Common use of Least Restrictive Environment Clause in Contracts

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 alternatives. 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 qualified person. Where clean intermittent catheterization, nasal suctioning, tracheotomy care and similar procedures are necessary to maintain a student in the classroom, appropriate training will be provided to each teacher prior to the placement of that special education pupil in the teacher's room. Except in life threatening or extenuating circumstances, and/or unless the teacher volunteers, teachers shall not be required to perform medical, hygienic, or other non-instructional specialized medical procedures for or on Mainstreamed students. 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. The Board shall indemnify and hold harmless, any teacher who provides such specialized services from liability for the performance of such service to the extent permitted by law provided the teacher's actions were reasonable.

Least Restrictive Environment. Section 1: The Board and the Association acknowledge policy of least restrictive environment main streaming is legally mandated. The extent to which any individual student with disabilities may participate in regular education programs and services involves consideration of that student's unique needs as determined by an Individualized Education Program Team (IEP Team). Section 2: Before actual placement of a special education students is legally mandated student within the general education classroom, or as soon as possible thereafter, the general education teacher(s)receiving the student shall confer directly with the appropriate special education staff (i.e.,teacher, teacher consultant, therapist, etc.) about the student and intended in the best educational interest of plan for integrationinto the student. For the purpose of this section, such students shall be referred to as "Mainstreamed Studentsclassroom." A. Section 3: If any teacher, in writing, advises the Administration and reasonably believes that a Mainstreamed student assigned to the teacher professional staff employee has a reasonable basis to believe that the current IEPC report that IEP of a student with disabilities is not meeting the student's unique needs as required by law, the Administration shall call a case study meeting which shall include the teacherthat employee will advise his/her principal of that opinion in writing. 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 alternatives. D. Section 4: If delivery of related school health services is necessary to provide a student with a free appropriate public education, education as mandated by the Individuals With with Disabilities Education Act, those functions shall be performed by a qualified person. Where clean intermittent catheterizationproperly trained individual. Section 5: If the student's disability requires the professional staff employee to receive training to provide for the student's unique needs, nasal suctioning, tracheotomy care and similar procedures are necessary to maintain a student in the classroom, appropriate this training will be provided offered to each teacher prior that employee before Section 6: Any professional staff employee who will be providing instructional or other services to the placement of that special education pupil a student with disabilities will be invited to participate in the teacherstudent's room. Except in life threatening or extenuating circumstances, and/or unless the teacher volunteers, teachers shall not be required to perform medical, hygienic, or other non-instructional specialized medical procedures for or on Mainstreamed students. 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 proceduresIEP Team meeting. The Board shall indemnify and hold harmlessprovide release time if the District directs or authorizes a professional staff employee to attend an IEP Team meeting, any teacher who provides such specialized services from liability for which is scheduled during a time the performance employee is assigned to teach a class. Section 7: If a professional staff employee will be providing instructional or other servicesto an LRE student, that employee will be advised of such service steps to be taken if an emergency arises related to the extent permitted student's medical condition. A professional staff employee will not berequired to provide services normally provided by law trained medical personnel to LRE students on a regular basis. Section 8: On a case-by-case basis, the Superintendent will determine what training andother support should be provided to a professional staff employee who will be providing instructional or other services to an LRE student. Section 9: When a general education classroom teacher is assigned an LRE student, the teacherteacher shall not be expected to perform routine, scheduled maintenance of a medical appliance or apparatus used by the student to sustain his/her bodily function nor render routine, scheduled care or maintenance of exceptional bodily functions related to the student's actions were reasonableimpaired condition. This condition does not apply to an emergency that threatens the life or health of the student.

