Common use of CLASS COMPOSITION AND INCLUSION Clause in Contracts

CLASS COMPOSITION AND INCLUSION. No provincial language. Local language: The Board recognizes its responsibility to provide support and services for students with special needs. The Board shall maintain present funding levels with supplements as new students are identified, for the term of this agreement. (expiring June 30, 1994) The integration of students with special needs requires continuous consideration and monitoring. The framework and processes outlined below will facilitate the determination of appropriate support levels: 1. For the purposes of this Agreement, students with special educational needs are those students identified by the School Based Team and confirmed by the District Screening Committee. This Committee shall include a representative chosen by the Association. Appeals regarding decisions made by the District Screening Committee will be made to the Joint Integration Implementation Committee. 2. The Superintendent or designate shall chair the Joint Integration Implementation Committee. The remainder of the Committee shall include an equal number of representatives chosen by the Association and the Board. The purpose of the Committee will be: a. to develop effective methods for the disbursement of district support allocations for students with special needs; b. to coordinate and recommend integration practices and to participate in the development of integration procedures not already specified in this article; c. to ensure prior to finalizing the placement of students with special needs the provision of appropriate resources and to determine class size and composition as it relates to the integration of students with special needs, and the impact of integration on the class; d. to monitor the implementation of recommended procedures as developed in (b). 3. A school based team, including an administrative officer, classroom teacher(s), learning assistance teacher, counsellor and/or special program teacher(s) and other personnel as appropriate shall make recommendations at the school level and may make representation to the District Screening Committee and, when deemed necessary, to the Joint Integration - Implementation Committee. 4. In determining the appropriate support levels, the following shall be considered: a. personnel requirements and the educational planning for the resource needs of students with special needs; b. the class size and composition and educational needs of the other students of the proposed receiving class; c. the provision of release time from the instructional day to determine the needs of such students, to receive related training, prepare I.E.P.'s and to consult with other staff and resource persons; d. the provision of appropriate time and resources to the classroom teacher for ongoing classroom assessment and consultation. 5. Classroom teachers integrating students with special needs shall share the responsibility for the preparation and implementation of I.E.P.'s with appropriate support personnel. 6. Planning for the integration of students with special needs shall occur in the spring of each year for placements in the following September. Where students with special needs are integrated into a regular class that class shall be smaller than the established class size limit (as per Article D.1) when recommended by the School-Based Team and confirmed by the Joint Integration Implementation Committee. 7. After September 30th, and prior to finalizing their placement, students with special needs will be integrated into regular classes using the processes described in Article D. 8. At the request of the receiving teacher and where practicable, the School-Based Team shall meet within five teaching days to review the inclusion of a student with special needs in a regular classroom.

CLASS COMPOSITION AND INCLUSION. No provincial language. Local language: The Board recognizes its responsibility to provide support and services for students with special needs. 1. The Board shall maintain present funding levels with supplements as new students are identifiedand Union recognize that students, other than those identified for the term of this agreement. (expiring June 30, 1994) The integration of students with special needs requires continuous consideration and monitoring. The framework and processes outlined below will facilitate the determination of appropriate support levels: 1. For the purposes of this AgreementStudent Support Services funding, students with special educational needs are those students identified by the School Based Team may significantly affect classroom management, routines and confirmed by the District Screening Committee. This Committee shall include a representative chosen by the Association. Appeals regarding decisions made by the District Screening Committee will be made to the Joint Integration Implementation Committeeinstructions. 2. Where the teacher determines that there are students in their class who significantly affect classroom management, routines, or instruction, they shall have the right to refer such students to the Principal for consideration and appropriate action. 