SPECIALIZED PROGRAMMING Sample Clauses

SPECIALIZED PROGRAMMING. 16.1 Specialized Programming references the following areas: Early Childhood, Child Find, MTSS, Culturally and Linguistically Diverse, Gifted and Talented, 504, Special Education, Literacy, and Attendance and Engagement. 16.1.1 Specialized services providers, as indicated in this Article, includes the following positions: occupational therapists, speech-language pathologists, speech-language pathologist-assistants, teachers of the deaf, teachers of visual impairment/orientation and mobility, physical therapists, school psychologists and special education teachers. 16.2 The district and the Association recognize that the workload for specialized service providers is significant and variable. Designating time to continued professional development as well as teacher directed preparation/collaboration time is needed to meet the demands of the workload.

SPECIALIZED PROGRAMMING. 16.1 Specialized Programming is comprised of the Department of Special Education. 16.1.1 Specialized services providers, as indicated in this Article, includes the following positions: occupational therapists, speech-language pathologists, speech-language pathologist-assistants, teachers of the deaf/hard of hearing, school audiologists, teachers of visual impairment/orientation and mobility, physical therapists, school psychologists, social workers in special education and special education teachers. 16.2 The district and the Association recognize that the workload for specialized service providers is significant and variable. Designating time to continued professional development as well as teacher directed preparation/collaboration time is needed to meet the demands of the workload. 16.2.1 Specialized service providers, as identified in Article 16.1.1, will be granted an extended contract of three (3) days per year, paid at per diem. One (1) of these days will be for the district directed Specialized Programming training which will coincide with the final day of New Teacher Orientation. The remaining two (2) days are optional and shall be teacher-directed work days to be used as flex days during the remainder of the school year. These flex days shall be teacher- directed to meet workload/caseload requirements and must be used on a non-contact day. 16.2.2 The District and Association recognize the need for student supervision throughout the school day, and also recognize the value and unique job responsibilities of Special Education specialized services providers as identified in 1.1.1 and 16. 1.1. While specialized services providers can be required to perform student supervision duty, there may be situations where their time can be better utilized in other roles during regular duty times. In such cases, specialized service providers and building principals will work together to determine if a different role is warranted during regular duty time. 16.2.2.1 Itinerant specialized service providers as identified in 16.1.1 will not be required to perform student supervision duty unless they are required to meet and/or escort identified students.

SPECIALIZED PROGRAMMING. 16.1 Specialized Programming shall include Student Services, Early Childhood, Child Find, MTSS, CLD/ELA, GT. 504 Plans, IEP/Exceptional Learning/Special Education, Literacy and Truancy. 16.2 Any teacher who is assigned a student who is receiving special education services will be given as much notice as feasible of such assignment. The severity level of students with identified special educational needs will be given consideration when they are placed in classrooms. 16.2.1 In the general education classroom the teacher shall provide accommodations/modifications as stated in the student’s Individual Education Plan (IEP). 16.2.2 The Building Special Education Team, which includes the School Special Education Facilitator (SSEF), teachers, paraeducators, itinerant staff and the supervising building level administrator, in consultation with the Area Special Education Coordinator, shall provide to the general education teacher the appropriate information regarding accommodations, modifications, and individual needs as stated in the student’s IEP, as well as an alternate plan in place for all IEPs in the event that a paraeducator or School Special Education Facilitator (SSEF) who provides direct services outlined in the student’s IEP is absent from work or unavailable. This information shall be provided at the beginning of each school year and when any change is made to a student’s IEP and/or schedule. 16.2.2.1 The role of the special education teacher includes the case management responsibilities of developing, implementing, and evaluating IEPs, as well as the regular duties of instructional planning and the delivery of instruction within the special education classroom setting. 16.2.2.1.1 The role of the School Special Education Facilitator (SSEF) shall include, facilitating the re-evaluation process including initial IEP development, triennial reviews, coordinating staffings, transferring new students’ IEPs, completing the IEP exit process, and providing the building level training needed to implement IDEIA as defined by Student Services. This role may include direct services provided to students as listed in the student’s IEP. Additional School Special Education Facilitator (SSEF) responsibilities may be decided with the mutual consent of the Area Special Education Coordinator and the supervising building level administrator, in consultation with the Building Team Leaders. Additional responsibilities shall be put in writing. 16.2.2.2 When the building level s...