Master scheduling practices impact the effective provision of special education services as well as staffing needs.

1. Review the LEA’s scheduling process to:

   • ensure effective provision of special education services

   • inform staffing decisions

2. Work with administrators on scheduling practices, and focus on clustering students with like/similar service needs.

Note: Prior to requesting additional instructional staff, LEAs may consider: 

• Has the campus’ master schedule been analyzed for efficiency, effective use of staff,  and/or clustering? 

• How might positions be reevaluated and/or repurposed to meet the current needs?

• What is the process for filling vacant positions?

• What budget discussions might need to take place?

1. Compare the LEA’s current staffing structure with staffing frameworks from TASB, professional organizations, and surrounding LEAs.

2. Develop caseload and/or workload ratios by grade band, program type, and job type.

3. Facilitate conversations within the LEA to inform the staffing process.

• How does the current staffing structure impact the provision of special education services and student achievement?

• How does the LEA’s organization & staffing framework compare with other LEAs, professional organizations, etc.?

• How does the Special Education department currently track caseloads and workloads?

• What is the current process for requesting additional staff? 

• What is the current process for determining the type of staff needed?  For example:

  • • Teachers or paraprofessionals

    • SLPs or SLP-Assistants

    • LEA staff or contract staff

• What systems are in place for the LEA to analyze certification requirements and ensure appropriate candidates are screened and hired?

4. Consider strategies for attracting and retaining special education candidates.

• Alternative Certification Programs

• Grow Your Own Programs

• Remote Work (for some positions)

• Stipends/Incentives