Special Education and Related Services Sample Clauses

Special Education and Related Services. How should the District respond when it receives a referral for special education?
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Special Education and Related Services. No later than thirty (30) days following the execution of this Agreement, Charter school shall develop a specific plan and revision3 to the Petition that will describe in which special education local plan area (“SELPA”) the Charter School will seek membership. The Charter School shall notify the District not later than five (5) days from the date the Charter School executes the SELPA agreement or receives confirmation of membership. The Charter School shall provide a copy of the SELPA agreement, if any, to the District no later than sixty (60) days after execution of the SELPA agreement. If the Charter School is not accepted as an LEA member of a SELPA, the Parties will enter into a separate and distinct Special Education MOU within 60 days of denial of such membership. In addition to the terms thereof, the following terms govern the provision of special education and related services to Charter School students.
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Special Education and Related Services. 00-0 Xxx Xxxxxxxx and the Association recognize that in order to assure that special needs and at-risk students will achieve educational standards, it is necessary to provide specialists trained in the various areas of development. The District agrees to provide special education teachers/diagnosticians, school psychologists, social workers, educational consultants, nurse consultants, speech/language specialists, and other specialized personnel in low incident programs to provide services to those students needing these services. 30-2 In emergency situations, Special Education and Related Service (SERS) personnel shall be allowed the flexibility to respond to specific needs in any of their assigned buildings/articulation areas. 30-3 Schedules for special education teachers and SERS personnel may be determined in consultation between the employee, Exceptional Student Services (Special Education Department), and the building principal. 30-4 Special Education teachers and SERS staff may be evaluated in consultation with Special Education administrators who understand the nature of the individual’s job responsibilities.
Sample 1
Special Education and Related Services. 00-0 Xxx Xxxxxxxx and the Association recognize that in order to assure that special needs and at-risk students will achieve educational standards, it is necessary to provide specialists trained in the various areas of development. The District agrees to provide special education teachers/diagnosticians, school psychologists, social workers, educational consultants, nurse consultants, speech/language specialists, and other specialized personnel in low incident programs to provide services to those students needing these services. 30-2 In emergency situations, Special Education and Related Service personnel shall be allowed the flexibility to respond to specific needs in any of their assigned buildings/articulation areas.
Sample 1
Special Education and Related Services. For the initial year of this MOU and until District and MLA otherwise agree, District shall be responsible for providing special education and related services to MLA School students as necessary. MLA will assist the District in carrying out the District’s responsibility to identify students with special needs and to develop student Individualized Education Plans (“IEPs”) and to determine appropriate placements, as necessary. MLA will adhere to the provisions of the Individuals with Disabilities Education Act (“IDEA”) and state special education laws and regulations to assure that all students with disabilities are accorded a free, appropriate public education (“FAPE”). MLA will also ensure that no student with disabilities otherwise eligible to enroll in an MLA School will be denied enrollment. MLA will comply with Section 504 of the Federal Rehabilitation Act, the Americans with Disabilities Act, and all Office of Civil Rights mandates for students enrolled in an MLA School. MLA will adhere to the requirements of the Xxxxxx Xxxxx Modified Consent Decree, including compliance with the Annual Plan, submitting documents and information, participating in reviews, and attending informational sessions and meetings. In the event MLA develops a reasonable alternative to District special education and related services that is research based, proven effective, and complies with any and all legal requirements including, but not limited to the Modified Consent Decree, District and MLA shall meet and confer regarding implementation of that model. The model shall be implemented with the prior approval of the District, which consent thereto shall not be unreasonably withheld. At all times, MLA may provide supplemental special education and related services to MLA School students requiring special needs provided that such services comply with the law, are consistent with the relevant IEP, and are consented to by the relevant parent or guardian. (a) The IEP Process. MLA will use District forms to develop, maintain, and review assessments and IEPs in the format required by the District and will enter assessment and IEP data into the District’s designated data system (Welligent) in accordance with District policies and procedures. The MLA will submit to the District all required reports, including, but not limited to SESAC and Welligent IEPs, in a timely manner as necessary to comply with state and federal and Modified Consent Decree requirements. Decisions regarding eligi...
Sample 1
Special Education and Related Services. The Schoolhouse is a general education school, approved as an independent school by the Vermont State Board of Education and is not approved, authorized or required
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Special Education and Related Services. With respect to students who have been identified as exceptional, Lakeside shall ensure that the special education and related services that are provided by Lakeside are provided in accordance with the individualized educational program, if any, or in accordance with the “stay put” requirements of law, as applicable.
Sample 1
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Special Education and Related Services. Case Management 1. Special Education Ed Specialists/RSP/Mild-Moderate (not in a self-contained class)/ a. Case Management: 26 students per teacher. 2. Special Education Mild-Moderate Self-contained Class a. Case Management/class size maximum of 12 students per teacher. 3. Special Education Moderate-Severe/Futures a. Case Management/class size maximum of 12 students 4. Therapeutic/Behavioral Classes a. Case Management/class size maximum of 12 students 5. Speech & Language Pathologists a. No individual SLP's caseload exceeds 50 students for SLPs that serve elementary/secondary students and 50 students for SLPs that serve preschool/transitional kindergarten students.
Sample 1
Special Education and Related Services 
Sample 1

