Special Education Programs. 1. Special Education Programs shall conform to State Regulations.
Special Education Programs. 15.5.1 No Resource Specialists or Secondary Education Specialist shall be assigned a caseload which exceeds twenty-eight (28) students.
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 District shall use good faith efforts, in cooperation with the Association, to obtain its full entitlement of Instructional Personnel units from the Consortium and from the State. Also, the District’s Coordinator of Special Education shall consult with special education teachers on a District-wide basis regarding the assignment and distribution of identified students to the various sites and classes and the sizes of special day classes. Consultation shall take place at a time to give the teachers timely participation in the planning for such matters at least once each month.
Special Education Programs. 1. Self-contained Special Education Classrooms (SDC) The District and Association agree that when caseloads reach 11 (moderate-severe) and/or 13 (mild-moderate), the district and association shall meet to discuss plans for a variety of options that may be available to mitigate the possibility of increased class size demands.
Special Education Programs. The Special Education Classroom paraeducator staffing and workload plan is stated below in Clause 10.5.5. Special Education programs are:
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. 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. IT IS SO AGREED
Special Education Programs. Per Department of Health guidance and in alignment with OSHA, L&I, OSPI and/or District applicable requirements and guidelines, in-person instruction will resume for students in eleven identified schools in Stage Two: Xxxxxxx, Cedar Way, Chase Lake, Xxxxxxxxx, Xxxxxxxx, Meadowdale, Mountlake Terrace, Seaview, Sherwood, Westgate, and AECC. Specific programs at these schools include: K-6 Intensive Support, K-6 Intensive Social Emotional Support, and some AECC Preschool. Stage Two special education programs in-person services will commence for all schools listed above on the same date as general education grades 2 & 2/3 split classes begin, excepting AECC preschool, which will begin with general education Kindergarten and ECEAP preschool. Two weeks prior to in-person learning, Stage Two special education staff who are serving in person will be excused from Wednesday office hours and administrative directed activities to set up their classrooms and/or workspaces. Staff will work with administrators to find time for classroom and/or workspace setup if this is not possible. All Stage One and Two programs, except DHH, VI, and VOICE/Project Search, will follow the A/B A/B hybrid schedule, receiving in-person services 2 days a week, with Wednesdays remaining asynchronous. No more than 14 students will be assigned to a certificated teacher at any one time, and DOH social distancing recommendations will be implemented (at the time of this bargain, a minimum of 36 square feet per person present in the room). Current trigger language will apply. ESAs (SLPs, OTs, PTs, BCBAs, Audiologists, Behavior Specialists, and School Psychologists) and Orientation and Mobility Specialist(s) ESAs may serve students in groups A, B, and C, based on their work schedules. To the extent possible, services will continue remotely. If ESAs are working with students in person, they will serve only one student at a time (no group services). ESAs will work with their administrators to develop their schedules for serving students. Students who need in-person services will receive services from ESAs who do not need to work remotely due to health reasons. Nurses will work on site with assignments to be determined based on building/program needs, unless given a remote assignment due to health reasons. Alderwood Early Child Center (AECC) Schedule and times for special education preschool teachers:
Special Education Programs. Increase Reading Achievement by Improving the Quality of IEP Goals and Section 504 Plan Development, Progress Monitoring, and use of appropriately intensive, Research-based Interventions.