Least Restrictive Environment. A. The Board Employer and the Association acknowledge that the policy of least restrictive environment main streaming special education students is legally mandated and intended in the best educational interest of the student. Accordingly, the parties also recognize that the extent to which any individual student who would fit legal requirements which would involve the use of an individual educational planning committee (IEPC) for placement in the regular classroom must be appropriate to the student's unique needs as determined by an IEPC on an individual basis. For the purpose of this sectionarticle, such students shall be referred to as "Mainstreamed Students“students with disabilities”." A. B. If any teachermember, in writing, advises the Administration and reasonably believes administration of a reasonable basis to believe that a Mainstreamed student with disabilities assigned to the teacher member has a current IEPC report that is not meeting the student's ’s unique needs as required by law, the Administration administration shall call a case study meeting which of involved staff. If the group determines the need for an IEPC meeting, such a meeting will be called. The member so advising the administration shall include be invited to attend the teacherIEPC. B. C. Recognizing periodic changes in student status and enrollment subsequent to the start of the school year, to the extent possible, the Administration students with disabilities will strive to equalize Mainstreamed students be assigned in equitable numbers across general education grade levels within each elementary location and across sections of the same course sections within the middle and senior high school. This section will not apply if in the event the teacher volunteers in writing to take additional Mainstreamed studentsstudents with disabilities. In such situations, if the teacher so requests, 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 involvedon a one-to-one basis. C. In D. The following conditions shall apply to placement of students with disabilities in general education classrooms: 1. Any teacher who will be providing instructional or other services to a Mainstreamed student in a regular education class The district shall be invited to participate in the student's IEPCcomply with Special Education Laws and Regulations. 2. If the teacher In instances where it is not identified prior possible to the identify general education teachers who ultimately will have student(s) with disabilities assigned to their classroom(s) in advance of an IEPC, a meeting meetings will be convened with such general education teachers as soon as possible following the placement of the student(s) to explain the conclusion of the IEPC and to provide for the teacher to review the IEPC. Such a meeting will be arranged in consultation with the teacher as soon as possiblevoice concerns. 23. The Mainstreamed student's IEPC should specify and provide for all supplementary aides, support personnel, materials and other related services deemed necessary by the IEPC to satisfactorily achieve educating the student in the regular education classroom. The district shall make every reasonable effort to encourage the IEPC process to so specify and to support the receiving teacher with necessary classroom materials. 4. The student with disabilities’ placement shall should be determined to the extent permissible by law and through the IEPC in such a way as would be sensitive to minimize any negative impact on both the classroomeducational process for the student with disabilities and the other students in the classroom to be entered. 35. The Administration administration shall provide, upon the teacher's request, prior to such placement whenever possible, in-service training on to the teacher regarding the instruction and behavioral management of such Mainstreamed studentsstudent with disabilities in the regular education classroom setting, including but not limited to, the differing approaches, problems and techniques to be utilized with varying physical, mental, emotional and behavioral conditions as are likely to be faced in the given situation. Similar awareness programs may Such inservice training shall be provided for classmates upon at Employer expense and shall be mutually arranged with the teacher's requestteacher(s) to be involved. If such prior training is not possible, the training will be provided as early as can be arranged after the placement has occurred. 6. If The administration shall provide, prior to such training is not readily or reasonably availableplacement whenever possible, the administration and the Association will meet with awareness information to the affected teacher(s) to discuss possible alternatives. D. If delivery members and students regarding placement 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 qualified person. Where clean intermittent catheterization, nasal suctioning, tracheotomy care and similar procedures are necessary to maintain a student disabilities in the classroom, appropriate training will class(es). The activities shall be provided to each teacher prior assure that the school climate is receptive to the placement and to maximize the potential of that special education pupil in the teacher's roomstudent 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. E. Except in life threatening or extenuating circumstances, and/or unless the teacher volunteers, teachers no member shall not be required to perform medical, hygienic, hygienic or other non-instructional specialized medical procedures for or on Mainstreamed students. This training shall include an explanation of procedure(sstudents with disabilities such as but not limited to: suctioning, catheterization, diapering, or attending to any personal hygienic or medical need(s) for delivery of the school health service, identification student(s). Any such extenuating circumstances shall be preceded by notification to the Association that such circumstances exist and provide an opportunity for the Association and the teacher(s) who may be affected to meet and discuss the issues involved and how best to meet the needs of the appropriate persons to whom performance of that function may be permissibly delegatedstudent, the extent and availability of supervision for performance of regular classroom, the procedures teacher and the authority for alterationschool district. 1. In such situations it is expressly understood that should the teacher agree to provide such procedures or services, modification or termination of he/she shall be provided with training appropriate to the proceduressituation with all expenses paid by the Employer. 2. The Board Employer agrees to provide such teacher(s) with legal defense and with liability insurance of at least two million dollars ($2,000,000) which shall indemnify and hold harmless, be at the disposal of any teacher who provides such specialized services from liability for has had legal action brought against him/her with respect to the performance exercise of such service to the extent permitted by law provided the teacher's actions were reasonableduties in conformance with this article.

