Common use of Special Education Caseloads Clause in Contracts

Special Education Caseloads. The District will make a good faith effort to equalize workload for special education staff members and to equitably assign the number of buildings to be served by itinerant speech language pathologists, occupational and physical therapists, social workers, and psychologists. Learning Support Services will conduct regular meetings with special education teachers and support staff during the school year to determine whether additional supports are necessary. Any special education classroom teacher, special education specialist (SLP, OT, PT, Psychologist, Vision Specialist, Social Workers), or group of specialists, who faces inequitable challenges in meeting IEP responsibilities because of an extra heavy workload shall first explore options for assistance from professional colleagues within the district, which may include building teams when appropriate. Workload could be heavier than usual because of challenges such as additional students on the specialist's caseload, particular students with unique needs, traveling between multiple buildings, special assignments, or the due dates of IEP or evaluation documents. If a special education teacher's or specialist's caseload issue cannot be solved within the group of colleagues, the employee and the principal and/or district administrator assigned to supervise that group of specialists or teachers shall confer and develop a plan of action satisfactory to the employee within five working days. The parties will initiate the plan of action within five working days of said conferences. If the overload concern cannot be resolved at this level, the staff person and the principal/district administrator shall, individually or mutually, refer the issue to the PK-12 administrator. A conference will be held within five (5) working days to discuss the issue(s) and the parties will initiate a mutually agreed to plan of action to resolve the overload within five (5) working days of said conference. If any special education classroom teacher’s caseload exceeds 35 special education students, or if any special education classroom is assigned more than twenty (20) students per class period this inquiry will be triggered automatically. In addition to the resolutions mentioned above, employees shall receive $100 for each month they exceed these caseload or class size numbers, based on monthly enrollment counts, starting with the October enrollment count. For support center, pre-school or Strides teachers, this compensation will be triggered by any class or caseload above twelve (12) students. The following chart reflects these caseload and class size triggers: Classroom Maximum How determined Support Center 12 IEP caseload Developmental Pre-School 12 IEP caseload Strides 12 IEP caseload Special education caseload 35 IEP caseload Special education class size 20 Students per period Options may include but are not limited to the following:  Hiring of additional staff  The assignment of paraeducator or clerical assistance  Reallocation of responsibilities for particular students  Additional paid time  Overload pay at $15 per day  Additional release time for the planning and drafting of IEPs or evaluations.  Reallocation of non-ELL responsibilities

Special Education Caseloads. K-12 Resource Room 25 students or 50 units (whichever is less) K-12 Life skills, Preschool 12 students per class (example: 12 in a.m., 12 in p.m.) K-12 SLP 50 IEP’s K-12 OT/PT 40 IEP’s Birth-12 Psychologist 1,200 students (The District Psychologist assigned to Xxxxxxx Elementary will make a good faith effort to equalize workload for special education staff members and to equitably assign have the number 100 added to his/her case load in recognition of buildings to non-enrolled children) Birth-K SLP 40 IEP’s *A unit will be defined as each IEP qualification goal area in which the students are served by itinerant speech language pathologiststhe teacher. The first paragraph of Section 2 Class Size/Load Review Team applies to this section with regards to financial crisis. The specific situations will be defined upon contract renewal. If an overload exceeds: • K-12 Resource Room 2 students or 4 units (whichever is less) • Life Skills or Pre-School 1 student per class • OT/PT/SLP 3 IEP’s • Psychologists 100 students The teacher/specialist may choose one option from the following menu of overload support per overload: Option A: 1 hour of paraprofessional aide time per day, occupational and physical therapistsnot to exceed 2 hours per day Option B: $10.00 per day, social workersnot to exceed $20.00 per day Option C: One full day of release time per month, not to exceed two full release days per month Option D: The teacher/specialist will meet with the Director of Special Services, the building principal, and psychologists. Learning Support Services will conduct regular meetings with special education teachers and support staff during the school year a union representative to determine whether additional supports are necessarya mutually agreeable option for the overload support. Any special education classroom The meeting shall take place within 2 weeks of a request made either by the teacher, special education /specialist (SLP, OT, PT, Psychologist, Vision Specialist, Social Workers), or group of specialists, who faces inequitable challenges in meeting IEP responsibilities because of an extra heavy workload shall first explore options for assistance from professional colleagues within the district, which may include building teams when appropriate. Workload could be heavier than usual because of challenges such as additional students on the specialist's caseload, particular students with unique needs, traveling between multiple buildings, special assignments, or