WISCONSIN DEPARTMENT OF PUBLIC INSTRUCTION SURVEY OF SPEECH/LANGUAGE PATHOLOGISTS Sheryl Thormann Educational Consultant Speech and Language Programs Wisconsin Department of Public Instruction 608/266 -1783 sheryl. thormann@dpi. state. wi. us
Percentage of Respondents from CESA Regions (n=947) CESA Region Percentage of Respondents 1 20. 1% 2 15. 4% 3 3. 5% 4 5. 7% 5 6. 0% 6 12. 8% 7 16. 0% 8 2. 8% 9 4. 5% 10 3. 9% 11 6. 7% 12 2. 6% total 100%
Professional Training of SLP Respondents
Professional Licensure
Certificate of Clinical Competence (CCC)
CCC Equivalent (n=318)
Areas of need for CCC Equivalent (n=293)
Years of School Employment
Percentage of SLPs Serving Different Schools
Percentage of SLPs Serving Different Age Levels
Full Time Equivalency (FTE) Status of Speech Pathologist Respondents
Average Caseload and Caseload Range by FTE Range: 12 -45 Cases Range: 20 -60 Cases
Percentage of treatment by severity of the communicative disorder
Average percent of time spent by SLPs in differing methods of service delivery
Weekly average percent of time SLPs spend in student treatment and various professional duties
Average percent of time spent by SLPs in treatment of various disordered areas
Average Student Time in SL Therapy: (SL Impairment Only)
Average Student Time in SL Therapy: (SL & Another Impairment)
Issues Ranking • Aspects of the job Rank ordered by respondents rating as manageable or sufficient • 1. Therapy and test materials • 2. Support when it is time to dismiss a student • 3. Respected as a professional • 4. Administrative Support • 5. Parent involvement • 6. Caseload size • 7. Number of students with severe impairments • 8. Use a of a continuum of service delivery options • 9. Additional school duties (lunch/recess/bus duty) • 10. Collaboration with other professionals • 11. Handling of missed therapy time in district • 12. Third party billing • 13. Prep time • 14. IEP requirements (meetings, paperwork, etc. ) • 15. Time to document student progress/notes
Issues Ranking • Aspects of the job Rank ordered by respondents rating as unmanageable or insufficient • 1. Time to document student progress/notes • 2. IEP requirements (meetings, paperwork, etc. ) • 3. Prep time • 4. Collaboration with other professionals • 5. Third party billing • 6. Handling of missed therapy time in district • 7. Number of students with severe impairments • 8. Caseload size • 9. Parent involvement • 10. Use of a continuum of service delivery options • 11. Administrative support • 12. Respected as a professional • 13. Additional school duties (lunch/recess/bus duty) • 14. Therapy and test materials • 15. Support when it is time to dismiss a student
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