Special Education Staff. August Screening Compensation Staff who choose to conduct or support summer evaluations will be paid at an hourly rate of pay consistent with past practice (e.g. if it is overtime work, they will be paid overtime; certificated staff working outside of their contracted work year will be timecarded, etc.) Xxxxx Xxxxxxx, Superintendent Xxxxx Xxxxxx, MIEA President 8/19/2020 8/18/2020
Special Education Staff. The primary evaluator for ELC Coordinators or severely licensed Intensive Special Education Teachers PreK-12 is an administrator in the Special Education department (usually the Director of Specialized Programs). The secondary evaluator for ELC Coordinators or Intensive Teachers is the Principal, Assistant Principal, or appropriate grade span Special Education Director of that building . The primary evaluator for School Psychologists assigned to the elementary schools is the Principal or Assistant Principal. The supplementary evaluator is the Assistant Director of Special Education and Pupil Personnel Services. The primary evaluator for Special Education Teachers assigned to the elementary schools is the Principal/Assistant Principal. The secondary evaluator is the Director of PreK-4 Elementary Special Education. The related service providers and team chairs’ primary evaluator will be an administrator in the Special Education Department and the secondary evaluator will be a Principal/Assistant Principal. For staff assigned to more than one building, the primary and supplementary evaluators will be designated by the Assistant Superintendent for Student Services in consultation with the Executive Director of HR. The primary evaluator for the Middle School Special Education teachers, speech pathologists, therapists, adjustment counselors, team chairs, and school psychologist is the Middle School Special Education Department Director. The Principals and Assistant Principals are the supplementary evaluators. The primary evaluator for the high school Special Education teachers, speech pathologists, therapists,team chair, and school psychologists is the high school Special Education Department Director. The Principals and Assistant Principals are the supplementary evaluators.
Special Education Staff. Philosophy Statement: The mission of the Bellevue School District is to serve each and every student academically, socially, and emotionally, through a rigorous and relevant education that is innovative and individualized. As a learning community that values one another’s humanity, BSD provides courageous support for an equitable and exceptional education for all students. The Bellevue School District is committed to an inclusive approach to meeting the needs of all students. Inclusion means equitable access to a welcoming classroom and school community with grade level peers. Instruction is strengths-based and provides access to grade-level content through a setting that best meets student needs determined through a collaborative process. The purpose of inclusion is for all students, educators, and families to feel affirmed, valued, and worthy, to develop strong relationships and a strong sense of belonging so students can learn and thrive. The District and the Association acknowledge that multiple systems and supports are necessary to make this mission a reality, and that resources for these supports are not unlimited. Reasonable class sizes and caseloads are critical factors in retaining high quality educators, enhancing the professional quality of life for our educators, and meeting the needs of all students. The District and Association acknowledge the application of rigid numerical limitations can unintentionally restrict staff and administration in their flexibility in seeking an ideal learning environment. The following targets and structures represent current resource availability and are intended as a baseline for implementation of improved systems to support students and staff. The Elementary Special Education and Secondary Special Education leadership teams (as part of the Student Services Departmental Leadership Team) will, by the first meeting of the school year, be given a report by the Executive Director regarding the assignment of educators in the district. Special Educators Caseload Targets Program Target Caseload Range* 2022 – 2025 Preschool 8-12 per session Special Education Transition Program (aged 18-21) 8-10 Continuum of Services/Inclusionary Practices Pilot Program 10-16 * Caseloads listed here shall remain in place as targets for the duration of the contract, unless changed through mutual agreement between the District and Association following the conclusion of facilitated discussion by the SSSLT as described in the MOU “Regarding...
Special Education Staff
