Policy 451

  •  WORKLOAD LIMITS FOR CERTAIN SPECIAL EDUCATION TEACHERS

      I.          PURPOSE

     The purpose of this policy is to establish general parameters for determining the workload limits of special education staff who provide services to children with disabilities receiving direct special education services 60 percent or less of the instructional day.

     

    II.         DEFINITIONS

     A.        Special Education Staff; Special Education Teacher

     “Special education staff” and “special education teacher” both mean a teacher employed by the school district who is licensed under the rules of the Minnesota Board of Teaching to instruct children with specific disabling conditions.

     B.        Direct Services

     “Direct services” means special education services provided by a special education teacher when the services are related to instruction, including cooperative teaching.

     C.        Indirect Services

               “Indirect services” means special education services provided by a special education teacher which include ongoing progress reviews; cooperative planning; consultation; demonstration teaching; modification and adaptation of the environment, curriculum, materials, or equipment; and direct contact with children with disabilities to monitor and observe.

     D.        Workload

     “Workload” means a special education teacher’s total number of minutes required for all due process responsibilities, including direct and indirect services, evaluation and reevaluation time, management of individualized education programs (IEPs), travel time, parental contact, and other services required in the IEPs.

     III.        GENERAL STATEMENT OF POLICY

     A.           Workload limits for special education teachers shall be determined by the appropriate special education administrator, in consultation with the building principal and the superintendent.

     B.           In determining workload limits for special education staff, the school district shall take into consideration the following factors: student contact minutes, evaluation and reevaluation time, indirect services, management of IEPs, travel time, and other services required in the IEPs of eligible students.

     IV.       COLLECTIVE BARGAINING AGREEMENT UNAFFECTED

     

    This policy shall not be construed as a reopening of negotiations between the school district and the special education teachers’ exclusive representative, nor shall it be construed to alter or limit in any way the managerial rights or other authority of the school district set forth in the Public Employers Labor Relations Act or in the collective bargaining agreement between the school district and the special education teachers’ exclusive representative.

    Legal References:  Minn. Stat. § 179A.07, Subd. 1 (Inherent Managerial Policy)

                                        Minn. Rule 3525.0210, Subps. 14, 27, 44, and 49 (Definitions of “Direct Services,” “Indirect Services,” “Teacher,” and “Workload”)

    Minn. Rule 3525.2340, Subp. 4.B. (Case Loads for School-Age Educational Service Alternatives)

    Cross References: MSBA/MASA Model Policy 508 (Extended School Year for Certain Students with Individualized Education Programs)

    MSBA/MASA Model Policy 608 (Instructional Services – Special Education)
    ADOPTED  BY  THE  BOARD  OF  EDUCATION:        August 17, 2015

Policy 451.1 ADMINISTRATIVE GUIDELINES

  • ADMINISTRATIVE GUIDELINES

     

    SPECIAL EDUCATION TEACHER WORKLOAD CONSIDERATION

     

    Annually the district special education administration will complete a workload analysis for special education teachers.  The special education workload analysis process will begin after the completion of December 1st childcount.

     

    1. Special education workload analysis consists of the following steps:

     

    1. Each special education teacher completes the electronic workload analysis form that identifies the following; students served, grade, federal setting, primary disability, direct and indirect service minutes, initial and re-evaluations, and number of paraprofessionals they supervise.

     

    1. Special education lead teacher submits workload analysis forms for all building special education teachers to the district special education administration.

     

    1. Special education administration summarizes workload data by building and district-wide.

     

    1. Summary data is reported by center-base/setting III teachers, resource (setting I and II), ECSE, setting IV, Transition programs, and Speech.

     

    1. Each building and program will receive a summary report for the building and/or program.

     

    1. Building administration and special education administration utilize the workload analysis to assist with determining special education case-management.

     

    • The district adheres to caseload limits set forth in Minnesota Rule 3525.2340.

     

    LEGAL REFERENCE:  Minn.Rule 3525.2340

             

    Dated:            August 17, 2015

    Reviewed:    

    Revised: