Common use of General Education Class Size and Workload Clause in Contracts

General Education Class Size and Workload. The District and the Association recognize that reasonable class size and workload should be retained for optimum learning. Application of class size and workload guidelines should not restrict the staff and administration from flexibility in seeking an ideal or desired learning environment. Class size and workload provisions should reflect individual school needs and unique circumstances. The original work below was the result of the extensive work performed in 2004-2005 by the Joint Class Size Task Force. Task Force minutes set forth its philosophy, findings and recommendations that provide the groundwork for the District and the Association to continue their on-going work in the area of class size reduction and class composition issues. The Task Force acknowledged that the issues concerning class size involve more than the number of students in each class; specifically, the composition, or student make- up, of a class is recognized as being a critical element in dealing with class size reduction issues. It is acknowledged and agreed that student composition issues may require creative options that may not be described nor encompassed in contract language. The District and the Association have agreed that the class size reduction initiative will have immediate impact on budget support for staffing. It is the intent of the District and the Association to involve the educator and administrator in thoughtful discussions about appropriate resolution for class composition issues while remaining prudent about District expenditures. The following ratios contribute to the District and the Association’s efforts in addressing class size ratios at elementary and new efforts at secondary levels. The District and the Association have committed to making designated classes (defined below) as the initial focus, with the long-term goal of addressing Task Force recommendations for other classes. Should the District qualify for extra State monies to be used specifically in a particular grade/span/subject area, the District and the Association will negotiate how those monies are spent. Should timelines preclude negotiations or preclude the completion of negotiations the District will request and give careful consideration to the Association recommendations on how those monies are to be spent. The resultant expenditure of the monies will be in compliance with the State guidelines. To that end, the parties have set forth the following targets for each level as follows: The District and the Association shall recognize class size limits as follows with the understanding that if state allocation for class size funding changes significantly then both parties will revisit these limits: 9.8.1 In high poverty elementary schools as defined by the state allocation formula 9.7.1.1 Kindergarten – Grade 1 21 to 1 9.7.1.2 Grade 2 22 to 1 9.7.1.3 Grade 3 24 to 1 9.7.1.4 Grades 4 – 5 29 to 1 9.8.2 In all other schools

General Education Class Size and Workload. The District and the Association recognize that reasonable class size and workload should be retained for optimum learning. Application of class size and workload guidelines should not restrict the staff and administration from flexibility in seeking an ideal or desired learning environment. Class size and workload provisions should reflect individual school needs and unique circumstances. The original work below was In adopting the result of class size target ratios described below, the District and the Association formally recognize and accept the extensive work performed in 2004-2005 by the Joint Class Size Task Force. Task Force minutes set forth its philosophy, findings and recommendations that provide the groundwork for the District and the Association to continue their on-going work in the area of class size reduction and class composition issues. The Task Force acknowledged that the issues concerning class size involve more than the number of students in each class; specifically, specifically the composition, or student make- make-up, of a class is recognized as being a critical element in dealing with class size reduction issues. It is acknowledged and agreed that student composition issues may require creative options that may not be described nor encompassed in contract language. The District and the Association have agreed that the class size reduction initiative will have immediate impact on budget support for staffing. It is the intent of the District and the Association to involve the educator and administrator in thoughtful discussions about appropriate resolution for class composition issues while remaining prudent about District expenditures. The following ratios contribute to the District and the Association’s efforts in addressing class size ratios at elementary and new efforts at secondary levels. The District and the Association have committed to making designated classes (defined below) as the initial focus, with the long-long term goal of addressing Task Force recommendations for other classes. Should the District qualify for extra State monies to be used specifically in a particular grade/span/subject area, the District and the Association will negotiate how those monies are spent. Should timelines preclude negotiations negotiations, or preclude the completion of negotiations the District will request and give careful consideration to the Association recommendations on how those monies are to be spent. The resultant expenditure of the monies will be in compliance with the State guidelines. To that end, the parties have set forth the following targets for each level as follows: The District and the Association shall recognize class size limits as follows with the understanding that if state allocation for class size funding changes significantly then both parties will revisit these limits: 9.8.1 In high poverty elementary schools as defined by the state allocation formula 9.7.1.1 Kindergarten – Grade 1 21 to 1 9.7.1.2 Grade 2 22 to 1 9.7.1.3 Grade 3 24 to 1 9.7.1.4 Grades 4 – 5 29 to 1 9.8.2 In all other schools

General Education Class Size and Workload. The District and the Association recognize that reasonable class size and workload should be retained for optimum learning. Application of class size and workload guidelines should not restrict the staff and administration from flexibility in seeking an ideal or desired learning environment. Class size and workload provisions should reflect individual school needs and unique circumstances. The original work below was the result of the extensive work performed in 2004-2005 by the Joint Class Size Task Force. Task Force minutes set forth its philosophy, findings and recommendations that provide the groundwork for the District and the Association to continue their on-going work in the area of class size reduction and class composition issues. The Task Force acknowledged that the issues concerning class size involve more than the number of students in each class; specifically, the composition, or student make- up, of a class is recognized as being a critical element in dealing with class size reduction issues. It is acknowledged and agreed that student composition issues may require creative options that may not be described nor encompassed in contract language. The District and the Association have agreed that the class size reduction initiative will have immediate impact on budget support for staffing. It is the intent of the District and the Association to involve the educator and administrator in thoughtful discussions about appropriate resolution for class composition issues while remaining prudent about District expenditures. The following ratios contribute to the District and the Association’s efforts in addressing class size ratios at elementary and new efforts at secondary levels. The District and the Association have committed to making designated classes (defined below) as the initial focus, with the long-term goal of addressing Task Force recommendations for other classes. Should the District qualify for extra State monies to be used specifically in a particular grade/span/subject area, the District and the Association will negotiate how those monies are spent. Should timelines preclude negotiations or preclude the completion of negotiations the District will request and give careful consideration to the Association recommendations on how those monies are to be spent. The resultant expenditure of the monies will be in compliance with the State guidelines. To that end, the parties have set forth the following targets for each level as follows: The District and the Association shall recognize class size limits as follows with the understanding that if state allocation for class size funding changes significantly then both parties will revisit these limits: 9.8.1 9.7.1 In high poverty elementary schools as defined by the state allocation formula 9.7.1.1 Kindergarten – Grade 1 21 to 1 9.7.1.2 1 7.1.2 Grade 2 22 to 1 9.7.1.3 Grade 3 24 to 1 9.7.1.4 Grades 4 – 5 29 to 1 9.8.2 In all other schools1