Special Education Staff Sample Clauses

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.
Sample 1
AutoNDA by SimpleDocs
Special Education Staff. 1. All Members who are required to draft Individualized Education Plans; conduct special education evaluations, or attend 504/IEP Team meetings, may make arrangements, as needed, with the approval of their building principal, to accomplish these essential tasks during the school day by
Sample 1
Special Education Staff. August Screening Compensation
Sample 1
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...
Sample 1
Special Education Staff. Will be provided three (3) release days to attend required training on inclusive practices throughout the year. When possible, a portion of the training day will be set aside for implementation of the training.
Sample 1
Special Education Staff 
Sample 1Sample 2

Related to Special Education Staff

  • 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.

  • Continuing Education The Hospital and the Union recognize that continuing education is important for all employees and that they have shared interests and responsibilities in ensuring equitable access to it.

  • Dimensions Education Bachelor’s Degree in Computer Science, Information Systems, or other related field. Or equivalent work experience. A minimum of 4 years of IT work experience in data modeling, data analysis, relational DBMS design and support and relevant computing environments.

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

  • 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.

  • Distance Education 7.13.1 Expanding student access, not increasing productivity or enrollment, shall be the primary determining factor when a decision is made to schedule a distance education course. There will be no reduction in force of faculty (as defined in Article XXIII of this Agreement) as a result of the District’s participation in distance education. 7.13.2 Courses considered to be offered as distance education shall be defined in accordance with the Board of Governors’ Title 5 Regulations and Guidelines. Generally, this definition refers to courses where the instructor and student are separated by distance and interact through the assistance of communication technology (reference section 55370 of Title 5 California Code of Regulations). The determination of which courses in the curriculum may be offered in a distance education format, in addition to instructor/student contact requirements, shall be in accordance with the Title 5 California Code of Regulations.

  • Education Associate’s or Bachelor’s Degree, or technical institute degree/certificate in Computer Science, Information Systems or other related field. Or equivalent work experience.

  • Paid Education Leave The Company agrees to pay into a special fund effective January 1st, 2013 and each year thereafter, two thousand ($2,000.00) for the purpose of providing Paid Education Leave. Said Paid Education Leave will be for the purpose of upgrading the Dependent Contractor’s skills in all aspects of trade union functions. Such monies will be paid into a trust fund established by the National Union, Unifor and sent by the Company to the following address: Unifor Education Leave Program c/o Unifor 000 Xxxxxx Xxxxx Xxxxxxx, XX X0X 0X0 The Company further agrees that members of the bargaining unit selected by the Union to attend such courses will be granted a Leave of Absence without pay for twenty (20) days class time, plus travel time where necessary, with said Leave of Absence to be intermittent over a twelve (12) month period from the first day of leave. Dependent Contractors on such leave will continue to accrue seniority and benefits during such leave.

  • Union Education If the local union indicates to the Hospital that its members have approved a special assessment for union education in accordance with the CUPE constitution and local union by laws, the Hospital agrees to deduct this assessment. Such assessment will be paid on a quarterly basis into a trust fund established and administered by OCHU/CUPE for this purpose.

Draft better contracts in just 5 minutes Get the weekly Law Insider newsletter packed with expert videos, webinars, ebooks, and more!