Special Education Teacher Caseloads Sample Clauses

Special Education Teacher Caseloads. 8.8.1.1. Special Education caseloads consist of students with current Individual Education Plans 8.8.1.2. Learning Skill Teacher (mild/moderate) caseloads shall not exceed 28. 8.8.1.3. Service Specific Teacher (Life Skills Classes, Learning Intervention Class, Transition Classes) caseloads shall not exceed 15. 8.8.1.3.1. Excluding IEP mandates (such as 1 to 1 assistance), Instructional Aide time shall be allocated to appropriately support all students in the classroom. With consideration for unique student needs, additional Instructional Aide time may be allocated to Life Skills classes when caseloads exceed 12. 8.8.1.4. Speech Therapist caseloads will not exceed 55. 8.8.2.1. When a caseload overage is identified, the principal and Special Education department chair shall meet and develop a plan to resolve the issue within 5 work days; this plan shall be implemented within 10 work days. 8.8.2.2. If no resolution is reached at the site level, the Superintendent or designee shall meet with the AEA President or designee to develop and implement a resolution within15 work days. 8.8.2.3. If no resolution is reached, the overage is subject to the grievance article, starting at Step II.
Sample 1Sample 2Sample 3See All (8)
AutoNDA by SimpleDocs
Special Education Teacher Caseloads. The following average caseloads shall be maintained for each building: Caseloads for Pre-school teachers should not exceed 18 IEPs. Caseloads for Pre-school Learning Center teachers should not exceed 12 IEPs (6 in AM and 6 in PM). Caseloads for K-12 Resource Room I teachers should not exceed 23 IEPs. Caseloads for K-12 Resource Room II teachers should not exceed 16 IEPs. Caseloads for K-5 Learning Center teachers should not exceed 8 IEPs. Caseloads for K-5 Intervention Center teachers should not exceed 8 IEPs. Caseloads for 6-12 Transition Center teachers should not exceed 10 IEPs. Caseloads for 6-12 Intervention Center teachers should not exceed 10 IEPs.
Sample 1Sample 2Sample 3
Special Education Teacher Caseloads. 1. Each certificated Special Education teacher shall be allowed up to seven (7) professional days leave to complete all aspects of their duties including all meetings, paperwork, and timely forms per all state and federal regulations. This accommodation is in addition to the regular prep time afforded all staff per CBA. Two (2) of these seven (7) days will be district-directed, required training days. 2. Current means the IEPs managed are within all timelines associated with the student per rules and regulations. 3. Current weekly Special Education updates and Case Manager List created by the Student Support Office will be used by the Principals to monitor caseload numbers to authorize Special Education certificated Professional Leave. 4. The intent of IEP meetings is for them to be scheduled outside of the instructional day. If there are special circumstances, and with administrative approval, a meeting may be scheduled during the instructional day. If the IEP meeting is expected to be lengthy, or the general education/content area teacher is unable to attend all or some of the meeting, an Excused Team Members form will be filled out prior to the meeting and presented to and signed by the parent via the Case Manager. In addition, general education teachers must be able to review draft goals, give input, and present performance levels prior to attending the meeting. 5. If any individual Special Education Teacher is concerned that the assigned caseload is unmanageable, the employee will discuss this caseload with building principal to find solutions. In the event that an acceptable agreement cannot be reached, the Special Education Teacher will meet with the Workload Committee to find viable solutions that may include staffing changes, scheduling solutions, extra time, additional compensation, or other options.
Sample 1
Special Education Teacher Caseloads. 1. Each certificated Special Education teacher shall be allowed up to seven (7) professional days leave to complete all aspects of their duties including all meetings, paperwork, and timely forms per all state and federal regulations. This accommodation is in addition to the regular prep time afforded all staff per CBA. 2. Current means the IEPs managed are within all timelines associated with the student per rules and regulations. 3. Current weekly Special Education updates and Case Manager List created by the Student Support Office will be used by the Principals to monitor caseload numbers to authorize Special Education certificated Professional Leave. If any individual Special Education Teacher is concerned that the assigned caseload is unmanageable, the employee will discuss this caseload with building principal to find solutions. In the event that an acceptable agreement cannot be reached, the Special Education Teacher will meet with the Workload Committee to find viable solutions that may include staffing changes, scheduling solutions, extra time, additional compensation, or other options.
Sample 1
Special Education Teacher Caseloads a. A good faith effort shall be made to keep special education teacher’s caseloads at or below 28. If a caseload exceeds 28, the site and the District will review and implement changes as necessary. b. Caseload is referred to as the number of students with Individualized Education Plans assigned to a given special education teacher for the purpose of case management.
Sample 1
Special Education Teacher Caseloads. The following average caseloads shall be maintained for each building: Caseloads for Pre-school teachers should not exceed 20 IEPs Caseloads for Pre-12 self-contained teachers should not exceed 12 IEPs Caseloads for K-12 resource teachers should not exceed 26 IEPs
Sample 1

Related to Special Education Teacher Caseloads

  • 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.

  • 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.

  • Education - Asthma This plan covers asthma education services when the services are prescribed by a

  • Paid Education Leave The Company agrees to pay into a special fund, one (1¢) cent per hour per employee for all compensated hours for the purpose of providing paid education leave. Such leave will be for upgrading the employee skills in all aspects of trade union functions. Such monies to be paid on a quarterly basis into a trust fund established by the National Union, CAW, effective from date of ratification and sent by the Company to the following address: CAW Paid Education Leave Program, 000 Xxxxxx Xxxxx, Xxxxx Xxxx, Xxxxxxx X0X 0X0.

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

  • Dimensions Education Bachelor’s or Master’s Degree in Computer Science, Information Systems, or other related field. Or equivalent work experience. A minimum of 10 years of IT and business/industry work experience, with at least 3 years of leadership experience in managing multiple, large, cross-functional teams or projects, and influencing senior level management and key stakeholders. Requires advanced technical and business knowledge in software development life cycle, quality assurance, project management and other related disciplines/processes.

  • 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.

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