Special Education Guidelines Sample Clauses
The Special Education Guidelines clause establishes the standards and procedures for providing educational support to students with special needs. It typically outlines the process for identifying eligible students, developing individualized education plans (IEPs), and coordinating services among educators, specialists, and families. By clearly defining these protocols, the clause ensures that students receive appropriate accommodations and support, promoting equitable access to education and compliance with legal requirements.
Special Education Guidelines. The Commission shall collaborate with HIDOE to refine and improve upon the guidelines issued by HIDOE for the provision of special education services and resources to each charter school. The School shall adhere to the Hawaii State Public Charter School Guidelines for the Implementation of Individuals with Disabilities Education Act of 2004 issued by HIDOE.
Special Education Guidelines. The Perry Local Administration and the Perry Classroom Teachers’ Association agree to follow the Special Education Guidelines established by the Special Education Committee in 2010. A committee that shall be equally represented by members of the Administration and the Association must approve any changes to these guidelines. The Superintendent shall appoint the committee members representing the Board and the PCTA President shall appoint the committee members representing the Association. Any decisions of the committee shall not supersede other provisions specified within this Agreement. The committee will meet periodically or as requested by either party as needed to resolve problems/issues in the special education area, and when necessary, to update the guidelines.
Special Education Guidelines. The composition and size of special education classes shall be in accordance with the guidelines for such classes as recommended by the Colorado Department of Education.
Special Education Guidelines. A standing District-wide special education committee will be formed and meet for the first time by September 30, 2015. The committee will be divided into sub-committees by separate buildings. The purpose of the committee and sub-committees is to review the special education programs of the District, recommend improvements as necessary, and acknowledge and share best practices. The District-wide committee will meet at least twice each school year. The building level committees will meet at least quarterly. The committee will consist of administrators, special education teachers, regular education teachers, and unified arts teachers. All teachers will be appointed by the LVEA president. Parents and paraprofessionals may be invited to join the committee, as well. The District Director of Student Services will lead the district-wide committee in conjunction with a teacher representative. Agendas will be developed collaboratively.
Special Education Guidelines i. No special education unit shall have more than fifteen (15) students at the elementary and sixteen (16) students at the middle and high schools.
ii. No special education class period shall have more than twelve (12) pupils.
iii. A Special Needs Students Unit is a group of special needs students who qualify for intervention services according to the Operating Standards for Ohio Schools Serving Children with Disabilities that have one Intervention Specialist responsible for implementing their IEP’s and whose IEP’s for the next year will be written by that same Intervention Specialist. The phrase “responsible for implementing” will mean that the Intervention Specialist will either teach/ monitor/supplement/intervene the students in his/her unit himself/herself; or if there is more than one unit in the same building, those Intervention Specialists may teach/monitor/supplement/intervene each other’s students whenever possible on a relatively equal basis of exchange.
Special Education Guidelines. To ensure there is a common and clear understanding of items which include, but are not limited to, procedures, compliance requirements, laws, job expectations, unit member support systems, IEP processes, teacher/paraprofessional relationships and trainings, differentiated curriculum, teaching strategies, sources and resources available to the special educator, an end-of-the-year checklist, and roles and responsibilities, the District and the Association will mutually develop and periodically update the District Special Education Guidelines.
Special Education Guidelines. The Perry Local Administration and the Perry Classroom Teachers’ Association shall work collaboratively to establish Special Education guidelines to be implemented in the 2010-11 school year and subsequent years. Final approval of the guidelines rests with the superintendent. This committee will meet periodically as needed to resolve problems/issues in the special education area, and when necessary, to update the guidelines.
Special Education Guidelines a. To ensure there is a common and clear understanding of items which include, but are not limited to, procedures, compliance requirements, laws, job expectations, unit member support systems, IEP processes, teacher/paraprofessional relationships and trainings, differentiated curriculum, teaching strategies, sources and resources available to the special educator, an end-of-the-year checklist, and roles and responsibilities, the District and the Association will mutually develop and periodically update the District Special Education Guidelines. Book CVEA Association Contract Section CAJON VALLEY EDUCATION ASSOCIATION Title Unit Member Safety Code Article 13 Status Active Adopted February 11, 2020 Last Revised December 16, 2019
A. Unit members may use reasonable means to protect themselves from attack, to protect another person or property, to quell a disturbance threatening physical injury to others, or to obtain possession of weapons upon the person or within the control of a pupil.
B. Unit members shall immediately report cases of assault suffered by them in connection with their employment to their immediate supervisor or designee who shall immediately report the incident to the Superintendent or designee. The Superintendent or designee shall comply with any reasonable request from the unit member for information relating to the incident or the persons involved and shall act in appropriate ways as a liaison between the unit member, the police, and the courts.
C. The Governing Board shall provide a written description of the rights and responsibilities of all unit members with respect to student discipline, including the use of corporal punishment and the rights of suspended students to each unit member in writing by October 1.
D. A unit member has the right to submit written recommendations to his/her immediate supervisor regarding the maintenance of safe working conditions, facilities, and equipment repairs and modifications, and other practices designed to ensure safe working conditions.