Sentences with phrase «special education contracts»

Not exact matches

De Blasio did, however, stumble over an answer about specific cost - savings in the United Federation of Teachers contract, and publicly apologized to Brooklyn Sen. Simcha Felder over a delay in getting him information about special education reforms.

· Allowing counties an option to modify how they fund state mandated pension contributions · Providing counties more audit authority in the special education preschool program · Improving government efficiency and streamlining state and local legislative operations by removing the need for counties to pursue home rule legislative requests every two years with the state legislature in order to extend current local sales tax authority · Reducing administrative and reporting requirements for counties under Article 6 public health programs · Reforming the Workers Compensation system · Renewing Binding Arbitration, which is scheduled to sunset in June 2013, with a new definition of «ability to pay» for municipalities under fiscal distress, making it subject to the property tax cap (does not apply to NYC) where «ability to pay» will be defined as no more than 2 percent growth in the contract.

Mulgrew also reported on State Education Commissioner MaryEllen Elia's decision to invoke the state's new receivership law this November to give the Buffalo schools superintendent special powers to bypass the union contract in five schools designated as «persistently struggling» by the state.

NYSUT President Karen E. Magee shreds the common core test contracts outside of the NYS Education Department on Monday evening, August 11, 2014, in Albany N.Y. (Selby Smith / Special to the Times Union)

Eleven - year - old Michael Jacques, left, and 8 - year - old Katelyn Jacques, right, of Waterford participate in the protests against the common core test contracts outside of the NYS Education Department on Monday evening, August 11, 2014, in Albany N.Y. (Selby Smith / Special to the Times Union)

· Referral 8894 approved fifteen one - year contracts for state - mandated pre-school special education services and early intervention programs, while Referral 8896 extended another contract between the County and Rockland Mobile Care, Inc. for non-emergency ambulance service.

In Los Angeles, charters enjoyed a growth spurt during the mayoral tenure of Antonio Ramón Villaraigosa, but now that he has left office, the school board is putting the brakes on, closing two successful charters — on the grounds that they did not contract with the district for their special education services.

Dedicated to «improving public education,» each issue of the four - page report was devoted to a single topic, such as reading, special education, teacher contracts, or teenage pregnancy.

While it's not as simple (nor as rational) for a charter school to become the LEA taking full responsibility for special education services as it is for Vagare to end its contract with the IRC, there are plenty of charters around the country that want that kind of autonomy and accountability.

The Commissioner is authorized to arrange, through grants or contracts, with institutions of higher education for the operation of short - term or regular session institutes for special training designed to improve the ability of teachers, supervisors, counselors, and other elementary or secondary school personnel to deal effectively with special educational problems occasioned by desegregation.

The New York City Board of Education has contracted with a private, nonprofit homosexual - rights institute to offer a special academic high - school program geared to homosexual students who, because of harassment in school, have become chronic truants and dropouts.

A district could also contract with its charters to provide services — special education or school lunches, for example — for a fee.

Earlier this year, the district negotiated a historic, five - year contract with the Seattle Education Association that creates for the first time a framework for providing special support for staff members who work at schools with high student turnover.

However, three data points cause concern: in combination, they indicate that many of the responding authorizers do not 1) require special education outcomes as part of charter performance contracts; 2) see persistent failure to serve students with disabilities as a behavior that merits serious consequence; or 3) identify themselves as responsible for enforcing special education enrollment proportionality.

Characterizing its practice as a «general practice for a specialized clientele,» the firm provides legal advice and expertise to handle any and all needs of a school district, including fair dismissal personnel issues, allegations of employment discrimination and EEOC complaints, other personnel disputes, student discipline issues, student tribunal hearings, civil rights claims, personal injury actions, federal and state constitutional claims and other litigation, special education and other legal issues involving disabled students, contracts, leases and other business needs, policy and rule development, construction disputes, bond and SPLOST issues and other financial matters.

Providing a general law practice for a specialized clientele, Harben, Hartley & Hawkins meets all of the legal needs of school districts including: fair dismissal personnel issues, allegations of employment discrimination and EEOC complaints, other personnel disputes, student discipline issues, student tribunal hearings, civil rights claims, personal injury actions, federal and state constitutional claims and other litigation, special education and other legal issues involving disabled students, contracts, leases and other business needs, policy and rule development, construction disputes, bond and SPLOST issues and other financial matters.

Moffit said support staff numbers in the proposed contract were low even compared to most other Montessori schools — including several successful ones in Milwaukee — especially for special education students and English language learners.

4) Charters trying to make a good - faith effort to serve students needing special - education services are blocked by law from contracting with local boards of cooperative educational services (BOCES).

The organization operates five schools in Maryland, including two special - education schools, two charter schools and one contract school.

Research Connections was prepared with funding form the U.S. Department of Education, Office of Special Education Programs, under contract no.

