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. 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.
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. 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.
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. 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
