Special Education Instructional Support Sample Clauses

Special Education Instructional Support a) Each elementary Resource Room teacher shall schedule the equivalent of one-half (1/2) day of non-student contact time per week to perform such duties as (but not restricted to) student monitoring, teacher consultation, testing and IEP preparation. This time shall be in addition to the preparation time allotted to all elementary teachers.
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Special Education Instructional Support. (i) Each elementary Resource Room teacher shall schedule the equivalent of one-half (1/2) day of non-student contact time per week to perform such duties as (but not restricted to) student monitoring, teacher consultation, testing and IEP preparation. This time shall be in addition to the preparation time allotted to all elementary teachers. (ii) Secondary: In an effort to support Special Education students in general education classes, each Middle School Resource Room teacher and each High School Special Services (except Adaptive Life Skills) teacher will be scheduled for an inclusion support/case management period during the instructional day. The purpose of the inclusion support/case management period is to perform such duties as: gather student data, provide direct instructional support to students in and for general education classrooms, periodic IEP- related testing, provide direct assistance and guidance to general education teachers for instructional adaptations and modifications, and periodic communication with other staff and parents regarding the student (if the schedule of teaming time does not otherwise allow). If an employee is required by an administrator to substitute during scheduled inclusion support/case management time, the employee will be compensated at an hourly rate of $50.00. The instructional support time referenced in this section (F(3)(b)) is provided based upon instructional delivery for Special Education students in a traditional xxxx-schedule model. The District retains the discretion to implement a different instructional model based upon student educational need. The district and the association agree to establish a committee to examine the effectiveness of the instructional support time referenced in this section in the middle school block schedule model. The committee must include at least one middle school resource room teacher and one middle school administrator.
Sample 1
Special Education Instructional Support. Secondary: In an effort to support Special Education students in general education classes, each Middle School Resource Room teacher and each High School Special Services (except Adaptive Life Skills) teacher will be scheduled for an inclusion support/case management period during the instructional day. Life Skills/Self-Contained teachers may be allotted up to one day per month for an inclusion support/case management period during the instructional day. The purpose of the inclusion support/case management period is to perform such duties as: gather student data, provide direct instructional support to students in and for general education classrooms, periodic IEP-related testing, provide direct assistance and guidance to general education teachers for instructional adaptations and modifications, and periodic communication with other staff and parents regarding the student (if the schedule of teaming time does not otherwise allow). If an employee is required by an administrator to substitute during scheduled inclusion support/case management time, the employee will be compensated at his/her per-diem wage. The instructional support time referenced in this section is provided based upon instructional delivery for Special Education students in a traditional xxxx-schedule model. The district retains the discretion to implement a different instructional model based upon student educational need. Special Education/504 meetings are scheduled by the case manager as appropriate (Wednesday meeting restriction shall apply to individual student meetings). Upon Association request, the district will provide the Association with a list of teacher class loads.
Sample 1
Special Education Instructional Support. (i) Each elementary Resource Room teacher shall schedule the equivalent of one-half (1/2) day of non-student contact time per week to perform such duties as (but not restricted to) student monitoring, teacher consultation, testing and IEP preparation. This time shall be in addition to the preparation time allotted to all elementary teachers. (ii) Secondary: In an effort to support Special Education students in general education classes, each Middle School Resource Room teacher and each High School Special Services (except Adaptive Life Skills) teacher will be scheduled for an inclusion support/case management period during the instructional day. The purpose of the inclusion support/case management period is to perform such duties as: gather student data, provide direct instructional support to students in and for general education classrooms, periodic IEP- related testing, provide direct assistance and guidance to general education teachers for instructional adaptations and modifications, and periodic communication with other staff and parents regarding the student (if the schedule of teaming time does not otherwise allow). If an employee is required by an administrator to substitute during scheduled inclusion support/case management time, the employee will be compensated at an hourly rate of $50.00. The instructional support time referenced in this section (F(3)(b)) is provided based upon instructional delivery for Special Education students in a traditional bell-schedule model. The District retains the discretion to implement a different instructional model based upon student educational need. The district and the association agree to establish a committee to examine the effectiveness of the instructional support time referenced in this section in the middle school block schedule model. The committee must include at least one middle school resource room teacher and one middle school administrator. For Special Services teachers with concerns about the workload impact of testing students who do not qualify (DNQ) for services, the teachers will follow the procedures in Article IX, Section 2(4), Procedure for Handling Workload Concerns.
Sample 1

Related to Special Education Instructional Support

  • General Education University Program Requirements All MTA applicable courses require a grade “C” or higher

  • Technical Support State Street will provide technical support to assist the Fund in using the System and the Data Access Services. The total amount of technical support provided by State Street shall not exceed 10 resource days per year. State Street shall provide such additional technical support as is expressly set forth in the fee schedule in effect from time to time between the parties (the “Fee Schedule”). Technical support, including during installation and testing, is subject to the fees and other terms set forth in the Fee Schedule.

  • 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).

  • 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.

  • Technical Support Services 2.1 The technical support services (the "Services"): Party A agrees to provide to Party B the relevant services requested by Party B, which are specified in Exhibit 1 attached hereto ("Exhibit 1").

  • Resident Educator A Resident Educator is a teacher employed under a resident educator license.

  • Program Management 1.1.01 Implement and operate an Immunization Program as a Responsible Entity 1.1.02 Identify at least one individual to act as the program contact in the following areas: 1. Immunization Program Manager;

  • Payments for Distribution Assistance and Administrative Support Services (a) Payments to the Distributor. In consideration of the payments made by the Fund to the Distributor under this Plan, the Distributor shall provide administrative support services and distribution services to the Fund. Such services include distribution assistance and administrative support services rendered in connection with Shares (1) sold in purchase transactions, (2) issued in exchange for shares of another investment company for which the Distributor serves as distributor or sub-distributor, or (3) issued pursuant to a plan of reorganization to which the Fund is a party. If the Board believes that the Distributor may not be rendering appropriate distribution assistance or administrative support services in connection with the sale of Shares, then the Distributor, at the request of the Board, shall provide the Board with a written report or other information to verify that the Distributor is providing appropriate services in this regard. For such services, the Fund will make the following payments to the Distributor:

  • In-Service Education The parties recognize the value of in-service both to the employee and the Employer and shall encourage employees to participate in in-service. All employees scheduled by the Employer to attend in-service seminars shall receive regular wages.

  • Administrative Support Services Fees Within forty-five (45) days of the end of each calendar quarter or at such other period as deemed appropriate by the Distributor, the Fund will make payments in the aggregate amount of up to 0.25% on an annual basis of the average during the period of the aggregate net asset value of the Shares computed as of the close of each business day (the “Service Fee”). Such Service Fee payments received from the Fund will compensate the Distributor for providing administrative support services with respect to Accounts. The administrative support services in connection with Accounts may include, but shall not be limited to, the administrative support services that a Recipient may render as described in Section 3(b)(i) below.

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