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

  • Dimensions Education Bachelor’s or Master’s Degree in Computer Science, Information Systems, or other related field. Or equivalent work experience. A minimum of 7 years of experience with large and complex database management systems.

  • Class Size a) When CONTRACTOR is a nonpublic school, CONTRACTOR shall ensure that class size shall not exceed a ratio of one teacher per fourteen (14) pupils. Each classroom with 2 or more students shall be assigned at least one paraprofessional. Upon written approval by an authorized XXX representative, class size may be temporarily increased by a ratio of 1 teacher to sixteen (16) pupils when necessary to provide services to pupils with disabilities. For any billing period where the class size has exceeded sixteen (16) students for five consecutive school days, the CONTRACTOR shall have a 10% decrease in its approved daily rate for those LEA students that exceeded sixteen (16), for those days (over five). b) In the event a nonpublic school is unable to fill a vacant teaching position responsible for direct instruction to students, and the vacancy has direct impact on the California Department of Education Certification of that school, the nonpublic school shall develop a plan to assure appropriate coverage of student by first utilizing existing certificated staff. The nonpublic school and the LEA may agree to one 30 school day period per contract year where class size may be increased to assure coverage by an appropriately credentialed teacher. Such an agreement shall be in writing and signed by both parties. This provision does not apply to a nonpublic agency. c) CONTRACTOR providing special education instruction for individuals with exceptional needs between the ages of three and five years, inclusive, shall also comply with the appropriate instructional adult to child ratios pursuant to California Education Code sections 56440 et seq.

  • Paid Education Leave The Company agrees to pay into a special fund, one (1¢) cent per hour per employee for all compensated hours for the purpose of providing paid education leave. Such leave will be for upgrading the employee skills in all aspects of trade union functions. Such monies to be paid on a quarterly basis into a trust fund established by the National Union, CAW, effective from date of ratification and sent by the Company to the following address: CAW Paid Education Leave Program, 000 Xxxxxx Xxxxx, Xxxxx Xxxx, Xxxxxxx X0X 0X0.

  • CHECK-OFF OF UNION DUES Check-off – Process and Procedures (a) The Employer agrees to deduct union dues, fines, assessments and arrears, upon receipt of the appropriate assignment of wages form, signed by each employee. (b) Upon commencement of employment, each new employee will be required to sign the appropriate assignment of wages form. In the event that the Employer's files do not contain the necessary assignment of wages for any existing employee, such employees shall, upon demand, sign and present the appropriate assignment of wages form. (c) All monies deducted from employees' earnings pursuant to this article, are to be forwarded to the Treasurer of the Union, together with a list of employees and their employee number to whom the monies are to be credited, and the names, addresses and employee number of new employees hired, on or before the 15th day of the month following the month in which the monies were deducted. (d) It is the responsibility of the Union to advise the Employer in writing as to the amount of money to be deducted for union dues, fines, assessments and arrears, and of any changes in the amounts to be deducted. In the event that any amount to be deducted is changed from the amount specified in the assignment of wages form signed by the employees, the Employer can require the employees to sign new forms reflecting the new amounts to be deducted prior to making such deductions. (e) The Union recognizes and agrees that the Employer's obligation to deduct such dues is expressly restricted to make only such deductions as are permitted by law, and as are authorized by a valid assignment of wages form executed by each employee. (f) Upon resignation, layoff, or termination for cause, the Employer will deduct the current month's dues from the employee's final paycheque and remit it as per Article 4(c) above. (g) In the event that the Union alleges any violation by the Employer of this article, notice of such alleged violation shall be given to the Employer in writing. If the matter is not resolved between the Employer and the Union, either party may then refer the issue directly to arbitration. (h) The Employer agrees to record the amount of union dues deducted on each employee's T4 slip. (i) A report of employees who cease employment will be provided to the Union up to four times a year upon request.

  • 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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