Special Educators Sample Clauses

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 XXX 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.
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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.
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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
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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
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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.
Sample 1Sample 2
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.
Sample 1
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 XXX 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.
Sample 1
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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.
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Special Educators 
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Related to Special Educators

  • 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.

  • 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).

  • 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.

  • 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.

  • 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.

  • Resident Educator A Resident Educator is a teacher employed under a resident educator license.

  • 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.

  • Resident Educator Program The four-year program is designed to provide newly licensed Ohio educators quality mentoring and guidance. Successful completion of the residency program is required to advance to a five-year professional educator license.

  • Training and Education SECTION 1 – Law Enforcement Supervisors’ Training

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