Special Education Programs. 1. Special Education Programs shall conform to State Regulations.
a. Every effort will be made to distribute main streamed special education students in a manner which best serves the students’ educational needs.
b. Placement shall be reviewed by a committee composed of the classroom teacher, the special education teacher, and the principal.
2. Every attempt will be made to not have more than four (4) Special Education students (with the exclusion of speech and language impaired) per hour in general education classrooms.
3. Teachers of the homebound shall be reimbursed for all business calls and transportation and shall have teaching materials and workbooks made available to them.
4. When an aide is assigned to a special education classroom and the students in that room as a group are instructed in music, art and physical education and foreign language the aide shall accompany them to assist the music, art and physical education teachers.
5. Emotionally disturbed pupils and pupils who present severe disciplinary problems impede the educational progress of the entire class. Teachers faced with such pupils in their classes shall be given early support in the form of psychological and social work assistance and by serious consideration of the removal of such pupils from the class.
6. Ancillary special education staff in each building shall have an appropriate space made available to provide privacy necessary for evaluations and interviews and have access to a working computer.
7. Necessary Medicaid Forms that are required for District reimbursement will continue to be filled out by appropriate staff members such as counselors, special education teachers and members in the special education department.
8. The parties mutually agree to establish a joint committee to study the impact of state- mandated inclusive education on the Xxxxxx School District and to develop guidelines for implementation.
Special Education Programs. 15.5.1 No Resource Specialists or Secondary Education Specialist shall be assigned a caseload which exceeds twenty-eight (28) students.
a. When a Resource Specialist or Secondary Education Specialist caseload goes above 28 students, he/she shall have the choice of serving those students and shall be compensated at the rate of $15per day for each student over the caseload of 28 students.
b. The agreement for caseload overages shall be implemented only with the agreement of the Resource Specialist or Secondary Education Specialist and authorization from AEA.
c. AEA and AUSD shall jointly create an authorization/agreement form for the agreement by the Resource Specialist or Secondary Specialist and authorization from AEA.
d. No Resource Specialist or Secondary Specialist receiving additional compensation shall have more than thirty two (32) students
15.5.2 Caseloads for Speech and Language Therapists/Pathologists shall be as provided for in Appendix J and Appendix K of this agreement.
15.5.3 Caseloads for Adapted Physical Education Specialists shall be no greater than fifty- five (55) students.
15.5.4 SDC size shall not exceed the following: Moderate/Severe Mild/Moderate SDC class size for moderate/severe in grade 6-8 shall not exceed 15 SDC class size for moderate/severe in grades 9-12 shall not exceed 17.
a. If necessary, due to an increase in Special Education enrollment after the beginning of the school year, a self-contained class size maximum may be increased by up to three (3) students if the member voluntarily signs a waiver. For each additional student, the teacher shall be compensated at the rate of $15 per day for each student above the maximum.
15.5.5 Beginning in the 2020-2021 school year, no elementary special day class (SDC) shall exceed three (3) grade levels.
Special Education Programs. Special Education classes shall not exceed the number of pupils established by the Ohio Rules for the Education of the Handicapped.
Special Education Programs. 1. Special Education Programs shall conform to State Regulations.
a. Every effort will be made to distribute main streamed special education students in a manner which best serves the students’ educational needs.
b. Placement shall be reviewed by a committee composed of the classroom teacher, the special education teacher, and the principal.
2. Every attempt will be made to not have more than four (4) Special Education students (with the exclusion of speech and language impaired) per hour in general education classrooms.
3. Teachers of the homebound shall be reimbursed for all business calls and transportation and shall have teaching materials and workbooks made available to them.
4. When an aide is assigned to a special education classroom and the students in that room as a group are instructed in music, art and physical education, the aide shall accompany them to assist the music, art and physical education teachers.
5. Emotionally disturbed pupils and pupils who present severe disciplinary problems impede the educational progress of the entire class. Teachers faced with such pupils in their classes shall be given early support in the form of psychological and social work assistance and by serious consideration of the removal of such pupils from the class.
6. Ancillary special education staff in each building shall have an appropriate space made available to provide privacy necessary for evaluations and interviews.
7. Necessary Medicaid Forms that are required for District reimbursement will continue to be filled out by appropriate staff members such as counselors, special education teachers and members in the special education department.
8. The parties mutually agree to establish a joint committee to study the impact of state-mandated inclusive education on the Xxxxxx School District and to develop guidelines for implementation.
Special Education Programs. The District shall use good faith efforts, in cooperation with the Association, to obtain its full entitlement of Instructional Personnel units from the Consortium and from the State. Also, the District’s Coordinator of Special Education shall consult with special education teachers on a District-wide basis regarding the assignment and distribution of identified students to the various sites and classes and the sizes of special day classes. Consultation shall take place at a time to give the teachers timely participation in the planning for such matters at least once each month.
