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Staffing Special Education Positions forBenton Stearns Education DistrictSupervision of Special Education
EDAD 609
Margy Bailey
Benton Stearns Education District
Purpose is to increase coordination and cooperation among member districts
Education District Board applies, receives, and administers funding on behalf of member districts
Member Districts: Foley, Holdingford, Kimball, Rocori, Sartell, Sauk Rapids/Rice
Approximate total student population: 13,000 Duane Borgeson – Special Education Director
Benton Stearns Education District Services
Assistive Technology Child Count Day Treatment Early Childhood Intervention Interagency Programs Level IV Low Incidence Programs Physical and Occupational Therapists School Psychologists Special Education Coordination Services
Determining Staffing Needs
Determining factors vary by position Workload Analysis Minnesota Department of Education caseload
limit requirements Perceived or expressed needs of member
districts
Workload Analysis
Can be done using Sped Forms, an internet server-based program for special education due process and paperwork
Can be a formula developed by an administrator, group or team. ex. Occupational and Physical Therapists, School
Psychologists. Can be compared to other education districts in
the region
Minnesota Department of Education
Manual for Early Childhood Intervention Caseload Limits
Birth to Two – 12-14 children per IFSP manager
Reductions in Staff
Shifts in workload and FTE are made Frequently works out “naturally” Requires/allows flexibility
Reductions of FTE of a position are made if necessary
Often times not an issue
Increases in Staff
Review job description and revise as needed (team)
Advertise position (administrator) Review/screen resumes and applications
(administrator and/or team) Interview (team) Make selection (team) Board approval board makes final decision
Role of Special Education Director
For Education District Listening to teams/employees Reviewing workloads and district needs Gathering information Reviewing job Screening applicants Hiring team Presenting information to Board
For Member Districts Advising districts Gathering information and helping check references
Example of Increase in Staff
Team of School Psychologists expressed need
Districts expressed need Workload analysis and information
gathering Board Presentation Board suggestion and approval
School Psychologists Expressed Need
Disproportionate numbers of evaluations New criteria for three Disability Areas effective
2001 Autism Spectrum Disorder Emotional/Behavioral Disorder Other Health Disability
Additional evaluation requirements Functional Behavioral Assessment
Increase in required meetings effective 2000 District Feedback
Districts Expressed Need
Overall increasing enrollment Increased number of Special Education
Teachers High percentage of Special Education students
in some districts High numbers of students tested for Special
Education not qualifying indicating need for stronger pre-referral process
High ratio of students to School Psychologist
Workload Analysis: School Psychologists Caseloads by Evaluation Numbers
0
20
40
60
80
100
120
140
P1 P2* P3 P4 P5 P6*
'99-'00
'00-'01
Workload Analysis: Caseloads by Population ‘99-’01
0
500
1000
1500
2000
2500
3000
3500
P1 P2* P3 P4 P5 P6*
'99-'01
Information Gathering
Change in criteria for three disability areas was resulting in an increase of comprehensive evaluation load of school psychologists by 20%
Timelines for completion of evaluations were clarified and tightened
Districts wanted help improving their pre-referral processes and wanted more consultation time
Information Gathering
School Psychologists, Special Education Teachers and Administrative Staff felt that psychologists time was spread too thin
Ratio of student population to Psychologist (2166:1) was higher than the state and national average and much higher than the National Association of School Psychologists recommendation (1000:1)
Board Presentation
Special Education Director and Assistant director presented data and information at May 2002 board meeting
Director and Assistant Director offered options for funding additional School Psychologist time
Board Recommendation
Adding one School Psychologist position to the Education District would only be putting a “band-aid” on the problem
Board approved the addition of two School Psychologist positions
School Psychologists Caseloads by Evaluation Numbers
0
10
20
30
40
50
60
70
P1 P2 P3 P4 P5 P6 P7 P8
'02-'03
School Psychologist Caseloads by Evaluation Numbers
0
20
40
60
80
100
120
140
P1 P2* P3 P4 P5 P6 P7 P8
'99-'00
'00-'01
'02-'03
Caseloads by Population – ’99-’00 and Current
0
500
1000
1500
2000
2500
3000
3500
P1 P2* P3 P4 P5 P6* P7 P8
'99-'00
current
Pros
Considering caseload and workload information from a number of different angles helps to create a clearer picture
Soliciting District input increases “customer satisfaction”
Monitoring of evaluation and population changes and district needs improves service to students
Recommended