are coming in? How many meetings are on the calendar? How many schools are involved? How many students use AAC? How much parent and teacher communication is needed?

This is the core reframe: caseload does not equal workload.

Caseload is simply the number of students I am serving. Workload is everything it takes to support those students well. That includes direct therapy, yes. But it also includes evaluations, report writing, IEP prep, IEP meetings, progress notes, billing, consults, referrals, scheduling, parent communication, teacher communication, device programming, case management, and travel between schools.

When I only measure the roster, I miss most of the job.

And when the wrong thing gets measured, people start drawing the wrong conclusions. That is why I said in the episode, the math is not mathing because the wrong thing is being measured.

This matters because the number on paper can make an impossible workload look normal. It can make a stretched thin SLP look disorganized. It can make a systems problem look like a personal problem. And that is where a lot of guilt sneaks in.

Why a Caseload Number Does Not Tell the Whole Story

Two SLPs can each have a caseload of 50 students and have completely different weeks.

One SLP may be in one building, with steady schedules, a manageable referral load, and students whose services fit neatly into the day. Another SLP may be split across multiple schools, juggling travel, evaluations, behavior support, AAC programming, complicated parent communication, and constant interruptions. On paper, the caseload number looks the same. In real life, it is not even close.

That is why the 2024 ASHA survey data in the episode is so helpful. The median school based SLP caseload was 50 students. The median manageable caseload reported by clinicians was closer to 40.

That gap matters.

It tells me that many clinicians are carrying more work than feels sustainable. And because 50 is the median, plenty of SLPs are carrying even more than that. So if you are looking around and wondering why you cannot keep up, the answer may not be that you need to try harder. The answer may be that the workload is bigger than the number suggests.

This is where I want to slow down and be very clear. Invisible tasks are real work, even if they do not show up on a student roster.

That includes things like:

  • Evaluations and deeper testing for more complex cases
  • IEP prep, meetings, and paperwork
  • Parent emails, teacher check ins, and follow up
  • AAC programming and support
  • Travel between schools
  • Consults and referrals
  • Documentation requirements that shift by district or building

When I look at workload through that fuller lens, it becomes much easier to understand why one number does not tell the whole story.

The Emotional Cost of Invisible Work for SLPs

One of the hardest parts of invisible workload is what it does to our thinking.

When the work keeps piling up, a lot of SLPs start asking themselves the same painful questions. Why can I not keep up? Why am I always behind? Why does everyone else seem more organized?

If you have asked yourself those questions, I want to say this as gently and clearly as I can. It does not mean you are not a competent SLP. It likely means the workload is unmanageable.

That is a capacity problem, not a character flaw.

I have lived this. In the episode, I shared that I was spiraling towards burnout while managing a caseload in the triple digits. I spent a lot of time venting with colleagues about how bad things felt. Some of that was therapeutic. But at a certain point, it stopped helping. It became a pity party, and it did not make anything more manageable. It just made me feel worse.

That is why I care so much about this conversation.

Burnout is not proof that you do not care enough about your students. Usually, it means you have been carrying too much. And when school based SLPs leave the field because the workload is impossible, it breaks my heart. These clinicians play such a significant role in the school ecosystem.

We should not have to choose between serving students well and having a life outside of work.

That is also why one of my core beliefs is that burnout is not a badge of honor. Hustle is not the goal. Sustainable support is the goal.

A Simple Workload Advocacy Framework for School Based SLPs

Once I move past the guilt, the next question is practical. What do I actually do with this?

That is where I like to use what I call the Visible Workload Framework. It is simple. It is neutral. And it helps me move from vague overwhelm to useful data.

Step 1: Protect contract hours as much as possible

I know this is easier said than done. I really do. I struggled with this myself when I was carrying a huge caseload.

But protecting contract hours is still a helpful starting point. When I am at work, I want to work. I want to focus. I want to make the most of the time I do have. And when the day ends, I want to shut down my laptop, go home, decompress, and have a life.

That boundary will not fix every systems problem. But it gives me a clearer picture of what actually fits inside the time I am paid to work.

Step 2: Use the Five Bucket Time Study

The second step is to track where the time is going. Not forever. Not every minute of every day for the whole school year. Just long enough to get useful data.

I like a five to ten day snapshot. You can do it on paper. You can do it in a spreadsheet. You can do it inside SLP Now. What matters most is that it is simple enough that you will actually use it.

Here are five buckets that work well for a quick time study:

  • Direct therapy
  • Evaluations
  • IEPs and meetings
  • Documentation
  • Everything else, like travel, consults, referrals, parent communication, and teacher communication

This is what helps make invisible work visible.

And if you use a tool that totals those buckets for you, even better. In the episode, I shared how SLP Now lets you block out those categories on your calendar and then print a weekly view that adds up the time for each one. That kind of printout can make the conversation with an administrator much easier.

Step 3: List what still is not getting done

Time data is helpful. The unfinished list matters too.

After I track how I spent my hours, I also want a simple list of the tasks that still need to happen. Maybe I still need to write two reports. Maybe I still need to prep for an IEP meeting. Maybe there are parent follow ups I have not gotten to yet.

Then I estimate the time those tasks would take.

This is important because it shows the full picture. It is not just, here is what I did. It is also, here is what the current workload still requires.

Step 4: Show the efficiency strategies you already tried

This part makes a big difference.

If I walk into a conversation and only say, my workload is too much, it can feel abstract. But if I say, here is how I spent my time, here is what still needs to happen, and here are the systems I already put in place to be more efficient, that is a much stronger conversation.

Maybe I created templates. Maybe I adjusted my schedule. Maybe I used a planning system that cut down prep time. Maybe I streamlined my paperwork process. Maybe I did professional development to speed up IEP writing.

I am not saying I have to earn support by being perfect. I do not. But showing my effort keeps the conversation focused on problem solving.

Step 5: Use a neutral script with your administrator

This is the piece that helps many SLPs the most, because wording matters.

I do not want the conversation to sound personal or emotional, even if I feel very emotional about it. I want it to sound clear and collaborative.

