Special Educators Clause Samples
The 'Special Educators' clause defines the roles, responsibilities, and qualifications required for educators who provide specialized instruction to students with disabilities or special needs. Typically, this clause outlines the necessary certifications, training, and experience these educators must possess, and may specify the types of services or support they are expected to deliver, such as individualized instruction or assistance with learning accommodations. Its core function is to ensure that students requiring special education receive appropriate support from qualified professionals, thereby promoting compliance with legal standards and fostering an inclusive educational environment.
Special Educators. 1. Schedules for speech/language pathologists, elementary school resource room teachers, Orthopedic Therapists/Physical Therapists, and itinerant vision and auditory teachers, will include three hours per week within the work day, in addition to the standard individually managed time specified in this Article, for caseload-related tasks, including observations, consultation, assessments, team meetings, and parent conferences.
2. Resource room teachers and special education classroom teachers in secondary schools shall be able to use their ▇▇▇ period for caseload-related tasks, including observations, consultation, assessments, team meetings, and parent conferences.
3. The Board will make every reasonable effort to provide adequate clerical support to special educators responsible for annual reviews to assist in the scheduling of meetings, preparation of parent letters, and the photocopying and dissemination of IEP meeting notes.
4. In elementary schools, other special education teachers will be provided with time in addition to the standard individually managed time to complete caseload related tasks, including observations, consultation, assessments, team meetings, parent conferences, and resource room support. The special education teams, in collaboration with the administration and/or leadership team, will determine the extent of this work and when this work is to be accomplished. The amount of time may vary depending upon caseload.
Special Educators. Caseload and/or class size shall be in accordance with the following: IEP Cases Class Size Educational Staff Associates (ESA): Speech Language Pathologist 55 IEPs n/a Physical Therapist/Occupational Therapist 55 IEPs n/a *Special Education Teachers: Resource Room 32 IEPs 16 Extended Resource Room 15 IEPs 15 Self-Contained 15 IEPs 15 Preschool Special Education 30 IEPs 12 * Paraprofessional Assistance shall be provided appropriate to the needs presented by the IEPs.
Special Educators. Secondary Special Educators—The case manager should work with the IEP team to schedule the conference first, at a mutually agreeable time. Special Educators and related service providers should arrange conferences with other families on their caseload through Zoom or phone conferences, as appropriate. • IEP or team meetings that fall within 1-2 weeks of the conference window can count as the conference. This should be communicated at the IEP/ Team meeting. • Attend as many conferences (in-person or virtually) as possible during the conference hours you set for yourself. This could be accomplished by attending the team/educator’s conferences or setting up your own. 2024 — 2025 Online Registration available starting on July 9 Official “open to the public” date for school buildings July 22 New Educators Report . . . . . . . . . . . . . . . . . . . . . . . . . . Aug. 1, 2 & 5 Professional Days . . . . . . . . . . . . . . . . . . . . . . . . . Aug. 6, 7, 8, 9 & 12
Special Educators. Pursuant to section 226.735 of the Illinois Administrative Code, Canton Union School District #66 will follow state guidelines for special education and follow the current practice of using class size, Illinois Administrative Code 226.730, as the definition for caseload for special educators that are teachers. Workload will be defined by state guidelines established in the Illinois Administrative Code 226.735a.
Special Educators. Secondary Special Educators—The case manager should work with the IEP team to schedule the conference first, at a mutually agreeable time. Special Educators and related service providers should arrange conferences with other families on their caseload through Zoom or phone conferences, as appropriate.
Special Educators. 1. Schedules for speech/language pathologists, ele- mentary school resource room teachers, Orthopedic Therapists/Physical Therapists, and itinerant vision and auditory teachers, will include three hours per week within the work day, in addition to the standard individually managed time specified in this Article, for caseload-related tasks, including observations, consultation, assessments, team meetings, and parent conferences.
2. Resource room teachers and special education classroom teachers in secondary schools shall be able to use their IRA period for caseload-related tasks, including observations, consultation, assessments, team meetings, and parent conferences.
3. The Board will make every reasonable effort to provide adequate clerical support to special edu- cators responsible for annual reviews to assist in the scheduling of meetings, preparation of parent letters, and the photocopying and dissemination of IEP meeting notes. ARTICLE
Special Educators. 1. Schedules for speech/language pathologists, elementary school resource room teachers, Orthopedic Therapists/Physical Therapists, and itinerant vision and auditory teachers, will include three hours per week within the work day, in addition to the standard individually managed time specified in this Article, for caseload-related tasks, including observations, consultation, assessments, team meetings, and parent conferences.
2. Resource room teachers and special education classroom teachers in secondary schools shall be able to use their ▇▇▇ period for caseload-related tasks, including observations, consultation, assessments, team meetings, and parent conferences.
3. The Board will make every reasonable effort to provide adequate clerical support to special educators responsible for annual reviews to assist in the scheduling of meetings, preparation of parent letters, and the photocopying and dissemination of IEP meeting notes.
4. In elementary schools, other special education teachers will be provided with time in addition to the standard individually managed time to complete caseload related tasks, including observations, consultation, assessments, team meetings, parent conferences, and resource room support. The special education teams, in collaboration with the administration and/or leadership team, will determine the extent of this work and when this work is to be accomplished. The amount of time may vary depending upon caseload. FY20185 – FY202017 MCEA/BOE CONTRACT Page 70 R. In elementary schools, ESOL teachers will be provided with time in addition to the standard individually managed time to complete caseload related tasks (including the preparation and distribution of state and federally mandated documents). The ESOL teachers, in collaboration with the administration and/or leadership team, will determine the extent of this work and when this work is to be accomplished. The amount of time may vary by teacher and by time of year depending upon caseload. ESOL teachers in secondary schools shall be able to use group managed time to complete caseload related tasks (including the preparation and distribution of state and federally mandated documents). The ESOL teachers, in collaboration with the administration and/or leadership team, will determine the extent of this work and when this work is to be accomplished. The amount of time may vary by teacher and by time of year depending upon caseload.
Special Educators. Schedules for speech/language pathologists, elemen- tary school resource room teachers, OTs/PTs, and itin- erant vision and auditory teachers, will include three hours per week within the student day for caseload- related tasks, including observations, consultation, assessments, team meetings, and parent conferences.
Special Educators