Class Size and Caseload Sample Clauses
The "Class Size and Caseload" clause sets limits on the number of students assigned to a teacher or the number of cases managed by a staff member. It typically outlines maximum allowable class sizes for different grade levels or subjects, and may specify caseload caps for specialized staff such as counselors or special education teachers. By establishing these limits, the clause helps ensure manageable workloads, supports effective instruction or service delivery, and addresses concerns about quality of education and staff burnout.
Class Size and Caseload. A. Collaboration: The ▇▇▇ and the Association agree to make every effort to work collaboratively to establish classes that take into consideration class sizes and caseloads, including handicapping conditions, that will maximize student achievement, enhance program quality and keep all Unit Members and students safe. To accomplish this, in May or June of each school year the site administrator(s) shall meet with SDC teachers, DIS, DSS, Independent Study and ISP staff for this purpose.
B. Adjustments in Class Size and Caseload
(1) Consideration shall be given to an adjustment in caseload and class size when the range and severity of handicapping conditions, age and behavioral variables, or other conditions interfere with effective classroom/caseload management.
(2) Any Unit Member who has reason to believe they needs class size or caseload relief, may transmit their reasons in writing to their immediate supervisor who will arrange for a review by the Unit Member, program supervisor and/or other knowledgeable staff deemed appropriate by the supervisor. If a mutually agreeable solution cannot by reached by the Unit Member and their immediate supervisor, the Unit Member may forward the concern to the appropriate program director for resolution.
(3) The immediate supervisor may also recommend that an appropriate IEP team consider alternate placement for one or more students.
Class Size and Caseload. 15.1 To support a mutual goal of providing a quality and supportive education for our students, the parties recognize the importance of considering class composition and severity of educational needs when determining class sizes and caseloads.
15.2 The MCOE will utilize the class size and caseload guidelines in Article 15.3 for the purpose of establishing, monitoring and/or evaluating educational programming services.
15.2.1 The Staffing Guidelines and Ratios provide approximate guidelines.
15.2.1.1 Class size enrollment and staffing needs vary by classroom and may fall outside the guidelines depending on the unique needs of the classroom, such as but not limited to student attendance, service(s), accommodation(s), and modification(s) specified in each student’s IEP or educational plan.
15.2.1.2 Itinerant and DIS caseloads may vary and may fall outside of the guidelines depending on the unique needs of the students, such as but not limited to geographic location(s), service(s), accommodation(s), and modification(s) specified in each student’s IEP or educational plan, unless otherwise restricted by state education code as noted below.
15.3 Class Size and Caseload Guidelines
Class Size and Caseload. Each employee shall be assigned duties and responsibilities consistent with caseload recommendations and/or other program requirements defined within the rules and regulations promulgated by the Michigan Department of Education and/or the United States Department of Education. Guidelines published by the Michigan Department of Education for the operation of various programs in Special Education shall be followed to the extent practical and possible.
Class Size and Caseload. A. Elementary class size Grades TK - 5:
1. TK – 3 Class Size: SLUSD and SLTA agree that K-3 school site class averages shall be 24:1 and no class size larger than 25 to conform with the Grade Span Adjustment requirement of the Local Control Funding Formula. 3/4 combination classes will follow third grade class size rules. Transitional Kindergarten classes will be staffed at a ratio of 2 staff members for every 24 students, with one of those staff members being a credentialed SLTA Bargaining Unit Member. Should state funding for the ratio of 2 staff members for every 20 students be implemented, Transitional Kindergarten classrooms shall be staffed at that level. If state funding for reducing Transitional Kindergarten staffing ratios is replaced, unfunded, underfunded, placed in abeyance or substantially modified, the parties agree to reopen negotiations regarding staffing ratios for Transitional Kindergarten. If the Grade Span Adjustment program (Education Code Section 42238.02) is replaced, unfunded, underfunded, placed in abeyance or substantially modified, the parties agree to reopen negotiations regarding staffing ratios in grades TK-3.
2. 4th and 5th Grade Class Maximums: 4th and 5th grade class maximums shall be 30 students.
3. Exceeding Maximum Class Size Limits: Specialists: All Elementary Specialists who voluntarily agree to accept up to three (3) students per class over the class size maximum as listed in this article will receive an annual stipend of $2,000. Elementary Specialist teachers will not receive other compensation for exceeding class size maximums. Start of School Year: Class size averages may be exceeded at the beginning of the school year as described in Article IX, Section E, of the CBA between the parties (applies to the Fall Trimester at elementary). Grades TK-3: In Grades TK-3, in the event that an individual class exceeds the school site maximum average after the period of time designated in Article IX, Section E, the affected teacher will receive $400 per student during each month beginning in September that students are on the teacher’s class roster and the class size is exceeded. Payment of the stipend will be made monthly. Grades 4 – 5: If a 4th or 5th or combination 4/5 grade teacher agrees to accept a student over their class size maximum, the affected teacher will receive $400 per student during each attendance month that students are on the teacher’s class roster and the class size is exceeded. Grades TK – 5: Class maximu...
Class Size and Caseload.
A. Elementary class size Grades TK - 5:
Class Size and Caseload. 17.1 Definition of Class
Class Size and Caseload. SECTION 1. The School Committee and the Association recognize that Pupil-Teacher ratio is an important factor in quality education and the Committee, whenever possible, subject to space availability and other education considerations will ensure that the Pupil-Teacher ratio is beneficial for Pupil and Teacher. Class sizes will be made giving consideration to the physical size and facilities of the classroom, the special needs of the students involved, and the resource personnel and space available to accommodate them in the building. The Association, upon request, will meet with the Superintendent no later than October 1st to discuss class size issues. The purpose of this process is to examine class sizes and related concerns of a non-discriminatory nature to determine viable solutions, i.e., hiring staff, purchase of special materials, flexible ability groupings, and creative use of professional staff. Such review will seek remedies to address problems created by class size. If necessary, recommendations shall be forwarded to the School Committee who shall take action as it may deem appropriate.
SECTION 2. A special educator or service provider may request in writing a meeting to discuss their caseload with the Director of Special Education. Such meeting may be requested once per semester. A meeting will be scheduled within ten (10) school days of the request. The purpose of the meeting is to examine concerns of a non-discriminatory nature to determine viable solutions, i.e. hiring staff, purchase of special materials, flexible ability groupings, and creative use of professional staff.
Class Size and Caseload