Where are we now with services and scheduling in Ohio?

School-based SLPs have attempted to schedule their caseload and workload duties in many creative ways. Most create a schedule using 15 or 30 minute increments. They block off time for their lunches, contractual planning time, and school duties. Then they schedule in each of their students therapy times in the remaining slots on their schedule. A lucky few even have the ability to block off time for collaboration, testing and report writing. Their schedule looks the same week after week until a new student is added to their caseload or new duties are assigned. Other SLPs fill up their schedules with therapy slots first, and then cancel students in order to complete testing/screenings, collaborate, and attend special education and intervention assistance team meetings. There is often little or no time remaining for lunches or planning time. Their schedules look different week after week depending on the number of scheduled meetings or students that need to be assessed. Under either of these scheduling approaches, student may have to miss therapy times. SLPs may have to write MFEs and IEPs after school or at home, and the cycle never ends. It is not surprising that these traditional approaches to scheduling have not been met with satisfaction. The 3:1 Service Delivery Model was partly born out of this dissatisfaction.