Least Restrictive Environment. The Board and the Association acknowledge least restrictive environment main streaming A. In order to assist students with disabilities in making a successful transition from placement in special education students is legally mandated classes only to both general education and intended special education classes pursuant to placement decisions made by an Individual Educational Planning Committee (IEPC) the follow definitions and considerations below shall apply. Participation by that student with disabilities in the best educational interest general education classroom with their non-disabled peers is called inclusion. The extent to which a student with disabilities participates in an inclusion classroom is determined at the IEPC meeting. When bargaining unit members have students with disabilities the following shall apply: 1. The building administrator will normally recommend the placement of an eligible student in the smallest available and appropriate general education class. Each of the teacher(s) into whose classroom(s) a student has been placed shall be invited to serve on the IEPC meeting for that student. IEPC meetings shall be scheduled during normal working hours whenever possible. If the IEPC meeting is outside the regular working hours established in this Agreement, the bargaining unit member shall be paid for the extra hours worked at a rate of thirty-five dollars ($35) per hour. 2. No general education inclusion classroom shall be comprised of over fifty percent (50%) of students with disabilities. 3. If a student with disabilities is assigned to bargaining unit member in the general education inclusion classroom, the general teacher may request additional training from district or ISD personnel to be able meet the IEP requirements of the student. For If the purpose of this sectionbargaining unit member requests the training the District will attempt to provide the requested training, such students shall be referred to as "Mainstreamed Studentsif possible." A. If any teacher, 4. When requested by the general education classroom teacher in writing, advises the Administration and reasonably believes that a Mainstreamed whose class(es) an eligible student assigned is placed consultant assistance relevant to the teacher has a current IEPC report that is not meeting the student's unique ’s 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 alternatives. 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 Actadministration, those functions provided, however, that no bargaining unit member shall be performed by a qualified person. Where clean intermittent catheterization, nasal suctioning, tracheotomy care and similar procedures are necessary to maintain a student in the classroom, appropriate training will be provided to each teacher prior to the placement of that special education pupil in the teacher's room. Except in life threatening or extenuating circumstances, and/or unless the teacher volunteers, teachers shall not be required to perform medicaladminister prescription drugs or to undertake certain procedures such as suctioning, hygienic, catheterization or other non-instructional specialized medical procedures for the like If special education teachers are required to attend trainings or on Mainstreamed students. This training shall include an explanation of procedure(s) for delivery of meetings outside the school health service, identification of the appropriate persons to whom performance of that function may be permissibly delegatedregular working hours established in this Agreement, the extent and availability bargaining unit member shall be paid at a rate of supervision for performance of the procedures and the authority for alteration, modification or termination of the procedures. The Board shall indemnify and hold harmless, any teacher who provides such specialized services from liability for the performance of such service to the extent permitted by law provided the teacher's actions were reasonablethirty-five dollars ($35.00) per hour.

