Assignment of Special Education Students Sample Clauses

Assignment of Special Education Students. The Board of Education recognizes the need for a fair distribution of all students. In order to achieve the goal of fair distribution of workloads and an academically strong environment for students, the Administration will institute the following procedures: 1. By May 1st of the current school year a tentative workload of special education student projections will be available for department and staff review. The tentative workloads provided will include all special education staff and itinerate staff. 2. If, after staff review, a fair distribution/academically appropriate environment does not exist, he/she must notify the Principal and Head Counselor in writing of their concern. 3. When the Principal receives the notice of concern, he/she shall respond in writing to the staff involved. The Principal will provide to the department possible solutions. 4. If, after review, the staff involved believes that an appropriate solution has not been reached, he/she may appeal in writing to the Superintendent or his/her designee. 5. Within ten (10) working days of the receipt of the concern, the Superintendent or his/her designee shall meet with the Association President to discuss the issue. The Superintendent or his/her designee shall make a decision within five (5) working days of the meeting with the Association and shall be final.
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Assignment of Special Education Students. When IEP identified students are assigned to general education classes, it will be done in an equitable manner, with special consideration for the nature and extent of the disability, so that no single general education teacher’s class is impacted with a greater number of said students when there are other alternative assignments that could be made. In the spring of each year, students will be equitably placed among the general education teachers at each school for the following year. This understanding does not preclude a building team from adopting an inclusion delivery model, including blended/transition classrooms, where IEP students are centrally assigned and resources allocated. The team shall include all staff directly impacted by the decision.
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Assignment of Special Education Students. A. The District and staff will follow all federal and state laws. B. When assigning special education students to general education classes the following criteria shall be among those considered: 1. Class enrollment. 2. Individual disability 3. Room configuration. 4. Accommodations in compliance with the IEP. 5. Support needed (including related services). C. A general education teacher is considered a member of the IEPT as outlined by regulations and shall attend and participate in the IEP meeting. D. When more than five (5) special education students (including those who are language impaired) are assigned more than half-time to an elementary general education class, the multi-graded general education class size limit shall apply.
Sample 1Sample 2
Assignment of Special Education Students. The parties recognize that the policy of least restrictive environment is legally mandated. It is also recognized that the extent to which any special education student should participate in regular education programs and services is prescribed by law and the regulations of the Department of Education which includes the involvement of an Individual Education Planning Team (IEPT). It is recognized that a special education student’s participation in regular education programs cannot be adversely affected by this agreement. Assignment of students to their classes is best accomplished by the building Principal. Each assignment is guided by those considerations regarded to be most beneficial to the student’s academic pursuits. In the case of eligible special education students, the prime consideration shall be the student’s Individual Educational Plan (IEP). At grades K-6, the principal, after consultation with appropriate special education employees (s) shall assign eligible special education pupils to their classes on an equal distribution basis prior to the beginning of the school year. If the employees at a given K-6 grade level reach consensus that a different plan might achieve a more equitable distribution, then a proposal reflecting that a plan may be submitted to the principal within seven (7) working days after the beginning of the school year for resolution by the principal within eight (8) working days. At grades 7-12, it is recognized that the ability to assign special education students is limited by the available sections of appropriate classes selected as part of the IEP. However, the employees in a given subject area may if they are able to reach consensus as to what they believe might be a better assignment plan for a special education student, submit a revised scheduling plan to the principal within seven (7) working days after the beginning of each semester, for resolution by the principal within eight (8) working days. If it is necessary to reconvene the IEPT in order to make needed changes in the IEP to resolve the employee proposed plan, a meeting of the IEPT shall be convened by the principal. Final resolution of the employee proposed plan shall be achieved by no later than fifteen (15) working days after the beginning of each semester. Employees who are directed to attend IEPT meetings, training programs or other activities related to the delivery of special education service which are scheduled during work hours, will be released from ...
Sample 1
Assignment of Special Education Students. When IEP identified students are assigned to general education classes, all reasonable efforts will be made to do so in an equitable manner, with special consideration given to the nature and extent of the assigned students’ disabilities. When high needs special education students are placed in general education classrooms, support will be provided to the general education classroom teacher as determined through the IEP process.
Sample 1
Assignment of Special Education Students. A. The assignment of special education students to general education classes shall be done as equitably as possible among the available teachers at each grade level or subject, unless it is voluntarily agreed to by the teachers involved to bypass the provision. B. When assigning special education students to general education classes the following criteria shall be among those considered: 1. Class enrollment. 2. Individual disability 3. Room configuration. 4. Accommodations in compliance with the IEP. 5. Support needed (including related services). C. A general education teacher is considered a member of the IEPT as outlined by regulations and shall attend and participate the IEP meeting. D. When more than five (5) special education students (including those who are language impaired) are assigned more than halftime to an elementary general education class, the multi-graded general education class size limit shall apply.
Sample 1
Assignment of Special Education Students. A. The assignment of special education students to general education classes shall be done as equitably as possible among the available teachers at each grade level or subject, unless it is voluntarily agreed to by the teachers involved to bypass the provision. B. When assigning special education students to general education classes the following criteria shall be among those considered:
Sample 1
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Assignment of Special Education Students. When students with disabilities are assigned to general education classes, it will be done in an equitable manner, with special consideration for the nature and extent of the disability, so that no single general education teacher’s class is impacted with a greater number of said students when there are other alternative assignments that could be made. In the spring of each year, students will be equitably placed among the general education teachers at each school for the following year. This understanding does not preclude a building team utilizing an inclusive delivery model, where students with disabilities are centrally assigned, and resources allocated. The team shall include all staff directly impacted by the decision.
Sample 1

