Olathe District Schools Staffing Standards for Certified ... Professional Council Approved 2-26-09;...

i Professional Council Approved 2-26-09; Updated 3-19-09

Olathe District Schools Staffing Standards for Certified/Licensed Positions &

Classified Staff Positions that Support Instruction and Plan Time Including Temporary Variances for 2009-2010

Approved by Professional Council February 2009

Staffing Standards and Temporary Variances provide guidelines to Human Resources for filling vacancies.

Exemptions to the Standards for Elementary, Secondary, and Support Area Positions: Potential reasons to petition Human Resources for exemption from these standards:

A. Number and severity of Special Education students at a grade level (Students with Individual Education Plans/IEP’s)

B. Ratio of ELL (English Language Learner) students to non-ELL students approaching 50% (Use Title I Staffing Standards Guidelines)

C. Significant academic needs as documented by assessment results, such as not making Adequate Yearly Progress (AYP)

D. Physical space constraints of classrooms (Note: Elementary principals will only assign general education classes to wet areas as a last resort because of its negative impact on staffing efficiency.)

E. Significantly higher percentage of low Socio-Economic Status (SES) students F. Expected during the year growth in attendance area based on trend data from Planning Department G. Documented extraordinary circumstance (Superintendent approval)

Note: Sections for e-Academy, Special Education and ELL Standards include additional “Exemptions to the Standards” specific to those positions.

Actions Based on Enrollment: The Human Resources Department, in conjunction with the building principal and the Teaching & Learning Department, will consider a variety of actions to address situations above or below the standards. These actions include:

o Adding or reducing sections; combining and nesting classes/sections o Examine Master Schedule for possible adjustment; use guided enrollment (e.g., student enrolls in a

different course; course offered every other semester or year) o Use of Itinerant Pool (among schools and across levels) o Use of classified support staff o Consolidating or splitting program and/or service sites

Note: Other specific actions are listed by category.

Table of Contents

Position Page Number Elementary General Education Classrooms 1 PE, Art, General Music 2 Computer Lab Associate (CLA) 3 International Language Associate (ILA) 3

Secondary Middle/Junior High Grade 7-8 Core Classes 4 Middle/Junior High Grade 9 Core and 7/8/9 Electives 4-5 Senior High 5 e-Academy 6

Support Areas: Library Media (LMS), Library Clerk 7 Support Areas: Counselor and Guidance Services 8 Support Areas: Nurse 8

Special Education Direct Instructional Services 9-10 Related Services 10-11

English Language Learners 12

1 Professional Council Approved 2-26-09; Updated 3-19-09

ELEMENTARY

ELEMENTARY: GENERAL EDUCATION CLASSROOMS

Standards: The following standards have guided district practice, along with the Exemptions to the Standards.

TEMPORARY VARIANCES FOR 2009-2010: Human Resources will approve very limited exemptions or variances to the standards and only in critical situations.

*This is not an absolute number, but this number prompts a conversation with the building administrator,

Human Resources, and Teaching & Learning.

**Federal Title I grant guidelines mandate lower average class sizes at Title I sites than at Non-Title Sites.

Actions Based on Enrollment: The Human Resources Department, in conjunction with the building principal and the Teaching & Learning Department, will consider the following actions.

o For classes above the standard by more than a few students: Adding a classroom aide Adding another section Establishing a grade level combination classroom if there are sufficient students at the

grade level above or below Maintaining current staffing and continuing to monitor

o For classes below the standard: Combining classrooms resulting in transferring the teacher within the school or to a

different location with an identified need Creating a combination grade level class For half-day kindergarten with enrollment below the standard, classes will be combined

(including combining to an AM or PM session only), transferring the teacher to another location to assume a half-time kindergarten position, or if the kindergarten sections are eliminated, transferring the teacher to another K-6 assignment with documented need.

o Human Resources will work directly with principals on specific staffing efficiencies. This step will be critical for identifying within and across school efficiencies.

Grade level Title I** Non-Title I K-2 20* 22* 3-4 22* 24* 5-6 25* 27*


ELEMENTARY PE, ART, AND GENERAL MUSIC Standards: In order to provide for equity of service, PE, Art, and General Music assignments are determined by the size of the school and the number of class sections, according to the following criteria:

Each Grade 1-6, full-day kindergarten, and self-contained special education class is counted as 1 section.

Each Early Childhood (except 3-year-old ECD)/half-day Kindergarten class is counted as .5 section.