Least Restrictive Environment. The Board and the Association acknowledge least restrictive environment main streaming A. In order to assist students with disabilities in making a successful transition from placement in special education students is legally mandated classes only to both general education and intended special education classes pursuant to placement decisions made by an Individual Educational Planning Committee (IEPC) the follow definitions and considerations below shall apply. Participation by that student with disabilities in the best educational interest general education classroom with their non-disabled peers is called inclusion. The extent to which a student with disabilities participates in an inclusion classroom is determined at the IEPC meeting. When bargaining unit members have students with disabilities the following shall apply: 1. The building administrator will normally recommend the placement of an eligible student in the smallest available and appropriate general education class. Each of the teacher(s) into whose classroom(s) a student has been placed shall be invited to serve on the IEPC meeting for that student. IEPC meetings shall be scheduled during normal working hours whenever possible. If the IEPC meeting is outside the regular working hours established in this Agreement, the bargaining unit member shall be paid for the extra hours worked at a rate of thirty-five dollars ($35) per hour. 2. No general education inclusion classroom shall be comprised of over fifty percent (50%) of students with disabilities. 3. If a student with disabilities is assigned to bargaining unit member in the general education inclusion classroom, the general teacher may request additional training from district or ISD personnel to be able meet the IEP requirements 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 bargaining unit member requests the training the District will attempt to provide the IEPCrequested training, 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 if possible. 24. The Mainstreamed student's placement shall be determined When requested by the general education classroom teacher in whose class(es) an eligi- ble student is placed consultant assistance relevant 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 student’s needs 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 alternatives. D. If delivery of related school health services is necessary to provide a student with a free appropriate public education, as mandated ar- ranged for by the Individuals With Disabilities Education Actadministration, those functions provided, however, that no bargaining unit member shall be performed by a qualified person. Where clean intermittent catheterization, nasal suctioning, tracheotomy care and similar procedures are necessary to maintain a student in the classroom, appropriate training will be provided to each teacher prior to the placement of that special education pupil in the teacher's room. Except in life threatening or extenuating circumstances, and/or unless the teacher volunteers, teachers shall not be required to perform medicaladminister prescription drugs or to undertake certain procedures such as suctioning, hygienic, catheterization or other non-instructional specialized medical procedures for the like. 5. If special education teachers are required to attend trainings or on Mainstreamed students. This training shall include an explanation of procedure(s) for delivery of meetings outside the school health service, identification of the appropriate persons to whom performance of that function may be permissibly delegatedreg- ular working hours established in this Agreement, the extent and availability bargaining unit member shall be paid at a rate of supervision for performance of the procedures and the authority for alteration, modification or termination of the procedures. The Board shall indemnify and hold harmless, any teacher who provides such specialized services from liability for the performance of such service to the extent permitted by law provided the teacher's actions were reasonablethirty-five dollars ($35.00) per hour.

Least Restrictive Environment. The Board and the Association acknowledge that the policy of least restrictive environment main streaming special education students is legally mandated and intended in the best educational interest of the student. Accordingly the parties also recognize that the extent to which any individual student who would fit legal requirements which would involve the use of an Individual Educational Planning Committee (IEPC) for placement in the regular classroom must be appropriate to the student's unique needs as determined by an IEPC on an individual basis. For the purpose of this section, such students shall be referred to as "Mainstreamed Studentsstudents with disabilities." A. 3.6.1 If any teachermember, in writing, advises the Administration and reasonably believes administration of a reasonable basis to believe that a Mainstreamed student with disabilities assigned to the teacher member has a current IEPC report that is not meeting the student's unique needs as required by law, the Administration administration shall promptly call a case study meeting which an IEPC. The member so advising the administration shall include be invited to attend the teacherIEPC. B. 3.6.2 Recognizing periodic changes in student status and enrollment subsequent to the start of the school year, to the extent possible, the Administration students with disabilities will strive to equalize Mainstreamed students be assigned in equitable numbers across general education grade levels within each elementary location and across sections of the same course sections within the middle school and senior high school. This section will not apply if in the event the teacher volunteers in writing to take additional Mainstreamed studentsstudents with disabilities. 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 3.6.3 The following conditions shall apply to placement of students with disabilities in general education classrooms: 1. 