3. A teacher not satisfied with Principal's response may refer the situation to the Educational Resources Committee. a. The Superintendent or designate shall chair the Joint Integration Implementation Committee. The remainder Committee will meet within five (5) working days of the request. b. Where the need for review is urgent, the Committee shall include an equal number of representatives chosen by may appoint a two person sub- committee, one person representing the Association Board and the Board. other the Union, to conduct the review. c. The purpose Education Resources Committee will review the decision or the report of the Committee will be: a. to develop effective methods for the disbursement of district support allocations for students with special needs; b. to coordinate two-person committee and recommend integration practices make its conclusions and to participate in the development of integration procedures not already specified in this article; c. to ensure prior to finalizing the placement of students with special needs the provision of appropriate resources and to determine class size and composition as it relates recommendations known to the integration Board, the KCTU and the person(s) requesting the review. 4. Where practicable in schools providing special programs and/or mainstreaming/integration, the following criteria and conditions shall prevail regarding the integration/entrance and/or exit of students with special needs. 5. Entrance and exit from a special program will be with the approval of the school based team and parent(s) or guardian. 6. Integration will be coordinated by the school based team which will include the Administrative Officer or Head Teacher, the regular classroom teacher(s), special services personnel and parent/guardian. 7. The degree of integration into regular classes will depend upon the ability of the special student to function within the class instructional range and be socially/behaviourally adaptive at the regular class level. a. The "receiving" regular classroom teacher may receive, upon request to the Director of Special Services, inservice to ensure that the integration experience meets the needs of the teacher, the special program student(s) and the impact regular classroom students. b. Upon the recommendation of integration the Director of Special Services any teacher of an exceptional student shall have the opportunity for professional development retraining. Whenever possible this professional development shall take place prior to placement of the student. c. Where such in-service training or professional development must take place in the months of July and/or August the teacher shall be compensated as specified in Article D.103.6 and shall be reimbursed for expenses incurred. 9. A review of each student in special programs shall be conducted annually by the school- based team. 10. The Board will ensure that any additional resources necessary to integrate an exceptional student are available prior to the placement of an exceptional student in any class. The necessary resources shall be determined by the Board in consultation with the school based team. 11. Teachers of integrated children shall be given appropriate release time as approved by the Director of Special Services, based on the class; d. to monitor recommendation of the implementation of recommended procedures as developed in (b). 3. A school based team, including an administrative officer, classroom teacher(s), learning assistance teacher, counsellor and/or special program teacher(s) and other personnel as appropriate for the purposes of conferencing with regards to integration of exceptional children. Such approval shall make recommendations at the school level and may make representation to the District Screening Committee and, when deemed necessary, to the Joint Integration - Implementation Committeenot be unreasonably withheld. 4. In determining the appropriate support levels, the following shall be considered: a. personnel requirements and the educational planning for the resource needs of students with special needs; b. the class size and composition and educational needs of the other students of the proposed receiving class; c. the provision of release time from the instructional day to determine the needs of such students, to receive related training, prepare I.E.P.'s and to consult with other staff and resource persons; d. the provision of appropriate time and resources to the classroom teacher for ongoing classroom assessment and consultation. 5. Classroom teachers integrating students with special needs shall share the responsibility for the preparation and implementation of I.E.P.'s with appropriate support personnel. 6. Planning for the integration of students with special needs shall occur in the spring of each year for placements in the following September12. Where students with special needs are integrated into a regular class that class shall be smaller than the established class size limit (as per Article D.1) when recommended by the School-Based Team and confirmed by the Joint Integration Implementation Committee. 7. After September 30th, and prior to finalizing their placement, students with special needs will be integrated into regular classes using the processes described or resources referred to above and in Article D. 8. At D.2.1 – D.2.3 are not followed or made available because it is deemed impracticable, on the request of anyone directly affected by that decision, a review of that decision will be made. 13. A person wishing a review will make such request to the receiving teacher and where practicable, the School-Based Team shall Educational Resources Committee. The Committee will meet within five teaching (5) working days of the request. 14. Where the need for review is urgent, the Committee may appoint a two person sub- committee, one person representing the Board and the other the Union, to conduct the review. 15. The Education Resources Committee will review the inclusion decision or the report of a student with special needs in a regular classroomthe two- person Committee and make its conclusions and recommendations known to the Board, the KCTU and the person(s) requesting the review.

