Least Restrictive Environment. A. The parties acknowledge that the policy of least restrictive environment is legally mandated. It is also recognized that the extent to which any student who receives services under the Individuals with disabilities Education Act (IDEA) should participate in regular education programs and services involves consideration of that student's unique needs as determined by an Individual Educational Planning Committee (IEPC). It is further acknowledged and recognized that the general education classroom teachers and the appropriate special education teachers are jointly responsible for implementation of the IEP and for attending to the educational needs of special education students assigned to the teacher's class. Teachers agree to cooperate in the delivery of special education and related services.
B. Prior to actual placement of a particular special education student within the classroom of a teacher, such teacher(s) may confer directly with the special education teacher/consultant concerning the student and the plan for integration of said student.
C. If any teacher has a reasonable basis to believe that a disabled student's current Individual Education Plan (IEP) is not meeting the student's unique needs as required by law, the teacher will advise his/her principal of that opinion, in writing.
D. If delivery of related school health services is necessary to provide a student with a free appropriate public education, as mandated by the Individuals with Disabilities Education Act, those functions shall be performed by a properly trained individual. Appropriate training will be provided to each teacher prior to the placement of that special education pupil in the teacher's room. This training shall include an explanation of procedure(s) for delivery of the school health service, identification of the appropriate persons to whom performance of that function may be permissibly delegated, the extent and availability of supervision for performance of the procedures and the authority for alteration, modification or termination of the procedures. Bargaining unit members shall be required to perform health services under this provision in an emergency situation only.
Least Restrictive Environment. The Board and the Association acknowledge that the policy of least restrictive environment is legally mandated and intended in the best educational interest of the student. Accordingly, the parties who would fit legal requirements which would involve the use of an Individual Educational Planning Team (IEPT) for placement in the regular classroom must be appropriate to the student’s unique needs as determined by an IEP on an individual basis. For the purpose of this section, such students shall be referred to as “mainstreamed students.”
1. Any member who has a reasonable basis to believe that a mainstreamed student assigned to that member has a current IEP report that is not meeting the student’s unique needs as required by law or whose behavior is physically or verbally abusive towards others and disruptive to the learning environment, should promptly notify the administration.
2. The following conditions shall apply to placement of mainstreamed students in general education classrooms:
a. Any member who will be providing instructional or other services to a mainstreamed student in a regular education classroom setting shall be invited to participate in the IEPT which may initially place (or continue the placement of) the student in a regular education classroom. When invited to such an IEPT, the member will make a reasonable attempt to attend the IEPT and, when it is requested, will provide written input to the IEP (or the Multi-Disciplinary Evaluation Team Report to be presented to the IEPT).
b. In instances where it is not possible to identify in advance of an IEPT general education teachers who ultimately will have mainstreamed student(s) assigned to their classroom(s), meetings will be convened with such general education teachers as soon as possible following the beginning of the school year to explain the conclusion of the IEPT and to provide for the teacher to have input.
c. The district shall make every reasonable effort to provide the receiving teacher(s) with necessary support identified in the IEP, including paraprofessionals, materials and other related services.
d. The administration shall provide, prior to such placement whenever possible, in-service training and awareness information to the teacher(s) regarding the instruction and behavioral management of such mainstreamed students in the regular education classroom setting, including but not limited to, the differing approaches, problems, and techniques to be utilized with varying physical...
Least Restrictive Environment. The Board and the Association acknowledge that least restrictive environment mainstreaming special education students is legally mandated and intended in the best educational interest of the student. For the purpose of this section, such students shall be referred to as students with disabilities
A. If any teacher, in writing, advises the administration and reasonably believes that a student with disabilities assigned to the teacher has a current IEPC report that is not meeting the student's unique needs as required by law, the administration shall call an appropriate case study or IEPC meeting which shall include the teacher.
B. In general education classrooms:
1. Any teacher who will be providing instructional or other services to a student with disabilities in a regular education class shall be invited to participate in the student's IEPC. If the teacher is not identified prior to the IEPC, a meeting will be convened with the teacher to review the IEPC. Such a meeting will be arranged through consultation with the teacher as soon as possible.
2. The student's IEPC must specify and provide for all specific support, materials and services deemed necessary by the IEPC. The District shall make every reasonable effort to support the receiving teacher with necessary classroom materials.
3. The student with disabilities 's placement should be determined to the extent permissible by law and through the IEPC in such a way to be sensitive to both the educational process for the student with disabilities and the other students in the classroom to be entered.
