HF4847

Purpose

Set up monitoring and enforcement of special education caseloads, class sizes, and staff workloads to ensure safe and effective service delivery for students who receive special education services. Establish procedures for how districts are evaluated, how concerns are raised, and what happens if limits are not met.

Main Provisions

• Subdivision 1: Direct instruction caseload and workload limits

  • For students who receive direct special instruction more than 60% of the instructional day but not the full day:
  • Deafblind or autism spectrum disorder or developmental cognitive disability in the severe/profound range or with severe multiple impairments: no more than 3 students per adult.
  • Autism spectrum disorder or developmental cognitive disability in the mild/moderate range or specific learning disability: no more than 12 students per teacher, or 15 students with one or more paraprofessionals.
  • Any other disabilities: no more than 10 students with one paraprofessional, or 12 students with two paraprofessionals.
  • For students with 60% or more of the day and who are highly disruptive or create an unsafe environment due to behavioral or mental health needs: districts must reduce the number of such students in the classroom to keep everyone safe.
  • For students who receive direct special education for a full school day:
  • Deafblind or severe/profound range or severe multiple impairments: no more than 4 students with one paraprofessional (and for each additional paraprofessional, two more students may be added).
  • All other disabilities: no more than 8 students with one paraprofessional (and for each additional paraprofessional, two more students may be added).
  • Subdivision notes: The limits apply to classroom staffing. These limits also apply to adult-to-student and student-to-staff ratios; collective bargaining agreements cannot exceed these limits.

• Subdivision 1(b): Workload policy for staff with 60% or less instruction or related services

  • Districts must create a board-approved policy to determine workload for special education staff (e.g., speech-language pathologists, physical therapists, occupational therapists, etc.) who provide IEP services.
  • The policy must consider student contact time, evaluation/reevaluation time, indirect services, IEPs, travel time, and other required services.
  • If these staff are represented by a union, the policy must be negotiated as part of the collective bargaining agreement.

• Subdivision 1(c): CBA restrictions

  • Collective bargaining agreements cannot set adult-to-student or student-to-staff ratios that exceed the limits in this section.

• Subdivision 2: Early childhood program alternatives

  • Districts must lower caseloads based on the severity of disability or delay, travel time, serving children in more than one program, and involvement with other agencies.
  • Maximum assignments for teachers:
  • Birth through 2 years: up to 12 children per teacher.
  • Ages 3 through 6 years: up to 16 children per teacher.
  • Birth through 6 years combined: up to 14 children per teacher.
  • Paraprofessional requirements: at least one paraprofessional per early childhood special education class when children are present.
  • Class size limits for early childhood:
  • With a teacher and a paraprofessional: up to 8 children in a single classroom at any time.
  • With an early childhood team: up to 16 children at any time.

• Subdivision 3: Complaint form

  • The Department of Education must post a form on its website for parents, teachers, or the public to file complaints alleging that caseloads, class sizes, or workloads exceed the limits.

• Subdivision 4: Investigation

  • The Department’s Division of Assistance and Compliance must complete an investigation within 60 days after a complaint is filed.
  • The department must share written findings with the complainant and the district.
  • If limits are exceeded, the department must give the district reasonable time to comply and then follow up.
  • If noncompliance continues, the department must notify the affected parents or guardians.

• Subdivision 5: Summary of findings

  • The department must post on its website a redacted summary of findings when a district or charter school exceeds the limits.

• Subdivision 6: Effect of noncompliance

  • If teachers or paraprofessionals are represented by a union, the collective bargaining agreement must include remedies for noncompliance.
  • Once a district is found in noncompliance, it must implement the remedies in the applicable agreement.
  • If staff are not represented by a union, the district must consult with teachers and special education staff to determine an appropriate remedy.

• Repeal/Code changes

  • This bill would codify these rules into Minnesota Statutes chapter 125A and repeal related Minnesota Rules part 3525.2340 subparts 4-5.

What this means in practice

• Districts would face specific numerical limits on how many students a teacher (and paraprofessionals) can serve in direct special education, depending on the student’s disability category and setting.
• There would be formal processes for reporting concerns, investigating complaints, and posting results.
• Districts must adjust staffing in early childhood programs to meet lower caseloads and ensure adequate staffing.
• Collective bargaining agreements would need to reflect these limits and remedies for noncompliance.

Potential Impacts

• Increased oversight of special education staffing and classroom load.
• More structured supports and protections for students with high needs.
• Changes to how districts plan staffing, especially in early childhood and for students with complex disabilities.
• Clearer avenues for parents to raise concerns about caseloads and workloads.

Potential Implementation Considerations

• How districts will manage staffing to meet the specific ratios, especially in schools with high needs populations.
• The process for negotiating workload policies within CBAs.
• How travel time and multiple program enrollments affect staffing decisions.
• Timelines and resources for districts to comply after investigations.

Relevant Terms - special education caseloads - class size - workload - direct special instruction - 60 percent threshold - deafblind - autism spectrum disorders - developmental cognitive disability - severe/profound - severe multiple impairments - mild/moderate - specific learning disability - paraprofessional - exclusive representative - collective bargaining agreement - IEP (individualized education program) - related services - speech-language pathologist - physical therapist - occupational therapist - school psychologist - school counselor - early childhood special education - birth through two years - ages three through six - travel time - evaluation and reevaluation - inquiry/compliance investigation - Division of Assistance and Compliance - Department of Education - complaint form - redacted findings - charter school - Minnesota Rules part 3525.2340 - Minnesota Statutes chapter 125A