the due dates Director of IEP or evaluation documents. If a special education teacher's or specialist's caseload issue cannot be solved within the group of colleagues, the employee and the principal and/or district administrator assigned to supervise that group of specialists or teachers shall confer and develop a plan of action satisfactory to the employee within five working daysSpecial Services. The parties will initiate be tasked with mutually agreeing to overload support that will be provided to the plan teacher/specialist. At the conclusion of action within five working days of said conferencesthe meeting, all parties involved and the Association President will receive an email with minutes from the meeting, including the mutually agreeable option for overload support, if one was determined. If Any party can reconvene the group at anytime, as long as the overload concern cannot still exists, to re-evaluate the effectiveness of the support. Each Special Education staff member shall be resolved at this level, the staff person and the principal/district administrator shall, individually or mutually, refer the issue to the PK-12 administrator. A conference will be held within five eligible for one (51) working days to discuss the issue(s) and the parties will initiate a mutually agreed to plan day of action to resolve the overload within five (5) working days of said conference. If any special education classroom teacher’s caseload exceeds 35 special education students, or if any special education classroom is assigned more than twenty (20) relief time from students per class period this inquiry will be triggered automatically. In addition semester for on-site work devoted to the resolutions mentioned above, employees shall receive $100 for each month they exceed these caseload or class size numbers, based on monthly enrollment counts, starting with the October enrollment count. For support center, pre-school or Strides teachers, this compensation will be triggered by any class or caseload above twelve (12) students. The following chart reflects these caseload and class size triggers: Classroom Maximum How determined Support Center 12 IEP caseload Developmental Pre-School 12 IEP caseload Strides 12 IEP caseload Special education caseload 35 IEP caseload Special education class size 20 Students per period Options may include but are not limited duties related to the following:  Hiring of additional staff  The assignment of paraeducator or clerical assistance  Reallocation of responsibilities for particular students  Additional paid time  Overload pay at $15 per day  Additional release time for the planning and drafting of IEPs or evaluations.  Reallocation of non-ELL responsibilitieshis/her assignment.

Special Education Caseloads. K-12 Resource Room 25 students or 50 units (whichever is less) K-12 Life skills, Preschool 12 students per class (example: 12 in a.m., 12 in p.m.) K-12 SLP 50 IEP’s K-12 OT/PT 40 IEP’s Birth-12 Psychologist 1,200 students (The District Psychologist assigned to Whitney Elementary will make a good faith effort to equalize workload for special education staff members and to equitably assign have the number 100 added to his/her case load in recognition of buildings to non-enrolled children) Birth-K SLP 40 IEP’s *A unit will be defined as each IEP qualification goal area in which the students are served by itinerant speech language pathologiststhe teacher. The first paragraph of Section 2 Class Size/Load Review Team applies to this section with regards to financial crisis. The specific situations will be defined upon contract renewal. If an overload exceeds: K-12 Resource Room 2 students or 4 units (whichever is less) Life Skills or Pre-School 1 student per class OT/PT/SLP 3 IEP’s Psychologists 100 students The teacher/specialist may choose one option from the following menu of overload support per overload: Option A: 1 hour of paraprofessional aide time per day, occupational and physical therapistsnot to exceed 2 4 hours per day Option B: $10.00 per day, social workersnot to exceed $20.00 $40.00 per day Option C: One full day of release time per month, not to exceed two four full release days per month Option D: The teacher/specialist will meet with the Director of Special Services, the building principal, and psychologists. Learning Support Services will conduct regular meetings with special education teachers and support staff during the school year a union representative to determine whether additional supports are necessarya mutually agreeable option for the overload support. Any special education classroom The meeting shall take place within 2 weeks of a request made either by the teacher, special education /specialist (SLP, OT, PT, Psychologist, Vision Specialist, Social Workers), or group of specialists, who faces inequitable challenges in meeting IEP responsibilities because of an extra heavy workload shall first explore options for assistance from professional colleagues within the district, which may include building teams when appropriate. Workload could be heavier than usual because of challenges such as additional students on the specialist's caseload, particular students with unique needs, traveling between multiple buildings, special assignments, or the due dates Director of IEP or evaluation documents. If a special education teacher's or specialist's caseload issue cannot be solved within the group of colleagues, the employee and the principal and/or district administrator assigned to supervise that group of specialists or teachers shall confer and develop a plan of action satisfactory to the employee within five working daysSpecial Services. The parties will initiate be tasked with mutually agreeing to overload support that will be provided to the plan teacher/specialist. At the