Special Education Programs Clause Samples

Special Education Programs. 1. Special Education Programs shall conform to State Regulations. a. Every effort will be made to distribute main streamed special education students in a manner which best serves the students’ educational needs. b. Placement shall be reviewed by a committee composed of the classroom teacher, the special education teacher, and the principal. 2. Every attempt will be made to not have more than four (4) Special Education students (with the exclusion of speech and language impaired) per hour in general education classrooms. 3. Teachers of the homebound shall be reimbursed for all business calls and transportation and shall have teaching materials and workbooks made available to them. 4. When an aide is assigned to a special education classroom and the students in that room as a group are instructed in music, art and physical education and foreign language the aide shall accompany them to assist the music, art and physical education teachers. 5. Emotionally disturbed pupils and pupils who present severe disciplinary problems impede the educational progress of the entire class. Teachers faced with such pupils in their classes shall be given early support in the form of psychological and social work assistance and by serious consideration of the removal of such pupils from the class. 6. Ancillary special education staff in each building shall have an appropriate space made available to provide privacy necessary for evaluations and interviews and have access to a working computer. 7. Necessary Medicaid Forms that are required for District reimbursement will continue to be filled out by appropriate staff members such as counselors, special education teachers and members in the special education department. 8. The parties mutually agree to establish a joint committee to study the impact of state- mandated inclusive education on the ▇▇▇▇▇▇ School District and to develop guidelines for implementation.

Special Education Programs. 1. Special Education Programs shall conform to State Regulations. a. Every effort will be made to distribute main streamed special education students in a manner which best serves the students’ educational needs. b. Placement shall be reviewed by a committee composed of the classroom teacher, the special education teacher, and the principal. 2. Every attempt will be made to not have more than four (4) Special Education students (with the exclusion of speech and language impaired) per hour in general education classrooms. 3. Teachers of the homebound shall be reimbursed for all business calls and transportation and shall have teaching materials and workbooks made available to them. 4. When an aide is assigned to a special education classroom and the students in that room as a group are instructed in music, art and physical education and foreign language the aide shall accompany them to assist the music, art and physical education teachers. 5. Emotionally disturbed pupils and pupils who present severe disciplinary problems impede the educational progress of the entire class. Teachers faced with such pupils in their classes shall be given early support in the form of psychological and social work assistance and by serious consideration of the removal of such pupils from the class. 6. Ancillary special education staff in each building shall have an appropriate space made available to provide privacy necessary for evaluations and interviews. 7. Necessary Medicaid Forms that are required for District reimbursement will continue to be filled out by appropriate staff members such as counselors, special education teachers and members in the special education department. 8. The parties mutually agree to establish a joint committee to study the impact of state- mandated inclusive education on the ▇▇▇▇▇▇ School District and to develop guidelines for implementation.

Special Education Programs. Special Education classes shall not exceed the number of pupils established by the Ohio Rules for the Education of the Handicapped.

Special Education Programs. The Board shall make every reasonable effort to adhere to the suggested special education class size guidelines below: 1. Self-contained programs 2. Special education resource/ pull-out classes-

Special Education Programs. A. Work performed by regular and special education teachers pursuant to the Individuals with Disabilities Education Act (IDEA) of 1997, excluding psychologists, program support teachers, diagnostic teachers, social workers, and guidance counselors, shall be compensated as follows.

Special Education Programs. For all of the special education programs described in this section, the District agrees to first request volunteers from the regular classroom teachers to participate in these programs. In addition, the District agrees to provide adequate training for the special education and regular classroom teachers who are involved in these programs. When, in the estimation of any teacher that teaches a special education student and/or the special education teacher, a student is not being provided appropriate services, either teacher has the right to request a CSE pursuant to Part 200 of the Commissioner’s Regulation. 1. Elementary

Special Education Programs. The original intent of the agreement was to ensure that families of children with disabilities and/or developmental delays, who face numerous service providers and transitions, receive seamless transitions. This agreement is being expanded to ensure that all children have successful transitions in their early years. In Cuyahoga County, Bright Beginnings, Early Head Start/Head Start, Local Education Agencies, Starting Point, and the Cuyahoga County Board of Developmental Disabilities, partner to ensure that children, prenatal through five, receive the best service and supports possible without experiencing a gap in their service delivery system. When many service providers are involved, systematic procedures are needed to assure duplication of services does not occur and that gaps in services are covered. Transitions can occur at any point in service delivery. When unexpected or expected transitions occur, systematic procedures are also needed to assure continued support is provided to the child and family. Transition can be defined as a process for movement of young children and their families into, within, and from service delivery systems. Transition is not a discrete event, and therefore, this agreement will need to continue to expand and change to meet the ever-changing lives of the families we serve. It is our intent that the agreement will be family-focused, will reduce the anxiety of children and families facing this transition, and increase collaboration among those providing services. This agreement will establish predictable guidelines to follow.

Special Education Programs. 15.6.1 No Resource Specialists or Secondary Education Specialist shall be assigned a caseload which exceeds twenty-eight (28) students. a. When a Resource Specialist or Secondary Education Specialist caseload goes above 28 students, he/she shall have the choice of serving those students and shall be compensated at the rate of $25 per day for each student over the caseload of 28 students. b. The agreement for caseload overages shall be implemented only with the agreement of the Resource Specialist or Secondary Education Specialist and authorization from AEA. c. AEA and AUSD shall jointly create an authorization/agreement form for the agreement by the Resource Specialist or Secondary Specialist and authorization from AEA. d. No Resource Specialist or Secondary Specialist receiving additional compensation shall have more than thirty two (32) students 15.6.2 Beginning in the 2024-2025 school year, caseloads for Speech and Language Pathologists caseloads shall not exceed the following. Preschool SLP SLP/SLPA Team 40 65 TK-12 55 80 Additional information for Speech and Language Pathologists and Speech and Language Pathologist Assistants shall be found in Appendix K and Appendix L of this agreement and shall reflect new caseload numbers.

Special Education Programs. The Special Education Classroom paraeducator staffing and workload plan is stated below in Clause 10.5.5. Special Education programs are: