Introduction
Introduction Wisconsin’s special education professionals are no strangers to the intricate and demanding process of developing and managing Individualized Education Programs (IEPs). While the IEP framework is foundational to meeting IDEA compliance and tailoring education to individual student needs, the overwhelming administrative load of IEPs has become a persistent issue for educators across the state. For seasoned special education teachers, this challenge is not about navigating IEP basics but about managing the increasing complexity and scope of the work while striving to maintain high standards of instruction and individualized support.
The Hidden Costs of Administrative Overload
In practice, the responsibilities tied to IEP development often extend far beyond scheduled hours. Teachers are not only responsible for drafting these legally binding documents but also for coordinating multidisciplinary input, conducting detailed assessments, and ensuring ongoing compliance through meticulous record-keeping. As caseloads grow and the number of students requiring complex supports increases, these demands can feel insurmountable.
The Wisconsin Department of Public Instruction (DPI) has long acknowledged the disproportionate time special education teachers must dedicate to administrative tasks. However, addressing these systemic pressures requires more than acknowledgment—it demands structural changes that account for the evolving needs of both educators and students.
Compounding Workload: A Barrier to Meaningful Engagement
For experienced teachers, the issue is less about learning how to balance direct and indirect responsibilities and more about the growing scope of indirect demands. With the added emphasis on data-driven decision-making, teachers often find themselves prioritizing documentation and compliance checks over meaningful student engagement. This trade-off diminishes opportunities for real-time instructional adjustments and deep relationship-building with students, which are critical for fostering growth in learners with disabilities.
Moreover, the administrative focus can lead to a transactional approach to education—where IEPs become checklists rather than dynamic, living documents that adapt to students’ evolving needs. This shift undermines the very purpose of the IEP and reduces its effectiveness as a tool for individualized support.
Professional Sustainability: Addressing Burnout and Retention
For veteran special education teachers, the workload associated with IEP management is a key driver of professional fatigue and attrition. Burnout among experienced educators is not merely a result of long hours but stems from the frustration of being unable to dedicate sufficient time to their core mission: teaching.
In Wisconsin, teacher turnover in special education positions has become a growing concern, particularly in districts with higher caseloads and fewer support resources. When experienced teachers leave, the institutional knowledge they carry is often lost, placing additional strain on their successors and perpetuating a cycle of burnout and disengagement.

Rethinking Workload Management: The Case for a Holistic Approach
Moving beyond the caseload model toward a comprehensive workload approach is essential. Unlike the caseload model—which considers only the number of students assigned to a teacher—the workload model encompasses all responsibilities, from administrative duties to collaboration and professional development.
For veteran educators, the workload model offers a framework that reflects the multifaceted nature of their roles. It provides a basis for advocating for additional resources, whether in the form of administrative assistants, improved software tools for IEP management, or time allowances for collaborative planning.
Practical Steps for Addressing Systemic Issues
Implementing solutions that address the root causes of administrative overload will require targeted efforts:
- Optimizing IEP Tools: Leveraging technology to streamline data collection and reporting can significantly reduce the manual burden. For example, platforms that integrate progress monitoring, communication logs, and compliance tracking into a single interface can free up valuable time.
- Policy Advocacy: Seasoned educators are uniquely positioned to influence district and state level policies. By emphasizing the connection between manageable workloads and improved student outcomes, educators can push for systemic changes that prioritize both compliance and instructional efficacy.
- Collaborative Models: Encouraging interdisciplinary collaboration can distribute responsibilities more evenly. When paraprofessionals, therapists, and administrative staff are integrated into the IEP process, the workload becomes more sustainable.
- Mentorship Programs: Experienced teachers can play a pivotal role in mentoring newer colleagues, helping them navigate the complexities of IEP management while advocating for shared workload practices that benefit all staff members.

Recent data shows that teacher turnover in Wisconsin rose to 15.8%, higher than the national average in the 2022-23 school year, marking the highest level on record for teachers moving between districts.
A Call for Action
For Wisconsin’s special education teachers, the challenge is not a lack of expertise or dedication but the need for systems that value their time and allow them to focus on what truly matters—supporting their students. Addressing the administrative burden of IEPs is not just about alleviating stress; it’s about ensuring that every teacher can bring their full professional capacity to the classroom.
The time for systemic change is now. With the collective experience and advocacy of Wisconsin’s special education professionals, there is an opportunity to redefine workload management, prioritize meaningful student interaction, and reclaim the essence of what it means to teach.
About the Author: Stephen Letizia has been with Go Solutions since 2021, bringing extensive experience in the special education software industry. He started his career at Oasys, a Wisconsin-based student services company, where he managed customer success and compliance. After the merger of Oasys and Go Solutions in late 2020, he moved into sales as Business Development Manager. In 2024, he was promoted to Sales Operations Team Lead, where he manages all sales initiatives. Stephen, who has presented at special education conferences across multiple states, is based in Milwaukee, WI.