conclusion of action within five working days of said conferencesthe meeting, all parties involved and the Association President will receive an email with minutes from the meeting, including the mutually agreeable option for overload support, if one was determined. If Any party can reconvene the group at anytime, as long as the overload concern canstill exists, to re-evaluate the effectiveness of the support. Each Special Education staff member shall be eligible for one (1) day of relief time from students per semester for on-site work devoted to duties related to his/her assignment. For Special Education staff, time for IEP meetings that extend beyond the contracted work day, will time-sheeted and distributed through the school year in blocks of not be resolved at this level, the staff person and the principal/district administrator shall, individually or mutually, refer the issue to the PK-12 administrator. A conference will be held within five less than fifteen (5) working days to discuss the issue(s15) and the parties will initiate a mutually agreed to plan of action to resolve the overload within five (5) working days of said conference. If any special education classroom teacher’s caseload exceeds 35 special education students, or if any special education classroom is assigned not more than twenty sixty (2060) students per class period this inquiry minutes each occurrence The district supports the ESA National Certification process and will be triggered automatically. In addition to the resolutions mentioned above, employees shall receive $100 for each month they exceed these caseload or class size numbers, based on monthly enrollment counts, starting with the October enrollment count. For support center, pre-school or Strides teachers, this compensation will be triggered by any class or caseload above twelve (12) students. The following chart reflects these caseload and class size triggers: Classroom Maximum How determined Support Center 12 IEP caseload Developmental Pre-School 12 IEP caseload Strides 12 IEP caseload Special education caseload 35 IEP caseload Special education class size 20 Students per period Options may include but are not limited to the following:  Hiring of additional staff  The assignment of paraeducator or clerical assistance  Reallocation of responsibilities for particular students  Additional paid time  Overload pay at $15 per day  Additional release time provide for the planning and drafting flow through of IEPs or evaluations.  Reallocation all of non-ELL responsibilitiesthe state appropriations designated for compensation of those certified employees receiving ESA National Certification.

Special Education Caseloads. The District will make a good faith effort shall collaborate with special education employees to equalize workload by student need for special education staff members employees and to equitably assign the number of buildings to be served by itinerant speech language pathologists, occupational and physical therapists, vision specialists, mobility specialists, audiologists, social workers, and psychologists. Teaching and Learning Support Services will conduct regular meetings with special education teachers employees and support staff during the school year to determine whether additional supports are necessary. Any special education classroom teacher, special education specialist (SLP, OT, PT, Psychologist, Vision Specialist, Orientation and Mobility Specialists, Audiologists, Social Workers), or group of specialists, who faces inequitable challenges in meeting IEP responsibilities because of an extra heavy workload shall first explore options for assistance from professional colleagues within the district, which may include building teams when appropriate. Workload could be heavier than usual because of challenges such as additional students on the specialist's caseload, particular students with unique needs, traveling between multiple buildings, special assignments, or the due dates of IEP or evaluation documents. When a paraeducator position assigned to a special education teacher’s classroom is vacant for more than twenty (20) school days, a meeting will be held with the special education teacher in the impacted classroom upon request to determine appropriate remedies for workload relief that may be provided until the position can be filled. Options may include but are not limited to the following: • Hiring of additional staff; • The assignment of paraeducator or clerical assistance; • Reallocation of responsibilities for particular students; • Additional paid time. If a special education teacher's or specialist's caseload issue cannot be solved within the group of colleagues, the employee and the principal and/or district administrator assigned to supervise that group of specialists or teachers shall confer and develop a plan of action satisfactory to the employee within five working days. The parties will initiate the plan of action within five working days of said conferences. If the overload concern cannot be resolved at this level, the staff person and the principal/district administrator shall, individually or mutually, refer the issue to the PK-12 administrator. A conference will be held within five (5) working days to discuss the issue(s) and the parties will initiate a mutually agreed to plan of action to resolve the overload within five (5) working days of said conference. The employee may have an Association representative of their choosing present during this meeting. If any special education classroom teacher’s IEP caseload exceeds 35 32 special education students, or if any special education classroom is assigned more than twenty (20) students per class period this inquiry the overload pay set forth below will be triggered automatically. In addition to the resolutions