Here is the kind of language I shared in the episode:

I am tracking my workload to make sure that I meet compliance deadlines and provide quality services. This is the time I documented. This is what I completed during contract hours. These are the tasks that are still left. The required tasks at this time are exceeding my contract hours. What should I deprioritize, and what support is available?

That is what I call the Neutral Advocacy Script.

It works because it invites collaboration. It asks for priorities. It gives the administrator a chance to clarify what matters most. Maybe there is a documentation requirement that can be loosened. Maybe there is a billing task that can be dropped. Maybe it becomes obvious that extra support is needed.

This is not about complaining. It is about using objective data to problem solve.

How Better Systems Help Reduce SLP Workload

I also want to hold two truths at the same time.

First, some workload problems are systems problems. They need bigger change. Second, better personal systems can still create real breathing room.

That is not a contradiction. It is both.

For some SLPs, a caseload of 40 might feel very manageable with the right systems. For others, 50 or 60 might be manageable if there is enough support, fewer meetings, less travel, or more efficient workflows. And for some clinicians, even a lower number can still feel impossible if the student needs and school demands are intense.

That is why I never want to pretend there is one magic number that solves everything.

What I do believe is that better systems can lower the daily friction. They can cut down on rework. They can make planning faster. They can make paperwork less overwhelming. They can help you work smarter, not harder.

In the episode, I shared a story about an SLP who overhauled her paperwork and planning workflow using SLP Now. She stopped bringing work home and saved about 40 hours a month. That is a full work week.

Did that solve every problem in the profession? No.

Did it create meaningful relief? Absolutely.

That is why I care so much about both sides of this conversation. Advocacy matters. Systems matter too.

What to Do This Week If Your Workload Feels Impossible

If you are reading this and thinking, yes, this is me, I want to leave you with one small next step.

Do not start by trying to fix everything.

Start by getting data.

Track your time for five to ten contract days. Write down the invisible tasks. Notice where the bottlenecks are. See if there is one area where better systems could reduce rework. Then use that information as a self reflection tool and, if needed, a springboard for a conversation with your administrator.

You can even compare notes with other SLPs. Sometimes that helps you spot a strategy you had not considered. Sometimes it confirms that you are not the problem. Sometimes it gives you the evidence you need to ask for support.

You do not need to justify your exhaustion with guilt. Start with data.

That is often the first step toward relief.

If you want more support around planning, paperwork, data collection, and sustainable systems for school based SLPs, you can listen to the podcast at slpnow.com/pod.

