 Too much to do and not enough time  Simply looking at the number of students each teacher works with doesn’t tell the whole story  Students’ IEPs may not accurately reflect the amount of support the student receives

 Use data to demonstrate the need for additional staff  Keep it simple. Use the service levels specified in the IEPs.  Find an ally. Our Program Manager (boss) and our Director of Special Education (boss’s boss) supported us.

 Our Director pointed out to the district superintendents that the shared cost of hiring a part-time teacher would be much less than defending a single Call to Hearing.

 Our director also told the superintendents that if they didn’t approve the new hire, our department would not be able to accept any new referrals. Districts would need to find and hire VI staff to handle any new referrals.

 The 19 district superintendents agreed to pay for an additional half-time hire.

 Keep an accurate record of all that you do on behalf of your students and the amount of time you spend supporting your students.  Let your bosses know what you’re up to.  Update students’ IEPs to accurately reflect the amount of time/service you provide.

 Enter the data for all of the students our department serves into the caseload database.  Once all of the IEPs have been updated to accurately reflect the amount of service provided and the information has been entered into the database, analyze the data.

 Remember that goals dictate the amount service.  Write appropriate goals.  Don’t forget about the Expanded Core Curriculum.

 Direct service (daily, weekly, monthly, annually) working with the student on goals  Time spent observing the student in various settings

 Consult time with teachers/staff, including in-service trainings and non-IEP meetings  Consult time with parents & family  Consult time with medical professionals, including time spent tracking down eye reports, researching diagnoses, and translating medical jargon into everyday language

 How many IEP meetings will you attend for the student during the next 12 months? How long will each meeting last?  Is the student due for a triennial IEP next year? If so, how long will it take you to assess the student and write your report?

 Will you need to order equipment for this student? How much time is involved in that? Researching, installing, ordering, testing, delivering, training staff  How much time will it take to report progress towards goals?  How much time will you spend responding to emergencies, issues, and equipment problems for this student?

 Will you need to order educational materials during the next 12 months? How much time will it take to order and deliver the materials?  How much time do you spend preparing materials for the student?  How much time do you spend interlining the student’s braille so that the classroom teacher can correct it?

 Is the student going to change schools in the next 12 months? Will s/he need additional time/instruction to orient to the new site?