7 Miss. Code. R. 3-74.3

Current through November 26, 2024

Rule 7-3-74.3 - Teacher Unit Allocation

Teacher Unit Allocation Methodology to Support Programs for Students with Disabilities

1. The Teacher Unit Allocation Methodology gives consideration to two factors:

a. Educational Placement

b. Levels of Support

Each student will be assigned a weighted value based on these two factors. After calculation of the total number of weighted students, teacher units are determined by the following formula:

a. Pre-K: 18 weighted units=1 teacher

b. K-2: 22 weighted units=1 teacher

c. Gr. 3-12: 27 weighted units=1 teacher

2. Educational Placement

The first factor in determining the teacher unit allocation is the educational placement of students with disabilities. These placements represent options along the least restrictive environment continuum.

a. Regular Education/Early Childhood Setting

i. Ages 3-5: Early childhood setting designed primarily for children without disabilities

ii. Ages 6-20: General/regular education classes for more than 80% of the school day. (Removed from general education for no more than 20% of the school day)

b. Resourced

i. Ages 3-5: Special education setting part time; remainder of time at home or in early childhood setting designed for non-disabled children

ii. Ages 6-20: General/regular education placement between 40-80% of the school day (Removed from regular education for 20-60% of the school day)

c. Self-Contained

i. Ages 3-5: Program designed primarily for students with disabilities

ii. Ages 6-20: General education class less than 40% of the school day (removed from regular education for more than 60% of the day)

3. Levels of Support

The second factor of the proposed methodology is the intensity of specially designed instruction received by the student from an appropriately licensed special education teacher and related services received from an appropriately licensed related service provider (except for transportation services). It is proposed that the following levels of support be reflected in the teacher unit allocation methodology:

a. Minimal Support: The student receives specially designed instruction/supports for at least one period per week or less than 5 hours per week.

b. Targeted Support: The student receives specially designed instruction/supports for at least one period per day or 5 to 12.5 hours per week.

c. Sustained Support: The student receives specially designed instruction/supports for at least half of the school day or more than 12.5 to 24 hours per week.

d. Intensive Support: The student receives specially designed instruction/supports for the full school day or all but one period per day, or more than 24 to 30 hours per week or more.

e. Other Instructional Support

Adaptive Physical Educators are specifically trained to make adaptations, modifications, and accommodations in order to provide a safe, successful physical education experience for students with disabilities. The ratio for Adaptive Physical Educators is 48:1 with a minimum of 25. The maximum class size is 48 students.

Speech/Language Pathologists are responsible for organizing and implementing the assessment and services for communication and related disorders through various service delivery models. The ratio for Speech/Language Pathologists is 48:1 with a minimum of 25. The maximum class size is 48 students.

Educational Placement	Levels of Support
Minimal <5 hrs/wk	Targeted 5-12.5 hrs/wk	Sustained 12.5-24 hrs/wk	Intensive 24+ hrs/wk
Regular Education (removed less than 21% of the school day)	1.5	2.0	2.5	3.0
Resourced (removed 21-60% of the school day)	1.5	2.0
Self-Contained (removed more than 60% of the school day)	2.0	3.0

7 Miss. Code. R. 3-74.3

Miss. Code Ann. § 37-1-3 (Revised 8/2011)

Adopted 12/30/2015