Special Education Case Loads Task Force

Results of Sampling of Special Education Directors Responses Regarding Local Case Load Policy

Type of District

Case Load Policy / Procedure

Suburban #1

Ratio (numbers) driven. Takes into account staffing parameters and assumptions; level of service.

Suburban #2

Policy doesn't comment on numbers. Procedure that is service, number, and formula based. Special education staffing determined by considering: child count, average caseload ranges per case manager by elementary/secondary/early childhood and mild or moderate disabilities, type of student disability, service model, and service minutes.

Medium City #1

No formal policy. 6 larger public and 3 charter schools. Caseloads range from 9 -12. Workload based on annual workload analysis (MN Workload Manual). A lot of data comes from “SPED Forms”. These are a guideline. Conversations with special education case managers to get full picture. Coop prepares the work load analysis and shares with districts and the district administration makes the decisions.

Medium City #2

Workload Analysis Formula: direct and indirect service minutes, time spent in evaluation, and number of students receiving service (related services) or case managed (staff who are case managing and providing special education services).

Greater MN Coop #1

46 districts. Actually a comprehensive conversation that occurs 1 time per year. Workload analysis form completed by teachers includes: federal setting, paraprofessionals supervised, direct and indirect service minutes, evaluations, and IEP’s managed. Analysis/comparison of mean, median, mode across coop and district. Possible outcomes: add staff, shift staff, special ed. assessment team.

Greater MN Coop #2

Workload analysis model: contact minutes + evaluation time + indirect minutes + IEP’s managed = workload. Other factors, such as travel time and multiple buildings may be considered. Workload and caseload ranges provided.

Greater MN Coop #3

14 districts. Building principals review caseloads annually using work-case analysis. Policies are at district level and approved by local school boards. Used as guidelines. Vary from district to district. Combination of minutes and number of students.

Greater MN Coop #4

4 districts. Uses grid sheet as starting point which includes: service minutes, settings, IEP’s managed, evaluations, paraprofessionals supervised. Considers working environment. Has Evaluation model.