Common use of Caseloads Clause in Contracts

Caseloads. District will work not to exceed a Special Ed teacher's caseload limit. Students need to be on a caseload and in the proper classroom to meet their educational/emotional IEP identified needs. Students receiving Special Ed services from more than one Special Ed teacher will be placed on the internal District caseload of each Special Ed teacher. Deviations Special Education Director will advise Superintendent of all pending and approved deviations. District with Special Ed teachers input will mutually develop a written district-wide plan to address any deviations from established caseload limits. Any caseload deviation needs to allow for and get that Special Ed teacher's prior written input. District will need to address with Special Ed teacher's input the length of time for any deviation. District will need to address with special Ed teacher's input the number of deviations for any one classroom within the state allowable limits. Special Ed teachers will complete their portion of the "deviation form" to initiate the deviation process. District will send to the County ISD the District's deviation request within 10 days of receipt of the Special Ed teacher's written input portion of the deviation request. District Special Ed office will advise the Special Ed teacher of the date the District's deviation request is sent to the County ISD. Temporary Special Ed student placement up to 30 calendar days is possible until the deviation request is addressed by the county. IEPC Special Ed Director will provide a yearly list to the District Superintendent of all Special Ed teachers that are qualified and trained to run an IEPC meeting District will provide Special Ed teachers with appropriate training and support in how to run an IEP before they are asked to run an IEP. New Special Ed teachers are to notify the Special Ed Director when they feel ready to run an IEPC meeting on their own. District needs to arrange for sufficient substitute teachers for all IEP members (General and Special Ed) to be in attendance at an IEP. A Special Ed teacher with the same endorsement or program as the projected identification as the student should be in attendance at or being asked to run an IEP. Scheduling for an IEP should involve all affected personnel and be done within state guidelinessufficient advance notice so all members can prepare and attend. Counselors are not to be used as chairpersons for any IEPC. For an Initial IEP any MET team member upon receipt of the IEPC invitation may contact the District Special Ed office to request additional member(s) to attend the IEPC meeting. Students are not to be placed into any Special Ed classroom or program until all testing is done and the IEP is fully completed with parent signatures and agreement. New to the District Special Ed students are may be temporarily placed in a Special Ed setting classroom up to 30 calendar days until paperwork from the former district is received and an IEPC is held within this District. At an IEP the building administrator and/or the Special Ed teacher have the right to "table" that IEP. At the High School level the Teacher Consultant may take the place of the Building Administrator at any IEP. For IEPs that involve speech concerns only, the Building administrator does not need to attend. Student Placement District will make every attempt to equalize student numbers between 2 like Special Ed classrooms between buildings taking into first consideration the number of currently enrolled students at that grade level in the General Ed classrooms. Before establishing a Special Ed classroom the District will take into account the number of Special Ed rooms already at a given building and get building staff input before placing another Special Ed program in that building. Building Secretaries (Grades 5-12) will notify the District special Ed Office when a newly enrolled Special Ed student is to be enrolled at their building. Building Secretaries (Grades PPI-4) upon notification of a newly enrolled identified Special Ed student will send the parent and student to the District Central office for appropriate classroom placement. Building Secretaries in coordination with the Special Ed office will generate a new form to record the daily student count. The form's list will reflect the number of Special Ed and General Ed students for each teacher and/or team.

