Common use of Special Education Caseloads and Overload Relief Clause in Contracts

Special Education Caseloads and Overload Relief. Schools will be expected to establish master schedules which do not result in an overload for one (1) teacher while other teachers in the same program at the school remain under the basic staffing unit caseload triggers in the chart below. The procedure to determine caseload is to count the students who are receiving special education services and are assigned to a caseload manager on the count day. All programs, whether building-based programs, self-contained classrooms, or related service providers shall have their relief and support provided using the same authorization procedure as all other staff in their respective buildings or work sites. Caseload relief will be implemented monthly as for all other staff. There will be no shifting of certificated staff between schools except based on the October and February caseload counts. Daily overload relief when base caseload goal numbers are exceeded in categories 1 through 7 below shall be, at the employee’s option, in the form of 0.5 Para hours or compensation for each additional two (2) students over the caseload goal number. Daily overload relief when base caseload goal numbers are exceeded in 8 below shall be, at the employee’s option, in the form of two (2) Para hours or compensation for each two (2) additional students over the caseload goal number. Compensation shall be based on the para rate as mutually agreed on by the parties to this Agreement. It is agreed that a caseload that is slightly fewer than the “base caseload goal” established for each category shall not automatically result in a conclusion the teacher is working with less than a full case load. It is agreed that the District will maintain a budget that will allow the Special Education Services Directors to allocate additional para time beyond that specifically provided in this Section. Such additional para time will be allocated based on review of the specific needs that justify such additional time. The district will provide a clear philosophy and description of special education programming categories, along with systematic guidelines for determining program placement and a projected timeline for students transitioning between placements. Using these guidelines, it is understood that student placement and service needs will be determined by the IEP Team. It is understood that General Education students will not be placed in Special Education classrooms because of behavioral and/or safety concerns.

Special Education Caseloads and Overload Relief. Schools will be expected to establish master schedules which do not result in an overload for one (1) teacher while other teachers in the same program at the school remain under the basic staffing unit caseload triggers in the chart below. The procedure to determine caseload is to count the students who are receiving special education services and are assigned to a caseload manager on the count day. All programs, whether building-based programs, self-contained classrooms, or related service providers shall have their relief and support provided using the same authorization procedure as all other staff in their respective buildings or work sites. Caseload relief will be implemented monthly as for all other staff. There will be no shifting of certificated staff between schools except based on the October and February caseload counts. Daily overload relief when base caseload goal numbers are exceeded in categories 1 through 7 6 below shall be, at the employee’s option, in the form of 0.5 Para hours or compensation for each additional two (2) students over the caseload goal number. Daily overload relief when base caseload goal numbers are exceeded in 8 7 below shall be, at the employee’s option, in the form of two (2) Para hours or compensation for each two (2) additional students over the caseload goal number. Compensation shall be based on the para rate as mutually agreed on by the parties to this Agreement. It is agreed that a caseload that is slightly fewer than the “base caseload goal” established for each category shall not automatically result in a conclusion the teacher is working with less than a full case load. It is agreed that the District will maintain a budget that will allow the Special Education Services Directors to allocate additional para time beyond that specifically provided in this Section. Such additional para time will be allocated based on review of the specific needs that justify such additional time. The district will provide a clear philosophy and description of special education programming categories, along with systematic guidelines for determining program placement and a projected timeline for students transitioning between placements. Using these guidelines, it is understood that student placement and service needs will be determined by the IEP Team. It is understood that General Education students will not be placed in Special Education classrooms because of behavioral and/or safety concerns.

Special Education Caseloads and Overload Relief. Schools will be expected to establish master schedules which do not result in an overload for one (1) teacher while other teachers in the same program at the school remain under the basic staffing unit caseload triggers in the chart below. The procedure to determine caseload is to count the students who are receiving special education services and are assigned to a caseload manager on the count day. All programs, whether building-based programs, self-contained classrooms, or related service providers shall have their relief and support provided using the same authorization procedure as all other staff in their respective buildings or work sites. Caseload Overload relief will be implemented monthly as for all other staff. There will be no shifting of certificated staff between schools except based on the October and February caseload counts. Daily overload relief when base caseload goal numbers are exceeded in categories 1 through 7 below shall be, at the employee’s option, in the form of 0.5 Para hours or compensation for each additional two (2) students over the caseload goal number. Daily overload relief when base caseload goal numbers are exceeded in 8 below shall be, at the employee’s option, in the form of two (2) Para hours or compensation for each two (2) additional students over the caseload goal number. Compensation shall be based on the para rate as mutually agreed on by the parties to this Agreement. It is agreed that a caseload that is slightly fewer than the “base caseload goal” established for each category shall not automatically result in a conclusion the teacher is working with less than a full case load. It is agreed that the District will maintain a budget that will allow the Special Education Services Directors to allocate additional para time beyond that specifically provided in this Section. Such additional para time will be allocated based on review of the specific needs that justify such additional time. The district will provide a clear philosophy and description of special education programming categories, along with systematic guidelines for determining program placement and a projected timeline for students transitioning between placements. Using these guidelines, it is understood that student placement and service needs will be determined by the IEP Team. Paras who serve in Special Education programs will not be pulled to cover other supervisory duties throughout the day. In the event no Para or Sub Para is available, and the building and District leadership have exhausted efforts to resolve the situation, the certificated staff shall receive the hourly substitute Para rate of pay for the number of hours coverage is required. It is understood that General Education students will not be placed in Special Education classrooms because of behavioral and/or safety concerns. The following allocation of minimum para hours for elementary resource room will be for the 2021-2022 school year only.