Transcript

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[00:00:00] Many administrators are making decisions based on [00:00:05] caseload numbers, and a caseload number does look very tidy on paper, [00:00:10] but school-based SLPs know the real story is behind [00:00:15] a few questions. What does the caseload look like? What are the dynamics of the school?
[00:00:20] And a caseload of fifty students can look [00:00:25] incredibly different in terms of the actual workload. And in this [00:00:30] episode, we are going to dive into exactly what that invisible work [00:00:35] is and how to use data and clear [00:00:40] language to advocate for support and changes without [00:00:45] making it personal. We're going to share effective strategies that can help [00:00:50] bridge those gaps.
So first and for-foremost, I think we [00:00:55] all are aware of this, but caseload does not equal [00:01:00] workload. Caseload is simply the number of students that you're serving, and workload [00:01:05] is everything that it takes to support those students. ASHA [00:01:10] redid a survey in twenty twenty-four, and we'll dive into some of that data, [00:01:15] but some examples of the invisible work are [00:01:20] evaluations and IEPs, and this can vary depending on the [00:01:25] needs of the students and the types of evaluations and IEPs that we're doing.[00:01:30]
If it is a very litigious school, for [00:01:35] example, we might have to spend a little bit of extra time on our [00:01:40] paperwork and providing evidence and explaining things in meetings and [00:01:45] having more time for that, or just the complexity of cases. We might have to do more [00:01:50] testing. It also involves parent communication, teacher communication. [00:01:55] There are different levels of communication required depending on the [00:02:00] dynamics of the school, the needs of the students, et cetera, et cetera. If we have students [00:02:05] using AAC, we're programming devices. If we're [00:02:10] at multiple schools, we may be traveling in between schools and depending on [00:02:15] the flexibility of the schedules, we might be driving back and forth multiple times throughout the [00:02:20] week versus having set days at set schools. That can make things a lot [00:02:25] more complex. How many consults, how many referrals we're getting.
[00:02:30] And the math isn't mathing because the wrong thing is being measured. We [00:02:35] really need to look at all of these examples that go into [00:02:40] an SLP's workload instead of simply looking at the number.[00:02:45]
And I already mentioned the twenty twenty-four ASHA survey. [00:02:50] They found that the median school-based SLP caseload was fifty [00:02:55] students, and the median manageable caseload reported by [00:03:00] clinicians was closer to forty. So we're experiencing [00:03:05] a lot more work on our plates than [00:03:10] we think is manageable, but even beyond that, [00:03:15] the median of actual caseloads was 50, so that means that a lot of [00:03:20] SLPs are having much larger caseloads.
And invisible [00:03:25] tasks are real work, even if they don't show up on [00:03:30] our student roster. And it makes sense that a lot of [00:03:35] us are feeling overwhelmed because the workload is getting [00:03:40] more and more complex for a number of reasons, increasing student [00:03:45] need and just increasing caseloads overall, and [00:03:50] multiple other factors that we don't have time to dive into [00:03:55] today.
Let's just call out the emotional cost of this invisible [00:04:00] workload. A lot of school-based SLPs are thinking, "Why can't I keep [00:04:05] up? Why am I always behind? Why does everyone else seem more organized?" [00:04:10] And if you are asking yourself those questions, it does not [00:04:15] mean that you are not a competent SLP. It likely means [00:04:20] that the workload is unmanageable.
And of course, [00:04:25] there are things that we can do, but we will talk through a process [00:04:30] of sharing that invisible workload with your administrators and [00:04:35] using that as a tool to facilitate those discussions and [00:04:40] advocate for changes. A lot of school-based [00:04:45] SLPs are burning out, and they're leaving the field. [00:04:50] And if you're burned out, it doesn't mean that you don't care enough about your students. [00:04:55] It usually means that you've just been carrying too much. School-based SLPs [00:05:00] play such a significant role in the school [00:05:05] ecosystem, and it breaks my heart anytime I see a [00:05:10] school-based SLP leaving the field.
And our mission at SLP Now [00:05:15] is really to empower you in your role [00:05:20] and empower you to find joy and serve your students [00:05:25] well and love your career. So let's dive into a practical [00:05:30] framework that we can use to navigate these types of discussions. I'm going to [00:05:35] share a couple strategies that we can use, and then a framework to [00:05:40] help us document what we're doing and advocate for that [00:05:45] change.
I know that a lot of us love to vent to each other. [00:05:50] When I was spiraling towards burnout and managing [00:05:55] my caseload in the triple digits, I spent a lot of time on the phone and [00:06:00] in meetings with my colleagues, venting about the [00:06:05] circumstances and how things were, and we just were looking for things [00:06:10] that weren't right.
And that can be helpful and [00:06:15] therapeutic to a degree, but at a point it does become counterproductive. [00:06:20] Personally, I was having a pity party, and it didn't make anything more manageable. [00:06:25] It just made it worse. So we want to be able to take some [00:06:30] steps, and move out of the venting mode and see if we can [00:06:35] actually do something to make our situations better.
So some things that we can [00:06:40] consider are protecting our contract hours. So [00:06:45] when we're at work, we are at work and we're focused and we're making the most of our [00:06:50] time. But at the end of the day, if we are able to [00:06:55] shut down our laptops, and head home and decompress from the day, have [00:07:00] family time, do our hobbies, whatever it might be, we will be able to show up [00:07:05] as more effective SLPs.
And now I know that this is easier [00:07:10] said than done. I definitely struggled with this when I was managing my [00:07:15] triple digits caseload, and there are factors that we want to consider, [00:07:20] but that can be something to work towards or strive towards [00:07:25] in protecting our contract hours. And many of you listening are probably much better at [00:07:30] this than I was back in the day. I've definitely made some improvements [00:07:35] myself. So that's the first thing of protecting our contract hours as much as [00:07:40] possible.
We can also prioritize what's most [00:07:45] important, and this can be a discussion with our administrator, and we'll talk [00:07:50] about how to have some data behind it.
But I assume that they want to [00:07:55] prioritize legal compliance deadlines. If you ask them, "Okay, [00:08:00] I have this many hours. This is how much time I'm spending on my paperwork. This is how many [00:08:05] hours of therapy I'm providing. This is how much time I spend in meetings, and [00:08:10] I have X amount of hours left. Is there something [00:08:15] that you think I should deprioritize on the list that I have? What can [00:08:20] be put to the wayside?" So maybe they have some additional documentation requirements and they [00:08:25] say, "Okay, that actually doesn't matter as much," or, "Okay, maybe we [00:08:30] don't need to bill Medicaid." I've seen this happen.
And so there is potential for [00:08:35] working with your administrator to prioritize, what actually takes [00:08:40] precedence? That conversation is a lot easier if we are [00:08:45] documenting how we are spending our time. And granted, we don't want to be documenting [00:08:50] every single minute for every single day for the entire school year.
I don't think [00:08:55] that's necessarily productive. Maybe in different seasons of the year because our workload does [00:09:00] fluctuate, during progress note season and in the springtime we may have a lot more [00:09:05] referrals and evaluations. And so our work looks different in the fall versus the spring. [00:09:10] We're just focusing on different things.
I use SLP Now to do this. In SLP Now, [00:09:15] you can set up different blocks of time. You can add in categories for all of the [00:09:20] invisible work. You can add in consults, meetings, paperwork, [00:09:25] Medicaid billing, whatever it might be.
