Common use of Block Scheduling Clause in Contracts

Block Scheduling. 1. The parties recognize that a significant value of some specific block scheduling models is to allow opportunities for teachers to work with students in settings with smaller pupil teacher ratios (PTRs) as well as in settings that allow for longer periods of time with the same block of students. For other block scheduling models, although numbers of students seen may be larger, longer prep times for teachers may result, and additional time for collaboration may become available.‌ 2. The total number of students to be seen by a teacher in any given week shall be determined by the block schedule model utilized and/or the alternative curricular plan adopted by the individual school and its stakeholders. In every case, every effort should be made to keep the “per week” number as low as possible.‌ 3. When block scheduling results in the number of students seen by any teacher in a given day exceeding 160, written consent of the teacher(s) affected must be obtained in the form of a signed waiver by the affected teacher(s) which then must be submitted to the PED for approval. 4. Schools considering block scheduling should: a. do so with the intent of improving instruction, student achievement, student attendance, and student safety as well as increasing opportunities available for students such as dual enrollment and access to additional electives. b. consider the importance of prior and ongoing professional development opportunities designed to provide staff with the appropriate training to implement block scheduling as well as adjusting planning and preparation strategies for the resulting longer class periods. c. consider establishing caps on the total number of students a teacher may see in any given week, recognizing that some block schedules will result in lower per day numbers but higher per week numbers of students seen. d. develop a plan for assessing and evaluating the effectiveness of the block schedule they have adopted on an ongoing basis.

Block Scheduling. 1. The parties recognize that a significant value of some specific block scheduling models is to allow opportunities for teachers to work with students in settings with smaller pupil teacher ratios (PTRs) as well as in settings that allow for longer periods of time with the same block of students. For other block scheduling models, although numbers of students seen may be larger, longer prep times for teachers may result, and additional time for collaboration may become available.‌available. 2. The total number of students to be seen by a teacher in any given week shall be determined by the block schedule model utilized and/or the alternative curricular plan adopted by the individual school and its stakeholders. In every case, every effort should be made to keep the “per week” number as low as possible.‌possible. 3. When block scheduling results in the number of students seen by any teacher in a given day exceeding 160, written consent of the teacher(s) affected must be obtained in the form of a signed waiver by the affected teacher(s) which then must be submitted to the PED for approval. 4. Schools considering block scheduling should: a. do so with the intent of improving instruction, student achievement, student attendance, and student safety as well as increasing opportunities available for students such as dual enrollment and access to additional electives. b. consider the importance of prior and ongoing professional development opportunities designed to provide staff with the appropriate training to implement block scheduling as well as adjusting planning and preparation strategies for the resulting longer class periods. c. consider establishing caps on the total number of students a teacher may see in any given week, recognizing that some block schedules will result in lower per day numbers but higher per week numbers of students seen. d. develop a plan for assessing and evaluating the effectiveness of the block schedule they have adopted on an ongoing basis. The Career Pathway System for Support and Related Services Personnel (S&RSP) includes 5 criteria for movement from one level to the next. The 5 criteria (components) for movement in the Career Pathway System (CPS) are: 1. Years of Experience 2. Differentiated Evaluation Criteria 3. Advanced Credential/Degree 4. Continuing Education Units (CEUs) 5. Professional Portfolio 1. Years of Experience The following criterion is analogous to the teacher licensure system. • The requirement for movement from Level 1 to Level 2 is a minimum of 3 successful years at Level 1, and no more than 5 years. • The requirement for movement to Level 3 is a minimum of 6 successful years in the field; at least 3 of those years must be at Level 2 in the CPS. 2. Differentiated Evaluation Indicators The following criterion is analogous to the teacher licensure system. • Yearly evaluations will be based on differentiated indicators for the evaluation competencies that pertain to each role group’s professional responsibilities and expertise. • Those educators at Level 1 in the CPS will be evaluated based on Level 1 indicators until they are at Level 2 in the CPS. • Those educators at Level 2 in the CPS will be evaluated based on Level 2 indicators until they are at Level 3 in the CPS. • For those fields that do not currently have differentiated indicators for professional competencies in their field, such indicators will be created no later than August 31, 2006. 