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. 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. A. Collaboration: The XXX 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.
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
