Common use of Least Restrictive Environment/Medically Fragile Clause in Contracts

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 convened sooner at the teacher’s request. D. It is mutually agreed that the primary function of the teacher is to provide instruction and “general care” to all students in the school environment. When health care needs or custodial needs routinely require adult assistance, the IEP will designate an appropriate adult (other than the teacher) to fulfill these tasks. This does not preclude the need for teachers to be trained to carry out these responsibilities in emergency situations. E. The District assures training will occur at each school at the beginning of each school year to acquaint staff with the procedures to be followed and the training shall include the function of the IEPT and teachers’ pivotal role in the IEPT process.

Least Restrictive Environment/Medically Fragile. A. The Association and the Board of Education recognize the needs and rights of all disabled handicapped students as described in Federal federal and State Lawsstate 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 Clarkston students. B. The parties recognize the shared desire to provide all disabled handicapped students the opportunity to be educated in their own school building with same age peers consistent with the provisions of State state and Federal Lawsfederal 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 Severely Mentally Impaired – CI- SMI, Visually Impaired - VI, Hearing Impaired - HI, Physically Impaired – PI, or Otherwise Health Impaired – OHI- POHI, Autistically Impaired - AI, Trainable Mentally Impaired - TMI, etc.) may enter Lake Orion Clarkston Schools in a variety of ways: transfer from another school system, return from a “center” program or begin their education in Lake Orion Clarkston as a young child. It is agreed that specific procedures, consistent with State state and Federal Laws 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. In addition, procedures for inclusion of medically fragile students will follow the guidelines of the Board/CEA agreed upon procedures relating to Least Restrictive Environment and the Medically Fragile Student. 2. When the District convenes an Individual Educational Planning Team Committee (IEPTIEPC) 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 IEPTIEPC. The receiving teacher will receive training as indicated by the IEPTIEPC or the Medically Fragile Review Committee. 3. A post-IEPT IEPC conference shall be held with the receiving teacher(s) and the Special Education 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 IEPC meeting, but may be convened sooner at the teacher’s request. D. It is mutually agreed that the primary function of the teacher is to provide instruction and “general care” to all students in the school environment. When health care needs or custodial needs routinely require adult assistance, the IEP will designate an appropriate adult (other than the teacher) to fulfill these tasks. This does not preclude the need for teachers to be trained to carry out these responsibilities in emergency situations. E. The District assures training will occur at each school at the beginning of each school year to acquaint staff with the procedures to be followed and the training shall include the function of the IEPT IEPC and the teachers’ pivotal role in the IEPT IEPC process.. August 29-31 Teacher Work Days September 1 Teacher Flex Day September 2-5 Labor Day Recess September 6 First ½ Day of School for Students November 23 No School for Grades K-12; ½ Developmental Day/ ½ Comp Day November 24-25 Thanksgiving Recess-No School November 28 Teacher Records Day-No School November 29 School Resumes; 2nd Trimester Begins December 22-Jan 2 Winter Recess-No School January 3 School Resumes January 17 week of 6-12 Evening Parent Teacher Conferences February 20-21 Mid-Winter Recess-No School March 2 Teacher Records Day-No School Grades K-12; 2nd Trimester Ends March 5 week of CHS/RHS Michigan Merit Exams (MME) Elementary Parent Teacher Conferences; 3rd Trimester Begins March 9 No School Grades K-12; Teacher Comp Day April 2-6 Spring Recess-No School April 16 Week of 6-12 Evening Parent Teacher Conferences May 28 Memorial Day-No School June 8 1 Last ½ Day of School K-12; 3rd Trimester Ends June 11-14 Days 186-189 10 Additional Minutes; Conditional Days Student Days: 175.5 Teacher Days: 189 First Trimester: 55 Second Trimester: 58

Least Restrictive Environment/Medically Fragile. A. The Association and the Board of Education recognize the needs and rights of all disabled handicapped 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 handicapped 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 convened sooner at the teacher’s request. D. It is mutually agreed that the primary function of the teacher is to provide instruction and “general care” to all students in the school environment. When health care needs or custodial needs routinely require adult assistance, the IEP will designate an appropriate adult (other than the teacher) to fulfill these tasks. This does not preclude the need for teachers to be trained to carry out these responsibilities in emergency situations. E. The District assures training will occur at each school at the beginning of each school year to acquaint staff with the procedures to be followed and the training shall include the function of the IEPT and teachers’ pivotal role in the IEPT process.

Least Restrictive Environment/Medically Fragile. A. The Association and the Board of Education recognize the needs and rights of all disabled handicapped students as described in Federal federal and State Lawsstate 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 Clarkston students. B. The parties recognize the shared desire to provide all disabled handicapped students the opportunity to be educated in their own school building with same age peers consistent with the provisions of State state and Federal Lawsfederal 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 Severely Mentally Impaired – CI- SMI, Visually Impaired - VI, Hearing Impaired - HI, Physically Impaired – PI, or Otherwise Health Impaired – OHI- POHI, Autistically Impaired - AI, Trainable Mentally Impaired - TMI, etc.) may enter Lake Orion Clarkston Schools in a variety of ways: transfer from another school system, return from a “center” program or begin their education in Lake Orion Clarkston as a young child. It is agreed that specific procedures, consistent with State state and Federal Laws 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. In addition, procedures for inclusion of medically fragile students will follow the guidelines of the Board/CEA agreed upon procedures relating to Least Restrictive Environment and the Medically Fragile Student. 2. When the District convenes an Individual Educational Planning Team Committee (IEPTIEPC) 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 IEPTIEPC. The receiving teacher will receive training as indicated by the IEPTIEPC or the Medically Fragile Review Committee. 3. A post-IEPT IEPC conference shall be held with the receiving teacher(s) and the Special Education 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 IEPC meeting, but may be convened sooner at the teacher’s request. D. It is mutually agreed that the primary function of the teacher is to provide instruction and “general care” to all students in the school environment. When health care needs or custodial needs routinely require adult assistance, the IEP will designate an appropriate adult (other than the teacher) to fulfill these tasks. This does not preclude the need for teachers to be trained to carry out these responsibilities in emergency situations. E. The District assures training will occur at each school at the beginning of each school year to acquaint staff with the procedures to be followed and the training shall include the function of the IEPT IEPC and the teachers’ pivotal role in the IEPT IEPC process.