As a Physical Education teacher by choice I also have certification in Biology and General science two high needs areas I have reservations about individual contract negotiations and Tiered salary from the outside it would benefit core subject teachers Math, Science, Special ed with increased salary opportunities but mostly as any Corporate structure would do is pare back on other subject area salaries the non core subjects this could create a situation inwhich some teachers would carry more burden than others and whether we like it or not the most memorable classes for many students are art, gym, music and home economics because of their practical applications in life.

In 2012/13, the Whole Schools Initiative (WSI) received a contract by the John F. Kennedy Center for Performing Arts to provide professional development in arts integration and UDL to teaching artists and educators (which include inclusion and self - contained special education teachers).

BASIC FUNCTION: Provide services to students with special education needs enrolled in MPS Charter and Contracted schools Services.

START DATE: 2018/19 School Year CONTRACT: 1.0 FTE Continuing BENEFITS: Eligible for retirement... Special Education.

MMSD should not enter into a contract with DMGroup because their approach is focused on reducing costs without necessarily meeting the needs of all special education students.

In December, the MMSD administration forwarded a consulting contract with District Management Group (DMG), which has a reputation for cost - cutting measures to reduce special education staff and segregate students with more significant disabilities.

In all cases where students qualify for special education services, the school works with the parents to create an IEP — an Individualized Education Program, which is essentially a contract that outlines how the school will support teducation services, the school works with the parents to create an IEP — an Individualized Education Program, which is essentially a contract that outlines how the school will support tEducation Program, which is essentially a contract that outlines how the school will support the child.

In terms of staffing, the current contract proposal calls for six classroom teachers in the first year, plus one bilingual resource teacher, and the full - time equivalent of 1.5 special - education teachers.

In April 2012, Vallas signed a contract with the Public Consulting Group to increase Medicaid reimbursement rates and provide new special education software, despite the fact that Bridgeport already had special education software.

The contract promised Bridgeport a state - of - the - art special education software program «for free,» as long as the Public Consulting Group was given a lucrative Medicaid reimbursement contract.

Houston Independent School District (HISD) contracted with American Institutes for Research ® (AIR ®) to conduct a third - party, independent «Special Education Program Review.»

As a CA special education public school teacher, I DO NOT see the benefit of CCSS to our special needs students» educational needs and I see no enforcement of any Individualized Education Plan (IEP) that allows our students to be taught as INDIVIDUALS and follow the IEP's guidelines — a legal documented contract between the parent, student and school education public school teacher, I DO NOT see the benefit of CCSS to our special needs students» educational needs and I see no enforcement of any Individualized Education Plan (IEP) that allows our students to be taught as INDIVIDUALS and follow the IEP's guidelines — a legal documented contract between the parent, student and school Education Plan (IEP) that allows our students to be taught as INDIVIDUALS and follow the IEP's guidelines — a legal documented contract between the parent, student and school district.

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That relationship included a contract for the district to provide special education services at the school, opportunities for staff to participate in districtwide professional development, and access to job candidates and student applicants.

-- The district will hire 600 more teachers for art, music, physical education, world languages and other «special» classes, and another contract provision stipulates that half of all new district hires must consist of laid - off members.

We currently have a full - time or part - time contract position for a Special Education...

A group of anti-charter school activists is circulating an online petition that calls for LA Unified to rescind a contract with Teach for America (TFA) intended to fill 25 special education teaching positions.

Mediscan Staffing is currently interviewing Special Education Teachers for school contract positions for this school year.

• School Expansion, Growth & Strategic Planning • State and Federal Employment Law • School Board and Nonprofit Governance • Administrative Law & Appeals of State and Federal Agency Decisions and Actions • Special Investigations & Legal / Compliance Audits • Policy Guidance and Development • Constitutional Challenges and Claims • School Employee and School Board Training • Litigation in Federal and State Courts • Administrative Hearings and Appeals Before State and Federal Agencies • Public Entity Purchasing and Procurement; Business Transactions; & Contract Negotiation, Review and Drafting • Construction Law, AIA Construction Contracts, Review and Drafting • Real Estate Transactions and Condemnation • Special Education under IDEA and Section 504 • Student Rights & Discipline Issues and Hearings • State and Federal Claims of Discrimination • State and Federal Civil Rights • Administrative Grievances and Hearings • False Claims Act / Qui Tam Defense for Local Government Entities

Supervisors: Director of Special Education; Business Manager Contract Days: 1,600 Hours Minimum Per Year Compensation: Special Education Secretary Compensation Plan

Dr. Jackson is co-project director of the Task Ordering Contract for the Office of Special Education Programs (OSEP).

