Special Day Class Teachers Clause Samples
The 'Special Day Class Teachers' clause defines the roles, responsibilities, and conditions of employment for teachers assigned to special day classes, which are educational settings designed for students with particular needs, such as those with disabilities. This clause typically outlines the criteria for teacher assignment, workload expectations, and any additional support or resources provided to these educators. By clearly specifying these terms, the clause ensures that both the teachers and the educational institution understand their obligations, thereby supporting effective instruction for students with special needs and promoting fair working conditions for teachers.
Special Day Class Teachers. A. At the discretion of the Special Day Class teacher, s/he may use the services of the instructional assistant assigned to his/her classroom and/or of the clerical staff assigned to the site to assist in scheduling IEP meetings. The site administrator and the Unit Members assigned to the site shall collaborate to develop an efficient system for scheduling and rescheduling IEP meetings.
B. Special Day Class teachers shall not be assigned student supervision before and after the student instructional day.
C. Special Day Class teachers are entitled to ▇▇▇▇ ▇ release days per instructional year to perform IEP related duties. Teachers may also elect to take a half day release day. The teacher shall inform his/her site administrator at least three work days in advance of the planned release day. The site administrator shall approve the release day unless a substitute is not available. The special day class teacher shall not request a release day during state testing week, on a staff development day or if the teacher has a scheduled IEP meeting. Alternatively, upon request by the teacher, the teacher shall receive the highest daily substitute rate in lieu of a release day. The teacher shall submit any such request on a time sheet in December and/or June of the year to which the request applies. Teachers may elect a combination of release days and substitute rate pay not to exceed 6 days.
Special Day Class Teachers. A. At the discretion of the Special Day Class teacher, s/he may use the services of the instructional assistant assigned to his/her classroom and/or of the clerical staff assigned to the site to assist in scheduling IEP meetings. CCCSEA and CCCOE shall jointly develop a form and system for the IEP scheduling process before August 1, 2016.
B. Special Day Class teachers shall not be assigned student supervision before and after the student instructional day.
C. Special Day Class teachers are entitled to ▇▇▇▇ ▇ release days per instructional year to perform IEP related duties. The teacher shall inform his/her site administrator at least three work days in advance of the planned release day. The site administrator shall approve the release day unless a substitute is not available. The special day class teacher shall not request a release day during state testing week, on a staff development day or if the teacher has a scheduled IEP meeting. Alternatively, upon request by the teacher, the teacher shall receive the highest daily substitute rate in lieu of a release day. The teacher shall submit any such request on a time sheet in December and/or June of the year to which the request applies. Teachers may elect a combination of release days and substitute rate pay not to exceed 6 days.
Special Day Class Teachers. 16 18.5.1. ▇▇▇▇ be assigned instructional assistants as mandated and funded by state 17 requirements.
18 18.5.2. Will attend meetings regarding the development, assessment, and/or 19 implementation of the IEPs of a student assigned to his/her caseload.
Special Day Class Teachers. 4.3.1 Special Day Class Teachers will follow bell schedule in Appendix A and will be required to perform a variety of tasks during the hybrid model including:
4.3.1.1 provide services listed in Emergency Circumstances Program / distance learning plans
4.3.1.2 provide daily live interaction to the same extent as their grade level peers
4.3.1.3 collaborate with other teachers on learning modifications and accommodations
4.3.1.4 provide general education teachers and other special education providers with information regarding IEPs for students on their caseload
4.3.1.5 complete triennial reviews. Should assessment need to occur, remote testing platforms will be available for use with parent agreement. In- person assessments will follow the health and safety protocols outlined in section 4.6
4.3.1.6 prepare and hold IEPs as required
4.3.1.7 respond to email from parents and staff regarding students’ IEPs.
4.3.1.8 SDC Teachers providing 1:1 instruction via a distance learning platform shall establish the level of service via a Distance Learning Plan through the IEP process with parent consent.
4.3.2 SDC Teachers working in a special education classroom shall not work in the classroom with or provide services in-person with more than 28 other people – adults and students - over any three-week period.
4.3.3 All Daily Live Interaction SDC rosters shall stay the same during the HLP, to the extent possible.
4.3.4 All In-person Learning Support time for SDC students will be with an SDC teacher or mainstream teacher, whose class they are already enrolled in, as outlined in the Emergency Circumstances Program / distance learning plans and only then if they will only be a member of a stable group consistent with physical distancing guidelines.
Special Day Class Teachers