Related to Assignment of Special Education Students

  • Special Education Teachers Elementary/Secondary Special Education Coordinators shall be compensated for an extended work day in the amount of four thousand dollars ($4,000).

  • Special Education Special education services, related services, and accommodations for students who are eligible under the Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act of 1973 (Section 504), the Americans with Disabilities Act (ADA), or any applicable provisions of state law, shall be provided in accordance with applicable state and federal law, this Agreement and Authorizer rules and policies. The Authorizer is the LEA for purposes of ensuring compliance with IDEA, Section 504, and all other federal and state laws and regulations concerning accommodation of and education of students with disabilities.

  • Continuing Education The Hospital and the Union recognize that continuing education is important for all employees and that they have shared interests and responsibilities in ensuring equitable access to it.

  • General Education University Program Requirements All MTA applicable courses require a grade “C” or higher

  • Training and Education SECTION 1 – Law Enforcement Supervisors’ Training

  • Dimensions Education Bachelor’s Degree in Computer Science, Information Systems, or other related field. Or equivalent work experience. A minimum of 4 years of IT work experience in data modeling, data analysis, relational DBMS design and support and relevant computing environments.

  • In-Service Education The parties recognize the value of in-service both to the employee and the Employer and shall encourage employees to participate in in-service. All employees scheduled by the Employer to attend in-service seminars shall receive regular wages.

