Integrated Classrooms. The Board recognizes the need to preserve the education balance in classrooms. The following shall apply to members who have or will have one (1) or more special needs students included into their classes:
1. Each member at each grade level shall have the opportunity to meet with the principal to discuss and provide input into decisions affecting special needs students before assignment to the member's classroom.
2. The receiving member(s) at the appropriate level has the right to be present at any placement committee meeting. This includes the annual IEP review. Said time will be compensated in the following manner:
a. release time from regular teaching duties, or
b. paid twenty dollars ($20.00) per hour per meeting.
3. All teachers involved with students with IEPs will be members of the IEP team for that student and will be invited to the student's IEP conferences consistent with parental rights under the law.
4. The impact of an included student on class size will be discussed as part of the IEP conference, and included students will be counted as one and one- half (1-1/2) students for the purposes of student count.
5. Inclusion is defined as the provision of education and supplemental services to all special education students in regular classroom seating for all or substantial part of the school day. Mainstreaming is defined as the practice of including students assigned to a special education program in some regular classroom activities.
6. Special Education students assigned to regular classrooms shall, to the extent reasonably possible, be equitably assigned to classrooms at each grade and/or subject level.
7. The Board will provide the necessary personnel as identified in the IEP to perform any supportive services which may be required by any student, including custodial care services.
Integrated Classrooms. The Board recognizes the need to preserve the educational balance in classrooms. The following shall apply to Members who have or will have one or more special needs students included into their classes:
1. Each Member at each grade level shall have the opportunity to meet with the principal to discuss and provide input into decisions affecting special needs students before assignment to the Member’s classroom.
2. Consistent with state and federal law, regular education Member may be in attendance at IEP conferences.
3. Special education students assigned to general education classrooms shall, to the extent reasonably possible, be equitably assigned to classrooms at each grade and/or subject level. The Superintendent recognizes the necessity of equitable distribution of students and will make every attempt to work with teachers and principals to adhere to state models.
Integrated Classrooms. When the IEP for special needs students determines that the best placement is within the regular classroom, thus creating an "Integrated Classroom" such classroom shall truly be integrated. The ratio of special needs students shall not be such that the classroom is more a special needs classroom rather than a regular classroom.
