Special Education Case Loads Task Force

Special Education Workload Analysis: Some Public Schools

May 23, 2013

Several factors were given consideration when analyzing special education caseloads. It should be acknowledged that due to the individualized nature of special education it is impossible to make a perfect comparison of caseloads. Every effort has been given to account for all measurable factors.

These factors include:

• student contacts

• number of students case managed

• and cumulative federal settings

The federal settings are based on the amount of time each student spends in special education. The higher the federal setting the more special education time a student receives. By looking at the cumulative federal settings one can get a sense of how many high needs students a teacher is serving. These factors are used to compile a work quotient. Generally a work quotient between 150 and 300 would equal one FTE of special education teacher time.

Elementary

Teacher 1

Total minutes served directly: 2775

Cumulative federal settings: 21

Cases managed: 10

Student contacts: 12

Work quotient: 149.5

Special Factors: Teacher 1 serves a number of high needs students who utilize a large range of assistive technology and need one-on-one support throughout the day. In addition she is responsible to develop and implement individualized curriculum for many of the students including academic and functional curricula.

Teacher 2

Total minutes served directly: 3355

Cumulative federal settings: 14

Cases managed: 9

Student contacts: 10

Work quotient: 176

Special Factors:

Teacher 3

Total minutes served directly: 3290

Cumulative federal settings: 20

Cases managed: 15

Student contacts: 14

Work quotient : 176

Special Factors:

Teacher 4

Total minutes served directly: 3470

Cumulative federal settings: 18

Cases managed: 16

Student contacts: 11

Work quotient: 184.75

Special Factors: Currently Teacher 4 is serving 2 students with extremely high behavioral needs.

Teacher 5

Total minutes served directly: 3130

Cumulative federal settings: 14

Cases managed: 15

Student contacts: 12

Work quotient: 151.75

Special Factors:

High School

Teacher 6

Total minutes served directly: 4358

Cumulative federal settings: 26

Cases managed: 11

Student contacts: 12

Work quotient: 230.15

Special Factors: Teacher 6 serves a number of high-need students who utilize a large range of assistive technology and need one-on-one support throughout the day. In addition she is responsible to develop and implement individualized curriculula for many of the students including academic and functional curricula.

Teacher 7

Total minutes served directly: 9014

Cumulative federal settings: 35

Cases managed: 21

Student contacts: 22

Work quotient: 470.2

Special Factors:

Teacher 8

Total minutes served directly: 2915

Cumulative federal settings: 19

Cases managed: 16

Student contacts: 14

Work quotient: 158

Special Factors:

Teacher 9

Total minutes served directly: 6755

Cumulative federal settings: 40

Cases managed: 18

Student contacts: 27

Work quotient: 359

Special Factors:

Teacher 10

Total minutes served directly: 4046

Cumulative federal settings: 27

Cases managed: 17

Student contacts: 15

Work quotient: 217

Special Factors:

Elementary averages

Total minutes served directly: 3204

Cumulative federal settings: 17

Cases managed: 12

Student contacts: 12

Work quotient: 170

High School averages

Total minutes served directly: 5418

Cumulative federal settings: 29

Cases managed: 17

Student contacts: 18

Work quotient: 287

District averages

Total minutes served directly: 4311

Cumulative federal settings: 23

Cases managed: 14

Student contacts: 15

Work quotient: 229

Local averages

Total minutes served directly: 4574

Cumulative federal settings: 20

Cases managed: 14

Student contacts: 14

Work quotient: 237

*Means this data should be viewed with caution.

• Seniors---8

• 6th Graders---14

• ECSE to K---5 Several have significant needs

Perceptions: At the time of the study it is evident that high school caseloads are running significantly higher than those in the elementary. District leadership may want to consider allocating additional special education teacher time from the elementary to high school. It appears that next year the high school will have a net increase of six special education students while the elementary will have a net decrease of 9 special education students. Given these changes the district should give strong consideration reallocating special education teacher time from the elementary to high school for the upcoming school year.