The Paperwork Trap

Special Education Teachers Push for 'Paperwork Days' to Reclaim Focus on Students

Millard Education Association member Megan Andrews can't tell you exactly when her workload became quite so overwhelming, but somewhere in her 27-year career as a special education teacher, Andrews lost her Sunday evenings to paperwork.

“Every Sunday I have this sheet to do grade checks on all my students,”  said Andrews. “I go through and I mark down what grades they're getting and then if they're missing assignments or things, I'll e-mail the content teacher. Often, I’ll also e-mail the students' parents or guardian. I'll put in a request for staff members to write them a pass to go to the resource study center to get caught up. All of this is then included in my progress reports.”

The Paperwork Trap
For members like Andrews, the demands on special education teachers to keep up with paperwork have reached an unsustainable level.

“I used to be able to focus more on teaching, working directly with students,” she shared. “Now, my weekends are consumed by paperwork. I spend hours gathering data for progress reports, monitoring goals and compiling information from multiple teachers across several classes.”

One of the most burdensome tasks involves creating detailed progress reports for every student, which include data from various teachers on goals like time on tasks, behavior, reading, and writing. This new system has added layers of complexity, forcing educators to reach out to multiple teachers every two weeks to track this data. With students often bouncing between different teachers and support staff, keeping track of all this information is an overwhelming task.

“I’ve had to schedule emails just to remind myself to ask teachers for data every couple of weeks, but then there’s the issue of actually getting accurate responses,” she explained. “I know that my request for responses can also be a burden to my colleagues who are often struggling with their own workloads.”

Omaha Education Association member Sherri Campbell said the amount of IEP Progress Reports on her plate is overwhelming, even as a 20-year, veteran educator.

“The number of IEPs and progress reports, plus the fact that we haven't had many teacher planning days this year, makes it incredibly difficult to keep up. When we do have professional development (PD) days, they often don't apply to special education, so we just sit there while our paperwork keeps piling up,” she said.

Referral Overload
The paperwork extends beyond progress reports. Campbell has also noticed the number of students being referred to for educational services has increased significantly.

“I’ve noticed a trend where new teachers are quickly referring students to the special education testing process, often as an initial step when they observe challenges. However, after going through the proper testing procedures, we find that many of these students don’t actually require our services,” Campbell said.

“It seems that the testing is being used more as an automatic intervention step, rather than a well-considered part of a broader support strategy.”

While testing can certainly be a helpful tool, it’s not always the best starting point for every student. Campbell says this approach can sometimes lead to unnecessary evaluations for students who may not need special education services, and it may also delay the implementation of more appropriate interventions that could better address their needs.

“This is something we’re working to address in my building,” she said.

Campbell says it’s important that teachers, especially those who are newer to the profession, have a strong understanding of when and how to use the referral process to ensure that students receive the most effective support at the right time.

Campbell and Andrews agree that the weight of administrative tasks and paperwork threatens to overshadow their core role of supporting students.  Both have seen their time allocated for planning and organization shrink drastically throughout their years in the classroom.

Burn Out
When Andrews first began teaching in Millard in 2001, the district paid for two days per year for each special education teacher to have a paid workday, but that benefit has dwindled to the point of impossible.

Andrews said her administrators are sympathetic to the increase of paperwork and the need for more time during the day, but classroom coverage presents its own set of challenges for overwhelmed staff.

“The district has said, 'Well, you can take a paid workday, but there's just nobody to cover.’ It means I would have to abandon my co-teacher. I would never do that. I don't know of a soul who would do that in my building. The reason we’re together is to manage students experiencing increased behaviors.”

The paperwork extends beyond progress reports. Teachers are also required to hold manifestation meetings for students who have been suspended, a task that has become increasingly more difficult. With new regulations requiring follow-up meetings and services for every suspension, special education teachers are stretched thin.

Despite overwhelming caseloads and paper work duties, Andrews and Campbell both share a sense of duty and care for their students. But even through their best efforts, the demands placed on them are taking a toll.

As Andrews approaches the final years of her career before retirement, her dream is not to leave the field altogether, but to return to the kind of work she initially signed up for—focused, student-centered teaching without the overwhelming burden of excessive administrative work. She is considering going back as a paraprofessional.

“I just want to work with kids. That’s why I became a teacher,” she concluded. “At this point, I’m hoping things can change so that I can actually do what I love without drowning in paperwork.”

Paperwork Days
NSEA’s 2025 State Policy Agenda Priorities will focus on reforms to support educators like Campbell and Andrews.

Results of a late-September member survey played a crucial role in shaping LB589—a bill that would provide four “paperwork days” for special education teachers. It allows school districts to be reimbursed for the costs of substitute teachers to cover for special education teachers taking “paperwork days.”

By gathering feedback directly from members, the survey provided insights into the issues and challenges most important to members, including finding solutions to the overwhelming burden of excessive administrative work in special education.

When asked about the potential impact of new state-level initiatives that could offer more dedicated time for special education teachers to focus on this critical paperwork, both teachers agree it would make a world of difference.

“Having two days a semester just to focus on paperwork would let me keep my students’ needs at the forefront again,” Andrews said. “Right now, I’m doing the work of several people and I’m burning out. The paperwork takes time away from the kids who need my help the most.”

The voices of members play a crucial role in advancing these legislative efforts. By sharing your story, you can highlight the challenges faced and motivate lawmakers to take meaningful action toward creating a stronger, more supportive education system. Any member interested in sharing their story can contact their NSEA Organizational Specialist or call NSEA at 402-475-7611 or toll-free at 800-742-0047. Members can also send questions and information through the 'Contact Us' feature of the NSEA website at www.nsea.org/contact-us.