In the event an agreement can not be reached among special education teachers / clinicians or between teachers and the principal, the choices shall be put to a secret ballot vote by special education teachers and clinicians only, which shall be conducted in the same manner as a contract waiver vote (i.e., conducted by the Union delegate and certified by the delegate and principal).

Per Article 21 - 13 of our contract, the CTU and CPS are continuing to negotiate over the details and procedures for implementing a Workload Plan for Special Educators to help alleviate the burden of paperwork, special education job duties and casSpecial Educators to help alleviate the burden of paperwork, special education job duties and casspecial education job duties and caseloads.

Across the country, district leaders are re-negotiating contracts with vendors and unions, repurposing technology or equipment, or creating site - specific programs for students with specific disabilities that have made their special education programs stronger and reduced special education expenditures.

The ERIC / OSEP Special Project was funded under a three - party contract among The Council for Exceptional Children (CEC), the Office of Special Education Programs (OSEP), and the Institute of Education Sciences (IES), U.S. Department of Education.

Under this contract, OSEP funds the ERIC / OSEP Special Project, and IES funds the ERIC Clearinghouse on Disabilities and Gifted Education.

(e) The board shall establish the information needed in an application for the approval of a charter school; provided that the application shall include, but not be limited to, a description of: (i) the mission, purpose, innovation and specialized focus of the proposed charter school; (ii) the innovative methods to be used in the charter school and how they differ from the district or districts from which the charter school is expected to enroll students; (iii) the organization of the school by ages of students or grades to be taught, an estimate of the total enrollment of the school and the district or districts from which the school will enroll students; (iv) the method for admission to the charter school; (v) the educational program, instructional methodology and services to be offered to students, including research on how the proposed program may improve the academic performance of the subgroups listed in the recruitment and retention plan; (vi) the school's capacity to address the particular needs of limited English - proficient students, if applicable, to learn English and learn content matter, including the employment of staff that meets the criteria established by the department; (vii) how the school shall involve parents as partners in the education of their children; (viii) the school governance and bylaws; (ix) a proposed arrangement or contract with an organization that shall manage or operate the school, including any proposed or agreed upon payments to such organization; (x) the financial plan for the operation of the school; (xi) the provision of school facilities and pupil transportation; (xii) the number and qualifications of teachers and administrators to be employed; (xiii) procedures for evaluation and professional development for teachers and administrators; (xiv) a statement of equal educational opportunity which shall state that charter schools shall be open to all students, on a space available basis, and shall not discriminate on the basis of race, color, national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English language or academic achievement; (xv) a student recruitment and retention plan, including deliberate, specific strategies the school will use to ensure the provision of equal educational opportunity as stated in clause (xiv) and to attract, enroll and retain a student population that, when compared to students in similar grades in schools from which the charter school is expected to enroll students, contains a comparable academic and demographic profile; and (xvi) plans for disseminating successes and innovations of the charter school to other non-charter public schools.

For a district qualifying under this paragraph whose charter school tuition payments exceed 9 per cent of the school district's net school spending, the board shall only approve an application for the establishment of a commonwealth charter school if an applicant, or a provider with which an applicant proposes to contract, has a record of operating at least 1 school or similar program that demonstrates academic success and organizational viability and serves student populations similar to those the proposed school seeks to serve, from the following categories of students, those: (i) eligible for free lunch; (ii) eligible for reduced price lunch; (iii) that require special education; (iv) limited English - proficient of similar language proficiency level as measured by the Massachusetts English Proficiency Assessment examination; (v) sub-proficient, which shall mean students who have scored in the «needs improvement», «warning» or «failing» categories on the mathematics or English language arts exams of the Massachusetts Comprehensive Assessment System for 2 of the past 3 years or as defined by the department using a similar measurement; (vi) who are designated as at risk of dropping out of school based on predictors determined by the department; (vii) who have dropped out of school; or (viii) other at - risk students who should be targeted to eliminate achievement gaps among different groups of students.

At several OUSD schools, teachers, counselors and psychologists voted to «work to rule,» which basically means they will work just the hours obligated by contract, with teachers and counselors arriving at 8:30 a.m. and leaving at 3:30 p.m., abandoning any voluntary work — like before - or after - school tutoring, sports and clubs and after - hours student support, particularly for special education students.

PARCC Parental Guidance on the Anti-Bullying Bill of Rights Act Parental Rights in Special Education Parents Circle Parents Resources: Student Sexual Development Performance Reports, School Personal Financial Literacy Pilot Program Personalized Student Learning Plan Petition of Appeal Physical Education (Comprehensive Health and Physical Education) Preparation Programs for Educators Press Releases Priority Schools Privacy (Student) Private and Parochial School Services Private Schools for Students with Disabilities New Jersey Department of Mandated Tuition Contract Private Vocational Schools Directory Professional Development Professional Development Module (Student - Athlete Cardiac Assessment) Profiles, School Health Purchasing