Common use of CLASS COMPOSITION AND INCLUSION Clause in Contracts

CLASS COMPOSITION AND INCLUSION. No provincial language. Local language: Class Composition 1. The Board and Union recognize that students, other than those identified for purposes of Special Needs funding, may significantly affect classroom management, routines and instruction. 2. Where the teacher determines that there are students in their class who significantly affect classroom management, routines, or instruction, they shall immediately notify the principal or vice-principal. If no resolution is achieved within five teaching days, the teacher shall have the right to refer such students to step #3 (D.2.3) below. 3. Within five teaching days of the referral, the school-based team, together with the classroom teacher and all staff directly and actively providing a specific service to the student(s), shall meet to consider the referral and make recommendations it considers appropriate in the circumstances. Such recommendations may include but shall not be limited to: • further assistance • alternate placement • alternate classroom management strategies and/or teaching methodologies • release time for the enrolling teacher and other school based personnel as may be required to facilitate ongoing assessment, consultation and/or coaching • teacher assistant and/or aide time 4. If the concerns are still present at the end of 10 (ten) school days after the School Based Team meeting, the matter shall be referred to step #3 (D.2.3) for the second time and shall be referred to the appropriate School District personnel and the union. 5. If the teacher is not satisfied with the resources provided, how the resources are allocated, the nature of the educational programme of the students, or any other issue of concern to the teacher, and those concerns have not been resolved in D.2.2 – D.2.4 above, a meeting shall be convened to address these concerns. This meeting shall include the teacher(s) of the student and the Superintendent of Schools or a designate. Other personnel may include the parent(s) of the student, the student, the principal or vice-principal, a representative of the Union and other staff the teacher feels is appropriate. 6. If the teacher's concerns are not resolved at D.2.5 above, or if the teacher is not satisfied with the implementation of the recommendations of the meeting discussed in D.2.5 above, the teacher may forward their concerns and/or recommendations to the Joint Committee for further discussion. The Joint Committee shall be comprised of three (3) union representatives and three (3) School District representatives but shall not include the School District personnel referred to in D.2.4. 7. The Joint Committee shall meet within 10 working days of the referral to the Joint Committee. 8. The Joint Committee will forward its recommendations to the Board of School Trustees whose decisions on the matter will be final and binding. 9. Where the Joint Committee cannot come to agreement the Union shall have the opportunity to present its concerns to the Board at its next regularly scheduled meeting. The Board shall make its decision with the Union President and the Superintendent in attendance. The Board's decision on the matter will be final and binding. Mainstreaming / Integration 10. Whenever practicable, prior to the placement of a Ministry of Education "approved" special needs student in a regular classroom, a consultative meeting between the school-based team (classroom teacher, learning assistance teacher, principal and parent if available) and the Assistant Superintendent-Special Services or designate will be held to determine the appropriate placement and particular educational needs of the student. Upon recommendation of the school-based team and, with the approval of Assistant Superintendent-Special Services, the regular classroom teacher will receive in-service training and on-going support to assist with the educational program of each special needs student mainstreamed/integrated in the classroom. 11. Upon recommendation of the school-based team, the Assistant Superintendent or designate shall arrange an assessment of a student to determine whether that student should be classified as a Special Needs student as per Ministry guidelines.

