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Eagle Point SD 9 hears survey showing special-education staff juggling high caseloads and after-hours IEP work
Summary
An employees association survey presented Nov. 19 found about 27 certified special-education staff responded; most called their caseloads 'high but manageable,' many reported taking IEP work home, and 52% said they lacked adequate prep time. Board members asked for school-level breakdowns.
A representative of the employees association told the Eagle Point School District 9 board on Nov. 19 that a listening session and follow-up survey of special-education (SpEd) staff produced signs of strain in the district’s SpEd workforce.
"We had about 27 people that responded," the presenter said, describing the instrument as four short questions targeted at certified SpEd staff. "Most people are saying their caseloads are high, but they're feeling like it's manageable right now," she added, while noting several respondents feared caseloads could tip into "unmanageable." The presenter said many respondents reported taking Individualized Education Program paperwork home to complete.
The survey found a plurality of respondents worked 0–5 hours per week beyond a 40-hour week, with a notable share reporting 6–10 extra hours and a smaller number reporting 11–15. On preparation time, the presenter said roughly "52% of the people responding" reported insufficient prep time. On use of instructional aides for lunch duty, the majority reported aides were "rarely" used for alternate duties, but about 29% reported aides covered alternate lunch duties "4 to 5 days a week." The presenter emphasized the survey was anonymous and said she did not break results down by school.
Board members thanked the presenter and asked for additional detail. One member confirmed there are "35 certified" SpEd teachers in the district (per a staff member identified as Ryan during discussion) and asked that the presenter provide an exact headcount and a school-level breakdown of responses. The presenter agreed to obtain and share more precise numbers by email.
A resource teacher who spoke during public forum amplified workload concerns, saying, "I have 35 students on my caseload" and describing district practices that she said added administrative work not typical in other districts. The teacher said those duties have reduced time available for classroom instruction.
Why it matters: School boards use staffing, caseload and time-allocation data to plan hiring, contracts and supports. Board members signaled they want follow-up data to identify which schools or roles need additional support.
Next steps: The presenter offered to provide school-level response counts and additional listening sessions, including outreach to classified staff; board members requested that follow-up information be shared in writing before the next meeting.