3.6.3.1 Any teacher member who will be providing instructional or other services to a Mainstreamed student with disabilities in a regular education classroom setting shall be invited, in writing, to participate in the IEPC which may initially place (or continue the placement of) the student in a regular education class shall be invited to participate in the student's IEPCclassroom. If the teacher In instances where it is not identified prior possible to the identify in advance of an IEPC, a meeting general education teachers who ultimately will have student(s) with disabilities 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 IEPC and to provide for the teacher to review have input into the IEPC. Such a meeting will be arranged in consultation with the teacher as soon as possibleprocess. 2. 3.6.3.2 The Mainstreamed student's placement district shall be determined make every reasonable effort to support the receiving teacher with necessary classroom materials needed for IEPC compliance. 3.6.3.3 The district shall make every reasonable effort to minimize disruption to the extent permissible by law and through the IEPC in such a way to minimize any negative impact on the classroomregular education classroom when placing students with an IEPC. 3. 3.6.3.4 The Administration administration shall provide, upon the teacher's request, prior to such placement whenever possible, in-service inservice training on to the teacher regarding the instruction and behavioral management of such Mainstreamed studentsstudents with disabilities in the regular education classroom setting, including but not limited to, the differing approaches, problems and techniques to be utilized with varying physical, mental, emotional and behavioral conditions as are likely to be faced in the given situation. Similar awareness programs may Such inservice training shall be provided for classmates upon at board expense and shall be mutually arranged with the teacher's requestteacher(s) to be involved. If such prior training is not possible, the training will be provided as early as can be arranged after the placement has occurred. If . 3.6.3.5 The administration shall provide, prior to such training is not readily or reasonably availableplacement whenever possible, the administration and the Association will meet with awareness information to the affected teacher(s) to discuss possible alternatives. D. If delivery members regarding placement of related school health services is necessary to provide a student students with a free appropriate public education, as mandated by the Individuals With Disabilities Education Act, those functions shall be performed by a qualified person. Where clean intermittent catheterization, nasal suctioning, tracheotomy care and similar procedures are necessary to maintain a student disabilities in the classroom, appropriate training will class(es). The activities shall be provided to each teacher prior assure that the school climate is receptive to the placement and to maximize the potential of that special education pupil in the teacher's roomstudent 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. 3.6.4 Except in life threatening or extenuating circumstances, and/or unless the teacher volunteers, teachers no member shall not be required to perform medical, hygienic, hygienic or other non-instructional specialized medical health procedures for or on Mainstreamed students. This training shall include an explanation of procedure(sstudents with disabilities such as but not limited to: suctioning, catheterization, diapering, or attending to any personal hygienic or medical need(s) for delivery of the school health servicestudent(s). These duties shall be the responsibility of a person other than a teacher, identification as determined by the District. Any such extenuating circumstances shall be preceded by notification to the teacher(s) who may be affected to meet and discuss the issues involved and how best to meet the needs of the appropriate persons to whom performance of that function may be permissibly delegatedstudent, the extent and availability of supervision for performance of regular classroom, the procedures teacher and the authority for alterationschool district. In such situations it is expressly understood that should the teacher agree to provide such procedures or services, modification or termination of he/she shall be provided with training appropriate to the proceduressituation with all expenses paid by the Board. The It is further agreed that in any such event, the Board shall indemnify and hold harmless, any teacher who provides has agreed to provide such specialized services as described here, from liability for the performance of such service to the extent permitted by law provided law. Toward that end the teacher's actions were reasonableemployer agrees to provide such teacher(s) with legal defense and with liability insurance of at least Two Million Dollars ($2,000,000) which shall be at the disposal of any teacher who has had legal action brought against him/her with respect to the exercise of such duties in conformance with this section.

Least Restrictive Environment. The Board 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 consideration of that student’s unique needs as determined by an Individual Education Planning Committee (IEPC). It is further acknowledged and recognized that the Association acknowledge least restrictive environment main streaming general education classroom teachers and appropriate special education teachers, together with the administration, are jointly responsible for implementation of the IEP and for attending the educational needs of special education students is legally mandated and intended assigned to the teacher’s class. Teachers agree to cooperate in the best educational interest delivery of the student. For the purpose of this section, such students shall be referred to special education and related services as "Mainstreamed Studentsthose terms are defined in 34 CFR 300.13." A. If any teachermember, in writing, advises the Administration and reasonably believes administration