You can add those time blocks to your calendar as you're [00:09:30] going through the day. And in SLP Now, you can print [00:09:35] your calendar, and it'll automatically add up the time that you have spent [00:09:40] in those different categories. So if you did that for a week, you could share that [00:09:45] weekly printout with your administrator and say, "Okay, I spent this much time [00:09:50] in these buckets."
And you can also have your list of, "I still need [00:09:55] to do this, this, this, and this, and I expect it to take about this amount of [00:10:00] time." And I think it's also helpful to share, "Hey, I've been doing [00:10:05] professional development. I am trying to implement strategies to [00:10:10] make it easier for me to write IEPs and to speed up my efficiency. I've created [00:10:15] templates. I've done X. I've done Z." Sharing the strategies that you've tried [00:10:20] so you're not just like, "My workload is too much," and you're not giving them anything. If you [00:10:25] go into a meeting with an administrator or even sending an email [00:10:30] of, "Okay, this is how I spent my time this week," and very [00:10:35] neutrally stating, "This is what I have left. This is what I've [00:10:40] done to be more efficient with my time. What are you [00:10:45] seeing? What do you think I can work on? What should I de- prioritize? What can I do to improve?" [00:10:50] And genuinely asking for that feedback and that input, because it might [00:10:55] be that they're like, "Okay, you actually don't have to do Y and [00:11:00] Z."
If you didn't communicate that, maybe you would be working at home, late at night or over the [00:11:05] weekend on those things when they don't really matter or when they could be [00:11:10] deprioritized. Or sending this information over might let [00:11:15] them make it really clear of, "Okay, I do need to offer additional support for this [00:11:20] SLP."
I know that it doesn't always work out beautifully, and we don't always get what we [00:11:25] need. but those are some options and strategies that I [00:11:30] have seen work for SLPs. By doing that, we're [00:11:35] making the invisible work visible. We're showing administrators exactly how we're spending [00:11:40] our time, and we're demonstrating that we are making an effort.
[00:11:45] We are trying to meet them halfway. We are looking at ourselves as [00:11:50] professionals and identifying opportunities for improvement, and then genuinely [00:11:55] asking for support. "These are the things that I'm struggling with. What do you [00:12:00] as an administrator have to support me with that?" And [00:12:05] that support can look like a number of different things.
When we share this with our [00:12:10] administrators, we can say, "I'm tracking my workload to make sure that I meet [00:12:15] compliance deadlines and provide quality services. This is the time that I've [00:12:20] documented. This is what I did in my contract hours. This is what I did [00:12:25] outside of work," or, "This is what I was not able to complete in my hours." [00:12:30] And just being able to say, "The required tasks at this time [00:12:35] are exceeding my contract hours."
This isn't about complaining. It's [00:12:40] about using objective data and leaning on our administrators [00:12:45] for support and wanting to collaborate and work together to problem-solve.
[00:12:50] We all want to serve our students as [00:12:55] well as we possibly can, and I know administrators are very motivated to [00:13:00] increase compliance and reduce those types of complications. And bringing [00:13:05] this together in a neutral [00:13:10] problem-solving focus can make a really big difference.
In SLP Now, [00:13:15] we have an Academy, and we have mini courses that are [00:13:20] focused on helping SLPs reduce their workload in all [00:13:25] of these different domains, whether it's paperwork, data collection, progress [00:13:30] notes, therapy planning. We have supports in place to help you [00:13:35] reduce your workload.
And workload [00:13:40] advocacy is important. And the systems that keep [00:13:45] our paperwork and planning from eating the very little margin that we do [00:13:50] have as school-based SLPs, we are able to make the most of our contract [00:13:55] hours, serve our students as well as we can, and get things [00:14:00] done, meeting those compliance deadlines and all of that, while still enjoying our jobs [00:14:05] and being able to go home at the end of the day and have a fulfilling life [00:14:10] as well.
There are some things that we can do to [00:14:15] increase our efficiency and decrease our workload with some [00:14:20] strategies. And for some of us, if we have a caseload of forty students, then [00:14:25] implementing some of those strategies might do the trick.
And for some of us, a caseload [00:14:30] of fifty or sixty students might be manageable, especially if we're implementing [00:14:35] strategies and doing those things. Maybe even a higher caseload if we have a little bit of support in [00:14:40] place. It doesn't mean that our caseload has to be forty or a caseload has to be [00:14:45] fifty.
There are obviously those workload factors that we discussed and [00:14:50] individual factors.
If we are feeling, "Okay, I implemented the [00:14:55] strategies, I've optimized my workload, I've tried to get organized, I've done these things, and the [00:15:00] workload still feels impossible." That's a great time to start [00:15:05] documenting to see where our time is going, and then [00:15:10] use that as a springboard for conversations and support. You can even [00:15:15] compare notes with other SLPs. If all the SLPs do a time [00:15:20] study for a week and then at a meeting you can see, "Okay, I'm spending about this [00:15:25] amount of time. Oh, you're only spending half the amount of time? What are you doing to make that happen?" [00:15:30] And so you can work together to implement strategies, but then also will want to [00:15:35] ask the administrator for support if the workload is just [00:15:40] too much. It's multifactorial there.
I implemented some of these [00:15:45] strategies myself and made my extreme caseload [00:15:50] a lot more manageable, and I know that there's at least some [00:15:55] relief available to you.
Hopefully being able to implement some of these [00:16:00] advocacy strategies helps get you even more relief.
I [00:16:05] wanted to share one other SLP story. So I chatted with an SLP, [00:16:10] and she overhauled her paperwork and planning workflow using [00:16:15] SLP Now, and last year she was able to stop bringing work [00:16:20] home, and she is saving about 40 hours a month.
She was able to [00:16:25] reduce her workload by a full work week a month, and she's able to [00:16:30] get her work done In her contract [00:16:35] time.
Even though we are having bigger issues in the [00:16:40] system overall in terms of workload and caseload numbers, [00:16:45] better systems can still give us a little bit of breathing room.
So if we are implementing [00:16:50] strategies and able to get even little supports in place, it can make our [00:16:55] job just that much more manageable.
So I challenge you [00:17:00] to think about, okay, is there something where I'm [00:17:05] really struggling, where I feel like I really need help? If paperwork takes you tons and [00:17:10] tons of time. We shouldn't have to spend hours and hours on an IEP.
[00:17:15] And if you're in that boat of, " I absolutely know what I need to work on. Let me work on that and try and [00:17:20] make that more manageable." I invite you to sign up for a free trial of SLP [00:17:25] Now and check out the Academy courses and find the course that matches the area that [00:17:30] you need help with.
That would give you a lot of relief really [00:17:35] quickly. And then if you're looking at your workload and "I [00:17:40] feel like I've been listening to the podcast, I've been optimizing things. I feel like I'm actually doing [00:17:45] okay. There's not a really obvious area," I encourage you to [00:17:50] track your work hours and do that quote unquote time study.
Track your [00:17:55] workload for five to 10 days. And you can do that in SLP Now or you can just [00:18:00] do it on a piece of paper, whatever is most efficient for you. Use that as [00:18:05] a self-reflection tool, but then also to springboard some of those [00:18:10] conversations with your administrators.
Let's not justify our [00:18:15] exha-exhaustion with guilt. Let's start with data and then let's go from there and see what we [00:18:20] need to do. I hope that this was a helpful conversation. [00:18:25] I'm really glad that you stuck around with me and engaged in this. I [00:18:30] would love to see you in SLP Now and support you in helping your workload [00:18:35] get to a more manageable level.
At the very least, I hope that this is a helpful springboard [00:18:40] for those conversations to advocate for some of that change. I hope you [00:18:45] have a fabulous rest of your week and I'll see you again real soon.