Special Chorus is counted as an additional 1.5 sections and is scheduled for 90 minutes per A-E rotation during/after/before the student day and not during grade level music instruction. A variance for 2 section credits for 120 minutes of instruction per A-E rotation is available for choral groups of 60 or more based on the previous year’s enrollment. Expectations for Special Chorus are available from the Fine Arts Coordinator and building principal.

Wellness Coordination is counted as an additional section for PE teacher. Expectations are available from the Physical Education Coordinator and the building principal.

Sections STAFF FTE

34-37 1.5

31-33 1.4

27-30 1.2

20-26* 1.0

17-19 .8

14-16 .6

11-13 .5

*Full-time PE, Art, and General Music staff with fewer than 22 sections will assist other schools with need due to enrollment.

ELEMENTARY PE, ART, AND GENERAL MUSIC TEMPORARY VARIANCES FOR 2009-2010:

1. Adjust allocations for PE, Music, and Art teachers per the table below

Sections* STAFF FTE allocation**

37+ 1.4

34-36 1.3

30-33 1.2

27-29 1.0

24-26 .9

21-23 .8

18-20 .7

15-17 .6

Up to 14 .5

*Reduce by 1 section if teacher is traveling to more than 1 building. **For time in instructional day not scheduled for these sections or allotted to plan time, teacher may be assigned to other instruction or supervision duties.

2. Suspend additional section allotments for music teacher for Special Chorus and for PE

teacher for Wellness Coordinator.


FTE Guidelines for Elementary CLA (Computer Lab Associate):

Along with the opportunities for technology use in the general classroom, CLA classes provide students with a consistent base of technology literacy and a standardized technology curriculum. This program is also a resource-efficient way to support student learning by providing planning/PLC time for classroom teachers.

In order to provide for equity of service within the district, CLA assignments are determined by the size of the school and the number of class sections, according to the following criteria:

Each Grade 1-6, full-day kindergarten, and self-contained special education class receives one 30-minute computer lab session per A-E rotation. Each class is counted as 1 section.

Each Early Childhood (except 3-year-old ECD) / half-day K class receives one 15-minute computer lab session per A-E rotation. Each class is counted as .5 section.

Daily preparation time is proportional to number of sections.

Tech time is proportional to number of sections. This time helps meet the added technology needs in building and makes scheduling computer classes more flexible.

Assignments for CLA

Sections Weekly Preparation Hours Weekly Tech Hours Weekly Hours (daily)

13-26 2.5 8 20-25 ( 4-5)

27+ 3 10 26-33 (5.25-6.75)

FTE Guidelines for Elementary ILA (International Language Associate):

ILA classes provide students an introduction to the Spanish language and its culture. This program is also a resource-efficient way to support student learning by providing planning/PLC time for classroom teachers.

In order to provide for equity of service within the district, ILA assignments are determined by the size of the school and the number of class sections, according to the following criteria:

Each Grade 1-6, full-day kindergarten, and self-contained special education class receives two 30-minute sessions per A-E rotation. Each class is counted as 1 section.

Each Early Childhood (except 3-year-old ECD) / half-day K class receives two 15-minute sessions per A-E rotation. Each class is counted as .5 section.

Daily preparation time included is proportional to number of sections (minimum preparation time of 5 hours per week).

ILA’s providing assistance to other buildings are provided 30 minutes daily travel time (counted as .5 section) and mileage reimbursement.

Work schedule appeals (e.g., extra 30 minutes daily) are possible if building schedule creates need because of beginning and ending times; if ILA requires additional preparation time due to not having a designated classroom; or if in the first year of implementation.

Assignments for ILA

Sections Weekly Hours (daily)

15-24 30 (6.0)

25-27 32.5 (6.5)

28-29 35 (7.0)

30 + 35 (7.0) + assistance


SECONDARY: MIDDLE/JUNIOR HIGH SCHOOL

Standards for Grades 7 and 8 – Core Classes Only: The following standards have guided district practice, along with the Exemptions to the Standards.


*This is not an absolute number, but this number prompts a conversation with the building administrator, Human Resources, and Teaching & Learning.

Actions Based on Enrollment: The Human Resources Department, in conjunction with the building principals and the Teaching & Learning Department, will consider the following actions.

