Special Education Class Size/Caseload Sample Clauses

Special Education Class Size/Caseload. ‌ To recognize the additional responsibilities, time and commitment required of special education teachers and specialists (SLP, OT/PT, Psychologist) related to IEPs, evaluations, meetings and coordination with other educators, the position shall be compensated with an additional stipend identified in Article XVIII, Section 6, commencing with the 2020-21 school year. If any new special education positions are added, the District and Association shall meet to mutually agree upon the application of this stipend to the position. Any special education classroom teacher, special education specialist (SLP, OT/PT, Psychologist), or group of specialists, who faces inequitable challenges in meeting evaluation or IEP responsibilities because of an extra heavy workload shall first explore options for assistance from professional colleagues within the district. 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. The following caseload numbers provide guidance for when the number of students, depending on the specific needs of the students, is recognized as creating a workload that is heavier than usual: SLP 40-45 students OT/PT 40-45 students Resource Room 28-32 students High Needs Class 10-15 students Psychologist 1 per 500-750 students in the District based on current expectations that include district-wide special education responsibilities and responsibilities for programs outside of special education (e.g., HiCap, ELL) If a special education teacher’s or specialist’s workload concerns (case management, evaluation and/or other IEP responsibilities) cannot be solved within the group of colleagues, the employee or group shall explore and mutually-agree upon options for assistance from the principal and/or district administrator assigned to supervise that group of specialists or teachers. Depending on the particular challenges unique to that workload, options for assistance could include, but not be limited to: • the hiring of additional staff; • the assignment of paraeducator time; • clerical assistance; • speech language pathology assistants (SLPAs); • certified occupational therapy assistants (COTAs); • physical therapy assistants (PTAs); • the reallocation of responsibilities for particular students; • additional paid time; • additional release time for t...
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Special Education Class Size/Caseload. Any special education classroom teacher, special education specialist (SLP, OT/PT, Psychologist), or group of specialists, who faces inequitable challenges in meeting evaluation or IEP responsibilities because of an extra heavy workload shall first explore options for assistance from professional colleagues within the district. 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 workload concerns (case management, evaluation and/or other IEP responsibilities) cannot be solved within the group of colleagues, the employee or group shall explore options for assistance from the principal and/or district administrator assigned to supervise that group of specialists or teachers. Depending on the particular challenges unique to that workload, options for assistance could include, but not be limited to: • the hiring of additional staff; • the assignment of paraeducator time; • clerical assistance; • speech language pathology assistants (SLPAs); • certified occupational therapy assistants (COTAs); • physical therapy assistants (PTAs); • the reallocation of responsibilities for particular students; • additional paid time; • additional release time for the planning and drafting of IEPs or evaluations; or • reallocation of non-special education responsibilities.
Sample 1

Related to Special Education Class Size/Caseload

  • SPECIALIZED JOB CLASSES Where there is a particular specialized job class in which the pay rate is below the local market value assessment of that job class, the parties may use existing means under the collective agreement to adjust compensation for that job class.

  • 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.

  • Special Education Teachers Whenever any Elementary Special Education class to which a student(s) is(are) added as a result of the distribution of students from the class of an absent Elementary Special Education teacher, Article 8-7 shall be in effect. In addition, whenever the class size of the receiving Special Education teacher exceeds the class size maxim mandated by Special Education class size law and/or regulation, the Xxxxxxxx Formula in AAA Case No. 1139-0696- 85, February 21, 1986, shall be used to calculate the compensation which said teacher shall receive as follows: The rate of pay for said teacher for teaching said additional students shall be computed by multiplying the teacher’s daily gross compensation by a fraction in which the denominator is twenty-six (26) and the numerator is the number of children taught in excess of Article 8-1.1 Item 3 of the Collective Bargaining Agreement between the parties.

  • Dimensions Education Bachelor’s Degree in Computer Science, Information Systems, or other related field. Or equivalent work experience. Experience: A minimum of 4 years of IT work experience in data modeling, data analysis, relational DBMS design and support and relevant computing environments.

  • Special Education Committee The parties agree to establish a committee comprised of representatives from ETFO, the Ministry of Education and school board leadership in the area of special education. Additional representatives may be invited as resources to the committee as needed. The committee will discuss current issues as identified by the parties related to supporting students with special education needs. The committee shall meet regularly commencing no later than November 30, 2015 and recommendations will be made to the Minister of Education by April 30, 2016. Terms of reference will be jointly developed to inform the scope of discussions and recommendations. LETTER OF AGREEMENT #6 BETWEEN The Ontario Public School Board Association (hereinafter called ‘OPSBA’) AND The Elementary Teachers’ Federation of Ontario (hereinafter called the ‘ETFO’) AND

  • Special Education Services 1. The parties agree to uphold the tenets contained within the "Special Education Services: A Manual of Policies, Procedures and Guidelines” document (February 2011) published by the BC Ministry of Education.

  • Adult Education Teachers of Adult Education shall be paid at the rate of thirty-five ($35.00) an hour. Break time will not be deducted from teachers’ pay.

  • What Forms of Distribution Are Available from a Xxxxxxxxx Education Savings Account Distributions may be made as a lump sum of the entire account, or distributions of a portion of the account may be made as requested.

  • CLASS SIZE/STAFFING LEVELS The board will make every effort to limit FDK/Grade 1 split grades where feasible. APPENDIX A – RETIREMENT GRATUITIES

  • Class Sizes In the annual assignment of duties, the designated supervisor shall consult with the department in determining appropriate class sizes for individual courses. In making such a determination, the designated supervisor shall consider operational requirements, sound pedagogical principles, and the workload implication of teaching such courses (also see Letter of Understanding #3).

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