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Professionally Printed Speech Therapy Materials for School-Based SLPs | The SLP Now Shop Is Here

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You asked for it. We built it.

For years, the most common request we’ve gotten from members is some version of this: “I love these materials! Is there any way to get them without having to print and laminate everything myself?”

As of today, the answer is yes!

The SLP Now Shop is officially open!

What’s in the shop?

Right now you’ll find five professionally printed, dry-erase laminated tools built for school-based therapy. The kind of materials you can pull out of a bag, use in a session, wipe clean, and put back. No prep. No laminator. No Sunday afternoon lost to cutting and sorting.

Here’s what’s available:

Visuals PackVisuals Pack — 16 laminated 8.5×11 sheets covering grammar, language, and vocabulary goals. Narratives, WH questions, inferences, sentence structure, and more. Wipe clean between sessions, use across goals and grade levels.

Sentence PackSentence Pack — A bound, laminated book with 180 reusable sticker icons for building sentences. Students physically place and move pieces to construct sentences. Concrete, tactile, and effective.

Describing HelperDescribing Helper — A 10-page booklet with sentence starters and icons for all eight describing elements. Everything you need for a describing session, in one place.

Narrative HelperNarrative Helper — A 10-page booklet walking through every story grammar element with sentence starters and icons. Flip to the page you need and go.

Story Grammar CardsStory Grammar Cards — 15 dry-erase laminated cards for building and sequencing complex narrative episodes. Small enough for the table, clear enough to anchor the whole session.

Ultimate Visuals BundleYou can purchase any of these individually, or grab all five together as the Ultimate Visuals Bundle and save $16.

Why physical materials?

There’s solid research behind this. Studies on manipulatives in language and literacy intervention consistently show that tangible, hands-on materials improve engagement and support memory, particularly for students who struggle with abstract concepts. When a student can touch, move, and interact with a visual, it becomes part of the learning in a way that a projected image or a printed sheet on the table often can’t replicate.

That’s not a knock on digital materials. We’ll always offer those too, and they’re still a core part of what SLP Now does. But for the SLPs who’ve been asking for physical versions, this is for you.

SLP Now members get 30% off, automatically!

If you’re an SLP Now member, your member discount is applied automatically at checkout. No code needed. Just use the same email address you use for your SLP Now account.

The Ultimate Visuals Bundle is $146, and with your member discount it comes to $98. That’s $58 off the individual retail price.

More products are coming!

This is just the beginning. We’ll be adding more physical products to the shop over time, built around the same goals and workflows you already use inside SLP Now. If there’s something specific you’d love to see, leave a comment below or send us a message. We’re building this with you in mind.

→ Visit the SLP Now Shop

5 Systems That Help School Based SLPs Leave Work at Work

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How School Based SLPs Can Leave Work on Time Without Sacrificing Therapy Quality

What if it actually felt doable to leave work at work and leave work on time?

That question matters because so many of us have been taught, directly or indirectly, that staying late is just part of being a good SLP. We tell ourselves that bringing paperwork home means we care. We assume that scrambling is normal. We start to believe that exhaustion is just the price of doing meaningful work.

I do not buy that.

I know school based SLPs work incredibly hard. I also know that many of us are carrying systems that make the job harder than it needs to be. That is a big difference. When work keeps spilling into nights and weekends, it does not automatically mean we are not trying hard enough. A lot of the time, it means the system around us is not working.

And yes, sometimes the workload truly is unreasonable. If you are managing a triple digit caseload without support, that is not something I want to gloss over. There is a time and a place for advocacy. There is a time and a place to push for a more reasonable workload or make a change if your district is not giving you what you need.

But there is also a lot we can control.

I have seen SLPs make real, meaningful shifts by changing the way they plan, document, and protect their energy. They are not using superpowers. Their caseloads are not magically easy. They are just building repeatable systems that make their workload more manageable.

That is what I want to talk about here.

Because rest is not a reward for finishing everything. Rest is part of what you get when you have a sustainable system.

Why Leaving Work on Time Feels So Hard for School Based SLPs

When I talk to school based SLPs, I hear the same themes over and over again.

There is too much to hold in your head.

Session notes are in one place. Therapy materials are in another. Data is somewhere else. Your schedule lives in one tab. Your to do list lives on a sticky note. You are trying to remember what happened in the last session while also thinking about what you need to prep next, which parent email still needs a response, and whether progress reports are due soon.

That kind of mental load adds up fast.

It is not just the actual task list. It is the constant switching. The re deciding. The searching. The starting and stopping. The piecing things together at the last minute.

That is why leaving on time can feel impossible, even when you are doing everything you can.

The good news is that small systems can take a lot of that pressure off.

1. Stop Treating Staying Late Like Proof That You Care

This is the first shift, and it is a big one.

A lot of us were trained by example to believe that dedicated SLPs stay late, skip lunch, and bring work home. We see people pushing through and assume that is what commitment looks like.

But overtime is usually a systems problem, not a caring problem.

That reframe matters.

If I believe I am struggling because I am not disciplined enough, I am going to feel guilt and shame. If I realize the issue is that my workflow is clunky, scattered, or unrealistic, then I can start solving the right problem.

One of the stories that stuck with me came from Melanie. She said that when the school day ends, I’m leaving. That’s it.

I love that line because it is clear. It is grounded. It is not about caring less. It is about refusing to use overwork as a badge of honor.

And that is important, because burnout is not a badge of honor.

You can care deeply about your students and still want a system that lets you be present with your family. You can care deeply about your job and still want to be a joyful person outside of work. You can care deeply and leave on time.

Those things are not in conflict.

When I hear an SLP say they want to stop taking work home, I do not hear laziness. I hear wisdom. I hear someone who wants to build a career that is actually sustainable.

2. Give Every Part of the Job a Home

This is one of the most practical shifts, and it saves so much energy.

The SLPs who are able to leave work at work tend to do one thing really well. They give every part of the job a home.

They have one place for session notes.

One place for materials.

One place to see what happened in the last session.

One place to know what is coming up next.

That might sound simple, but it changes everything.

When everything is scattered, you lose time to searching. You lose time to task switching. You lose time to copying information from one place to another. You lose momentum because you are constantly restarting.

And maybe even more important, you lose mental energy.

Every time you have to stop and ask yourself where you saved something, what you meant by that sticky note, or whether you already logged that data point, you are spending brainpower on a problem that a better system could solve for you.

Leaving work on time often starts with making things easier for your future self.

I love thinking about it that way because it shifts the goal. You do not have to build a Pinterest perfect workflow. You just need a system that reduces friction.

That might mean keeping your notes, plans, and data in one platform.

It might mean creating a repeatable weekly planning routine.

It might mean deciding exactly where referrals live, where evaluation to dos live, and where you capture next steps after a meeting.

The specific tool matters less than the consistency.