• For classes/teams above the standard by more than a few students, adding another section/team • For classes/teams above the standard by more than a few students, maintaining current staffing

and continuing to monitor • For classes/teams below the standard, reducing from a 4 person to a 2 person team • Human Resources working directly with principals on specific staffing efficiencies. This step will

be critical for identifying within and across school efficiencies.

Standards for Grade 9 Core and 7/8/9 Electives: The following standards have guided district practice, along with the Exemptions to the Standards.


*While not an absolute number, this number prompts a conversation with the building administrator, Human Resources, and Teaching & Learning.

**These are figures used previously by the Professional Council subcommittee charged to annually review class size/caseload data.

***Board policy (Policy IDA) outlines requirements for secondary principals related to development of the master schedule. Two types of low enrollment sections are identified:

Multiple Section Low Enrollment classes: Efforts are to be made to combine and eliminate sections below 10.

Singleton Section Low Enrollment Classes: When initial student pre-enrollment information is obtained and course requests are below 20, principals are to critically review data prior to making a decision to offer the course. A variety of actions are provided for consideration, including eliminating the course, offering the course every other year, nesting several levels of the course, etc.


Grade Levels - Core Classes Only -

Schools Receiving the Majority of Students from

Title 1 Schools

Other Schools

Grade 7 25* 27*

Grade 8 25* 27*

Team Size 100 * 108*

Class Sizes* Receiving Additional Review

Caseloads* Receiving Additional Review

27 ** 120 **

20 or Fewer *** 75 or Fewer **


o For classes/caseloads above the standard by more than a few students: Examine Master Schedule for possible adjustment Add another section with teacher onsite or from Itinerant Pool Guided enrollment (e.g., student enrolls in different elective course) Maintain current staffing and continue to monitor

o For classes/teams below the standard: Combine or nest classes Drop a section Offer the course only in alternate semesters or years

o Human Resources working directly with principals on specific staffing efficiencies. This step will be critical for identifying within and across school efficiencies.

SECONDARY: SENIOR HIGH




**These are figures used previously by the Professional Council subcommittee charged to annually review class size/caseload data.

***Board policy (Policy IDA) outlines requirements for secondary principals related to development of the master schedule. Two types of low enrollment sections are identified:

Multiple Section Low Enrollment classes: Efforts are to be made to combine and eliminate sections below 10.

Singleton Section Low Enrollment Classes: When initial student pre-enrollment information is obtained and course requests are below 20, principals are to critically review data prior to making a decision to offer the course. A variety of actions are provided for consideration, including eliminating the course, offering the course every other year, nesting several levels of the course, etc.


• For classes/caseloads above the standard by more than a few students: Maintain current staffing and continue to monitor Examine Master Schedule for possible adjustment Add another section with teacher onsite or from Itinerant Pool Guided enrollment (e.g., student enrolls in different course)

• For classes/teams below the standard: Combine or nest classes Drop a section Offer the course only in alternate semesters or years

• Human Resources working directly with principals on specific staffing efficiencies. This step will

be critical for identifying within and across school efficiencies.

Class Sizes* Receiving Additional Review

- All Areas -

Caseloads* Receiving Additional Review

- All Areas -

27 ** 120 **

20 or Fewer *** 75 or Fewer **


SECONDARY: e-Academy

Standards: The following standards will guide district practice, along with the

Exemptions to the Standards.

A minimum enrollment of 3 students on the first day of the eAcademy semester to make a course run.

TEMPORARY VARIANCES FOR 2009-2010: A minimum enrollment of 5 students on the first day of the eAcademy semester to make a course run.

o Students must be enrolled in their online course within the first three days of the

regular school semester. The first day of eAcademy will be the 4th day of the regular school semester.

o Students will have until the tenth school day of the semester (7th school day of

eAcademy) to drop the course.

o Once a course runs, additional attrition will not close the course.

Exemptions to the Standards: Potential reasons to petition Human Resources for exemption from these standards and to run a course that does not have minimum enrollment:

A. Only option for a student to obtain a credit required for graduation.

B. Documented extraordinary circumstance (Superintendent approval)


SUPPORT AREAS ELEMENTARY LIBRARY MEDIA SPECIALIST (LMS) Standards: In order to provide for equity of service, elementary LMS assignments are determined by the size of the school and the number of class sections, according to the following criteria: Each Grade 3-6 and self-contained special education class is counted as 1 section. Each full-day kindergarten and Grade 1-2 class is counted as 1.0 section. Each Early Childhood/half-day Kindergarten class is counted as .5 section In addition to library classes, other responsibilities include materials selection, inventory, budget

management, technology assistance, integrated curriculum planning/teaching assistance/resource selection with and for teachers.

