Least Restrictive Environment/Medically Fragile. 1. Application of this section shall apply to identified special education students in the following categories; SEI, SCI, SXI, MoCI, PI, OHI, SLD, MiCI, EI, ASD and medically fragile students.
2. No bargaining unit member shall be required to provide custodial care or school health service (Defined as an act or function constituting the "Practice of Medicine" within the meaning of the public health code [MCL 333.17001]), except in an emergency situation. If a teacher will be providing instructional or other services to a student listed in sub-section 1, the teacher, or another adult who will be present when the instruction or other services are being provided, will be advised of the steps to be taken in event an emergency arises related to the student's medical condition.
3. If a teacher has a reasonable basis to believe that a student with a disability has a current individual education plan (IEP) that is not meeting the student's unique needs as required by law, the teacher will advise his/her principal of that opinion in writing.
4. On a case-by-case basis, the Board will determine what training and other support should be provided to a teacher who will be providing instructional or other services to a student with a disability. If a teacher disagrees with the Board-determined training and support, the teacher may appeal to a committee composed of two (2) teachers elected by the Association and two (2) administrators selected by the Superintendent. The committee shall invite a fifth (5th) person to participate with the committee. The committee shall determine the appropriate training and/or support services.
5. The Board and Association acknowledge that the policy of Least Restrictive Environment is legally mandated. It is also recognized that the extent to which any individual student with a disability 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). Although it is agreed that the participation and right to participation of a student with a disability in regular education programs and services cannot be affected by this Agreement, the Board does agree to consider how the placement of a student with a disability will affect teachers when determining the placement of a student with a disability.
6. The Board shall determine the need for a teacher who will be providing instructional or other services to a student with a...
Least Restrictive Environment/Medically Fragile. A. Least Restrictive Environment
1. The parties acknowledge that the policy of least restrictive environment is legally mandated. It is also recognized that the extent to which any individual handicapped student should participate in regular education programs and services involves considerations of the student's unique needs as determined by an Individual Educational Planning Committee (IEPC). Although it is agreed that the handicapped 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 handicapped student's placement will affect teachers when determining the handicapped student's placement.
2. The District shall determine the need for a teacher who will be providing instructional or other services to a handicapped student to participate in the IEPC 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 IEPC which is scheduled during a time the teacher is assigned to teach a class.
3. If any teacher has a reasonable basis to believe that a handicapped 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.
4. 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 handicapped student.
Least Restrictive Environment/Medically Fragile. A. The Association and the Board of Education recognize the needs and rights of all disabled students as described in Federal and State Laws. Both parties are committed to meeting the unique educational needs of all handicapped students through the development of equitable services for all Lake Orion students.
B. The parties recognize the shared desire to provide all disabled students the opportunity to be educated in their own school building with same age peers consistent with the provisions of State and Federal Laws. Both parties recognize that a full continuum of special education programs and services should be available to serve the unique needs of these students. Even the most severely impaired students should be given consideration for being included in a home school education and both parties agree that procedures will be followed that ensure good planning and preparation to provide each individual student with a successful program.
C. It is recognized that students with certain impairments, e.g., (Severely Multiply Impaired - SXI, Cognitively Impaired – CI, Visually Impaired - VI, Hearing Impaired - HI, Physically Impaired – PI, Otherwise Health Impaired – OHI) may enter Lake Orion Schools in a variety of ways: transfer from another school system, return from a “center” program or begin their education in Lake Orion as a young child. It is agreed that specific procedures, consistent with State and Federal Laws will be followed to initiate services:
1. The District commits to the development of a formal transition plan in each individual placement. The receiving classroom teacher(s) and appropriate support staff shall be present at the transition meeting to provide input representing their academic and social concerns. The staff present shall also acquaint themselves with the incoming student’s needs and special characteristics.
2. When the District convenes an Individual Educational Planning Team (IEPT) to determine options in placement, the receiving classroom teacher and/or appropriate staff who shall be involved with the student shall have the opportunity to attend the IEPT. The receiving teacher will receive training as indicated by the IEPT.
3. A post-IEPT conference shall be held with the receiving teacher(s) and the Special Education representative(s) within thirty (30) school days to review and assess the resulting placement and delivery of educational services. This meeting shall be scheduled at the time of the IEPT meeting but may be co...
Least Restrictive Environment/Medically Fragile. The Columbia School District shall inform, consult with and provide needed training for any employee in any situation that arises due to Least Restrictive Environment or Medically Fragile. It is in the interest of both parties to jointly establish and implement procedures, guidelines and worker's conditions to promote the quality of education for special students enrolled in the Columbia School District as a result of Least Restrictive Environment/Medically Fragile initiative. In the event problems arise, both parties agree to work cooperatively and bargain to find a solution to the problem. In no case shall the Columbia School District be prevented from fulfilling the requirements of law.