If you know where things go, you stop wasting time deciding over and over again.

And that is one of the quiet reasons some SLPs move through the day with less stress. Their systems make fewer demands on their attention.

3. Plan Ahead Instead of Planning in Survival Mode

This shift can change both your workload and your therapy quality.

A lot of us plan in survival mode. We are looking at the clock, realizing a group is walking in the door, and thinking, okay, what are we doing today?

That is not a fun way to work.

It creates panic. It increases decision fatigue. It makes everything feel more chaotic than it needs to feel.

The goal is not Pinterest perfect therapy. The goal is repeatable, thoughtful therapy planning that reduces panic.

That is why I keep coming back to planning in segments.

Instead of planning something totally different for every student or every group, I want to look for shared structures. If I have preschool through fifth grade, maybe I am really planning three core units. One for the preschoolers. One for the K through 2 group. One for the 3 through 5 group.

From there, I can adapt supports and targets.

That approach saves time, but it also makes me a better clinician.

When I am not scrambling to invent something brand new for every group, I have more bandwidth for intentional teaching. I can think more clearly. I can target goals more creatively. I can pay closer attention to what is actually happening in the session.

I saw this in my own work when I was managing a caseload in the triple digits. I was drowning. I needed a better way. Using the same book over and over, or the same science experiment over and over, across groups helped me get really good at targeting goals in creative, effective ways.

Robin described this shift so well. She talked about having a lot less anxiety about planning for language therapy, being better at it, and enjoying it more.

That is the goal.

Not just doing therapy faster.

Enjoying it more.

Planning ahead also helps students. There is more consistency. There is more structure. They know what to expect. That can support engagement and learning in a big way.

So if planning feels heavy right now, I would not jump straight to trying harder. I would look at the system. Where can you simplify? Where can you repeat? Where can you make good therapy easier to deliver?

4. Document as You Go So Paperwork Does Not Become a Second Shift

Documentation is one of the biggest drains on SLP energy.

Not because SLPs are bad at paperwork.

Not because they are lazy.

Not because they care less.

It is draining because a lot of documentation systems are incredibly inefficient.

Paper notes. Retyping. Piecing together data. Trying to remember what happened three weeks ago when progress report season rolls around. Reconstructing sessions from sticky notes and half finished logs.

That is exhausting.

And it is a workflow issue, not a character issue.

The SLPs who are leaving work on time are not doing less documentation. They are doing it in a way that does not require a second shift at night.

They are documenting as they go.

That phrase matters. As they go.

Not at 8:30 PM on the couch.

Not in a panic the week progress reports are due.

As the work is happening.

Mary shared that she almost never takes work home now, and that her system saves her about forty hours a month. Forty hours. That is huge.

And it makes sense.

The less shuffling you have to do, the more efficient the work becomes. When the information is captured while it is still fresh, you do not have to spend extra time decoding your own notes later.

This is one of the clearest examples of working smarter, not harder.

A strong documentation workflow does not make the work disappear. It just keeps the work from multiplying.

5. Use the Time You Get Back for Real Life, Not More Busywork

This last shift is what makes the whole thing feel hopeful.

The SLPs who are building better systems are not just using their reclaimed time to cram in more tasks. They are using that time to be people.

They are picking up their kids after school.

They are having dinner with their family.

They are going to happy hour.

They are enjoying hobbies.

They are being fully off work when work is done.

And that does not make them less effective.

It helps them become more present. More intentional. More sustainable.

That distinction matters, because I do not want us to build efficient systems only so we can squeeze even more out of ourselves. The point is not to become a machine.

The point is to create a work life that lets you serve students well and still have a life outside of school.

That is why this conversation matters so much to me. I really believe school based SLP can be an incredible job. It can be meaningful. It can be creative. It can be deeply fulfilling.

But not if the system is eating you alive.

Better workflows create space for joy to come back.

One Small System to Test This Week

If your workload feels overwhelming right now, I would not try to overhaul everything at once.

Pick one friction point.

Maybe it is planning.

Maybe it is notes and data.

Maybe it is referrals.

Maybe it is keeping track of materials.

Maybe it is progress reports.

Just pick one.

Then ask yourself, what is one repeatable system I can test for the next five school days?

That is enough.

You do not need a perfect overhaul. You need one reduction in rework. One place where the job gets easier. One area where your future self does not have to work so hard.

Those small shifts add up.

You Do Not Have to Earn Your Rest as a School Based SLP

I want to leave you with this.

You do not have to earn your rest by running yourself into the ground.

You do not have to prove that you care by staying late.

You do not have to keep carrying everything in your head.

There are ways to make your workload more manageable. There are ways to reduce the chaos. There are ways to build systems that support good therapy and better boundaries.

That is not selfish.

That is sustainable.

And if that is what you are craving right now, I want you to know it is possible.

If you want support building systems that help you leave work at work without sacrificing therapy quality, you can sign up for a free trial at slpnow.com/pod.

