Special Education Staffing Sample Clauses

Special Education Staffing. Special Education Staffing allocations to all Special Education programs at all levels will be determined centrally, following consultation with the Joint Staffing Committee. Based on the Average Daily Enrolment, and using a factor which will not be less than 6.186 Teachers per 1000 full time equivalent students. The staff generated will be allocated to the elementary panel for the school year to provide additional programming alternatives for students.
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Special Education Staffing. The District shall determine appropriate District staffing levels to meet the needs of Charter School students’ with IEP’s. District shall also assign appropriate special education staff to CHARTER in order to meet student needs. District staff will collaborate with the Charter School to the extent feasible, based on individual student needs for students with IEP’s.
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Special Education Staffing. Special Education Staffing allocations to all Special Education programs at all levels will be determined centrally, following consultation with the Joint Staffing Committee. Based on the Average Daily Enrolment, and using a factor which will not be less than 6.186 Teachers per 1000 full time equivalent students. The staff generated will be allocated to the elementary panel for the school year to provide additional programming alternatives for students. 13.04.01 School/ School Group/System Special Education Resource Staff/Coordinators The number of School, School Group and System Special Education Resource Staff/Co-ordinators will be determined centrally, following consultation with the Joint Staffing Committee. This staff is part of the total described in Article 13.04. System Special Education Resource for Developmentally Delayed Students are included in this total.
Sample 1
Special Education Staffing. The School shall provide its own properly credentialed and fully qualified coordinator for special education and shall be responsible for referrals, identification, assessments, IEP and Section 504 team meetings, implementation of Section 504 Plans and IEPs, complaints, mediations, and due process hearings.
Sample 1
Special Education Staffing. The Board and The Association acknowledge that it is typically desirable that a staffing of students considered for some change in status in relation to a special education program should include the current teacher(s), the receiving teacher (if known), Paraeducator(s) as well as other appropriate personnel. Paraeducator(s) shall typically be notified by the case manager/special education teacher concurrently with the notice to the student’s parent(s) or guardian(s). When specific information from a Paraeducator is needed for the staffing, the case manager/special education teacher will meet with the Paraeducator during the work day to gather information.
Sample 1
Special Education Staffing. The appropriate SAC Director, will discuss with the Principals in his/her learning community proposed changes in special education classes, as well as, with transportation. The Execu- tive Director, Student Services will review these recommen- dations with the appropriate SAC Director and forward them to the appropriate Chief of Student Supports. As staffing in- formation is distributed to Principals and Central Office per- sonnel the SAC Director will receive the same information.
Sample 1
Special Education Staffing. Caseload: The District will follow Ed Code for RSP and Speech and Language. a. An elementary or K-8 RSP teacher, whose caseload exceeds the maximum of twenty-eight (28) per Ed Code, and in which the district must submit the “Resource Specialist Caseload Waiver” will be compensated with a monthly stipend of $85 per student. b. A middle school RSP teacher whose class exceeds the maximum of twenty-eight
Sample 1
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Related to Special Education Staffing

  • 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.

  • 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.

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

  • 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.

  • 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.

  • 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.

  • 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.

  • Training and Education SECTION 1 – Law Enforcement Supervisors’ Training

  • 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.

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