ARTICLE 6
6.1.1. In assigning students to classes, the following guidelines will be
observed:
Critical Maximum
Class Size Class Size
K 29 32
1-3 28 31
K-3 Combination 28 30
4-5 30 34
4-5 Combination 28 31
6-12 33 37
English 31 33
Physical Education 40 45
Choral and
Instrumental Music 40 45
6.1.2. At middle schools where core classes include English, the English
class size maximum shall be used.
6.1.3. The District will attempt in the general elementary program to keep
combination classes (2 or more grades) from reaching the maximum
class size.
6.1.3.1. Upon request, the principal/program administrator shall meet
with the faculty, department, or affected unit members to
review critical or maximum class size situations. The purpose
of this review shall be to determine if alternative plans can be
developed to avoid reaching maximum class size.
6.1.3.2. If such a plan is developed, it shall be made available in
writing upon request to affected unit members and the site
Association Representative.
6.1.3.3. If the principal is unable to find alternatives to avoid exceeding
the maximum in a class, he/she will consult with unit members
affected.
6.1.3.4. A class size maximum may be exceeded with the annual
consent of the majority of the unit members, during a meeting
of the members of the grade level or department affected.
6.1.3.5. Choral and instrumental music maximum class sizes may be
exceeded with the concurrence of the majority of the choral
and instrumental music teachers at the school.
6.1.3.6. Agreements made in accord with the above shall be in effect
for the time stipulated, but in no case longer than the current
academic year. Any such agreements shall be provided, upon
request, in writing to the affected unit members and the site
Association Representative.
6.1.3.7. Notwithstanding critical and maximum class sizes specified
above, no class enrollment in classes listed below may exceed
the number of work stations without the consent of the majority
of the unit members in the department affected. No later than
fifteen (15) days prior to the end of each semester, each
secondary principal with the advice of the department
chairpersons shall consult with the teacher and a MDEA
representative to establish (for the following semester) the
number of work stations and the number of students per work
station for each of the following classes:
Science Homemaking
Business Art
Industrial Technology
6.1.3.8. If the foregoing consultation process fails to result in
agreement, the matter shall be referred to the procedure
contained in Appendix G.
6.1.3.9. Modifications to the number of stations and students per work
station may be made as needed within the semester with the
consent of the majority of the unit members in the department
affected.
6.1.3.10. A student assigned to a Special Day Class at a K-5 school, but
who is integrated into a general education class for at least
one-third of the school day, shall be counted as two (2)
students in that general education class for purposes of
equalizing unit member load. Secondary schools shall receive
additional staffing based on the District integrated count
formula.
6.1.3.11. When in the judgement of the unit member one (1) or more of
the students in a class is a chronic problem, the principal shall
confer with the unit member in regard to class size
considerations.
6.1.3.12. Principals shall make an effort to equalize caseloads/ class
size and class preparations within grade levels/ departments.
The reasons for unequal caseloads/class size and class
preparations shall be provided in writing to affected unit
members upon request.
6.2. Special Day Class Size and Caseload
6.2.1. Teacher of Elementary and Secondary Special Day Class/Non-
Severely Handicapped classes shall be assigned a maximum of 15
students.
6.2.2. Teacher of Elementary Special Day Class/severely handicapped,
including low incidence classes and classes in special centers shall
be assigned a maximum of nine (9) students. Include rest of
language as in current
contract.
6.2.3. Teacher of Secondary Special Day Class/severely handicapped
classes, including low incidence classes, post secondary, and
classes in centers shall be assigned a maximum of eleven (11)
students.
6.2.4. Teacher of Preschool Special Day Classes/severely handicapped,
including low incidence classes and classes in centers shall be
assigned a maximum of ten (10)
students.
6.2.5. Preschool Special Day Class/non-severely handicapped shall be
assigned a maximum of twelve (12)
students.
6.2.6. A severely handicapped class is defined as a special day class with
at least 2/3 of its enrollment composed of students with the
following profound disabilities: autism, blindness, deafness, severe
orthopedic impairments, serious emotional disturbances, and
severe mental retardation.
6.2.7. Temporary Overage -- one (1) additional student may be assigned
provided that the caseload (# of students on the class register) is
reduced to the maximum within twenty (20) school days.
6.2.8. Because of maximum class size limits, the district will make a good
faith effort to staff at critical class size levels at sites and grade levels
where there is a history of mainstreaming SDC students.
6.2.9. Before a SDC student is integrated into a general education class,
the principal and SDC teacher shall consult with the general
education classroom teacher and take into account the current class
size.
6.2.10 Secondary special education classes organized departmentally shall not exceed 15 (this does not apply to learning center environments).
6.3. Other Special Education Class Sizes
6.3.1. Resource Specialists shall have a maximum caseload of twenty-eight
(28).
6.3.2. Speech Therapists shall have a caseload maximum of fifty-five (55).
elementary and twenty (20) in middle and high school.
6.3.4. Individual and Small Group instruction teachers shall have a
maximum caseload of fifty-five (55) and maximum class size of fifteen
(15).
6.3.5 The average caseload for Full Inclusion Facilitators shall be nine (9), with no individual facilitator having a caseload of more than eleven (11). This caseload acknowledges individual student needs and differences as well as provides for travel time and preparation time.