Special Education Teacher Workload Sample Clauses

Special Education Teacher Workload. Each school building, except Maplewood Center, Alderwood Early Childhood Center, and Options, shall receive $938 annually for the purpose of funding the processes of prevention and problem solving of workload issues of special education teachers. Maplewood Center, Alderwood Early Childhood Center, and Options shall each receive $469 annually. The District annually will provide each special education teacher one (1) day of release time or 4.5 additional hours at the per diem rate of pay, as well as two (2) hours at the per diem rate of pay per IEP for the purpose of preparing student Individualized Educational Programs (IEPs). The two (2) hours of per diem pay will be paid when the IEPs are turned in to the central office within five (5) school days of the IEP meeting; if corrections are needed, those corrections are turned in to the central office within five (5) school days of receiving the notification that corrections are needed. The District, also, annually will provide each building two (2) additional release days, or the equivalent amount of additional time at the per diem rate of pay per special education teacher on an FTE basis, to be used for IEP preparation according to a plan developed by the special education teachers in the building and the principal. Please refer to the Implementation Memo for additional information regarding this compensation. In addition to the IEP workload relief described above, individual special education teachers will be entitled to workload relief when their workload exceeds the following norms: (a) Elementary Emotionally Behaviorally Disordered (EBD) teachers: 10 students per class (b) Elementary Intensive Support (IS) teachers: 10 students per class (c) Secondary EBD teachers: 12 students per class (d) Pre-school Deaf and Hard of Hearing (DHH) teachers: 7 students per class (e) K-12 DHH teachers: 13 students per class (f) Secondary Learning Support teachers: 25 student IEPs, and 25 students per class (g) Developmental Kindergarten: 11 students per session per full-time teacher; trigger at first student over and every two after (h) Elementary Learning Support: 25 student IEPs (i) Vision Impaired: 13 students per session per full-time teacher; trigger at first student over and every two after
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Related to Special Education Teacher Workload

  • 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.

  • 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.

  • 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.

  • Employment Relations Education Leave Employment Relations Education Leave will be allowed in accordance with the Employment Relations Act.

  • 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.

  • 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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