  • PROFESSIONAL DEVELOPMENT AND EDUCATIONAL IMPROVEMENT A. The Board of Education agrees to pay the actual tuition costs of courses taken by a teacher at accredited colleges or universities up to three courses per two (2) year fiscal periods from July 1, 2006 to June 30, 2008 and July 1, 2008 to June 30, 2010 respectively, except as follows: 1. No teacher may be reimbursed for courses taken during the first year of teaching in Vineland. 2. Teachers taking courses in the second and third years of employment in Vineland will not receive remuneration until tenure has been secured. The remuneration will then be retroactive and will be paid to the teacher in a lump sum within sixty (60) days after the teacher has secured tenure. 3. All courses must be pre-approved by the Superintendent or his designee subject to the following requirements: (a) A teacher must provide official documentation that he/she has obtained a grade of B or better; (b) Reimbursement shall be paid only for courses directly related to teacher’s teaching field which increase the teacher’s content knowledge and are related to the teacher’s current certification, as determined by the Superintendent or his/her designee in his/her sole discretion; no reimbursement shall be paid for courses leading to a post graduate or professional degree in a field other than education or teaching. Further, effective September 1, 2010, all newly hired teachers shall not be eligible for reimbursement until they are tenured, and they shall not be eligible for retroactive reimbursement upon gaining tenure for courses taken prior to being tenured. (c) The maximum total payments to be made by the Board shall not exceed $130,000.00. Courses shall be applied for no earlier than the following dates: Summer Session - April 1 Fall/Winter Session - June 1 Spring Session - October 1 Courses must, as set forth hereinabove in this sub-article 18.A.3, be pre-approved by the Superintendent or his designee, prior to the teacher commencing the course(s); and (d) Teacher taking courses shall sign a contract requiring them to reimburse the Board for all tuition paid for a course if the teacher shall voluntarily leave the employ of the Board within one (1) full school/academic year of completion of said course, except that reimbursement shall not be required when the teacher shall voluntarily leave the employ of the Board due to a significant, documented life change. 4. Tuition reimbursement costs shall be a sum not to exceed the actual cost of college credits charged in an accredited public State college/University of the State of New Jersey. B. When the Superintendent initiates in-service training courses, workshops, conferences and programs designed to improve the quality of instruction, the cooperation of the Vineland Education Association will be solicited. Notwithstanding the above, the initiation of in-service training courses, workshops, conferences and programs shall be determined solely at the discretion of the Board. C. One professional leave day may be granted to a teacher upon request, according to the following guidelines: 1. The professional day may be for attendance at a workshop, seminar or visit to another school for the expressed purpose of self professional improvement for the job. 2. The request shall arrive in the office of the Superintendent of Schools at least ten (10) working days prior to the date requested and shall be reviewed by the immediate supervisor prior to submission. The Board reserves the right to deny a professional leave day before or immediately following a holiday or on a day which by its nature suggests a hardship for providing a substitute. 3. No more than two teachers from any one elementary school or from any one department in the secondary schools may be granted a professional leave for a given day. 4. The teacher may be required to submit a report to the Superintendent of Schools, Assistant Superintendent, supervisor (s), principal and staff regarding the activity of the professional day. 5. Costs incurred by the teacher for the professional day authorized under this Section shall be the teacher’s responsibility. 6. A maximum of 90 professional leave days may be authorized for the school year which shall be apportioned as follows: elementary, 35; grades seven and eight, 20; and high school, 35. D. If the Board initiates a teacher’s attendance at a professional workshop, seminar or visit, the expenses shall be the responsibility of the Board. Further, this day shall not be subtracted from the 90 professional leave days granted to teachers of the Association. E. The Board agrees to pay the full cost of courses taken by secretaries related to skills and knowledge improvement when such courses are required and approved by the Board. F. The Board and the Association agree that it is important to communicate when developing and implementing current and future learning technologies, including but not limited to distance and on-line learning.

  • Paid Education Leave The Company agrees to pay into a special fund effective January 1st, 2013 and each year thereafter, two thousand ($2,000.00) for the purpose of providing Paid Education Leave. Said Paid Education Leave will be for the purpose of upgrading the Dependent Contractor’s skills in all aspects of trade union functions. Such monies will be paid into a trust fund established by the National Union, Unifor and sent by the Company to the following address: Unifor Education Leave Program c/o Unifor 000 Xxxxxx Xxxxx Xxxxxxx, XX X0X 0X0 The Company further agrees that members of the bargaining unit selected by the Union to attend such courses will be granted a Leave of Absence without pay for twenty (20) days class time, plus travel time where necessary, with said Leave of Absence to be intermittent over a twelve (12) month period from the first day of leave. Dependent Contractors on such leave will continue to accrue seniority and benefits during such leave.

  • Employment Relations Education Leave Employment Relations Education Leave will be allowed in accordance with the Employment Relations Act.

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