Sections LMS FTE

35+ 1.3

30-34 1.2

19-29 1

14-18 .8

ELEMENTARY LIBRARY MEDIA SPECIALIST (LMS) TEMPORARY VARIANCES FOR 2009-2010:

1. Adjust allocations per the table below

Sections LMS FTE

25-35+ 1

19-24 .8

18 or fewer .6

2. Hours for Library Clerk not to exceed:

Up to 350 students=5 hours daily

More than 350 and less than 550 students=6 hours daily

More than 550 students and less than 650 = 7 hours daily

More than 650 students = 8 hours daily

Junior High LMS Current Standards Junior High LMS Temporary Variance for 2009-2010

1 full time LMS Less than 500 students=.5

More than 500 and less than 650 students=.8

More than 650 students = 1 full time LMS

Library Clerk:

Less than 500 students=6 hours

More than 500 and less than 875 students=7.5 hrs

More than 875 students = 8 hours

Library Clerk

Less than 500 students=4 hours

More than 500 and less than 650 students=6 hrs

More than 650 students = 7.5 hours

Teacher’s supervisory period

Senior High LMS Current Standards Senior High LMS Temporary Variance for 2009-2010

1 full time LMS per 1000 students

Additional.5 LMS for 1000-2000 students

1 full time LMS

1 Library Clerk: 7.5 hours daily 1 library clerk: 7 hours

Teacher’s supervisory period


NURSE CURRENT STAFFING STANDARDS AND TEMPORARY VARIANCES FOR 2009-2010

Elementary Nurse Current Staffing Standards

Elementary Temporary Variance for Nurses for 2009-2010

1 FTE RN per Elementary

Additional support for building above 650 students

18 or fewer sections =.6

19-24 sections =.8

25-35+ sections = 1.0 (Sections determined as defined for Art teachers in Staffing Standards)

No additional support for schools above 650 students

Combine ECD sites

Junior High Nurse Current Staffing Standards

Junior High Temporary Variance for Nurses for 2009-2010

1 FTE RN per junior high

.2 FTE RN if above 800 (1 day per week)

1 FTE RN per junior high

Senior High Nurse Current Staffing Standards

Senior High Temporary Variance for Nurses for 2009-2010

1 FTE RN per high school

.5 HRA (Health Room Assistant) per high school

1 RN per high school; no HRA

Combine PLC and TLC

COUNSELOR CURRENT STAFFING STANDARDS AND TEMPORARY VARIANCES FOR 2009-2010:

Elementary Current Counselor Staffing Standards

Elementary Temporary Variance for Counselors for 2009-2010

1 counselor per Elementary

Counselor assistance with schools above 650 students

18 or fewer sections =.6

19-24 sections =.8

25-35+ sections = 1.0 (Sections determined as defined for Art teachers in

Staffing Standards)

No additional assistance for schools above 650 students

Junior High Counselor Current Staffing Standards

Junior High Temporary Variance for Counselors for 2009-2010

2 counselors per JH JH <500 students = 1.0

JH 500-750 students = 1.5

JH >750 students = 2.0

Senior High Counselor Current Staffing Standards

Senior High Temporary Variance for Counselors for 2009-2010

1 counselor to 350-400 students OR 4 counselors per HS

1 counselor to 500 students OR 3 counselors per HS of 1250+ students, 2.5 counselors per HS < 1250 students.

Restructure responsibilities for Student Services support; focus counselor position on essential roles unique to counselor skills; outsource/assign school & guidance services to others as possible.

2.0 counselors at Alt Ed (Currently 1.6 counselors assigned at JDC & TLC—none assigned to PLC; social workers provide additional counseling services); funding from Title ID and state At-Risk funds

1.0 counselor for Alt Ed.