1. Resource Specialists, including Inclusion Staff, shall be provided on the basis of one (1) Resource Specialist per twenty-four (24) identified students, except at the secondary level, the maximum may be exceeded if the unit members involved agree. No Resource Specialist/Inclusion Staff shall be assigned more than twenty-eight (28) students.
2. Special Day Classes:
i) Mild/Moderate shall average no more than twelve (12) identified students, and have a maximum class size of fifteen (15) students except at the secondary level. The maximum may be exceeded at the secondary level if the unit members involved agree.
ii) Moderate/Severe shall be provided on the basis of one (1) teacher per ten (10) identified students, and have a maximum class size of thirteen (13) students.
iii) Preschool shall be provided on the basis of one (1) teacher per ten (10) identified students across all sessions, and have a maximum class size of thirteen (13) students. Preschool teachers may have a maximum of seven (7) hours of direct student instruction during the day.
3. Adapted Physical Education Specialists shall be provided on the basis of one (1) teacher per seventy-four (74) identified students and have a maximum case load of eighty (80) identified students.
4. Speech and Language Specialists shall have a maximum caseload of fifty-five (55) identified students.
Special Education Programs x. Xxxxxxxx reserves the right to send a pupil or pupils to schools other than Xxxxxx school if such a school would provide a special educational program (and not merely a course or courses) not available at a Xxxxxx School.
Special Education Programs. Per Department of Health guidance and in alignment with OSHA, L&I, OSPI and/or District applicable requirements and guidelines, in-person instruction will resume for students in eleven identified schools in Stage Two: Xxxxxxx, Cedar Way, Chase Lake, Xxxxxxxxx, Xxxxxxxx, Meadowdale, Mountlake Terrace, Seaview, Sherwood, Westgate, and AECC. Specific programs at these schools include: K-6 Intensive Support, K-6 Intensive Social Emotional Support, and some AECC Preschool. Stage Two special education programs in-person services will commence for all schools listed above on the same date as general education grades 2 & 2/3 split classes begin, excepting AECC preschool, which will begin with general education Kindergarten and ECEAP preschool. Two weeks prior to in-person learning, Stage Two special education staff who are serving in person will be excused from Wednesday office hours and administrative directed activities to set up their classrooms and/or workspaces. Staff will work with administrators to find time for classroom and/or workspace setup if this is not possible. All Stage One and Two programs, except DHH, VI, and VOICE/Project Search, will follow the A/B A/B hybrid schedule, receiving in-person services 2 days a week, with Wednesdays remaining asynchronous. No more than 14 students will be assigned to a certificated teacher at any one time, and DOH social distancing recommendations will be implemented (at the time of this bargain, a minimum of 36 square feet per person present in the room). Current trigger language will apply. ESAs (SLPs, OTs, PTs, BCBAs, Audiologists, Behavior Specialists, and School Psychologists) and Orientation and Mobility Specialist(s) ESAs may serve students in groups A, B, and C, based on their work schedules. To the extent possible, services will continue remotely. If ESAs are working with students in person, they will serve only one student at a time (no group services). ESAs will work with their administrators to develop their schedules for serving students. Students who need in-person services will receive services from ESAs who do not need to work remotely due to health reasons. Nurses will work on site with assignments to be determined based on building/program needs, unless given a remote assignment due to health reasons. Schedule and times for special education preschool teachers:
Special Education Programs. Increase Reading Achievement by Improving the Quality of IEP Goals and Section
Special Education Programs. The original intent of the agreement was to ensure that families of children with disabilities and/or developmental delays, who face numerous service providers and transitions, receive seamless transitions. This agreement is being expanded to ensure that all children have successful transitions in their early years. In Cuyahoga County, Bright Beginnings, Early Head Start/Head Start, Local Education Agencies, Starting Point, and the Cuyahoga County Board of Developmental Disabilities, partner to ensure that children, prenatal through five, receive the best service and supports possible without experiencing a gap in their service delivery system. When many service providers are involved, systematic procedures are needed to assure duplication of services does not occur and that gaps in services are covered. Transitions can occur at any point in service delivery. When unexpected or expected transitions occur, systematic procedures are also needed to assure continued support is provided to the child and family. Transition can be defined as a process for movement of young children and their families into, within, and from service delivery systems. Transition is not a discrete event, and therefore, this agreement will need to continue to expand and change to meet the ever-changing lives of the families we serve. It is our intent that the agreement will be family-focused, will reduce the anxiety of children and families facing this transition, and increase collaboration among those providing services. This agreement will establish predictable guidelines to follow.
Special Education Programs. The Board shall make every reasonable effort to adhere to the suggested special education class size guidelines below:
1. Self-contained programs
2. Special education resource/ pull-out classes-