Least Restrictive Environment/Medically Fragile. The Xxxxxxxxxx Lake Public Schools shall inform, consult with and provide needed training for any employee in any situation that arises due to Least Restrictive Environment or Medically Fragile. It is in the interest of both parties to jointly establish and implement procedures, guidelines and worker's conditions to promote the quality of education for special students enrolled in the Xxxxxxxxxx Lake Public Schools as a result of Least Restrictive Environment/Medically Fragile initiative. In the event problems arise, both parties agree to work cooperatively and bargain to find a solution to the problem. In no case shall the Xxxxxxxxxx Lake Public Schools be prevented from fulfilling the requirements of law.
Least Restrictive Environment/Medically Fragile. 1. The parties recognize the need to provide reasonable accommodation for legally bonified handicapped students, including certain medical procedures directed by the student’s physician. In some instances, aides may be required to provide such services and where the aide assigned does not have the training, it will be provided at no cost to the employee and with release time where determined by the administration to be appropriate. The determination as to the need for training will be made on a case–by–case basis.
2. Aides may be required, without loss of pay, to attend an IEPC at the direction of the building principal.
3. When it has been determined that special directions to the aide are necessary in providing services to a specific special education student, the building principal will be responsible for communicating the directions.
4. If any special education aide believes a special education student’s IEP is not meeting the student’s needs, the member will advise their building principal. If the concerns are not addressed, the employee may address the concern to the Superintendent.
Least Restrictive Environment/Medically Fragile. The Xxxxxxxxxx Lake Schools shall continue to include the involved teacher in the IEPC process in accordance with Special Education Rules and Regulations and provide the needed training provided by the Jackson County Intermediate School District. It is in the interest of both parties to jointly establish and implement procedures, guidelines and working conditions to promote the quality of education for special students enrolled in the Xxxxxxxxxx Lake Public Schools as a result of the Least Restrictive Environment / Medically Fragile initiative. In the event problems arise, both parties agree to work cooperatively and bargain to find a solution to the problem. In no case shall the Xxxxxxxxxx Lake Schools be prevented from fulfilling the requirements of law.
Least Restrictive Environment/Medically Fragile. A. Least Restrictive Environment
1. The parties acknowledge that the standard of least restrictive environment is legally mandated. The extent to which any individual student should participate in regular education programs and services involves considerations of the student's unique needs as determined by the student’s Individualized Education Program (IEP) Team. Student's participation and right to participate in regular education programs and services cannot be affected by this Agreement. The District, however, will consider how the student's placement affects teachers when determining the student's placement. The student’s placement decision is made by the student’s IEP Team or, as applicable, in the sole discretion of the Superintendent or designee.
2. The District shall determine the need for a teacher who will provide instructional or other services to a student to participate in the IEP Team meeting 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 regular education teacher to attend an IEP Team meeting which is scheduled during a time the teacher is assigned to teach a class.
3. If any teacher has a reasonable basis to believe that a student's current Individualized Educational Program (IEP) is not meeting the student's unique needs as required by law, the teacher will advise his/her principal in writing.
4. 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 student.
5. Teachers, excluding specially trained personnel, shall not be required to provide ongoing, repetitive medical or hygienic services for students except in an emergency situation.
Least Restrictive Environment/Medically Fragile. 1. Application of this section shall apply to identified special education students in the following categories: SMI, SXI, TMI, POHI, autistic and medically fragile students.
2. If an employee has a reasonable basis to believe that a handicapped student's current Individual Education Plan (IEP) is not meeting the student's unique needs as required by law, the employee will advise his/her principal of that opinion in writing..
3. On a case-by-case basis, the district will determine what training and other support should be provided to an employee who will be providing services to a handicapped student. If an employee disagrees with the district-determined training and support, the employee may appeal to a committee composed of two (2) employees selected by the Association and two (2) administrators selected by the superintendent. The committee shall invite a fifth (5th) person to participate with the committee. The fifth person invited would be the superintendent of the Xxxxxxxxxx Education Services Agency (XXXX) or that person's designee. The committee, by majority vote, shall determine the appropriate training and/or support services.
4. The district shall determine the need for an employee who will be providing instructional or other services to a handicapped student to participate in the IEPC 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 an employee to attend an IEPC which is scheduled during the time the employee is assigned to work. In the event the district directs or authorizes training outside regular working hours, the employee shall be in a paid status, not to exceed eight (8) hours in any given day. With prior notice the employee's regular hours may be adjusted for this purpose.
5. The parties agree to meet and confer on the operation of this section and upon formal request of either party, the other party agrees to enter into negotiations on specific issues related to implementation of this section.
Least Restrictive Environment/Medically Fragile. A. Least Restrictive Environment 1. Directional Statement While the parties acknowledge the policy of Least Restrictive Environment is legally mandated, they also recognize the extent to which any individual disabled student should participate in regular education programs and services must be appropriate to that student’s unique needs determined by an individual educational planning committee (IEPC) on an individual basis.
