Special Education Staffing Analysis
Staffing Considerations
The results of any needs assessment for staffing of special education programs should:
� be based on the severity of student needs;
� promote data-driven decision making;
� be sensitive to increasing legal requirements;
� include the time required to meet due process requirements during the instructional day;
� apply to a wide range of service delivery models;
� account for increased communication needs;
� be based on student benefit and ensure a Free Appropriate Public Education (FAPE);
� be grounded in political and financial realities; and
� be supportive of special educators.
Caseload/Workload Considerations:
The six elements that comprise most of the workloads of special education teachers can
be documented and are essentially quantitative in nature.
1. Specially Designed Instruction
 Includes direct instruction to meet the individual needs of students related to IEP goals/objectives.
 Includes indirect service, such as consultation with general education teachers,
modification/adaptation of curriculum, demonstration teaching, planning with related service staff,
etc.
2. Evaluations and Re-Evaluations
 Initial and re-evaluations average at least 10 hours per typical evaluation for a special education
teacher.
3. Due Process Procedures & IEP Management Responsibilities
 IEP management includes all aspects of program development and coordination of services, parent
communication related to the IEP, annual review, progress monitoring, progress reporting, functional
behavioral assessments, manifestation determinations, and behavior intervention plans.
4. Preparation Time
 This is time provided within the instructional day to prepare instruction and includes finding materials
related to students’ needs, devising/creating specific materials, etc.
5. Directing the Work of Paraprofessionals
 Program/resource paraprofessionals require supervision, training, and regular planning time.
6. Other Assignments
 These are regularly and intermittently scheduled non-special education assignments, such as a daily
supervision, study hall supervision, homeroom duty, advisories, bus duty, field trips, etc.
Education Service Center, Region 20
Adapted May 2012 from Education Service Center, Region 10
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Current Texas Rule leaves the determination of caseload for these services to the
local district.
Calculating Contact Minutes
Total special education service minutes provided by the special educator divided by the
total number of minutes available for instruction = contact minutes.
Contact Minutes = Student Service Minutes Per Week/ Instructional Minutes Per Week
Numerator:
The total number of special education service minutes per week for all students served, which includes:
• providing specially designed instruction (direct & indirect)
• conducting evaluations/reevaluations
______________________________________________________________________
Denominator:
The total number of minutes available for instruction during the week.
Contact Minutes - Numerator
The contact minutes category is comprised of two components:
1. Specially Designed Instruction is a direct accounting of the severity or intensity of student needs. It is
comprised of the total number of minutes of service (direct and indirect) for all of the students for whom
the special educator provides instruction and that is documented on the IEP.
2. Evaluations and Re-Evaluations is the number of evaluations and re-evaluations in which the special
educator participates.
Instructional Minutes - Denominator
Instructional Minutes are the exact number of minutes a teacher is available during the student day to
provide specially designed instruction and to conduct evaluations. Multiply the number of instructional
minutes per day x 5 days/week to determine weekly instructional minutes.
Subtract the following from the student day to arrive at the number of minutes per day the teacher is
available:
� duty free lunch (time varies based on individual district contracts)
� preparation time
� other assignments (general education duties such as monitoring a study hall, etc.)
� travel time between buildings and/or districts if teacher is itinerant
Education Service Center, Region 20
Adapted May 2012 from Education Service Center, Region 10
2
Calculating Workload
Contact Minutes + IEPs Served= Workload
1. Calculate Contact Minutes (Student Service Minutes Per Week/ Instructional Minutes Per Week)
a. Total the number of minutes per week the special educator provides specially designed instruction
(direct and indirect) and conducts evaluations.
b. Calculate the number of instructional minutes available per day.
c. Multiply the number of instructional minutes per day x 5 days per week.
d. Divide the total number of special education service minutes by the available instructional minutes.
2. Students Served
Add the total number of students served to the total contact minutes calculated.