Transcript

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What if it actually felt doable to leave work at work and leave work on time? And what if all you needed to make that happen is a system that stops forcing you to hold everything in your head? Now, there are some school-based SLPs who are leaving work on time consistently and not bringing any work home, and it's not because their caseloads are magically easy or because they have some superpowers.
It's because they change the way that they plan, document, and also how they protect their energy.
I wanna start off by reminding you that rest isn't a reward for finishing everything. It's part of what you get when you have a sustainable system.
So now we're going to dive into the things that I've seen SLPs doing, and how they achieve this seemingly magical balance of being able to leave work at work and serve their students well, keep up with their paperwork, and keep things manageable.
There are a lot of us who are staying late, who are bringing paperwork home, and we are assuming that that's just what's required to be a good SLP or what it looks like to be a dedicated SLP.
That is what a lot of us are telling ourselves, but it's not obligatory to work overtime to be an effective SLP. Having to work over time is more of a systems problem and not a personal flaw of these SLPs. If they just had some more effective systems, then it would be a lot more manageable.
Now, granted, there are some SLPs out there who just have absolutely insane caseloads. If you are managing a caseload over triple digits without support, it's not always reasonable. Sometimes advocating for a more reasonable caseload or a more reasonable workload is absolutely something that we need to take into consideration.
But it is absolutely possible with a somewhat reasonable caseload to at least reduce our workload and reduce how much we're having to take home. And it is possible for all of us to make our workload more manageable. And again, keeping in the caveat that sometimes we just need to advocate for change or change our position if our school district or our company isn't providing us with something that's actually reasonable.
So there is a time and a place to make those changes too. But there is a lot that we have control over in terms of what we do to reduce our workload. And at SLP Now, we strongly believe that burnout is not a badge of honor, and we really want to empower school-based SLPs to really be able to enjoy their careers as school-based SLPs.
I truly believe that it's one of the most incredible places to work, and it can be such a cool way to impact students, and at its core, it is a really fulfilling job, but there have been a lot of things that have made it difficult to achieve that fulfillment and joy so that's what we're all about, helping SLPs get back to that, and then, of course, weaving in that advocacy as well.
But I have been spending a lot of time talking to school-based SLPs, and I've seen some really amazing stories, especially from SLPs who are using SLP Now to make their workload more manageable. And I love what one of our members, Melanie, said. She says, "When the school day ends, I'm leaving. That's it."
And she has been able to use SLP Now to make that possible, where she feels good about the work that she's producing and supporting her students and all of that. And Melanie doesn't care less about her students. After talking to her, she cares so much about her students, but she has a workload that supports the boundaries that she needs to be an effective SLP, a happy mom, just a joyful person overall.
So that's the first thing that SLPs are doing. They are no longer treating staying late as proof that they care.
The second thing that SLPs are doing is that they give every part of their job a home. So we have notes, we have therapy materials, we have our schedules, we have our data, and we have our referral process and our evaluations, and all of these things might be living in different places.
We might have some sticky notes and some folders and some calendars and all of these different systems. But the SLPs who are able to leave work at work at the end of the workday have one home for these jobs. And when everything is scattered, we lose a lot of time to searching, task switching, having to re-decide things and copy things over.
And the SLPs who are able to be super efficient and get their work done have one place for their session notes. They have one place for their materials. They have one place to see what happened in the last session. They have a place to know what's coming up next and
Leaving work on time often starts with making things easier for your future self. So that is the second thing that SLPs are doing to leave work at work.
The third thing that I've seen SLPs do is starting to plan ahead instead of planning in survival mode. And the goal is not Pinterest perfect therapy. The goal is repeatable, thoughtful therapy planning that reduces our panic. So we're not having students walk into the door, or we're walking into a lesson where we're like, "Okay, what are we doing today?" We know ahead of time what we're going to work on. And I always talk about planning in segments. So instead of planning something different for every student or every group on your caseload, we can split our caseload into segments.
If we have a preschool through fifth grade caseload, we might have something for the preschoolers, another thing for the K through two kiddos, and then another thing for the third through fifth graders.
So we're planning three core units, and then we obviously have materials to cater those units to the goals. But if we're using a literacy-based therapy framework, we're able to use three units across our entire caseload to cover all of their goals because the units are made up of language-rich activities, and we can use those to target all of our students' goals, and we just have to make sure that we have some supports built in.
This improves our therapy quality because we, as clinicians, have more bandwidth for intentional teaching. I started doing this when I was managing a caseload in the triple digits because I was completely drowning. But it was so cool to see how effective my therapy got by using the same book over and over, or the same science experiment over and over, just across groups.
I got really good at targeting all of my students' goals in really creative and effective ways. It also reduces our decision fatigue. It helps improve students' capacity because they know what to expect, and it's a really cool way to do therapy that happens to be easier, but also incredibly effective.
I talked to an SLP, Robin, and she said, "I'm having a lot less anxiety about planning for language therapy, and I'm better at it, and I'm enjoying it more." And that's what I want to see you experience too. So that's the third thing that SLPs are doing. They're planning ahead instead of planning in survival mode.
And when we're not scrambling, we're easily able to target all of our students' goals, and we go through our days feeling so much more confident and effective and a lot less scrambly.
The fourth thing that SLPs who are leaving work at work are doing is that they are documenting as they go.
So the constant slew of paper notes and retyping things and piecing together data and trying to remember what happened when we're putting together progress notes at the last minute is a massive drain on our cognitive energy. An SLP isn't good or bad at documentation. It's not a personal weakness.
We just need to have a good workflow around it. And the SLPs who are leaving work on time aren't doing less documentation. They're just doing it in a way that doesn't require tons and tons of effort. One SLP that I talked to, Mary, she said that she almost never takes work home, and the system that she sets up saves her about forty hours a month.
You don't have to take your work home and do paperwork late at night. It's just documenting as it's happening, and having a strong system makes it a lot more doable to get that done during work hours. And the less shuffling you have to do, the more efficient it is.
And then the fifth and last thing that SLPs who are leaving work at work are doing is that they aren't using the time that they get back to do more.
They are finding ways to make their workload more manageable, and they're using their reclaimed time to leave work at work and pick up their kids after school and have dinner with the family and be fully off work when work is done, whether it's spending time with kids or having awesome hobbies, going to happy hour, whatever your thing is.
They're using their time and not necessarily doing more busywork. They're seeing meaningful shifts, and they're getting to use that to have a life outside of work as well, and to enjoy time at work and enjoy time at home. Mary said that having this time back means that she gets to be home and have work be work, and they don't have to have this super intermingled relationship So leaving on time doesn't make these SLPs feel less effective. It helps them become more present, more intentional, and have a more sustainable work-life balance.
So those are the five things that I've seen with SLPs who are leaving work at work, and I hope you enjoyed this episode. I hope that you are feeling this is something that can happen for you if it's not currently the case, and I invite you to pick one repeatable system that you can test out, whatever part of your workload is feeling the most unmanageable, whether it's billing or referrals or IEPs.
If you want to send me a DM on Instagram or email [email protected], we would love to brainstorm with you and help you get this set up. This is our jam, and we love working with SLPs to achieve that work-life balance and be able to reduce their workload to have more time outside of work and to enjoy work more.
So in closing, you do not have to earn your rest by running yourself into the ground. There are ways to make our workloads more manageable and bring the joy back into what we're doing. So that's a wrap on today's episode. I hope to see you again real soon.

