Special Education Programs. 15.5.1 No Resource Specialists or Secondary Education Specialist shall be assigned a caseload which exceeds twenty-eight (28) students.
Special Education Programs. 1. Special Education Programs shall conform to State Regulations.
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 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. 1. Self-contained Special Education Classrooms (SDC) The District and Association agree that when caseloads reach 11 (moderate-severe) and/or 13 (mild-moderate), the district and association shall meet to discuss plans for a variety of options that may be available to mitigate the possibility of increased class size demands.
Special Education Programs. A. Work performed by regular and special education teachers pursuant to the Individuals with Disabilities Education Act (IDEA) of 1997, excluding psychologists, program support teachers, diagnostic teachers, social workers, and guidance counselors, shall be compensated as follows.
Special Education Programs. For all of the special education programs described in this section, the District agrees to first request volunteers from the regular classroom teachers to participate in these programs. In addition, the District agrees to provide adequate training for the special education and regular classroom teachers who are involved in these programs. When, in the estimation of any teacher that teaches a special education student and/or the special education teacher, a student is not being provided appropriate services, either teacher has the right to request a CSE pursuant to Part 200 of the Commissioner’s Regulation.
Special Education Programs. Increase Reading Achievement by Improving the Quality of IEP Goals and Section 504 Plan Development, Progress Monitoring, and use of appropriately intensive, Research-based Interventions.
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. Alderwood Early Child Center (AECC) Schedule and times for special education preschool teachers:
Special Education Programs. Provision of a Free Appropriate Public Education (FAPE) COMAR 13A.05.02 Special Education Programs - Administration of Services for Children with Disabilities COMAR 13A.08.02 Students – Student Records COMAR 13A.08.03 Students – Discipline of Students with Disabilities COMAR 13A.08.04 Students – Student Behavior Interventions COMAR 13A.13.01 Early Intervention Services to Eligible Infants and Toddlers and Their Families COMAR 13A.09.01 Nonpublic Schools COMAR 13A.12.01 Certification COMAR 13A.08.01 General Regulations COMAR 10.19.50 EPSDT School Health-Related Services or Health Related Early Intervention Services COMAR 10.09.52 Service Coordination for Children with Disabilities COMAR 10.09.25 Transportation Services Under the Individuals with Disabilities Education Act (IDEA) Agency Policies, Guidelines and Grant Criteria DES/EIS policies and procedures, in addition to the above, are contained in the required Maryland State Plan for IDEA. The relevant Memoranda of Agreements are delineated in this document and the list of exhibits. Local school system policies and procedures are outlined in each of the 24 local school systems required Public Agency Standards Submission (PASS) documents. Grant criteria are included in each grant proposal, as approved by the federal or State granting agency.
