Class Size/Caseload. 26.4.1. Self-contained Special Education Class Size/Caseload
26.4.1.1. Autism – 8 26.4.1.2. Therapeutic – 10
Class Size/Caseload. 4.4.1 The District and the Association recognize the importance of class size as a factor in improving student learning. The parties agree to work together to address class size issues as they arise. Class size language applies to classroom teachers as specified in Section 4.4.2. All class counts shall be based on all rostered students.
4.4.2 Action is required when a class exceeds the number of students listed below:
Class Size/Caseload. 1. The Board agrees to keep class size consistent with the rules established by the State, and as dictated by the financial limitations of the Board and/or the building facilities available. Class size shall be ultimately at the discretion of the Board.
2. For employees whose caseloads are not dictated by state rules, the number of students served shall remain reasonable and subject to discussion with the supervisor, but the decision of the Board shall be final.
Class Size/Caseload. 1. The District shall make a good faith effort to adhere to the following class size/caseload: Class Type/Service Caseload Cap Mild to Moderate (SDC) Preschool/TK/Kindergarten 11 Extensive Support Needs (SDC) Preschool/TK/Kindergarten 10 Mild to Moderate Special Day Class (SDC) grades 1-8 13 Extensive Support Needs (SDC) grades 1-8 12 Autism 11 Positive Intervention 11 Speech and Language Pathologist (SLP) 55 Grades K-8 40 Preschool *1.375 weighted PK-8 Caseload based on a target of 55 Resource Specialist Program (RSP) Itinerant RSP 28 25 PK-4 Inclusion Program 5-6 Inclusion Program 8 Students per Serviced Class; Total class size not to exceed 20 8 Students per Serviced Class; Total class size not to exceed 24 Adaptive P.E. (APE) 60 Visually Impaired 25 Itinerant Deaf and Hard of Hearing 30 Early Start 20 *SLPs who have a mixed caseload, which includes preschool students, will have their caseload weighted at 1.375 per each preschool student. The 1.375 was determined by dividing 55 by 40. Supervisor of School Psychologists will monitor the workloads of each unit member and will provide additional support as he/she deems appropriate to maintain state and federal mandates at a minimal level of service. Additionally, school psychologists may request support. The supervisor shall immediately remedy the situation by initiating one
(1) or more of the following actions within five duty days of the notification:
1. Reassign case(s) to another school psychologist;
2. Consultation with supervisor to review workload;
3. Collaborative meeting including site administrator; and/or
4. Review of program assignment/workload.
Class Size/Caseload. A. Class Size & Caseload Considerations
Class Size/Caseload. For the duration of this agreement, the District will make every reasonable effort to maintain class size guidelines as per Board Policy.
A. Administrators and members will use the Collaborative Problem-Solving Form included in the Appendix to address class size/caseload concerns.
B. By September 1, 2024, PTEA and the District shall create a committee of PTEA members and District administrators to determine class size/caseload guidelines that will be provided to the bargaining teams for consideration by December 15, 2024. The District and Association will work collaboratively to recommend committee members, however, the Association shall have discretion over the PTEA members that will serve on the committee.
Class Size/Caseload. The Board believes that the pupil/teacher ratio is an important part of an effective educational program. The following criteria, among others, shall be used to determine efficient class size and the equitable distribution of students:
Class Size/Caseload. A. The maximum class size or caseload within CASE shall be determined by agreement of the teacher, Program Administrator and Executive Director. In the event the Executive Director does not agree with recommendations of the teacher and the Program Administrator regarding maximum capacity of a class, s/he shall state the rationale for her/his decision in writing. The final decision about whether a class or caseload has reached its maximum student capacity rests with the Executive Director. The Executive Director's decision shall not be subject to arbitration under this Agreement.
B. Criteria for Class Size / Caseload Prior to determining maximum class size / caseload as described in 3.3A, the administrator will consider the following criteria:
1. Range of student needs; for instance, the academic, achievement, and performance levels of the students;
2. Age of the students;
3. Size of the classroom;
4. Amount of stimulation that can be tolerated by the students;
5. Equipment and materials available in the classroom; for instance, mats, wheelchairs, strollers, respirators, etc. and the limitation of space by the equipment;
6. The number of support staff available to the teacher;
7. The amount of instructional planning and related coordination;
8. The amount of consultation time as dictated by the students’ IEPs;
9. Such additional factors as the Collaborative may deem relevant. In addition to the above overall criteria, the following factors must be considered concerning the placement of each student in a teacher's classroom or caseload:
a. Medical issues;
b. Behavioral factors of each student;
c. Toilet needs of each student;
d. Physical disabilities, the mobility or non-mobility of each student;
e. The number of students who will require one-to-one instruction;
f. The safety requirements of each student;
g. The number of students who will require supervision and training at individual work sites;
h. other factors deemed relevant. The criteria and factors listed herein are not in priority order. The parties must consider appropriately each criterion.
C. In addition to the criteria and factors above, the following shall be considered by the program administrator in determining caseloads for therapists:
1. The number and location of classes to be covered by the therapist, including travel time between the different worksites;
2. The amount of equipment needed by the students at each location;
3. Coordination and consultation time with classroom and support sta...
Class Size/Caseload. 1. Average class size shall be thirty (30) students per classroom teacher excluding classes participating in class size reduction. Such averages will be determined on a Districtwide basis. Individual class sizes may vary from the District averages due to factors, including but not limited to the following:
a. Departmentalized instruction
b. Special program fund requirements
c. High transiency rates
d. Differentiated staffing
2. In an effort to keep middle school PE classes at safe and reasonable sizes while still providing flexibility in scheduling, a good faith effort will be made so the PE teachers will not have more than 250 students. Master schedule development will include analysis of the impact on PE class size. Classes beyond 50 shall be analyzed, and a good faith effort will be made to limit class size to 50 or below. PE teachers may be included in scheduling decisions and the impact on PE classes.
3. Teachers of special education and their students shall not be utilized in determining average class size.
4. Analysis of average class size shall be made no later than October 15 and March 15 to identify schools exceeding the average class size. Appropriate action shall be taken within ten (10) working days for any school that exceeds such average by more than ten percent (10%). In applying staffing ratios, the District shall round any decimal .5 or greater upward to the next whole number. This computation shall be based upon the first school month attendance report.
5. Instructional aides shall not be utilized to increase the number of pupils in relation to the number of classroom teachers in any school or in the District.
Class Size/Caseload. 1. The District and the Association agree that students are better served when class sizes and caseloads do not reach the point that makes learning more difficult. The parties agree that the District has an obligation to budget so that students are best served. The aforementioned statement is subject only to levels I and II of the Grievance Procedure and to no other dispute resolution procedure.
2. The District Superintendent or designee will meet with the Association president by September 30 and again shortly after the start of second semester to review class sizes and caseloads, with special attention to the needs of buildings with a disproportionately high number of special or high needs students.
3. Special attention also will be made for special educators in relation to the numbers and severity of their caseloads. When student services licensed staff and counselor caseloads are being determined, the District will consider the number of students and the severity of each student’s needs to ensure that student needs can be met. Attention will also be given to the number of special needs students, including 504 and ELL students, placed in regular classrooms. Adequate resources will be provided to the classroom teacher for the needs of the special students.
