Education of Students with Disabilities. 1. The Association and the Board recognize the District's obligation to provide a free appropriate public education for students with disabilities under IDEA and/or Section 504. The parties further recognize that Federal and State statutes and regulations require that students with disabilities be educated "to the maximum extent appropriate" with students who are not disabled by providing special education, related services, and supplemental aids and services in the least restrictive environment. In providing a free appropriate public education, the parties acknowledge that the needs of each individual student with disabilities will dictate the environment in which the student is educated, and that each student's education plan will be developed in accordance with his/her individual special needs. 2. Recognizing these statutory obligations, the continuum of options available to students with disabilities, and the potential impact and additional teacher workload of these obligations and options in a regular education classroom setting, the following factors will be considered: a. The education benefits both academic and non-academic, available to a student with disabilities in the regular classroom setting and the student with disabilities' progress, with appropriate supplemental aids and services; b. The effects and impact of the student with disabilities' inclusion in the regular education classroom setting upon the other students in the class, both positive and negative [e.g. unreasonable classroom disruptions or diversion of instruction time despite appropriate supplemental aids or services]; and c. The cost of necessary supplementary services. 3. Any teacher involved in educating a student who is being served under an IEP or 504 Plan will be given a copy of that plan and will be given the opportunity to provide input and feedback in the development (where possible), implementation or revision of that plan. The IEP/504 Plan will designate the individual to whom the teacher should go to discuss questions and concerns related to Section P.2., above, or seek revisions or interventions. 4. Recognizing that special classes, separate schooling, or removal of children with disabilities from the regular education environment may occur only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily, the District will be proactive in: a. Exploring outside resources that will support and assist the affected teachers in providing education in the least restrictive environment; b. Providing in-service training to teachers to assist in addressing the legal and educational needs of students with disabilities in a regular education classroom environment; c. Exploring successful models of inclusive programs in a regular education environment for consideration and possible implementation; and d. Providing the individualized supplementary aids and services, including personnel, that may be necessary to provide instruction, medical procedures, or custodial care in a regular education environment. 5. Special education teachers (exclusive of tutors or related services personnel) will be provided release time for drafting of IEPs as provided in Article 5, Paragraph
Appears in 3 contracts
Samples: Master Agreement, Master Agreement, Master Agreement
Education of Students with Disabilities. 1. The Association and the Board recognize the District's obligation to provide a free appropriate public education for students with disabilities under IDEA and/or Section 504. The parties further recognize that Federal and State statutes and regulations require that disabled students with disabilities be educated "to the maximum extent appropriate" with students children who are not disabled by providing special education, related services, and supplemental supple-mental aids and services in the least restrictive environment. In providing a free appropriate public education, the parties acknowledge that the needs of each individual disabled student with disabilities will dictate the environment in which the student child is educated, educated and that each student's education plan will be developed in accordance with his/her their individual special needs.
2. Recognizing these statutory obligations, the continuum of options available to students with disabilitiesdisabled students, and the potential impact and additional teacher workload of these obligations and options in a regular education classroom setting, the following factors will be considered:
a. The education benefits both academic and non-academicnonacademic, available to a disabled student with disabilities in the regular classroom setting and the student with disabilities' disabled student's progress, with appropriate supplemental aids and services;
b. The effects and impact of the student with disabilities' disabled student's inclusion in the regular education classroom setting upon the other students children in the class, both positive and negative [(e.g. unreasonable classroom disruptions or diversion of instruction time despite appropriate supplemental aids or services]); and
c. The cost of necessary supplementary services.
3. Any teacher involved in educating a student who is being served under an IEP or 504 Plan plan will be given a copy of that plan and will be given the opportunity to provide input and feedback in the development (where possible), implementation or revision of that plan. The IEP/504 Plan plan will designate the individual to whom the teacher should go to discuss questions and concerns related to Section P.2.subsection S2, above, or seek revisions or interventions.
4. Recognizing that special classes, separate schooling, or removal of children with disabilities from the regular education environment may occur only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily, the District will be proactive in:
a. Exploring outside resources that will support and assist the affected teachers in providing education in the least restrictive environment;
b. Providing in-service inservice training to teachers to assist in addressing the legal and educational education needs of disabled students with disabilities in a regular education classroom environment;.
c. Exploring successful models of inclusive programs in a regular education environment for consideration and possible implementation; and
d. Providing the individualized supplementary aids and services, including personnel, that may be necessary to provide instruction, medical procedures, or custodial care in a regular education environment.
5. To the extent practical, IEP/504 meetings or staffings will be held during the workday.
6. Special education teachers (exclusive of tutors or related services personnel) will be provided at least one (1) day release time for drafting of IEPs. Special education teachers with more than fourteen (14) IEPs in grades K-8 or eighteen (18) IEPs in grades 9-12, will be provided with an additional release day. Release days for this purpose will be at a site designated by the Superintendent or his/her designee. Special education teachers shall be provided release time, as provided has been the practice, to conduct IEP conferences.
