Class Size and Composition. A. Employees and administrators at each building will shape the process at that school for determining class makeup composition and size in striving to meet class size and student daily contact goals. Student contact refers to regular classroom teaching that involves diagnosis, planning and assessment. In determining class composition, employees and administrators will consider the needs of students with special needs, prior history from colleagues about the attention needed to meet student needs, the impact of a student on the class itself, and any other trait that would influence the ability to teach and learn. It is recognized that elementary, middle and high school have different structures that make the involvement of employees and administrators quantitatively and qualitatively different. Principals and employees at each school will develop a framework collaboratively that allows them to create the optimum learning environment with the resources that are available. Copies of that process will remain on file and readily available to staff members in the main office of the school.
B. Employees and administrators agree that the following average class size and student daily contact goals are appropriate for providing a quality educational environment. Within existing budgetary constraints, the District shall attempt to maintain class sizes and student contacts as close to these goals as possible.
1. Kindergarten 18
2. First Grade 20 3. 2/3 22 4. 4/5/6 24 5. 7 – 12 classroom & arts 24 (144 total student contacts maximum on either a block or traditional daily schedule.)
Class Size and Composition. The Board and the Union recognize the importance of class size and composition on teacher productivity and student achievement. The parties also recognize the challenges and limitations created by space and financial considerations when attempting to create optimal class groupings. When attempting to balance class size or compositions at all levels, including subject areas, the following factors will be taken into consideration: students’ age, gender, student ability levels and needs, and teachers’ skills, experience and abilities. Any teacher who has concerns about the composition of a class to which the teacher is assigned may request and will receive an opportunity for a review of the situation. This review will initially be conducted by the Principal. In attendances at each level of the review process at the elementary school level will be the affected teacher, a Union representative, and the other grade level teachers. At the middle school level, participants in the review process will be the affected teacher, the subject area team, and a Union representative. The decision of the Principal may be appealed by the teacher to the Superintendent and the Board for a final determination. When student enrollment at an elementary grade level exceeds an average of 25 per section, the Principal will automatically convene a meeting of the affected teacher, a Union representative, and the other grade level teachers to discuss the situation. A similar review process will be convened when a middle school class size exceeds 25. The participants in the middle school process will be the affected teacher, the subject area team, and a Union representative. The decision of the Principal may be appealed by the teacher to the Superintendent and the Board for a final determination.
Class Size and Composition. Class size and class composition shall be given consideration by District Staff, teachers and administrators affected when classroom placement is to be determined for a student with exceptional needs.
Class Size and Composition. 1. Employees and administrators agree that class size and total student daily contact impacts a quality educational environment. A District goal is to create a collaborative process to support teachers regarding class size, total student load, and class composition. Employees and administrators will shape the process at their school for determining class composition size, and daily student contact. In determining class composition, employees and administrators will consider students with special needs, prior history from colleagues about meeting particular student needs, the impact particular students on the class itself, and any other trait exhibited by students that would influence instructional practice.
2. The administration will make good faith efforts to provide staff a draft form of the master schedule by August 1st.
3. Individual employees who find that their class size and composition creates a substantial imbalance will fill out the attached form (Student Class Size, Composition and Daily Contact Management form) in Appendix C. The completed form will go to the principal with a copy to the building representative. The principal and employee will meet to address the problem, including (but not limited to) the factors suggested for consideration in Section 3 of the Student Class Size, Composition and Daily Contact Management form. If the problem cannot be resolved, the employee will bring the problem to the attention of the District office.
4. At each year's October KFCS School Board meeting, the Superintendent will report on each school's plan toward achieving class size, composition and total daily student contact that maximizes student learning with resources available.
Class Size and Composition. 5 The District seeks to maintain teaching conditions which will promote efficient and effective 6 teaching and learning. The District and school will strive to limit the size and balance the 7 composition of all classes, including specialists, elective or encore classes so as not to exceed the 8 number of students which can safely and effectively be served in each function or discipline.
