State Board Policy

DESCRIPTOR TERM: Teacher Unit Allocation
CODE: 7203
ADOPTION DATE: August 19, 1994
REVISION: August 19, 2011


Teacher Unit Allocation Methodology to Support Programs for Students with Disabilities

The Teacher Unit Allocation Methodology gives consideration to two factors:

I. Educational Placement
II. 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:

Pre-K: 18 weighted units = 1 teacher

K-2: 22 weighted units = 1 teacher

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


I. 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.

Regular Education/Early Childhood Setting
Ages 3-5: Early childhood setting designed primarily for children without disabilities
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)

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

Self-Contained
Ages 3-5: Program designed primarily for students with disabilities
Ages 6-20: General education class less than 40% of the school day (removed from regular education for more than 60% of the day)

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:

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

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

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.

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.

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


w.u. = weighted units

For an electronic copy of the teacher unit allocations, Visit the website at http://www.mde.k12.ms.us/special-education/special-education-grants-and-funding/special-education-teacher-units

Mississippi Department of Education     P.O. Box 771     Jackson, MS 39205-0771     General Information: 601-359-3513

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