An interview with Keeva Price, MS, CCC-SLP, Director of Speech and Language Services

By: Beth Darbe, EdD, CCC-SLP, Public School Committee Chair

In public education, leadership pathways often evolve from passion, persistence, and a deep commitment to students. Few journeys exemplify this more clearly than that of Keeva Price, Director of Speech and Language Services for the largest school district in Texas. With more than two decades of experience in the same district, Price has steadily advanced from speech-language pathology assistant (SLP Assistant) to campus-based clinician, evaluator, program specialist, senior manager, and now director, bringing with her a uniquely grounded perspective shaped by every level of practice.

Price’s career began after earning a bachelor’s degree with a double major in Communication Sciences and Disorders (CSD) and Psychology from the University of Houston in 2005. Like many in the fields, she took a nontraditional route into graduate education, working for several years as an SLP Assistant before enrolling in a distance-learning master’s program. She completed her clinical fellowship in Houston ISD and quickly found herself drawn not only to clinical work but to systems-level impact. By 2018, she entered leadership, and in 2023, she assumed her current role as the sole director overseeing a large and complex department.

Today, Price leads a workforce of more than 250 professionals, including approximately 160 speech-language pathologists (SLPs) and 100 SLP Assistants alongside a significant number of contracted personnel. Yet despite the scale, her approach remains deeply personal.

“I’ve been in every single seat in my department,” she said. “I’m not sitting high and looking low. I’ve been there.”

A Turning Point: Advocacy and Salary Reform
One of the most impactful initiatives under Price’s leadership has been a substantial salary increase for speech-language pathologists. Implemented at the beginning of the 2024 school year, the district’s revised salary structure now offers highly competitive compensation, significantly improving recruitment and retention.

The results were immediate. “I don’t even have to market,” Price said. “I don’t have to advertise. They come to me. People will just find me on LinkedIn, and they’ll apply. They’ll just randomly reach out. So, the word is definitely out about our salary increase.”

But the success did not come easily. For years, Price and her colleagues worked to advocate for better compensation by researching neighboring districts, drafting proposals, and presenting to leadership—often without success.

“We were on this mysterious pay scale no one could explain,” she recalled. “We weren't on the teacher pay scale. I believe before I got here, like years ago, they were on the teacher pay scale, and they changed us to the mysterious pay scale. So, we were fighting to get back on the teacher pay scale so that we could have a decent starting point and raises when the teachers got those. We fought for years, and I want to say we made some leeway with the SLP Assistants for sure because we got them bumped up, but it was still minimal.”

The breakthrough came during a period of organizational change, when district leadership became more receptive and engaged. Price credits a key advocate in upper administration who encouraged her to present a data-driven case comparing the cost of contracted services to district-employed staff. The analysis demonstrated that investing in district employees would not only improve stability but could also reduce long-term costs.

“It was alignment, timing, and having the right person in place to champion the work,” Price said. “But the biggest lesson is that data speaks. You can’t just tell the story; you have to show it.”

Her advice for others seeking similar change is clear: Build proposals grounded in measurable data. Caseload comparisons, staffing ratios, professional organization recommendations, and financial projections all help translate the realities of service delivery into actionable information for decision-makers.

“If they’re not doing the job every day, data is the language they understand,” she said.

Recruitment, Retention, and the Role of Stability
While competitive salaries have helped attract employees, staffing remains a dynamic challenge. Price notes that even with strong recruitment, maintaining a fully staffed department requires constant adjustment. Life events—relocations, family changes, and career decisions—inevitably create shifts throughout the year.

Even so, her team has reached a historic milestone—achieving near-complete campus coverage across more than 270 campuses, with only one vacancy late in the school year.

“That has never happened before,” she said. “It’s something I’m really proud of.”

A major strategic focus has been on reducing reliance on contracted staff and increasing the number of district-employed positions. District roles offer benefits such as salary stability, retirement through the Teacher Retirement System (TRS), and protection during school closures or emergencies. In contrast, contract roles often appeal to those seeking flexibility or higher hourly rates, though the long-term financial and professional benefits may be less predictable.

“I always recommend district employment for stability and longevity,” Price said. “Contracting has its place—especially for those who want to travel or aren’t ready to settle—but when you factor in benefits, taxes, and consistency, district roles provide a stronger foundation.”

Leading with Perspective—and Purpose
As a leader, Price balances operational complexity with a strong sense of purpose. Her role extends far beyond speech-language pathology, encompassing budgeting, staffing logistics, compliance, and cross-departmental collaboration.

“There are parts of this job I didn’t go to grad school for,” she said. “But that’s leadership. It requires more than your clinical expertise.”

One of the biggest adjustments, she notes, is the distance from direct student interaction.

“I don’t get to see the students the way I used to,” she said. “I’m putting out fires, managing people, attending meetings. It can pull you away from your ‘why’ if you’re not careful.”

For Price, that “why” is both professional and deeply personal. As an SLP, she has supported countless students in their communication journeys, but her perspective shifted even further when her goddaughter was diagnosed with autism and a speech impairment.

“When it became personal, it hit differently,” she said. “It reminded me that behind every evaluation or service plan is a real family navigating something big.”

This grounding sense of purpose shapes her leadership philosophy. She encourages aspiring leaders to stay connected to their mission, even as responsibilities expand.

“If you choose to move into leadership, just know the work will look different, but it still matters,” she said. “The impact is still there, even if you don’t see it the same way.”

A Journey Worth Sharing
Though Price humbly views her path as a natural progression, it is truly remarkable. Rising from SLP Assistant to director within the same district is no small feat. It reflects not only professional growth but also a long-term commitment to a community and a system she now helps shape. Her lived experience informs how she leads, whether considering staff placements across a large geographic area or supporting clinicians navigating the demands of the job.

“This is my home,” she said. “I’ve grown up in this department. That changes how I take care of people.”

As school-based speech-language pathologists across Texas continue to navigate workforce shortages, policy changes, and increasing demands, Price’s story offers both inspiration and practical guidance. Advocacy matters. Data matters. Leadership matters. And perhaps most importantly, staying connected to the purpose behind the work—supporting students in their communication journeys—remains the foundation of it all.