Special Education Teachers Sample Clauses

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 Teachers. 24.5.1 Special education teachers who are involved in the development of Individualized Educational Programs (IEP) shall be granted the necessary time during the school day for testing, conferences, and the writing of IEP(s). 24.5.2 The Division of Special Education will disseminate to special education teachers any federal and state guidelines, which affect the operation of their program. 24.5.3 As funds are specifically allocated, special education teachers shall be provided with the necessary forms, supplies, equipment, materials and test(s) needed to fulfill curriculum requirements, as determined by the Chancellor. 24.5.4 Special education teachers who are assigned to non-citywide schools shall attend the organizational meetings of their assigned schools at the beginning of each school year. 24.5.5 The annual IEP caseload for special education teachers shall not exceed 15 per Teacher, except by mutual Agreement between the Supervisor and special education Teacher. If Teacher agrees to complete more than 15 IEPs annually, the Teacher shall receive administrative premium at the rate of three (3) hours per additional IEP. 24.5.6 Upon request by a Teacher, including general education teachers, the Supervisor shall make available for review by the Teacher the IEP of each special needs student assigned to that Teacher for instruction. 24.5.7 DCPS and the WTU agree to establish a Joint Special Education Committee to develop policies and procedures that will support effective implementation of inclusion/inclusive instruction.

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 Teachers. Release time for preparation of IEP's and/or case conferences as scheduled by the administrator will be provided as needed. Additional time prior to the beginning of the school year may be granted at the recommendation of the building principal and approved by the Superintendent or designee for the purpose of preparation to the meet the academic needs of the students for the first day of school at the teacher’s per diem rate. A stipend of $600 paid as follows: $200 end of first semester (first year); $200 end of second semester (first year); and $200 upon interns completion of second year requirements.

Special Education Teachers. All teachers of Special Education classes shall receive $500 above base salary.

Special Education Teachers. Special Education Teachers who conduct IEP meetings outside their normal duty day, may exchange up to 6 hours of that meeting time for parent-teacher conference time. The 6 hours of flexible time must be documented by each teacher and made available at any time for the site supervisor. Section 8. Due Process Time:

Special Education Teachers a) The Board shall maintain a minimum of 1.0 special education Teacher in each school excluding ISA4 funded Teachers b) The Board shall employ a minimum complement of 65 special education Teachers excluding ISA4 funded Teachers. c) Special Education teachers shall not provide internal coverage of absent classroom teachers except in unforeseen circumstances occurring the day of the needed coverage.

Special Education Teachers. A special education teacher assigned to more than one (1) school shall choose one home site by mutual agreement with his/her supervisor, and required attendance at faculty meetings shall be limited to that site. Necessary in-service shall be developed jointly by the special education teachers with the District special education administrator. The District shall make reasonable efforts to implement the section of the State Special Education Report that states a need to expedite and reduce paper work for special education teachers. Special Education Teachers shall be provided with adequate release time mutually agreed upon with their primary evaluator to complete required paper work and attend necessary conferences. Disagreements shall be referred to the Superintendent or his/her designee for resolution.

Special Education Teachers a. Effective with the ratification of this November 2014 agreement, Special education teachers shall be given three (3) days for the 2014-15 school year and four (4) days beginning in 2015-16 for planning, preparing and developing IEPs. When the member’s classroom or other equally suitable space is unavailable during these planning and preparation days, members may work at an alternate location. The principal must be notified in advance of the work location and the member must be available by phone during the instructional day. When working at an alternative site, members do not need to report to the site on these days unless the guest teacher is absent and every reasonable effort has failed to secure another guest teacher. If the member is required to return to the site, another day shall be allocated for preparation. Due to concerns related to guest teacher availability, members require the consent of the principal when using equity days on Monday and Friday.

Special Education Teachers. The parties acknowledge that work assignments for special education teachers are primarily defined and measured by the number of special education students assigned to that teacher (“caseload”), and are also measured by the intensity of the needs of the students assigned to a particular teacher. Subject matter preparations and teaching periods for special education teachers will be established by the principal, after consultation with teachers and consideration of students and teacher needs.