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I Thought SLP Now Was Just Materials. Here’s What I Found When I Came Back.

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School SLP Emily thought she knew what SLP Now was. When she returned years later, she found a full suite of SLP caseload management tools that completely changed her school SLP referral process, her IEP goal writing for SLPs, and her ability to get home on time. Read her honest SLP Now membership review to see what changed.

There’s a version of this story a lot of school SLPs know.

You find something that helps. You use it for a while. Life gets busy. You let it go.

Then one day something cracks and you think, wait — I need to go back to that.

That’s exactly what happened with Emily. Emily is a school-based SLP in North Carolina. She’s been doing this work for 11 years across elementary schools, K through 5. Right now she’s managing a caseload of around 50 students: kids in therapy, kids in evaluation, kids receiving classroom interventions.

She first joined SLP Now years ago when the platform was just therapy materials. When she came back, she discovered something completely different.

Why She Left — and What Brought Her Back

Emily is the kind of SLP who works hard to protect her home life. She’s always tried to leave work at work to maintain some semblance of SLP work-life balance. She has two kids at home, and that matters to her.

But even with good intentions, the cracks were showing.

She was staying later than she wanted to finish documentation. She was copying and pasting session notes by hand, changing activities, goals, and interventions one by one. Sometimes she was finishing evaluations at home.

And then there were referrals. She had a process: screen the student, give the teacher a worksheet, say she’d check in within two weeks. But two weeks would pass. Meetings would pile up. A session would run long. And then a month would go by and she’d realize she’d never followed up.

“They would just fall through the cracks,” she said. “And it was always in the back of my mind.”

It wasn’t that she didn’t care. It was that she didn’t have a system. She heard about the referral management tools inside SLP Now during an SLP Summit session and thought, okay — I need this. So she rejoined.

What She Found When She Got Back Inside

Emily had expected to use the referral tools. What she didn’t expect was everything else.

“Wait — they have progress monitoring?” she said. “It has so much more. Like caseload management tools, and the data collection and the note writing and the progress reports. Oh my gosh. Like the progress reports. So nice.”

She went through the Academy training videos to get oriented, set up her caseload, and started exploring these new speech-language pathologist tools. The more she found, the more she started replacing old habits with new ones.

Here’s what changed across three areas of her work.

Referrals: From Forgotten to Tracked

The school SLP referral process used to be loose. She’d screen a student, hand off a worksheet, and hope the follow-up happened. It often didn’t. Now she has a structured workflow:

  • Permission Forms: She gets the parent permission form and crosses it off her list.
  • Screenings: She screens the student and crosses it off.
  • Interventions: She clicks to generate teacher interventions — real ones, not just a worksheet — and she crosses that off too.

“The whole process is just very much more streamlined,” she said. “I have action steps. I cross them off. I’m a very big checklist person.”

Teachers also have clearer documentation now. They can track when they tried the interventions and what they saw. Emily gets that information back and can make a real decision: does this student need more support or are they making progress with classroom interventions alone?

Nothing falls through the cracks anymore. And she’s not carrying the quiet weight of forgotten kids in the back of her mind.

IEP Goal Writing: From Guessing to Grounded

This one surprised her.

Emily has been writing IEP goals for 11 years. She’s never been questioned in a meeting. But she’d always had a low-grade worry that if someone did push back — a parent, an administrator, a colleague — she wasn’t sure she could fully back herself up.

The problem wasn’t that her goals were wrong. The problem was that she didn’t have a clear process for knowing what to target next or how to explain why she chose it. SLP Now’s curriculum-aligned assessments changed how she tackles IEP goal writing for SLPs.

Now, before an IEP meeting, she pulls a student and goes through the relevant grade-level areas: vocabulary, grammar, narratives. She can see exactly where the student is doing well and where something is lagging that aligns with what peers are expected to do in the classroom.

“This is what the curriculum says, this is the research, this is the score they got — and this is why I wrote this goal,” she said.

She walks into meetings ready. Not hoping nobody asks. Actually ready.

Daily Documentation: From Manual to Faster

This part isn’t flashy. It’s just real.

Before SLP Now, Emily would document sessions by pulling up the last session note and manually changing everything: the activity, the goals targeted, the level of support, the outcome. One student at a time.

Now the process is built right into her SLP caseload management tools. She documents as she goes. The system handles the structure so she isn’t recreating it from scratch every time.

The result is practical: she doesn’t stay as late. She gets to leave. She picks up her kids. She makes dinner.

“More often than not, I get to just leave — and go home,” she said.

That’s not a small thing. For a profession where staying late and skipping lunch is practically a rite of passage, being able to clock out consistently is a real win.

What She Would Say to an SLP Who’s Barely Keeping Up

At the end of the conversation, Emily was asked what she would say to an SLP who’s still struggling — still guessing at goals, still staying late, still feeling behind.

Her answer was clear.

“It’s such a nice tool to have in your toolbox. Something you can use to streamline processes, to make decisions, to back yourself using research-based information. It’s just such a nice thing to rely on to make your life easier.”

She’s also been showing it to her grad student intern, who loved it so much he told his entire class. Emily’s words at the end of the conversation said it all:

“I really enjoyed SLP Now — and now I’m like, I don’t think I can live without it.”

If You Think SLP Now Is Just Therapy Materials, Read This

That’s what Emily thought too. She had it years ago when it was mostly a materials library. She knew what it was. Or thought she did.

What she didn’t know was that it had grown into something much bigger: a full caseload and workflow management system built specifically for school-based SLPs. Referral tracking. Progress monitoring. Data collection. Daily note writing. Progress reports. IEP prep tools. All in one place.

If you’ve been holding off because you already have materials, or because you’re not sure it will actually help with the real work — the paperwork, the referrals, the IEP prep — Emily’s story is worth sitting with. You don’t have to take her word for it. You can try it yourself, free, for 14 days.

No credit card. No commitment. Just a look inside.

→ Start your free trial