Phase out Student Advocate position and transfer duties to other staff


SPECIAL EDUCATION


AREA # of IEP Students per 1.0 FTE SPED Staff Temporary Variances for 2009-2010 ECD 7* disabled + 7* peers =14* Same

ECD Autism** 6* disabled + peers 8 disabled + peers

ECD D/HH** 6* disabled + peers 8 disabled + peers

Speech ECD 30* 35*

Resource Elementary 18* 20*

Resource D/HH Elementary

10* Same

Gifted Elementary 25* 30*

ED Elementary** 8* 10*

ED PLC Elementary** 8* Same

Lifeskills I Elementary** 10* 12*

Lifeskills II Elementary** 8* 10*

Autism Elementary** 6* 8*

Deaf-Blind Elementary** 6* Same

Speech Elementary 40* (40-50 para support considered) 45*

Resource Jr. High (Interrelated Model)

20* 22*

Resource D/HH Jr. High 10* Same

Gifted Jr. High 40* 50*

ED PLC Jr. High** 10* Same

Lifeskills I Jr. High** 12* 15*

Lifeskills II Jr. High** 8* Same

Autism Jr. High** 8* Same

Speech Jr. High 40* (40-50 para support considered) 45*

Resource Sr. High 22* 25*

Resource D/HH Sr. High 10* Same

Gifted Sr. High 50* 60*

ED Sr. High: Self contained**

12* Same

ED PLC Sr. High** 10* Same

Lifeskills I Sr. High** 12* 15*

Lifeskills II Sr. High** 8* 10*

Autism Sr. High** 8* Same

Speech Sr. High 40* (40-50 para support considered) 45*

*This is not an absolute number, but this number prompts a conversation with the building administrator, Human Resources, and Teaching & Learning/Special Education.

** Self-contained: Greater than 50% of students’ school day is spent in SPED Classroom

Exemptions to the Standards: Potential reasons to discuss with Special Education and Human Resources for exemption from these standards:

A. Individual student cases – severity of needs/intensity of services B. Service provider serving exclusively severe programs (e.g., Speech Pathologist serving multiple

Autism Self-Contained Programs) C. Programs serving identified AYP (Adequate Yearly Progress) Special Education subgroup D. Significantly higher percentage of low Socio-Economic Status (SES) students E. Travel time for students (especially pre-school and elementary) to reach site with available program F. Impact of interrelated services of students on caseload and number of curriculum areas served

through Individual Education Plan/IEP goals and objectives G. Impact on teacher caseload of inclusion students and co-taught classes H. Travel time for staff serving multiple buildings I. Documented extraordinary circumstances

Actions Based on Enrollment: Human Resources and Special Education, in conjunction with the building principals and the Teaching & Learning Department, will consider the following actions:


• For caseloads above the standard by more than a few students: Schedule reconfiguration Paraeducator support Shifting caseload within current staffing or adding additional staff Maintaining current staffing and continuing to monitor

• For caseloads below the standard: Support provided to another district building with caseload needs, from temporary

assistance to a transfer of the staff member to the location in need of assistance Consolidating programs and/or service sites

• Human Resources and Special Education working directly with principals on specific staffing efficiencies. This step will be critical for identifying within and across school efficiencies.

Special Education - Related Services

Related Service Area

Position Information Standard 2009-2010 TEMPORARY VARIANCES to the

Standard Adaptive PE 186 Students (12/1 Ct)

187 day contract 1.0 FTE to 60-65 students (consideration given to no. of schools; severity of students and travel time)

Maintain current standard.

Assistive Technology

185 Students receive yearly monitoring services – 383 students receive consultant services for a total of 568 1 Consultant 5 Trainers serve 33-43 students each

187 day contract 1.0 FTE Consultant to 600 students

1.0 classified para educator per 45-50 students

Standard Under Development

Audiology

1.0 FTE audiologist serves the entire school district assisting with hearing screening, evaluations, and IEP consult and service to students (especially D/HH and students with Cochlear Implants and FM systems

187 day contract 1.0 FTE to 20,000 students (Total

District Enrollment).

1.0 FTE to 26,000 – 27,000 students (Total District Enrollment)

Realign duties related to hearing screenings, and other duties.

Autism Specialists

Serves approx 300+ students via consultation and indirect service to students 5.9 FTE + contracted services

187day contract Staffing based on IEP minutes with consideration given to travel time. 1.0 FTE per 700-1000 minutes

Maintain current standard with continued training on autism best practices provided to classroom providers to reduce need for additional autism specialist consultation

Career Transition Specialists

4.0 FTE/1.0 per Sr. High 187 day contract Standard Under Development

Standard Under Development

Intervention Support Teachers

7.8 FTE Serve students K-6 with behavioral needs, needs that require extensive curricular and instructional modifications; Development of Functional Behavior Assessments and Behavior Intervention Plans

