Individual Education Programs Sample Clauses
Individual Education Programs. Decisions regarding eligibility, goals/objectives, program, placement and exit from special education shall be the decision of the IEP team. Team membership shall be in compliance with state and federal law and shall include the designated representative of CHARTER (or designee) and the designated representative of the District (or designee). Services, including on-site aides, if needed, placements, and reporting (including compliance reports, tracking, timelines, progress reports) shall be provided by District to all eligible Charter School students in accordance with the policies, procedures and requirements of the District and the Placer County SELPA.
Individual Education Programs. (IEP). Services to be provided will be determined by the individual students IEP. SCHOOL will provide PREFERRED with STUDENT(s) IEP and all duties will be carried out on SCHOOL premises including, but not limited to, the school bus or other mode of transportation when indicated by the STUDENT(s) IEP. SCHOOL agrees and guarantees, through all reasonable and necessary means, that the IEP will not contradict any aspect of STUDENT(s) plan of care, as established by STUDENT(s) physician.
Individual Education Programs a. The State shall, in a reasonable time period, create and/or implement an Individual Education Program (IEP), as defined in 34 C.F.R. 300.340, for each youth who qualifies for an IEP. As part of satisfying this requirement, the State shall conduct required annual reviews of IEPs, adequately document the provision of special education services, and comply with the requirements regarding parent, surrogate, and student participation in the IEP process. The State shall hold team meetings once per week or more often, if necessary, to develop or review IEPs for qualified special education students in accordance with federal regulations.
b. In developing or modifying the IEP, the State shall ensure that the IEP reflects the individualized needs of the youth and that services are provided accordingly. When the nature or severity of a youth’s disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily, the State shall provide an appropriate alternate education setting.
c. The State shall ensure that each developed or modified IEP include documentation of the team’s consideration of the youth’s need for related services and transition services. Nothing in this Agreement shall require the State to provide educational services to the youth after discharge from South Bend.
d. The State shall assess each child for necessary related services, address these needs in the IEP, and provide these services as often as determined necessary by the IEP team.
e. The State shall ensure that teachers follow each student’s IEP and, as applicable, his ILP and that each student shall demonstrate progress toward the benchmarks delineated within that individual student’s IEP and, as applicable, his ILP.
f. The State shall ensure that teachers who do not follow each student’s IEP and, as applicable, his ILP are subjected to appropriate and regular performance reviews that may result in termination of employment.
g. The State shall ensure that teachers whose student(s) do(es) not demonstrate progress toward(s) the benchmarks delineated within each student’s IEP and, as applicable, his ILP shall be subjected to appropriate and regular performance reviews that may result in termination of employment.
Individual Education Programs. 17.11.1 All teachers assigned to the Department of Special Education who are required to prepare individual education programs for special education students, shall receive a payment of $800 in addition to their regular salary.