Special Education Teachers Report 'Unmanageable Workloads' Threatening Retention
Poudre School District special education teachers are struggling with overwhelming administrative demands and caseloads that threaten their ability to remain in the profession, according to a recent program evaluation that revealed "somewhat unmanageable workload" levels across the district's largest special education category.
The multi-categorical program evaluation, presented to the Board of Education September 23, found that educators responsible for the 84% of students with IEPs in this category report significant challenges managing IEP updates, compliance documentation, and administrative tasks while maintaining quality instruction.
District officials have identified addressing these workload challenges as a priority to prevent further retention issues that could impact services for students with disabilities throughout Larimer and Weld Counties.
Administrative Burden Drives Teacher Stress
The evaluation, conducted by Nora Love, Assistant Director of Teaching and Learning for Integrated Services, revealed that both special education teachers and administrators consistently report the workload for IEP compliance work as difficult to manage sustainably.
"Our educators are reporting that they have somewhat unmanageable workload when it comes to both addressing IEPs, updating IEPs, doing IEP compliance work," Board member Kevin Hovelda explained during the September meeting. "It just seems like a lot."
The administrative challenges stem from extensive federal and state requirements under both the Individuals with Disabilities Education Act and Colorado's Exceptional Children's Education Act. According to the Colorado Department of Education, special education teachers must conduct annual IEP reviews, complete comprehensive three-year reevaluations, maintain detailed progress monitoring documentation, and ensure compliance with complex procedural safeguards.
Recent expansions in required data collection and reporting have increased the administrative burden, with teachers now documenting more frequent progress monitoring, detailed justification for service changes, and expanded transition planning for secondary students.
Multi-Categorical Program Serves Majority of Students
The multi-categorical program represents the largest segment of special education services in Poudre School District, serving students with diverse learning needs including mild to moderate intellectual disabilities, specific learning disabilities, and autism spectrum disorders.
With 84% of the district's IEP students enrolled in multi-categorical programming, any staffing or service disruptions in this area could significantly impact families throughout Northern Colorado. The program evaluation included feedback from staff, students, and community members about service quality and resource adequacy.
Student participants in the evaluation provided mixed feedback about their understanding of the IEP process. One eighth-grade student described IEP meetings as involving "a lot of talking," while another encouraged fellow students with IEPs to participate actively in their meetings and become self-advocates.
Statewide Shortage Compounds Local Challenges
The workload concerns occur amid Colorado's well-documented shortage of qualified special education teachers, with more than 150 unfilled positions statewide at the start of the 2024-25 school year, according to the Colorado Department of Education.
Northern Colorado districts including Poudre, Thompson, and Greeley-Evans regularly post special education openings late in the hiring season and frequently rely on long-term substitutes or emergency hires to fill positions. Annual turnover for special education teachers in comparable Northern Colorado districts ranges from 15% to 25%, notably higher than the 10-13% turnover typical of general education positions.
Starting salaries for special education teachers in Poudre School District range from $49,000 to $53,000 for those with bachelor's degrees, with experienced teachers earning $58,000 to $66,000. These compensation levels align with comparable districts but may not adequately address the additional administrative demands and specialized training requirements of special education positions.
The chronic shortage has led to higher caseloads for remaining teachers, with many Northern Colorado special education teachers managing 20-25 students compared to the national average special education ratio of approximately 17:1.
District Prioritizes Retention Solutions
Board members acknowledged the urgent need to address workload challenges before they result in additional teacher departures that could further strain the system.
"One of the priorities that we've set forward as a district is to address the workload challenges that we're hearing," Hovelda noted. "We're not just hearing it from educators, we're hearing it from admin as well, is that they feel like the workload to some of their staff is unmanageable and that will threaten some retention issues if we don't address it."
The district's approach reflects recognition that special education teachers require different support structures than general education colleagues due to the complexity of IEP management, compliance requirements, and the specialized nature of serving students with diverse disabilities.
Positive Outcomes Despite Challenges
Despite staffing pressures, the district's special education program continues demonstrating positive student outcomes. According to data presented during the September board meeting, 80% of students served through IEPs made one year or more of growth in both reading and mathematics during the previous school year.
The evaluation also highlighted the strength of the district's transition pathways program, which provides continued support for students with disabilities as they move toward post-secondary education or employment opportunities.
One parent, Ron Chakowski, praised the district's special education services during public comment, crediting staff including team lead Madeline Carter and math teacher Jessica Gilman for supporting his daughter's success from middle school through her current enrollment in the PSD Transitions Academy.
The district plans to present follow-up information about special education graduation rates and program effectiveness at the November 4 board meeting, as officials continue examining how to balance compliance requirements with sustainable working conditions for educators serving students with disabilities throughout Northern Colorado.