CLASS COMPOSITION AND INCLUSION. No provincial language. Local language: Class Composition 1. The Board 2.1 This article will apply to the placement of and Union recognize that studentsprovision of resources for any student who, other than those identified for purposes in the opinion of Special Needs fundingthe teacher, may significantly affect classroom management, routines and instruction. 2. Where the teacher determines that there are students in their class who significantly has affected or will affect classroom management, routines, or instruction, they shall immediately notify the principal or vice-principal. If no resolution is achieved within five teaching days, the teacher shall have the right to refer such students to step #3 (D.2.3) below. 3. Within five teaching days 2.2 The purpose of this article is to outline the referral, process which will facilitate a quality education programme for all students by providing the most appropriate classroom placement in the school and by identifying and providing the appropriate type and level of resources to support the students and teachers concerned. 2.3 Where a student identified in Article D.2.1 is to be newly enrolled in the school-based team, together with the classroom teacher and all staff directly and actively providing a specific service to the student(s), shall meet to consider the referral and make recommendations it considers appropriate in the circumstances. Such recommendations may include but shall not be limited to: • further assistance • alternate placement • alternate classroom management strategies and/or teaching methodologies • release time for the enrolling teacher and other school based personnel as may be required to facilitate ongoing assessment, consultation and/or coaching • teacher assistant and/or aide time 4. If the concerns are still present at the end of 10 (ten) school days after the School Based Team meeting, the matter shall be referred to step #3 (D.2.3) for the second time and shall be referred to the appropriate School District personnel and the union. 5. If the teacher is not satisfied with the resources provided, how the resources are allocated, the nature of the educational programme of the students, or any other issue of concern to the teacher, and those concerns have not been resolved in D.2.2 – D.2.4 above, a meeting shall be convened to address these concerns. This meeting shall include the teacher(s) of the student and the Superintendent of Schools or a designate. Other personnel may include the parent(s) of the student, the student, the principal or vice-principalshall, a representative of before placing the Union and other staff the teacher feels is appropriate. 6. If the teacher's concerns are not resolved at D.2.5 above, or if the teacher is not satisfied with the implementation of the recommendations of the meeting discussed in D.2.5 above, the teacher may forward their concerns and/or recommendations to the Joint Committee for further discussion. The Joint Committee shall be comprised of three (3) union representatives and three (3) School District representatives but shall not include the School District personnel referred to in D.2.4. 7. The Joint Committee shall meet within 10 working days of the referral to the Joint Committee. 8. The Joint Committee will forward its recommendations to the Board of School Trustees whose decisions on the matter will be final and binding. 9. Where the Joint Committee cannot come to agreement the Union shall have the opportunity to present its concerns to the Board at its next regularly scheduled meeting. The Board shall make its decision with the Union President and the Superintendent in attendance. The Board's decision on the matter will be final and binding. Mainstreaming / Integration 10. Whenever practicable, prior to the placement of a Ministry of Education "approved" special needs student in a regular classroom, convene a consultative meeting between of classroom teachers who may potentially enroll the student. The principal may also invite other teachers and staff members who may be significantly affected by the placement. This meeting will consider class sizes in the school-based team (classroom teacher, learning assistance teacherclass composition, principal and parent if available) physical facilities, existing support systems within the school and the Assistant Superintendent-Special Services or designate opinions and preferences of the teachers in determining which teacher(s) will enroll the student and be held responsible for the provision of the educational programme. 2.4 In unusual circumstances, a provisional placement may be made to determine prevent undue delay of student reception at the appropriate school. This provisional placement will allow time for the meetings and assessments as identified in Articles D.2.3, D.2.5, D.2.6 and D.2.7 to be scheduled and to occur as soon as possible. Additional resources may be provided to the school during the provisional placement. 2.5 Upon the request of the enrolling teacher(s) identified in Article D.2.3, additional assessment of the student's needs and abilities shall be undertaken by the school before the student's placement is completed. 2.6 Upon the request of the teacher(s) identified in D.2.3, the principal shall, before the placement of the student in a particular educational needs class is completed, convene an advisory meeting to plan for the inclusion of the student. Upon recommendation This meeting may include participation by some or all of the following: - parent(s)/guardian(s) - school-based team and, with support personnel - former teachers of the approval student - Area Support Team member(s) - other involved professionals (as appropriate) - Special Education Department staff 2.7 The purpose of Assistant Superintendent-Special Servicesthe advisory meeting in D.2.6 is to advise the principal and staff about possible educational programmes and resources that may be utilized to support the student in the classroom and school and to inform the teacher(s) enrolling the student of the level of funding and other resources available. Such resources may be used to provide for: - additional teacher support - teacher assistant time - consultation time - preparation time - materials support - health and safety considerations - modifications to facilities - reductions to class size - modifications to class compositions 2.8 Following the advisory meeting described in D.2.6 and D.2.7, the regular classroom teacher teacher(s) and the principal will receive in-service training and on-going support to assist with determine the educational program of each special needs student mainstreamed/integrated in the classroom. 11. Upon recommendation programme of the school-based team, the Assistant Superintendent or designate shall arrange an assessment of a student to determine whether that student should be classified as a Special Needs student as per Ministry guidelinesstudent.