3. Advanced credential/degree necessary for movement to Level 3 of the CPS. The following criterion is not directly analogous to the teacher licensure system. • The advanced credential/degree required for movement to Level 3 in the CPS will vary depending on the field. The requirements are as follows: Counselors Master’s Degree Social workers Master’s Degree and LISW license Nurses MSN or a Master’s Degree in a health related field, NBCSN. Interpreters Master’s Degree and RID CT and CI or NIC Advanced or NIC Master Interpreting Certificate Speech and Language Pathologists Master’s Degree Occupational Therapists Master’s Degree (This is only required for those who are employed in this field after January 2007). Physical Therapists Master’s Degree (This is only required for those who are employed in this field after January 2007). Audiologists Master’s Degree or AuD Degree Orientation and Mobility Specialists Master’s Degree 4. Professional Portfolio The following criterion is not directly analogous to the teacher licensure system. However, like the teacher’s Professional Develop Dossier, it is designed to be a purposeful reflection of practice. • Advancement in the CPS is dependent on the successful completion of a Professional Portfolio. • The Professional Portfolio is an exhibition of reflective practice and is intended to answer the question; In what ways does your current practice exhibit the professional competencies and indicators of the level in the CPS to which you are aspiring to move? • Those educators at Level 1 in the CPS will create their Professional Portfolio based on Level 2 indicators. • Those educators at Level 2 in the CPS will create their Professional Portfolio based on Level 3 indicators. • For those fields that do not currently have differentiated indicators for professional competencies necessary for the development of the Professional Portfolio, such indicators will be created no later than August 31, 2006. • The Professional Portfolio, which includes the documentation of CEUs, is only required when advancing to the next level of the CPS. • A district Peer Review Panel will review the Professional Portfolio. 5. Continuing Education Units (CEUs) The following criterion is not directly analogous to the teacher licensure system. • CEUs are required as a part of the Professional Portfolio and are necessary at each level of practice in the CPS. The advanced credential/degree required for movement to Level 3 in the CPS will vary depending on the field. The requirements are as follows: Counselors 20 verified hours annually or 2 college credits in counseling (District level in-services may count as CEUs.) Social workers 15 verified hours annually Nurses 30 verified hours every 2 years Interpreters 80 verified hours every 4 years Speech and Language Pathologists 10 verified hours annually Occupational Therapists 20 verified hours annually (Hours can be carried over and averaged over time) Physical Therapists 20 verified hours annually (Hours can be carried over and averaged over time) Audiologists 10 verified hours annually Orientation and Mobility Specialists 20 verified hours annually Grandfathering 1. Current employees will be grandfathered into the CPS level that corresponds to their current years of experience as of school year 2006-2007. 2. In order to maintain that level in the CPS, the employees must meet the evaluation criteria for that level during their annual evaluation. 3. This criterion is analogous to the provisions during the first transition year of the teacher licensure system. 4. OTs and PTs employed on or before January 2007, who do not have a Master’s Degree, can be grandfathered in to Level 3 based on years of experience. Reciprocity 1. The CPS includes a reciprocity clause for all role groups that would allow years of experience in the discipline to count toward years at level in the Career Pathway System. 2. The reciprocity is intended to aid in the recruitment and retention of S&RSP. 3. Those entering Level 1 and 2 in the CPS using the reciprocity clause will be required to have a minimum of 3 years at that level before advancement to the next level. This criterion is analogous to the reciprocity provisions of the teacher licensure system. Pending Work 1. Differentiated indicators for the professional competencies in each field. 2. Professional Portfolio: • Criteria for content • Criteria for passing • Criteria for resubmission • Criteria for a peer review panel Notes 1. Pending work will be completed no later than August 31, 2006 by APS/ATF Joint Task Forces consisting of practitioners and administrators in each field. 2. Joint advocacy for a state Licensure system continues to be a priority. 3. It is important to note that the development of the CPS in no way guarantees that S&RSP will be move to $50,000 next year when the Level 3 teachers are moved by state law. The following process is an available option that may be used when a conflict exists between a supervisor and employee which the two parties have not been able to resolve on their own and the issue: 1. does not rise to the level of a grievable matter, but does warrant resolution, or 2. is ▇▇▇▇▇▇▇▇▇, but the employee does not wish to begin resolution efforts through the formal grievance procedure. If the grievance procedure would normally be available, any applicable timelines involved in the formal grievance procedure would be frozen or held in abeyance until such time as one or both parties voluntarily withdraw from the conflict resolution procedure. It is understood that the conflict resolution procedure is voluntary and that both parties would have to agree to enter into the process in order to seek a remedy in the manner outlined below. Stage 1. Face to face meeting between the parties occurs at a location off-site if requested by one or both parties. At this meeting, each party is given the opportunity to state the problem as they see it and respond to the other individual’s issue and or perspective. At this point, the parties involved in the conflict may each ask for the assistance of a representative to assist in attempting to resolve the matter. Either or both party(ies) may ask to have a third party ombudsman (trained in conflict resolution strategies) accompany them at this time—not as an advocate—but as a facilitator, with the purpose being to find a resolution to the conflict. The ombudsman would be selected from a cadre of trained facilitators. Process: Allow for adequate time to resolve matter. This could be limited to a set number of days or end with a notice from one party to another that they want to move on to mediation. If resolution occurs – matter closed. If problem is not resolved, then both parties agree to move to the second stage. Stage 2. Mediation between the parties occurs with one or more trained mediators from EAP with the goal of reaching a resolution to the conflict. Process: To activate the mediation process, indicate in writing on a form, developed for this purpose, that there is a dispute needing resolution through mediation. Submit copy of form to Employee Assistance Program to request the mediation process formally begin.