of a reasonable basis to believe that a Mainstreamed an individual handicapped student assigned to the teacher member has a current IEPC report that is not meeting the student's ’s unique needs as required by law, the Administration administration shall promptly call a case study meeting which an IEPC. The member so advising the administration shall include be invited to attend the teacherIEPC. B. Recognizing periodic changes The following conditions shall apply to placement of individual handicapped students 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 member who will be providing instructional or other services to a Mainstreamed an individual handicapped student in a regular education class classroom setting shall be invited invited, and enabled, to participate in the student's IEPCIEPC which may initially place (or continue the placement of) the student in a regular education classroom. If the teacher In instances where it is not identified prior possible to the IEPCidentify in advance of an IEPC general education teachers who ultimately will have individual handicapped student(s) assigned to their classroom(s), a meeting meetings will be convened with such general education teachers as soon as possible following the placement of the student(s) to explain the conclusion of the IEPC and to provide for the teacher to review have input into the IEPC. Such a meeting will be arranged in consultation with the teacher as soon as possibleprocess. 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 administration shall provide, upon the teacher's request, prior to such placement whenever possible, in-in− service training on to the teacher regarding the instruction and behavioral management of such Mainstreamed studentsindividual handicapped students in the regular education classroom setting, including but not limited to, the differing approaches, problems and techniques to be utilized with varying physical, mental, emotional and behavioral conditions as are likely to be faced in the given situation. Similar awareness programs may Such in−service training shall be provided for classmates upon at Board expense and shall be mutually arranged with the teacher's requestteacher(s) to be involved. If such prior training is not possible, the training will be provided as early as can be arranged after the placement has occurred 3. If The administration shall provide, prior to such training is not readily or reasonably availableplacement whenever possible, the administration and the Association will meet with awareness information to the affected teacher(s) to discuss possible alternatives. D. If delivery members and students regarding placement 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 qualified person. Where clean intermittent catheterization, nasal suctioning, tracheotomy care and similar procedures are necessary to maintain a student individual handicapped students in the classroom, appropriate training will class(es). The activities shall be provided to each teacher prior assure that the school climate is receptive to the placement and to maximize the potential of that special education pupil in the teacher's roomindividual handicapped student while minimizing possible areas of concern. Should prior provision of such information to be impossible, the information shall be provided as early as can be arranged after the placement has occurred. C. Except in life threatening or extenuating circumstances, and/or unless the teacher volunteers, teachers no member shall not be required to perform medical, hygienic, hygienic or other non-instructional non−instructional specialized medical procedures for or on Mainstreamed students. This training shall include an explanation of procedure(sindividual handicapped students such as, but not limited to: suctioning, catheterization, diapering, or attending to any personal hygienic or medical need(s) for delivery of the school health service, identification student(s). Any such extenuating circumstances shall be preceded by notification of the appropriate persons to whom performance of Association that function such circumstances exist and provide an opportunity for the Association and the teacher(s) who may be permissibly delegatedaffected to meet and discuss the issues involved and how best to meet the needs of the student, the extent and availability of supervision for performance of regular classroom, the procedures teacher and the authority School District. In such situations, it is expressly understood that should the teacher agree to provide such procedures or services, he/she shall be provided with training appropriate to the situation with all expenses paid by the Board. It is further agreed that the Board will remit the premium amounts for alterationan Errors and Omissions Insurance Policy to cover members, modification or termination of the procedures. The Board shall indemnify and hold harmless, any teacher who provides such specialized services from liability for the performance of such service (to the extent permitted by law law), whose actions comply with Board policies, and are within the appropriate scope of their normal job duties and responsibilities including duties as provided in this section. The terms of the teacher's actions were reasonableinsurance policy shall be controlling regarding defense or indemnity of Bargaining Unit Members. The insurance policy carried by the Board shall provide policy limits for Two Million Dollars ($2,000,000.00) coverage. The Board does not agree to self−insure for obligations beyond the insurance policy, or in the event of a policy exclusion or limitation. The sole obligation undertaken by the Board shall be limited to payment of premium amount for such coverage, subject to the conditions enumerated in this paragraph. If the Board is unable to obtain liability insurance protection at a reasonable premium level, the Association shall be notified and the insurance provision of this section shall become inoperative. If such occurs, no member shall be required to perform the ascribed duties under the above provision.