4. The administration shall provide, upon the teacher's request, prior to such placement whenever possible, awareness information to the affected teacher(s) and students regarding placement of students with disabilities in the class(es). The activities shall be provided to promote a school climate that is receptive to the placement and to maximize the potential of the student with disabilities while minimizing possible areas of concern. Should prior provision of such information not be possible, the information shall be provided as early as can be arranged after the placement has occurred. At the teacher's request, information and/or training will be provided regarding appropriate instructional techniques and behavioral management for dealing with varying physical, mental, and emotional problems of students with disabilities.
C. If delivery of related school health services is necessary to provide a student wi...
Least Restrictive Environment. The Board and the Association recognize least restrictive environment for all students is legally mandated and intended in the best educational interest of all students. For the purpose of this Section, special education students participating in a least restrictive educational environment shall be referred to as a student with a disability.
A. Any teacher may request a meeting of all or a portion of the teachers of a specific student. Said meeting may be requested only if a teacher reasonably believes the educational program established for an individual student is not meeting the student's unique needs as required by law. Said request shall be in writing, listing the designated teachers, and signed by the respective teacher. Additionally, any teacher may request a meeting of all or a portion of the teachers of a specific student to discuss the written IEPC of a student. Said meeting shall be requested in the same manner as noted above. The Administration shall help the requesting teacher to facilitate such a meeting as requested with the designated teachers. The designated teachers of said student shall be encouraged to attend to discuss the student's educational program needs. The meeting shall be held during non-regularly scheduled instructional times, which may involve holding said requested meeting before or after school. Meetings held before or after the normal workday shall be scheduled with the consensus of the teachers involved.
B. In regard to IEPC meetings and students with a disability in general education classrooms:
1. If an IEPC is convened, the Administration shall use all reasonable efforts to include the current regular education teacher most appropriate to the disability of said student in the student's IEPC meeting. All teachers providing instruction to the specific student with a disability in a regular classroom setting shall be notified of the IEPC so they have an opportunity to give input to the administrator, special education teacher, regular education teacher, etc. who will be participating in the IEPC meeting. Any teacher so notified may request a meeting, which shall be held outside of regular instructional time, to discuss the appropriateness of the appointment of the regular education teacher who will be attending the IEPC.
2. In instances where it is not possible to identify in advance of an IEPC, the general education teacher(s) of a specific student with a disability, pertinent information in a student's written IEPC whic...
Least Restrictive Environment. A. The parties acknowledge that the policy of least restrictive environment is legally mandated. It is also recognized that the extent to which any individual disabled student should participate in regular education programs and services involves considerations of that student’s unique needs as determined by an individual educational planning team (IEPT). Although it is agreed that the disabled student’s participation and right to participate in regular education programs and services cannot be affected by this Agreement, the District does agree to consider how the disabled student’s placement will affect teachers when determining the disabled student’s placement.
B. The District shall determine the need for a teacher who will be providing instructional or other services to a disabled student to participate in the IEPT which may initially place (or continue the placement of) the student in a regular education classroom. The district shall provide release time in the event the district directs or authorizes a teacher to attend an IEPT that is scheduled during a time the teacher is assigned to teach a class.
C. If any teacher has a reasonable basis to believe that a disabled student’s current individual educational plan (IEP) is not meeting the student’s unique needs as required by law, the teacher will advise his/her principal in writing.
D. On a case-by-case basis, the District will determine what training and other support should be provided to a teacher who will be providing instructional or other services to a disabled student. Should the teacher(s) disagree, the decision can be appealed to an advisory committee consisting of the special education director, the building principal, the building social worker or counselor, and two (2) additional teachers to be named by the Superintendent with the approval of the Association.
Least Restrictive Environment. Except as otherwise provided by the provisions of Section 2.E contained hereinabove, students with disabilities enrolled in the School will be educated in the least restrictive environment and will be segregated only if the nature and severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily. As it is the School’s goal to place students in an environment where they can best flourish, those students whose needs cannot be adequately addressed at the School will be appropriately referred; and the School’s staff will work together with the Sponsor’s personnel to ensure that the needs of these students are met. However, it is the School’s obligation, and not that of the Sponsor or student’s boundaried school, to provide all appropriate services to ESE students.
