Special Education Teacher Goals and Triggers Sample Clauses

Special Education Teacher Goals and Triggers. Program Caseload Para educator time for caseload relief Class Size Class Size Relief Elementary Resource Caseload cap = 30 Minimum 5.0 hours/day Elementary Resource is exempt from this provision. None 31-32 .50 hour Para time/day 33-34 1.0 hour Para time/day 35-36 2.0 hour Para time/day 37+ Balance caseload or hire add’l FTE 3.0 hours of Para time/day if FTE can’t be hired or load remains at 37+ Secondary Resource Caseload cap = 30 Minimum 2.0 hours/1.0 FTE case manager (shared by program) Class Size = 15* 16+ .50 hour of para- educator time for that class period 31-32 .50 hour Para time/day 33-34 1.0 hour Para time/day 35-36 2.0 hour Para time/day 37+ Balance caseload or Hire add’l FTE 3.0 hours of Para time/day if FTE can’t be hired or load remains at 37+ Preschool (Speech Class, DD, SLC) Caseload cap = 26 Minimum two 5.75 hour paras per student day/class of 12 Class Size = 12 13+ For each student over 12, 1 hour of para-educator time per day provided 27-28 .50 hour Para time/day 29-30 1.0 hour Para time/day 31-32 2.0 hour Para time/day 33+ Balance caseload or Hire add’l FTE 3.0 hours of Para time/day if FTE can’t be hired or load remains at 33+ Program Caseload Para educator time for caseload relief Class Size Class Size Relief Self-Contained (6-12) (SLC, BEEP, TRUST, Life Skills) Caseload cap = 00 00-00 00-00 31-32 33+ Balance caseload or Hire add’l FTE Minimum 6.0 hours/day .50 hour Para time/day 1.0 hour Para time/day 2.0 hour Para time/day 3.0 hours of Para time/day if FTE can’t be hired or load remains at 33+ Class Size = 12 13+ For each student over 12, 1 hour of para-educator time per day provided Self-Contained (K-5) (SLC, REACH, Life Skills) Caseload cap = 16 17-18 19-20 21-22 23+ Balance caseload or Hire add’l FTE Minimum of two 6.25 hours/day .50 hour Para time/day 1.0 hour Para time/day 2.0 hour Para time/day 3.0 hours of Para time/day if FTE can’t be hired or load remains at 23+ Class Size = 12 13+ For each student over 12, 1 hour of para-educator time per day provided Transition (18-21)** Caseload cap = 22 Minimum 6.0 hours/day Transition is exempt from this provision. 23-24 .50 hour Para time/day 25-26 1.0 hour Para time/day 27-28 2.0 hour Para time/day 29+ Balance caseload or Hire add’l FTE 3.0 hours of Para time/day if FTE can’t be hired or load remains at 33+ *Study skills and similar non-academic instructional classes are exempt from class-size provision. **Transitions Program: Quarterly, a substitute teacher will be assigned to the T...
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Related to Special Education Teacher Goals and Triggers

  • Special Education Teachers Whenever any Elementary Special Education class to which a student(s) is(are) added as a result of the distribution of students from the class of an absent Elementary Special Education teacher, Article 8-7 shall be in effect. In addition, whenever the class size of the receiving Special Education teacher exceeds the class size maxim mandated by Special Education class size law and/or regulation, the Xxxxxxxx Formula in AAA Case No. 1139-0696- 85, February 21, 1986, shall be used to calculate the compensation which said teacher shall receive as follows: The rate of pay for said teacher for teaching said additional students shall be computed by multiplying the teacher’s daily gross compensation by a fraction in which the denominator is twenty-six (26) and the numerator is the number of children taught in excess of Article 8-1.1 Item 3 of the Collective Bargaining Agreement between the parties.

  • Special Education Committee The parties agree to establish a committee comprised of representatives from ETFO, the Ministry of Education and school board leadership in the area of special education. Additional representatives may be invited as resources to the committee as needed. The committee will discuss current issues as identified by the parties related to supporting students with special education needs. The committee shall meet regularly commencing no later than November 30, 2015 and recommendations will be made to the Minister of Education by April 30, 2016. Terms of reference will be jointly developed to inform the scope of discussions and recommendations. LETTER OF AGREEMENT #6 BETWEEN The Ontario Public School Board Association (hereinafter called ‘OPSBA’) AND The Elementary Teachers’ Federation of Ontario (hereinafter called the ‘ETFO’) AND

  • 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.

  • STATEWIDE ACHIEVEMENT TESTING When CONTRACTOR is an NPS, per implementation of Senate Bill 484, CONTRACTOR shall administer all Statewide assessments within the California Assessment of Student Performance and Progress (“CAASP”), Desired Results Developmental Profile (“DRDP”), California Alternative Assessment (“CAA”), achievement and abilities tests (using LEA-authorized assessment instruments), the Fitness Gram with the exception of the English Language Proficiency Assessments for California (“ELPAC”) to be completed by the LEA, and as appropriate to the student, and mandated by XXX xxxxxxxx to LEA and state and federal guidelines. CONTRACTOR is subject to the alternative accountability system developed pursuant to Education Code section 52052, in the same manner as public schools. Each LEA student placed with CONTRACTOR by the LEA shall be tested by qualified staff of CONTRACTOR in accordance with that accountability program. XXX shall provide test administration training to CONTRACTOR’S qualified staff. CONTRACTOR shall attend LEA test training and comply with completion of all coding requirements as required by XXX.

  • Multi-year Planning Targets Schedule A may reflect an allocation for the first Funding Year of this Agreement as well as planning targets for up to two additional years, consistent with the term of this Agreement. In such an event, the HSP acknowledges that if it is provided with planning targets, these targets:

  • Orientation and In-Service Program The Hospital recognizes the need for a Hospital Orientation Program of such duration as it may deem appropriate taking into consideration the needs of the Hospital and the nurses involved.

  • 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.

  • Education - Asthma This plan covers asthma education services when the services are prescribed by a physician and performed by a certified asthma educator.

  • Special Education Services 1. The parties agree to uphold the tenets contained within the "Special Education Services: A Manual of Policies, Procedures and Guidelines” document (February 2011) published by the BC Ministry of Education.

  • Education of Students with Disabilities 3.5.1. The DOE is the State of Hawaii's “state education agency” (SEA) and “local education agency” (LEA) for purposes of compliance with the Individuals with Disabilities Education Act (IDEA). All public schools, including charter schools, are part of and fall under the LEA. As such, the School shall comply with all applicable federal and State laws, rules, policies, procedures, and directives regarding the education of students with disabilities, including but not limited to Ch. 8-60, Hawaii Administrative Rules (HAR).

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