3. Workload
The number derived from this model reveals the special educator’s workload based on actual service
minutes and actual availability during the instructional day.
Education Service Center, Region 20
Adapted May 2012 from Education Service Center, Region 10
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Special Education Teacher Workload Analysis
Directions:
The data requested for this form will help determine staffing levels for the coming school year. It may
also be used to determine if there are inconsistencies in staffing during the current year. Please make sure
each area of service is addressed for each student. If a column asks for information not relevant for the
student, write NA.
1. Direct Student Minutes Per Week:
The number of direct service minutes you provide per week for all students served. Direct service
includes all specially designed instruction provided as found in the IEP no matter the location or type of
service, and is all "face-to-face" time with students.
2. Indirect Student Minutes Per Week:
The number of indirect service minutes you provide per week for all students served. Examples of
indirect services are: adapting physical environments, implementing adaptations, consulting with general
and special education teachers, training staff to meet specific students’ needs, etc. Make sure you
document all of the time you spend on behalf of students in your IEPs.
3. Number of all types of re-evaluations predicted for the coming year.
4. Number of initial evaluations you completed this school year to project for the coming year.
Teacher Name:
Campus:
Estimated # Re-Evaluations Next Year:
# of Initial Evaluations This Year:
Total # of Evaluations x 6 hours =
Current Students: You may add rows to the table to match current students served.
Student Name
Grade
Instructional
Setting
Education Service Center, Region 20
Adapted May 2012 from Education Service Center, Region 10
Primary
Disability
Direct
Service
Minutes/Week
Indirect
Service
Minutes/Week
4
Total minutes
Worksheet: Staff Workload Analysis Summary
After completing the analysis of each staff member’s workload worksheet, complete the chart below with
the information for each staff member. The completed worksheet will provide a “big picture” summary
to determine whether workloads of specific roles by job type are balanced. Type of jobs could include,
but is not limited to the following: Inclusion, Resource Room, Co-Teach, Self-Contained, etc.
Type of Job Reviewed:
Name of Staff member:
Total Direct Service
Minutes/Week
Total Indirect Service
Minutes/Week
Total Number of Service
Minutes/Week
Total Number of
Evaluations/Re-evaluations
Total hours of Evaluation Time
Average weekly hours for
Evaluation
Student Service Minutes per
Week
Instructional Minutes Available
per Week
Total Contact Minutes per
Week
Number of Students with IEPs
Served
Workload (Contact minutes + #
of IEPs)
Education Service Center, Region 20
Adapted May 2012 from Education Service Center, Region 10
5
Special Notes:
Alternate Method: Staffing Considerations Case Load
This example provides a formula for generating special education teacher units. After calculation of the
total number of weighted students, special education teacher units are derived by dividing by the
following:
• Pre-K-2:
20 weighted students:
1 teacher
• Grades 3-12:
26.15 weighted students:
1 teacher
A. Instructional Arrangement
The first dimension of the Special Education Staffing Methodology is the instructional arrangement of
each student with a disability. These instructional arrangements represent options along the least
restrictive environment continuum. Such arrangements are part of the array of services that the United
States Department of Education (USDE) provides for students who are eligible under IDEA.
General Education Setting/Early Childhood Setting (Mainstream):
1. Ages 3-5: Early childhood setting designed primarily for children without disabilities (PEIMS
Codes 40)
2. Ages 6-20: Student with disabilities served in the general education class more than 80% of
the school day (PEIMS Codes 40 & 41 or PEIMS Code 81 & 82)
General Education and Special Education Setting:
1. Ages 3-5: Special education setting part time with the remaining time being served at home or in
early childhood setting designed primarily for children without disabilities (PEIMS Code 00 &
41/42)
2. Ages 6-20: Students with disabilities served in the general education class between 40% - 80% of
the school day. (PEIMS Codes 41, 42, 43 or PEIMS Code 82, 83, 84)
Special Education Setting:
1. Ages 3-5: Program designed primarily for children with disabilities (PEIMS Code 45)
2. Ages 6-20: Students with disabilities served in the general education class less than 40% of the
school day. (PEIMS Code 44 or PEIMS Code 85)
o Special Education/related services provided in the home as required by the student's IEP
(PEIMS Code 01)
o Self-contained program at a separate campus operated by your school district that provides
only special education and related services. (PEIMS Code 96)
o Other Special Education specific settings, i.e., VAC, Hospital Class, etc.