CLASS COMPOSITION AND INCLUSION. No provincial language. Local language: The Board recognizes its responsibility to provide support and services for students with special needs. The Board shall maintain present funding levels with supplements as new students are identified, for the term of this agreement. (expiring June 30, 1994) The integration of students with special needs requires continuous consideration and monitoring. The framework and processes outlined below will facilitate the determination of appropriate support levels: 1. For the purposes of this Agreement, students with special educational needs are those students identified by the District Principal of Student Services after consultation with the School Based Team, and such resource people as may be required by the District Principal of Student Services in order to assess accurately the student’s educational needs and requirements. a. Should the District Principal of Student Services decide that a student who has been identified by the School Based Team, does not qualify for additional resources, a full written explanation will be provided to the School Based Team. The School Based Team and confirmed will have the right to have this decision reviewed by the District Screening Committee. This Committee shall include a representative chosen by the Association. Appeals regarding decisions made by the District Screening Committee will be made to the Joint Integration Implementation CommitteeBoard. 2. The Superintendent or designate shall chair the Joint Integration Implementation Committee. The remainder of the Committee shall include an equal number of representatives chosen by the Association Board and the Board. The purpose of the Committee will be: a. to develop effective methods for the disbursement of district support allocations for students with special needs; b. to coordinate and recommend integration practices and to participate in the development of integration procedures not already specified in this article; c. to ensure prior to finalizing Union agree that the placement of students a student with special educational needs the provision of appropriate resources and to determine into a heterogeneous class size and composition as it relates to the integration of students on an ongoing basis shall be preceded by consultation with special needs, the teacher(s) and the impact of integration on the class; d. to monitor the implementation of recommended procedures as developed in (b)other persons who will be involved. 3. A school based teamIn making any decision on the placement of a student to be integrated, including an administrative officerthe factors to be taken into account in this process of consultation will include: the student’s medical, classroom teacher(s)physical and educational needs, learning assistance teacherthe proposed program for the student, counsellor and/or special program teacher(s) adjustments of class sizes, and other personnel as appropriate shall make recommendations at the school level and professional opinion of the teacher or teachers who may make representation to the District Screening Committee and, when deemed necessary, to the Joint Integration - Implementation Committeebe affected. 4. In determining The Board shall provide additional resources which it considers necessary for the appropriate support levels, integration of the following student. These necessary resources shall be considered:determined after consultation among those persons described in D.2.3, and shall include aide time. a. personnel requirements and In advance of placement, teachers of integrated students shall, as determined by the educational planning for the resource needs District Principal of students with special needs; b. the class size and composition and educational needs of the other students of the proposed receiving class; c. the provision of Student Services, be given release time from the instructional day to determine the needs of such students, to receive related training, prepare I.E.P.'s and to consult with other staff and resource persons; d. the provision , and where appropriate teacher assistants and/or personal attendants regarding such students. The scheduling of appropriate such release time and resources is to be subject to the classroom approval of the Principal. b. Teachers shall not be expected to take such training during the months of July and August. Where, at the request of the Board, a teacher agrees to take, and completes such training approved by the District Principal of Student Services, the Board, after consultation with the teacher shall either pay him/her at a rate of one-two hundredth (1/200) of the current annual salary of the teacher or give the teacher paid time off during the school year in lieu of such pay. Such consultation shall take place before the teacher agrees to take the course. The teacher shall be reimbursed for ongoing classroom assessment and consultationreasonable expenses incurred. c. Compensation by pay or time off under D.2.4.b for partial days worked shall be a minimum of one-half (1/2) day. 5. Classroom teachers integrating students with special needs Appropriately trained persons shall share the responsibility be responsible to administer medication, to perform medical procedures, or to attend to physical needs. The School Board shall establish a system for the preparation administration of medication and implementation of I.E.P.'s with appropriate support personnelmedical procedures. 6. Planning Clear procedures shall be established for the integration carrying out of students with special needs shall occur in fire and earthquake drills that expedite the spring evacuation and care of each year for placements in the following September. Where students with special needs are integrated into a regular class that class shall be smaller than the established class size limit (as per Article D.1) when recommended by the School-Based Team and confirmed by the Joint Integration Implementation Committeehandicapped children. 7. After September 30thBoard approved intercommunication devices shall be provided in rooms where emergency aid may be required. 8. The Board will defend, save harmless and prior indemnify any Union member from any demands, claims, suits, actions or other proceedings which may be brought against the Union member and which arise from the performance of the Union member’s duties and responsibilities or while participating in extracurricular activities and for any costs, loss, damage and liability arising therefrom, including all legal fees and disbursements incurred in connection therewith, provided that this covenant does not apply in respect of any criminal acts committed by the Union member or in respect of any civil negligence on the part of the Union member occurring outside the course and scope of the Union member’s appointment. 9. The Board shall provide the opportunity for those Teachers Teaching on Call (TTOCs) interested in receiving training which would enable them to finalizing their placement, students serve in classrooms with special needs students, including Resource Rooms. This training will be integrated into regular classes using the processes described in Article D. 8. At the request offered prior to September 30 of the receiving teacher current school year and where practicable, shall be done on the School-Based Team shall meet within five teaching days to review the inclusion of TTOC’s own time. 10. Where a student with special educational needs has been placed in a class or classes, there shall be release time for ongoing evaluation of the placement with the teacher(s) involved, including the collaborative preparation of IEPs. 11. The placement in an established school of a resource room or special program shall occur only after consultation among District Staff, administrator(s), teachers and parents concerned. a. This consultation shall begin as early as possible and preferably no later than five (5) months prior to placement. b. Consideration shall be given to staffing, aide and clerical time allotments, equipment/furniture monies, and administrative assistance time. 12. To ensure that all students receive adequate attention, receive adequate attention, no more than two (2) students with special educational needs shall normally be integrated at the same time into any one (1) regular classroom.