7. Nothing in this Article 5, Paragraphshould be considered in a manner inconsistent with Federal or State laws governing the education of disabled students.
Appears in 1 contract
Samples: Master Contract
Education of Students with Disabilities. 1. The Association and the Board recognize the District's obligation to provide a free appropriate public education for students with disabilities under IDEA and/or Section 504. The parties further recognize that Federal and State statutes and regulations require that students with disabilities be educated "to the maximum extent appropriate" with students who are not disabled by providing special education, related services, and supplemental aids and services in the least restrictive environment. In providing a free appropriate public education, the parties acknowledge that the needs of each individual student with disabilities will dictate the environment in which the student is educated, and that each student's education plan will be developed in accordance with his/her individual special needs.
2. Recognizing these statutory obligations, the continuum of options available to students with disabilities, and the potential impact and additional teacher workload of these obligations and options in a regular education classroom setting, the following factors will be consideredconsidered by the Administrator when assigning students to a classroom:
a. The education educational benefits – both academic and non-academic, academic – available to a student with disabilities in the regular classroom setting and the student with disabilities' progress, with appropriate supplemental aids and services;
b. The effects and impact of the student with disabilities' inclusion in the regular education classroom setting upon the other students in the class, both positive and negative [e.g. unreasonable classroom disruptions or diversion of instruction time despite appropriate supplemental aids or services]; and
c. The cost of necessary supplementary services.
3. Any teacher involved in educating a student who is being served under with an IEP or 504 Plan will be given a copy of that plan and will be given the document along with the opportunity to provide input and and/or feedback in the development (where possible), implementation or revision of that planthe document. The If a teacher has questions or concerns about the content and/or implementation of the student’s IEP/504 Plan will designate the individual to whom Plan, the teacher should go to discuss questions and concerns related to Section P.2., above, contact the student’s IDEA or seek revisions or interventions504 case manager.
4. Recognizing that special classes, separate schooling, or removal of children with disabilities from the regular education environment may occur only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily, the District will be proactive in:
a. Exploring outside resources that will support and assist the affected teachers in providing education in the least restrictive environment;
b. Providing in-service training to teachers to assist in addressing the legal and educational needs of students with disabilities in a regular education classroom environment;
c. Exploring successful models of inclusive programs in a regular education environment for consideration and possible implementation; and
d. Providing the individualized supplementary aids and services, including personnel, that may be necessary to provide instruction, medical procedures, or custodial care in a regular education environment.
5. Special education teachers (exclusive of tutors or related services personnel) will be provided release time for drafting of IEPs as provided in Article 5, Paragraph
Appears in 1 contract
Samples: Master Agreement
Education of Students with Disabilities. 1. The Association and the Board recognize the District's obligation to provide a free appropriate public education for students with disabilities under IDEA IDEIA and/or Section 504. The parties further recognize that Federal and State statutes and regulations require that disabled students with disabilities be educated "to the maximum extent appropriate" with students children who are not disabled by providing special education, related services, and supplemental aids and services in the least restrictive environment. In providing a free appropriate public education, the parties acknowledge that the needs of each individual disabled student with disabilities will dictate the environment in which the student child is educated, educated and that each student's individualized education plan program will be developed in accordance with his/her individual their unique special needs.
2. Recognizing these statutory obligations, the continuum of options available to students with disabilitiesdisabled students, and the potential impact and additional teacher workload of these obligations and options in a regular education classroom setting, the following factors will be considered:
a. The education benefits educational benefits, both academic and non-academicnonacademic, available to a disabled student with disabilities in the regular classroom setting and the student with disabilities' disabled student's progress, with appropriate supplemental aids and services;
b. The effects and impact of the student with disabilities' disabled student's inclusion in the regular education classroom setting upon the other students children in the class, both positive and negative [(e.g. unreasonable classroom disruptions or diversion of instruction time despite appropriate supplemental aids or services]); and
c. The cost of necessary supplementary services.
3. Any teacher involved in educating a student who is being served under an IEP or 504 Plan will be given a copy of that plan and the IEP plan.
a. Teachers will be given the opportunity to provide input and feedback in the development (where possible)development, implementation or revision of that the plan. .
b. The IEP/504 Plan will designate the individual to whom the teacher should go to discuss questions and concerns related to Section P.2.N2, above, or seek revisions or interventions.
4. Recognizing that special classes, separate schooling, or removal of children with disabilities from the regular education environment may occur only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily, the District will be proactive in:
a. Exploring outside resources that will support and assist the affected teachers in providing education in the least restrictive environment;
b. Providing in-service training to teachers to assist in addressing the legal and educational needs of students with disabilities in a regular education classroom environment;
c. Exploring successful models of inclusive programs in a regular education environment for consideration and possible implementation; and
d. Providing the individualized supplementary aids and services, including personnel, that may be necessary to provide instruction, medical procedures, or custodial care in a regular education environment.
5. Special education teachers (exclusive of tutors or related services personnel) will be provided release time for drafting of IEPs as provided in Article 5, Paragraph
Appears in 1 contract
Samples: Master Agreement