Caseloads. District will work not to exceed a Special Ed teacher's caseload limit. Students need to be on a caseload and in the proper classroom to meet their educational/emotional IEP identified needs. Students receiving Special Ed services from more than one Special Ed teacher will be placed on the internal District caseload of each Special Ed teacher. Deviations Special Education Director will advise Superintendent of all pending and approved deviations. District with Special Ed teachers input will mutually develop a written district-wide plan to address any deviations from established caseload limits. Any caseload deviation needs to allow for and get that Special Ed teacher's prior written input. District will need to address with Special Ed teacher's input the length of time for any deviation. District will need to address with special Ed teacher's input the number of deviations for any one classroom within the state allowable limits. Special Ed teachers will complete their portion of the "deviation form" to initiate the deviation process. District will send to the County ISD the District's deviation request within 10 days of receipt of the Special Ed teacher's written input portion of the deviation request. District Special Ed office will advise the Special Ed teacher of the date the District's deviation request is sent to the County ISD. Temporary Special Ed student placement up to 30 calendar days is possible until the deviation request is addressed by the county. IEPC Special Ed Director will provide a yearly list to the District Superintendent of all Special Ed teachers that are qualified and trained to run an IEPC meeting District will provide Special Ed teachers with appropriate training and support in how to run an IEP before they are asked to run an IEP. New Special Ed teachers are to notify the Special Ed Director when they feel ready to run an IEPC meeting on their own. Xxxxx Rapids Education Association Master Agreement September 1, 2008 – August 31, 2011 District needs to arrange for sufficient substitute teachers for all IEP members (General and Special Ed) to be in attendance at an IEP. A Special Ed teacher with the same endorsement or program as the projected identification as the student should be in attendance at or being asked to run an IEP. Scheduling for an IEP should involve all affected personnel and be done within state guidelinessufficient with sufficient advance notice so all members can prepare and attend. Counselors are not to be used as chairpersons for any IEPC. For an Initial IEP any MET team member upon receipt of the IEPC invitation may contact the District Special Ed office to request additional member(s) to attend the IEPC meeting. Students are not to be placed into any Special Ed classroom or program until all testing is done and the IEP is fully completed with parent signatures and agreement. New to the District Special Ed students are may be temporarily placed in a Special Ed setting classroom up to 30 calendar days until paperwork from the former district is received and an IEPC is held within this District. At an IEP the building administrator and/or the Special Ed teacher have the right to "table" that IEP. At the High School level the Teacher Consultant may take the place of the Building Administrator at any IEP. For IEPs that involve speech concerns only, the Building administrator does not need to attend. Student Placement District will make every attempt to equalize student numbers between 2 like Special Ed classrooms between buildings taking into first consideration the number of currently enrolled students at that grade level in the General Ed classrooms. Before establishing a Special Ed classroom the District will take into account the number of Special Ed rooms already at a given building and get building staff input before placing another Special Ed program in that building. Building Secretaries (Grades 5-12) will notify the District special Ed Office when a newly enrolled Special Ed student is to be enrolled at their building. Building Secretaries (Grades PPI-4) upon notification of a newly enrolled identified Special Ed student will send the parent and student to the District Central office for appropriate classroom placement. Building Secretaries in coordination with the Special Ed office will generate a new form to record the daily student count. The form's list will reflect the number of Special Ed and General Ed students for each teacher and/or team.

Caseloads. District will work not to exceed a Special Ed teacher's caseload limit. Students need to be on a caseload and in the proper classroom to meet their educational/emotional IEP identified needs. Students receiving Special Ed services from more than one Special Ed teacher will be placed on the internal District caseload of each Special Ed teacher. Deviations Special Education Director will advise Superintendent of all pending and approved deviations. District with Special Ed teachers input will mutually develop a written district-wide plan to address any deviations from established caseload limits. Any caseload deviation needs to allow for and get that Special Ed teacher's prior written input. District will need to address with Special Ed teacher's input the length of time for any deviation. District will need to address with special Ed teacher's input the number of deviations for any one classroom within the state allowable limits. Special Ed teachers will complete their portion of the "deviation form" to initiate the deviation process. District will send to the County ISD the District's deviation request within 10 days of receipt of the Special Ed teacher's written input portion of the deviation request. District Special Ed office will advise the Special Ed teacher of the date the District's deviation request is sent to the County ISD. Temporary Special Ed student placement up to 30 calendar days is possible until the deviation request is addressed by the county. IEPC Special Ed Director will provide a yearly list to the District Superintendent of all Special Ed teachers that are qualified and trained to run an IEPC meeting District will provide Special Ed teachers with appropriate training and support in how to run an IEP before they are asked to run an IEP. New Special Ed teachers are to notify the Special Ed Director when they feel ready to run an IEPC meeting on their own. District needs to arrange for sufficient substitute teachers for all IEP members (General and Special Ed) to be in attendance at an IEP. A Special Ed teacher with the same endorsement or program as the projected identification as the student should be in attendance at or being asked to run an IEP. Scheduling for an IEP should involve all affected personnel and be done within state guidelinessufficient with sufficient advance notice so all members can prepare and attend. Counselors are not to be used as chairpersons for any IEPC. For an Initial IEP any MET team member upon receipt of the IEPC invitation may contact the District Special Ed office to request additional member(s) to attend the IEPC meeting. Students are not to be placed into any Special Ed classroom or program until all testing is done and the IEP is fully completed with parent signatures and agreement. New to the District Special Ed students are may be temporarily placed in a Special Ed setting classroom up to 30 calendar days until paperwork from the former district is received and an IEPC is held within this District. At an IEP the building administrator and/or the Special Ed teacher have the right to "table" that IEP. At the High School level the Teacher Consultant may take the place of the Building Administrator at any IEP. For IEPs that involve speech concerns only, the Building administrator does not need to attend. Student Placement District will make every attempt to equalize student numbers between 2 like Special Ed classrooms between buildings taking into first consideration the number of currently enrolled students at that grade level in the General Ed classrooms. Before establishing a Special Ed classroom the District will take into account the number of Special Ed rooms already at a given building and get building staff input before placing another Special Ed program in that building. Building Secretaries (Grades 5-12) will notify the District special Ed Office when a newly enrolled Special Ed student is to be enrolled at their building. Building Secretaries (Grades PPI-4) upon notification of a newly enrolled identified Special Ed student will send the parent and student to the District Central office for appropriate classroom placement. Building Secretaries in coordination with the Special Ed office will generate a new form to record the daily student count. The form's list will reflect the number of Special Ed and General Ed students for each teacher and/or team.