Least Restrictive Environment. Individual Educational Plans (IEP’s), to include an annual IEP meeting with the student’s family. Students with disabilities will be educated in the least restrictive environment, and will be segregated only if the nature and severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily. Those students, whose needs cannot be adequately addressed at the School, as determined by the IEP team, will be referred to an appropriate placement within the District. Parents of students with disabilities will be afforded procedural safeguards in their native language, consistent with the manner that those safeguards are provided in the District’s traditional schools or using the District's materials. Unless the School is specifically for students with disabilities, the School shall not request through the School's application a student's IEP or other information regarding a student's special needs, nor shall the school access such information prior to the enrollment lottery. Upon enrollment, or notice of acceptance sent to the student, the School may request from the District information related to the student's program and needs, including the student's most recent IEP, which shall be provided within 10 days. Similarly, upon a student’s enrollment in another public school in the district and receipt of request for records, the School shall provide the records to the requesting school within 10 days. If the School believes, upon review of the IEP, that the student's needs cannot be met at the School an IEP meeting shall be convened within 30 days. The Sponsor shall be invited to and may attend the meeting, at which time the IEP team shall determine whether the School is an appropriate placement for the student. The Sponsor will provide a Support Specialist to serve as the Local Educational Agency (LEA) representative who may attend all IEP, EP and 504 meetings; initial placement, change in placement and dismissal from a program.
Least Restrictive Environment. The Charter School will support movement of students with disabilities, including students with moderate to severe disabilities, into less restrictive environments and increase interactions of students with disabilities with non-disabled students. The Charter School general program of instruction for students with disabilities shall be responsive to the required sequence of courses and related curricular activities provided for all students in the Charter School. Assessment and standardized testing procedures shall be implemented, including guidelines for modifications and adaptations, to monitor student progress.
Least Restrictive Environment a. With the exception of those duties normally associated with the registered nursing profession, employees will not be required to assist special needs students with bodily functions, administering medication, or with medical needs such as but not limited to catheterization or suctioning.
b. Before a special needs student's first day of scheduled instruction within a general education classroom, the affected teacher(s) will be notified of the student's assignment to his/her classroom. Information pertaining to the special needs student's handicap or condition will be disseminated to the affected classroom teachers not later than five (5) school days from the first day the student accesses the class.
c. In the event a general education teacher requires assistance with a special needs student, the teacher will request a meeting with his/her principal. The meeting will be held not later than five (5) school days of the request. Options available for assistance will be reviewed at the meeting and a final determination made not later than five (5) days from the date of the meeting.
d. Any teacher who believes that a student's individual educational plan (I.E.P.) is not meeting the student's needs, will direct their concerns to the building administrator.
Least Restrictive Environment. The Board and the Association acknowledge least restrictive environment main streaming special education students is legally mandated and intended in the best educational interest of the student. For the purpose of this section, such students shall be referred to as "Mainstreamed Students."
A. If any teacher, in writing, advises the Administration and reasonably believes that a Mainstreamed student assigned to the teacher has a current IEPC report that is not meeting the student's unique needs as required by law, the Administration shall call a case study meeting which shall include the teacher.
B. Recognizing periodic changes in student status and enrollment subsequent to the start of the school year, to the extent possible, the Administration will strive to equalize Mainstreamed students across general education grade levels within each elementary location and across course sections within the middle and senior high school. This section will not apply if the teacher volunteers to take additional Mainstreamed students. In such situations, the administration will reduce class size by an equivalent number of students. Such changes shall be made at the next available natural break in the schedule (such as marking period, semester break, or vacation, etc), taking into account the needs of all students involved.
C. In general education classrooms:
1. Any teacher who will be providing instructional or other services to a Mainstreamed student in a regular education class shall be invited to participate in the student's IEPC. If the teacher is not identified prior to the IEPC, a meeting will be convened with the teacher to review the IEPC. Such a meeting will be arranged in consultation with the teacher as soon as possible.
2. The Mainstreamed student's placement shall be determined to the extent permissible by law and through the IEPC in such a way to minimize any negative impact on the classroom.
3. The Administration shall provide, upon the teacher's request, prior to such placement whenever possible, in-service training on instruction and behavioral management of such Mainstreamed students. Similar awareness programs may be provided for classmates upon the teacher's request. If such prior training is not possible, the training will be provided as early as can be arranged after the placement has occurred. If such training is not readily or reasonably available, the administration and the Association will meet with the affected teacher(s) to discuss possible al...