CLASS COMPOSITION AND INCLUSION. No provincial language. Local language: Class Composition 1. The Board and Union recognize that students, other than those identified for purposes of Special Needs funding, may significantly affect classroom management, routines and instruction. 2. Where the teacher determines that there are students in their class who significantly affect classroom management, routines, or instruction, they shall immediately notify the principal or vice-principal. If no resolution is achieved within five teaching days, the teacher shall have the right to refer such students to step #3 (D.2.3) below. 3. Within five teaching days of the referral, the school-based team, together with the classroom teacher and all staff directly and actively providing a specific service to the student(s), shall meet to consider the referral and make recommendations it considers appropriate in the circumstances. Such recommendations may include but shall not be limited to: • x further assistance • x alternate placement • x alternate classroom management strategies and/or teaching methodologies • x release time for the enrolling teacher and other school based personnel as may be required to facilitate ongoing assessment, consultation and/or coaching • teacher x education assistant and/or aide time 4. If the concerns are still present at the end of 10 (ten) school days after the School Based Team meeting, the matter shall be referred to step #3 (D.2.3) for the second time and shall be referred to the appropriate School District personnel and the union. 5. If the teacher is not satisfied with the resources provided, how the resources are allocated, the nature of the educational programme of the students, or any other issue of concern to the teacher, and those concerns have not been resolved in D.2.2 – D.2.4 ±D.2.4 above, a meeting shall be convened to address these concerns. This meeting shall include the teacher(s) of the student and the Superintendent of Schools or a designate. Other personnel may include the parent(s) of the student, the student, the principal or vice-principal, a representative of the Union and other staff the teacher feels is appropriate. 6. If the teacher's concerns are not resolved at D.2.5 above, or if the teacher is not satisfied with the implementation of the recommendations of the meeting discussed in D.2.5 above, the teacher may forward their concerns and/or recommendations to the Joint Committee for further discussion. The Joint Committee shall be comprised of three (3) union representatives and three (3) School District representatives but shall not include the School District personnel referred to in D.2.4. 7. The Joint Committee shall meet within 10 working days of the referral to the Joint Committee. 8. The Joint Committee will forward its recommendations to the Board of School Trustees whose decisions on the matter will be final and binding. 9. Where the Joint Committee cannot come to agreement the Union shall have the opportunity to present its concerns to the Board at its next regularly scheduled meeting. The Board shall make its decision with the Union President and the Superintendent in attendance. The Board's decision on the matter will be final and binding. Mainstreaming / Integration 10. Whenever practicable, prior to the placement of a Ministry of Education "approved" special needs student in a regular classroom, a consultative meeting between the school-based team (classroom teacher, learning assistance teacher, principal and parent if available) and the Assistant Superintendent-Special Services or designate will be held to determine the appropriate placement and particular educational needs of the student. Upon recommendation of the school-based team and, with the approval of Assistant Superintendent-Special Services, the regular classroom teacher will receive in-service training and on-going support to assist with the educational program of each special needs student mainstreamed/integrated in the classroom. 11. Upon recommendation of the school-based team, the Assistant Superintendent or designate shall arrange an assessment of a student to determine whether that student should be classified as a Special Needs student as per Ministry guidelines.