Special Education Support Staff Sample Clauses

Special Education Support Staff. (ESAs) Workload. It is recognized that many variables impact the caseloads of Special Education Support Staff. These variables need to be considered when reviewing individual caseloads. It is also recognized that there may be a caseload range considered for best practice to meet student needs. Every attempt will be made to follow the recommended caseload ranges for the best practices of Special Education Services. An annual, or as needed, meeting will be conducted between the support staff and supervisor to review assignments and equity of caseloads. Variables to be considered when reviewing caseloads should include, but not be limited to, demographics of site, documentation and compliance paperwork, number of worksites, planning/preparation, classified support, severity and type of disabilities, number of assessments, technology support for individual students, and the amount of Specially Designed Instruction (SDI) per IEP.
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Special Education Support Staff. (ESAs) Workload It is recognized that many variables impact the caseloads of Special Education Support Staff. These variables need to be considered when reviewing individual caseloads. It is also recognized that there may be a caseload range considered for best practice to meet student needs. Every attempt will be made to follow the recommended caseload ranges for the best practices of Special Education Services. An annual, or as needed, meeting will be conducted between the support staff and supervisor to review assignments and equity of caseloads. Variables to be considered when reviewing caseloads should include, but not be limited to, demographics of site, documentation and compliance paperwork, number of worksites, planning/preparation, classified support, severity and type of disabilities, number of assessments, technology support for individual students, and the amount of Specially Designed Instruction (SDI) per IEP. Section 6.3.5.1 Occupational/Physical Therapist The case load range for Occupational Therapist or Physical Therapist shall be based on SDI in IEP caseload and is recommended to be within the range of 1000-1100 minutes per week for a 1.0 FTE. Assignments will be equitably distributed to balance the number of buildings served with the total number of SDI minutes per week.
Sample 1
Special Education Support Staff. (ESAs) Workload It is recognized that many variables impact the caseloads of Special Education Support Staff. These variables need to be
Sample 1

Related to Special Education Support 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.

  • 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

  • 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.

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

  • 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.

  • Educational Services Any service or supply for education, training or retraining services or testing including: special education, remedial education; cognitive remediation; wilderness/outdoor treatment, therapy or adventure programs (whether or not the program is part of a Residential Treatment facility or otherwise licensed institution); job training or job hardening programs; educational services and schooling or any such related or similar program including therapeutic programs within a school setting.

  • Classroom Management The certificated classroom teacher demonstrates in his/her performance a competent level of knowledge and skill in organizing the physical and human elements in the educational setting.

  • 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.

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