187 day contract 1.0 per 4 schools (consideration

given to school enrollment, self-

contained SPED programs and

travel distance)

1.0 per 4-5 schools (consideration given to school enrollment , self-contained SPED programs and travel distance)

Music Therapy

2.5 FTE + 3 paraeducators 54 Students (12/1 Ct)

187 day contract 1.0 FTE per 25 students

Continue to examine caseloads to reduce travel time Review paraeductor


Related Service Area

Position Information Standard 2009-2010 TEMPORARY VARIANCES to the

Standard support v. certified service Review MT staff areas of certification/licensure

Occupational Therapy

14.6 FTE Registerd Occupational Therapists 5.0 COTAs (Certified Occupational Therapy Assistants)

187 day contract 1.0 FTE per 1100-1200 of student IEP minutes. (consideration given to travel distance, no. of schools, and school enrollment)

1.0 FTE per 1300-1400 student IEP minutes (consideration given to travel distance, no. of schools, and school enrollment). Explore increased use of COTAs

Physical Therapists

4.8 FTE

187 day contract 1.0 FTE provides 1000 minutes of

service and serves 6-8 buildings (consideration given to student severity and travel distance)

1.0 FTE provides 1000 minutes of service and serves 9-11 buildings (consideration given to student severity and travel distance) Explore use of PTAs – Physical Therapy Assistants and other “alternative support positions”

Psychologists 26.0 FTE

197 day contract Sr. High = 1.0 FTE per school + additional private school or responsibility Jr. High = .5 FTE per school (with consideration given to school enrollment, special programs, and travel distance) Elem = .33 or .5 FTE , 2-3 buildings (with consideration given to school enrollment, special programs and travel distance)

Ex-examine those school psychs who were “grandfathered” in for 207 instead of current 197 days contract length Re-examine responsibility factor (4.31%) to be an established fee without increasing fee

Social Workers 18.50 FTE

187 day contract Sr. High = .7 FTE per school Jr. High = .5 FTE per school (with consideration given to school enrollment and special programs, and travel distance) Elem = .33 provided for elem schools with Emotional Disturbance programs

Review and reallocate staff based on current standard

Visually Impaired

Serve visually impaired and blind students throughout the District 36 Students (12/1 /08) 2.0 FTE

1.0 per 20-25 students Contract out to other districts for revenue when fall below standard

Maintain current standard


ENGLISH LANGUAGE LEARNERS (ELL)




Exemptions to the Standards: Potential reasons and weighting factors to petition Human Resources for exemption from these standards:

A. Programs serving identified AYP (Adequate Yearly Progress) ELL subgroup B. High ratio of students new to English C. Significantly higher percentage of low Socio-Economic Status (SES) students D. High ratio of ELL students to total student population E. Number and severity of ELL students also receiving Special Education services (Students with

Individual Education Plans/IEP’s) F. Number of students on active/direct instruction caseload versus consultation services G. Literacy level of ELL students in their first language H. Age at which ELL students are entering public school in America and/or extent of prior school

experience I. Multiple languages versus one language served in the same classroom/program J. Documented extraordinary circumstances

Actions Based on Enrollment: Human Resources, in conjunction with the building principals and the Teaching & Learning Department, will consider the following actions:

o For caseloads above the standard by more than a few students: Schedule reconfiguration Adding classroom aide support (in addition to program aide support) Shifting caseload within current staffing or adding additional staff Splitting service sites

o For caseloads below the standard: Support provided to another district building with caseload needs, from temporary

assistance to a transfer of the staff member to the location in need of assistance Consolidating service sites

o Human Resources and Special Education working directly with principals on specific staffing efficiencies. This step will be critical for identifying within and across school efficiencies.

Grade level

# of students

Temporary Variance for 2009-

2010

Service Model

Elementary 35* 40* Caseload based on ratio of 2/3 direct instruction (active) & 1/3 consultation services; primary instruction in English language with some content;

includes support from ELL program aide

Middle 40* 45* Duplicated caseload based on ratio of 2/3 direct instruction (active) & 1/3 consultation services; balance of instruction in both English language and

content; includes support from ELL program aide

Grade 9 & Senior High

40* 45* Duplicated caseload based on ratio of 2/3 direct instruction (active) & 1/3 consultation services; primary instruction in high school course content (for

graduation credit) as well as in English language; includes support from ELL program aide

Olathe District Schools Staffing Standards for Certified ... Professional Council Approved 2-26-09;...

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