Class Size and Composition. The Vinton County Local School Board acknowledges that no elementary school teacher should be assigned to teach more than one (1) grade level in a self-contained classroom. If, because of enrollment patterns it is determined by the Superintendent that it is in the best interest of the school system that one (1) or more teachers be assigned to teach more than one (1) grade level in a self-contained classroom simultaneously, the Superintendent shall notify the VLTA President in writing of such a decision. Any teacher so assigned to more than one (1) class in a self-contained classroom shall be so assigned only after a meeting with the Superintendent. The teacher may at his option have a representative of the VLTA present at such meeting. Any teacher so assigned shall be reassigned or transferred, upon request, if a suitable replacement can be secured. The Superintendent shall have full authority and responsibility in the determination of suitability of replacement. The provisions in 27.02 shall be considered rational reason for this reassignment. A teacher involuntarily transferred or reassigned due to the reasons provided above, should be placed only in an equivalent position, i.e., one which, among other things, involves no reduction in rank or in total compensation and no impairment of tenure during the contract period. The Board further agrees that every attempt will be made to see that teachers of academic subjects will not have more than 30 students per class. Academic classes include all teaching assignments except physical education, vocal music and band.
A. No teacher or librarian will be required, at the high school level, to double up classes or lose his/her planning period unless there is an emergency as determined by the building principal. When teachers are required to assume double classes or lose his/her planning period, the teacher will be granted an additional sum of $9.15 for each period this occurs, not to exceed $36.60 total compensation per day.
B. No elementary teacher will be required to double up classes or lose his/her planning time unless there is an emergency as determined by the building principal or head teacher. When teachers are required to assume double classes or lose his/her planning time, the teacher will be granted an additional sum of $9.15 per hour, not to exceed $36.60 total compensation per day. If special service teachers, such as art, physical education, music, learning disabilities, or other Board appointed special...
Class Size and Composition. A. The parties to this contract accept the following goals as desirable whenever feasible under the circumstances (e.g., availability of staff and facilities) in both elementary schools (including kindergarten) and secondary schools:
1. No regular class shall have more than thirty (30) students.
2. The composition and size of special education classes shall be in accordance with applicable state and federal mandates and regulations.
3. Classes containing concentration of high needs students shall be reduced in size as rapidly as practicable to a number which permits optimum learning opportunities for such students.
4. When teachers are assigned to co-taught classes, the following should be part of the process:
a. Volunteers should be sought first before any teacher is assigned.
b. Teachers will have a dedicated work space.
c. Whenever feasible and to the extent possible, special education teachers and regular education teachers will have common planning time when assigned as co-teachers.
5. The School Committee will make every reasonable effort, as is practicable, to observe the recommendation of the Commonwealth of Massachusetts Department of Health and Human Services regarding school nurse/student ratios.
B. The foregoing standards are subject to modification for educational purposes such as the avoidance of split-grade classes or half-classes or specialized or experimental instruction (e.g., music, team-teaching, typing classes, and physical education).
Class Size and Composition. 34.01 The Employer and Union acknowledge that class size and adequate staffing are of fundamental importance and that appropriate class sizes and adequate staffing is in the best interests of the students and Employees.
34.02 The Parties will convene, at the request of either party, a special meeting of the Joint Labour-Management Committee each School year to review and discuss any issues with respect to class size and staffing.
Class Size and Composition. A. The Board and Alliance accept the education principles that:
1. Small classes generally offer more opportunity for teachers to know their students better.
2. Small classes are more likely to see teachers using a greater variety of instructional materials and methods than are larger classes.
3. Experimentation, innovation, and invention are more likely to occur in smaller classes than in larger ones.
B. It shall be the policy of the Board of Education to continue endorsement of class sizes which are consistent with the above principles and good education practices. The Board and Alliance agree that there shall be mutual consultation and discussion in resolving any problems that may arise in implementing the above policy. In keeping with the above, it is recommended that class size should be as follows: In order to stay within the above philosophy of class size, it is agreed that initial class structure will be such as to allow for growth within these limits. Special subjects will be scheduled as per the following considerations:
Class Size and Composition. The District and Association recognize class size as a critical component of the District’s ability to achieve its educational mission, students’ opportunity to learn, and each teacher’s ability to be an effective educator.