Related to Special Education and Related Services

  • Special Education Teachers Elementary/Secondary Special Education Coordinators shall be compensated for an extended work day in the amount of four thousand dollars ($4,000).

  • Special Education Special education services, related services, and accommodations for students who are eligible under the Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act of 1973 (Section 504), the Americans with Disabilities Act (ADA), or any applicable provisions of state law, shall be provided in accordance with applicable state and federal law, this Agreement and Authorizer rules and policies. The Authorizer is the LEA for purposes of ensuring compliance with IDEA, Section 504, and all other federal and state laws and regulations concerning accommodation of and education of students with disabilities.

  • General Education University Program Requirements All MTA applicable courses require a grade “C” or higher

  • Education Associate’s or Bachelor’s Degree, or technical institute degree/certificate in Computer Science, Information Systems or other related field. Or equivalent work experience.

  • In-Service Education The parties recognize the value of in-service both to the employee and the Employer and shall encourage employees to participate in in-service. All employees scheduled by the Employer to attend in-service seminars shall receive regular wages.

  • Education services 1.1 Catholic education is intrinsic to the mission of the Church. It is one means by which the Church fulfils its role in assisting people to discover and embrace the fullness of life in Xxxxxx. Catholic schools offer a broad, comprehensive curriculum imbued with an authentic Catholic understanding of Xxxxxx and his teaching, as well as a lived appreciation of membership of the Catholic Church. Melbourne Archdiocese Catholic Schools Ltd (MACS) governs the operation of MACS schools and owns, governs and operates the School. 1.2 Parents and guardians, as the first educators of their children, enter into a partnership with the Catholic school to promote and support their child’s education. Parents and guardians must assume a responsibility for maintaining this partnership by supporting the school in the provision of education to their children within the scope of School's registration and furthering the spiritual and academic life of their children.

  • Education and Training The foundation of this Program is education and voluntary compliance. It is recognized that alcohol and chemical dependency may make voluntary cessation of use difficult, and one of the Program’s principal aims is to make voluntary steps toward ending substance abuse easily available. The outside contractor shall review and develop on-going educational and training information on the adverse consequences of substance abuse and the responsibility to avoid being under the influence of alcohol or chemicals at work. Certain training required by the DOT Regulations shall be the responsibility of the Substance Abuse Program.

  • Training and Education SECTION 1 – Law Enforcement Supervisors’ Training

  • Continuing Education The Hospital and the Union recognize that continuing education is important for all employees and that they have shared interests and responsibilities in ensuring equitable access to it.

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