May 29, 2026

If you’ve spent any time working in schools, you’ve probably heard some version of, “There’s no money for that.”

As school-based SLPs, many of us become so accustomed to budget constraints that we stop asking altogether. We assume we’ll need to pay for resources ourselves, make do with what we have, or simply go without.

I know because I used to think the same way.

Early in my career, working in Arizona schools, I saw firsthand what it looks like to serve students in a system with limited funding. Arizona has consistently ranked near the bottom nationally for education spending, and those realities impact every corner of a school district. Teachers, SLPs, OTs, PTs, and other service providers become experts at stretching resources because they have to.

What surprised me, though, was learning that “limited funding” doesn’t necessarily mean “no funding.”

As I spent more time in leadership roles, I discovered there were funding sources I hadn’t even known existed. Depending on the district, resources may come from Title programs, grants, Medicaid reimbursement funds, capital budgets, school improvement funds, PTOs, booster organizations, and other sources earmarked for student support.

The challenge isn’t always that funding doesn’t exist. Sometimes it’s that the right people need a clear understanding of why a resource matters.

The Difference Between “No” and “Not Yet”

One of the biggest lessons I learned is that how you make a request matters.

Walking into an office and saying, “I’d like the district to purchase this,” rarely gets the conversation very far. Decision-makers are responsible for balancing countless competing priorities, and they need more information before they can commit funding.

When you’re requesting a resource, be prepared to answer three questions:

1. What are you requesting?

Be specific. Explain exactly what the resource is and what it includes.

2. How will it benefit students?

Connect the request directly to student outcomes. How will this improve service delivery, progress monitoring, efficiency, compliance, engagement, or access to intervention?

3. What is your implementation plan?

Show that you have a strategy for using the resource effectively. Administrators are much more likely to invest when they can see a clear path from purchase to impact.

When you can clearly address all three areas, the conversation shifts from “Can I have this?” to “How can we make this work?”

Funding Options to Explore

If you’re seeking funding for professional or therapy resources, don’t limit yourself to a single avenue.

Depending on your district structure, you may consider:

  • School-level funding through your principal
  • PTO or parent organization support
  • Special education department budgets
  • District-level curriculum or instructional funds
  • Grants
  • Medicaid reimbursement funds
  • Community organizations and education foundations
  • Crowdfunding platforms such as DonorsChoose

Many SLPs are surprised by how many opportunities become available once they start asking the right questions.

We Don’t Want You Paying for It Either

Whenever possible, we want districts and schools to invest in the tools that help SLPs do their best work.

That’s why we’ve created resources to help support funding conversations:

And if you run into questions you can’t answer, reach out at hello@slptoolkit.com. We’re always happy to help explain how SLP Toolkit supports service delivery, data collection, progress monitoring, and compliance.

Have You Successfully Secured Funding?

If you’ve had your subscription or therapy resources funded by a school, district, PTO, grant, or another source, we’d love to hear about it.

Share what worked, what surprised you, and any advice you’d give another SLP preparing to make the ask.

Sometimes the most valuable funding strategy is hearing how someone else got their yes.