Common use of Compensation Criteria for Assignment of an Inclusion Student Clause in Contracts

Compensation Criteria for Assignment of an Inclusion Student. Regular education teaching staff who are assigned an inclusion student(s) as defined below, shall be compensated on a pro-rata basis up to 3% of the BA, Step 1, provided that a written request for compensation inclusive of the student(s) name(s) is made by April 30 of the school year and approved by the Director of Student Services. Said compensation shall be made by June 30 of the school year upon approval of the Superintendent. Pro-rata basis shall refer to the teaching year or portion thereof or to the compensation based on the following criteria: 1. Student(s) name and class schedule(s) 2. Documentation of significant additional lesson planning time 3. Documentation of teacher’s work to adapt and implement special curriculum 4. Document full-time placement in regular education classroom This compensation shall apply to situations where significant additional planning time is required of regular education teacher to implement the IEPC plan for students who prior to State mandated LRE guidelines, would have been served in a center for handicapped students only (as defined in Article V, Section C). Appeals for the denial of compensation must be submitted in writing to the Assistant Superintendent of Human Resources. The 1984 State Board of Education policy defines inclusive education “as the provision of educational services for students with disabilities, in schools where non-handicapped students attend, in age-appropriate general education classes under the direct supervision of general education teachers, with special education support and assistance as determined appropriate through the IEPC”.

Compensation Criteria for Assignment of an Inclusion Student. Regular education teaching staff who are assigned an inclusion student(s) as defined below, shall be compensated on a pro-rata basis up to 3% of the BA, Step 1, provided that a written request for compensation inclusive of the student(s) name(s) is made by April 30 of the school year and approved by the Director of Student Services. Said compensation shall be made by June 30 of the school year upon approval of the Superintendent. Pro-rata basis shall refer to the teaching year or portion thereof or to the compensation based on the following criteria: 1. Student(s) name and class schedule(s) 2. Documentation of significant additional lesson planning time 3. Documentation of teacher’s work to adapt and implement special curriculum 4. Document full-time placement in regular education classroom This compensation shall apply to situations where significant additional planning time is required of regular education teacher to implement the IEPC plan for students who prior to State mandated LRE guidelines, would have been served in a center for handicapped disabled students only (as defined in Article V, Section C). Appeals for the denial of compensation must be submitted in writing to the Assistant Superintendent of Human Resources. The 1984 State Board of Education policy defines inclusive education “as the provision of educational services for students with disabilities, in schools where non-handicapped disabled students attend, in age-appropriate general education classes under the direct supervision of general education teachers, with special education support and assistance as determined appropriate through the IEPC”.

Compensation Criteria for Assignment of an Inclusion Student. Regular education teaching staff who are assigned an inclusion student(s) as defined below, shall be compensated on a pro-rata basis up to 3% of the BA, Step 1, provided that a written request for compensation inclusive of the student(s) name(s) is made by April 30 of the school year and approved by the Director of Student Services. Said compensation shall be made by June 30 of the school year upon approval of the Superintendent. Pro-rata basis shall refer to the teaching year or portion thereof or to the compensation based on the following criteria: 1. Student(s) name and class schedule(s) 2. Documentation of significant additional lesson planning time 3. Documentation of teacher’s work to adapt and implement special curriculum 4. Document full-time placement in regular education classroom This compensation shall apply to situations where significant additional planning time is required of regular education teacher to implement the IEPC plan for students who prior to State mandated LRE guidelines, would have been served in a center for handicapped disabled students only (as defined in Article V, Section C). Appeals for the denial of compensation must be submitted in writing to the Assistant Superintendent of Human Resources. The 1984 State Board of Education policy defines inclusive education “as the provision of educational services for students with disabilities, in schools where non-handicapped non- disabled students attend, in age-appropriate general education classes under the direct supervision of general education teachers, with special education support and assistance as determined appropriate through the IEPC”.