mentioned above, employees shall receive $100 for each 450 per month they exceed these caseload or class size numbers, based on monthly enrollment countscounts or IEPs case-managed, starting with the October enrollment count. The employee shall not be required to provide overage documentation and the District shall automatically apply the remedy until the caseload or class size is resolved. For support center, pre-school or Strides teachers, this compensation will be triggered by any class or caseload above twelve (12) studentsthe numbers set forth below. The following chart reflects these caseload and class size triggers: Classroom Maximum How overage is determined Support Center 12 IEP caseload Developmental Pre-School 12 11 IEP caseload Strides 12 IEP caseload Special education caseload 35 32 IEP caseload Special education class size 20 Students per period Options may include but are not limited to the following:  • Hiring of additional staff  • The assignment of paraeducator or clerical assistance  • Reallocation of responsibilities for particular students  • Additional paid time  Overload pay at Section 25.5.2. Special Education Provider Stipends Special Education classroom teachers will receive a stipend of $15 per day  Additional release time 2,000 for the planning additional responsibility of preparing individual education plans and/or assessment reports, and drafting holding meetings related to such responsibilities outside of IEPs or evaluationsthe contracted workday and work year.  Reallocation OT/PTs, SLPs, Psychologists, Audiologists, Social Workers, Orientation and Mobility Specialists, and Vision Specialists shall receive an additional ESA stipend of non-ELL responsibilities$2,300 (total of $4,300). Secondary special education teachers who must collect data for IEP goals in general education classes may use the procedure in this Section to address IEP workload issues. In the event a special education professional’s IEP workload during a particular month is of an exceptional nature, the teacher and the administrator responsible for Teaching & Learning Services may meet, at the employee’s request, to discuss possible support in addition to the established stipend.

Special Education Caseloads. The District will make a good faith effort to equalize workload for special education staff members and to equitably assign the number of buildings to be served by itinerant speech language pathologists, occupational and physical therapists, social workers, and psychologists. Learning Support Services will conduct regular meetings with special education teachers and support staff during the school year to determine whether additional supports are necessary. Any special education classroom teacher, special education specialist (SLP, OT, PT, Psychologist, Vision Specialist, Social Workers), or group of specialists, who faces inequitable challenges in meeting IEP responsibilities because of an extra heavy workload shall first explore options for assistance from professional colleagues within the district, which may include building teams when appropriate. Workload could be heavier than usual because of challenges such as additional students on the specialist's caseload, particular students with unique needs, traveling between multiple buildings, special assignments, or the due dates of IEP or evaluation documents. If a special education teacher's or specialist's caseload issue cannot be solved within the group of colleagues, the employee and the principal and/or district administrator assigned to supervise that group of specialists or teachers shall confer and develop a plan of action satisfactory to the employee within five working days. The parties will initiate the plan of action within five working days of said conferences. Options may include but are not limited to the following: • Hiring of additional staff • The assignment of paraeducator or clerical assistance • Reallocation of responsibilities for particular students • Additional paid time • Additional release time for the planning and drafting of IEPs or evaluations • Reallocation of non-special education responsibilities If the overload concern cannot be resolved at this level, the staff person and the principal/district administrator shall, individually or mutually, refer the issue to the PK-12 K-12 administrator. A conference will be held within five (5) working days to discuss the issue(s) and the parties will initiate a mutually agreed to plan of action to resolve the overload within five (5) working days of said conference. If any special education classroom teacher’s caseload exceeds 35 special education students, or if any special education classroom is assigned more than twenty (20) students per class period this inquiry will be triggered automatically. In addition to the resolutions mentioned above, employees shall receive $100 for each month they exceed these caseload or class size numbers, based on monthly enrollment counts, starting with the October enrollment count. For support center, pre-school or Strides teachers, this compensation will be triggered by any class or caseload above twelve (12) students. The following chart reflects these caseload and class size triggers: Classroom Maximum How determined Support Center 12 IEP caseload Developmental Pre-School 12 IEP caseload Strides 12 IEP caseload Special education caseload 35 IEP caseload Special education class size 20 Students per period Options may include but are not limited to the following:  Hiring of additional staff  The assignment of paraeducator or clerical assistance  Reallocation of responsibilities for particular students  Additional paid time  Overload pay at $15 per day  Additional release time for the planning and drafting of IEPs or evaluations.  Reallocation of non-ELL responsibilities.