Least Restrictive Environment. A. The Board Employer and the Association acknowledge that the policy of least restrictive environment main streaming special education students is legally mandated and intended in the best educational interest of the student. Accordingly, the parties also recognize that the extent to which any individual student who would fit legal requirements which would involve the use of an individual educational planning committee (IEPC) for placement in the regular classroom must be appropriate to the student's unique needs as determined by an IEPC on an individual basis. For the purpose of this sectionarticle, such students shall be referred to as "Mainstreamed Students“students with disabilities”." A. B. If any teachermember, in writing, advises the Administration and reasonably believes administration of a reasonable basis to believe that a Mainstreamed student with disabilities assigned to the teacher member has a current IEPC report that is not meeting the student's ’s unique needs as required by law, the Administration administration shall call a case study meeting which of involved staff. If the group determines the need for an IEPC meeting, such a meeting will be called. The member so advising the administration shall include be invited to attend the teacherIEPC. B. C. Recognizing periodic changes in student status and enrollment subsequent to the start of the school year, to the extent possible, the Administration students with disabilities will strive to equalize Mainstreamed students be assigned in equitable numbers across general education grade levels within each elementary location and across sections of the same course sections within the middle and senior high school. This section will not apply if in the event the teacher volunteers in writing to take additional Mainstreamed studentsstudents with disabilities. In such situations, if the teacher so requests, 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 involvedon a one-to-one basis. C. In D. The following conditions shall apply to placement of students with disabilities in general education classrooms: 1. Any teacher who will be providing instructional or other services to a Mainstreamed student in a regular education class The district shall be invited to participate in the student's IEPCcomply with Special Education Laws and Regulations. 2. If the teacher In instances where it is not identified prior possible to the identify general education teachers who ultimately will have student(s) with disabilities assigned to their classroom(s) in advance of an IEPC, a meeting meetings will be convened with such general education teachers as soon as possible following the placement of the student(s) to explain the conclusion of the IEPC and to provide for the teacher to review the IEPC. Such a meeting will be arranged in consultation with the teacher as soon as possiblevoice concerns. 23. The Mainstreamed student's IEPC should specify and provide for all supplementary aides, support personnel, materials and other related services deemed necessary by the IEPC to satisfactorily achieve educating the student in the regular education classroom. The district shall make every reasonable effort to encourage the IEPC process to so specify and to support the receiving teacher with necessary classroom materials. 4. The student with disabilities’ placement shall should be determined to the extent permissible DocuSign Envelope ID: 6B53D9BF-E520-462E-9304-6EBB71123473 by law and through the IEPC in such a way as would be sensitive to minimize any negative impact on both the classroomeducational process for the student with disabilities and the other students in the classroom to be entered. 35. The Administration administration shall provide, upon the teacher's request, prior to such placement whenever possible, in-service training on to the teacher regarding the instruction and behavioral management of such Mainstreamed studentsstudent with disabilities in the regular education classroom setting, including but not limited to, the differing approaches, problems and techniques to be utilized with varying physical, mental, emotional and behavioral conditions as are likely to be faced in the given situation. Similar awareness programs may Such inservice training shall be provided for classmates upon at Employer expense and shall be mutually arranged with the teacher's requestteacher(s) to be involved. If such prior training is not possible, the training will be provided as early as can be arranged after the placement has occurred. 6. If The administration shall provide, prior to such training is not readily or reasonably availableplacement whenever possible, the administration and the Association will meet with awareness information to the affected teacher(s) to discuss possible alternatives. D. If delivery members and students regarding placement 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 qualified person. Where clean intermittent catheterization, nasal suctioning, tracheotomy care and similar procedures are necessary to maintain a student disabilities in the classroom, appropriate training will class(es). The activities shall be provided to each teacher prior assure that the school climate is receptive to the placement and to maximize the potential of that special education pupil in the teacher's roomstudent 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. E. Except in life threatening or extenuating circumstances, and/or unless the teacher volunteers, teachers no member shall not be required to perform medical, hygienic, hygienic or other non-instructional specialized medical procedures for or on Mainstreamed students. This training shall include an explanation of procedure(sstudents with disabilities such as but not limited to: suctioning, catheterization, diapering, or attending to any personal hygienic or medical need(s) for delivery of the school health service, identification student(s). Any such extenuating circumstances shall be preceded by notification to the Association that such circumstances exist and provide an opportunity for the Association and the teacher(s) who may be affected to meet and discuss the issues involved and how best to meet the needs of the appropriate persons to whom performance of that function may be permissibly delegatedstudent, the extent and availability of supervision for performance of regular classroom, the procedures teacher and the authority for alterationschool district. 1. In such situations it is expressly understood that should the teacher agree to provide such procedures or services, modification or termination of he/she shall be provided with training appropriate to the proceduressituation with all expenses paid by the Employer. 2. The Board Employer agrees to provide such teacher(s) with legal defense and with liability insurance of at least two million dollars ($2,000,000) which shall indemnify and hold harmless, be at the disposal of any teacher who provides such specialized services from liability for has had legal action brought against him/her with respect to the performance exercise of such service to the extent permitted by law provided the teacher's actions were reasonable.duties in conformance with this article. DocuSign Envelope ID: 6B53D9BF-E520-462E-9304-6EBB71123473