B. Levels of Support
The second dimension of the Special Education Staffing Methodology is the intensity of specially
designed instruction received by the student.
Intermittent Support:
The student receives specially designed instruction/supports for at least one period per week or less than 5
hours per week or at least 1 of 6 periods when a period is less than 60 minutes.
Education Service Center, Region 20
Adapted May 2012 from Education Service Center, Region 10
6
Targeted Support:
The student receives specially designed instruction/supports for at least one period per day or 5 to 12.5
hours per week or 2 of 6 periods.
Sustained Support:
The student receives specially designed instruction/supports for at least half of each school day or 12.5 to
24 hours per week or 3-4 periods.
Intensive Support:
The student receives specially designed instruction/supports for the full school day or 25 to 30 hours per
week or 5 of 6 periods.
Worksheet for Weighted Caseload-Attachment 1
Directions:
Each teacher should complete Attachment 1 chart with current case load information. Teachers should
select the instructional arrangement/type of support from the drop down menu in the chart based on the
definitions provided below. The weight of support will pre-populate based on your selections.
Once all teachers have completed Attachment 1, analyze the total weighted FTE across teachers and
campuses. After calculation of the total number of weighted students, special teacher units are derived by
dividing by the following to determine efficient staffing:
• Pre-K-2:
20 weighted students:
1 teacher
• Grades 3-12:
26.15 weighted students:
1 teacher
Instructional Arrangement Definitions:
General Education Setting/Early Childhood Setting (Mainstream):
3. Ages 3-5: Early childhood setting designed primarily for children without disabilities (PEIMS
Codes 40)
4. Ages 6-20: Student with disabilities served in the general education class more than 80% of
the school day (PEIMS Codes 40 & 41 or PEIMS Code 81 & 82)
General Education and Special Education Setting:
3. Ages 3-5: Special education setting part time with the remaining time being served at home or in
early childhood setting designed primarily for children without disabilities (PEIMS Code 00 &
41/42)
4. Ages 6-20: Students with disabilities served in the general education class between 40% - 80% of
the school day. (PEIMS Codes 41, 42, 43 or PEIMS Code 82, 83, 84)
Special Education Setting:
3. Ages 3-5: Program designed primarily for children with disabilities (PEIMS Code 45)
4. Ages 6-20: Students with disabilities served in the general education class less than 40% of the
school day. (PEIMS Code 44 or PEIMS Code 85)
o Special Education/related services provided in the home as required by the student's IEP
(PEIMS Code 01)
o Self-contained program at a separate campus operated by your school district that provides
only special education and related services. (PEIMS Code 96)
o Other Special Education specific settings, i.e., VAC, Hospital Class, etc.
Type of Support:
Education Service Center, Region 20
Adapted May 2012 from Education Service Center, Region 10
7
1. Intermittent Support Weight (one of six periods or less than 5 hours per week) = 2.0 shared between
general and special education.
2. Targeted Support Weight (two of six periods or 5 to 12.5 hours per week) = 3.0 shared between
general and special education.
3. Sustained Support Weight (at least half of each school day or three to five of six periods or 12.5 to
24 hours per week) = 4.0 shared between general and special education.
4. Intensive Support Weight (full school day or six of six periods per day or 25 to 30 hours per week)
= 5.0 shared between general and special education.
Education Service Center, Region 20
Adapted May 2012 from Education Service Center, Region 10
8