Special Education Support. Any teacher whose class has extraordinary needs shall provide written documentation detailing the specific concerns to the building administrator. The teacher and the building administrator shall meet to facilitate a satisfactory resolution. The building administrator shall meet with the superintendent to discuss the additional support deemed necessary. If this issue remains unresolved, procedures established under the Labor Management Committee shall be initiated. Regular education teacher assistants may be assigned to classrooms or grade levels. A good faith effort shall be made to include appropriate teaching staff in the hiring process. In addition, any teacher(s) who are assigned a teacher assistant may provide input to the appropriate building administrator regarding job performance of such person.
Special Education Support. 1. Both parties recognize and acknowledge that the extent to which any individual student with disabilities should participate in general education programs must be appropriate to that student's unique needs as determined by the Individual Education Program (IEP).
Special Education Support. To support special education providers, the District will provide classified staffing for clerical support, scheduling assistance and data entry during the 2017-2020 contract. Four 8-hour Case Manager Assistants (“CMAs”) will be trained and assigned to serve the elementary, middle and high school CLC programs, SSD consultants, psychologists, autism and behavior consultants, SLPs, OTs, and PTs (Motor Team), Adaptive PE and the SSD Synergy Specialist.
Special Education Support. The District will grant each special education teacher, school psychologist, SLP, OT, and PT a $2,000 stipend prorated based on employee FTE in special education positions for timely completions of IEPs, progress reports, and evaluation/reevaluation reports. In addition, the District will offer 3.75 hours of optional professional learning at the employee’s extra rate of pay. The day will be scheduled by department administrators the prior spring. SECTION B – SPEECH LANGUAGE PATHOLOGISTS Speech Language Pathologists who hold a Certificate of Clinical Competence will be reimbursed $225.00 of the annual fees associated with renewal of the certificate, regardless of FTE. Additionally, Speech Language Pathologists who hold a current Certificate of Clinical Competence will receive a stipend up to $500.00, based on FTE. SECTION C – SPECIAL EDUCATION PROGRAM PLANNING Administrators will annually review the procedures for incoming Special Education students. Employees in elementary/secondary District Level Programs and secondary resource room programs, who begin teaching students the first day of school, will be offered up to seven (7) hours, at the curriculum rate of pay, to meet with their paraeducators prior to the first day of school. This time will give employees the opportunity to meet and plan for the arrival of students. In an effort to ensure clear communication, once the meeting has been set, the employees will inform their administrator of the day and time of the meeting.
Special Education Support. The District will grant each special education teacher, school psychologist, SLP, OT, and PT a $2,000 stipend prorated based on employee FTE in special education positions for timely completions of IEPs, progress reports, and evaluation/reevaluation reports. In addition, the District will offer 3.75 hours of optional professional learning at the employee’s extra rate of pay. The day will be scheduled by department administrators the prior spring.
Special Education Support. (a) Operator is responsible for providing special education services to students enrolled in the School pursuant to Applicable Law, unless otherwise set forth in this Agreement or other written agreement between the Parties.
(b) IPS and Operator agree that, during the first year of this Agreement, IPS shall at no cost to Operator provide the following support related to special education services: (i) technical assistance to Operator for compliance support for students who transition into the School, such as transitioning student records and cumulative files; (ii) I-Team standard operating procedures for students who attend the School who are referred for the intensive supports process and programs provided by IPS, including the developmental pre-k program and general education pre-k, pursuant to the same criteria and standards applicable to students who attend other IPS schools;
Special Education Support. Each year special education staff will be provided one day of paid time prior to the start of the school year to review special education legal updates, review budgets and caseload, changes in staffing and responsibilities or other necessary information. At this training day, the District will provide the special education staffing for the school year and provide continual updates in labor management regarding modifications to special education staffing, if any. The District shall provide necessary training and on-boarding for new employees, including specific information concerning special education processes and procedures. This shall occur during paid time.
Special Education Support. Employees holding positions described in the above table and psychologists shall receive a $1,700 annual stipend in recognition of their extra workload requirements due to caseloads, IEP preparation, conferencing, and compliance with state and federal legal requirements. This stipend will be prorated by FTE and/or assignment in special education. Employees, regardless of whether identified in the table above, responsible for the actual preparation and writing of annual and/or initial Individual Education Plans (IEPs) shall be compensated at the hourly rate in accordance with the following formula: 1–20 IEPs 21 hours 21-27 IEPs 28 hours 28-35 IEPs 35 hours 36 + IEPs Add one additional hour of compensation for every IEP over 35 It was the practice in implementing the above paragraph in past years that some employees who were not the case manager (i.e., were not the person “responsible for the actual preparation and writing of” the IEPs), but had some input into the IEP process, received compensation for their full caseload. Effective in 2006-07 this practice will cease and only the actual case manager will be eligible for the compensation in accordance with the scale above. However, employees who received such compensation based on the past practice during the 2005-06 school year, shall continue to be eligible to receive compensation in accordance with the past practice so long as they remain employees in the District High needs programs (SLC, PBS, CBP, Developmental Pre-K) require additional documentation and assessment, some require behavior intervention plans, or Emergency Response Plans therefore one (1) SLC, PBS, CBP, Developmental Pre-K IEPs will count as two (2) IEPs for compensation. Documentation for time worked shall be recorded on the “IEP Documentation of Compensation” form available on the District’s website
Special Education Support. Parent/Guardian(s) understand(s) and acknowledge(s) that by using Utah Fits All scholarship funds to attend Athenian eAcademy, the Student will not have access to special education support services typically available in public schools. Parent/Guardian(s) are solely responsible for providing any necessary accommodations or support for the Student's special education needs.
