Special education services are critical to ensuring that students with disabilities receive the support they need to succeed academically, behaviorally, and socially. However, the efficiency and effectiveness of these services depend significantly on how special education personnel are assigned and managed.

Traditionally, staffing decisions have been based on the caseload model, where calculation is based on the number of students per provider. Caseload responsibilities vary from district to district and often include case management, individualized education program (IEP) development and/or implementation monitoring, specially designed instruction service delivery, and progress monitoring. In contrast, a workload analysis offers a more comprehensive view of staff capacity by considering the full range of activities and tasks, such as planning, assessments, meetings, and collaboration. These responsibilities can heavily impact on a special educator’s capacity to provide the support and services that a student requires to make progress towards their IEP goals.

In this new position paper, PCG’s Dr. Angeline Williams-Jackson advocates for the adoption of a balanced approach—a caseload and workload analysis—in a special education staffing decisions to get districts closer to addressing staffing concerns.

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