Common use of Least Restrictive Environment Clause in Contracts

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, mental, emotional, and behavioral conditions as are likely to be faced in the given situation. Such training and information shall be provided at board expense and shall be mutually arranged with the teacher(s) to be involved. If such prior training and information are not possible, the training and/or information will be provided as early as can be arranged after placement has occurred.

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. i. 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. ii. 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. iii. 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. iv. 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, mental, emotional, and behavioral conditions as are likely to be faced in the given situation. Such training and information shall be provided at board expense and shall be mutually arranged with the teacher(s) to be involved. If such prior training and information are not possible, the training and/or information will be provided as early as can be arranged after placement has occurred.

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 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 Team Committee (IEPTIEPC) for placement in the regular classroom must be appropriate to the student’s 's unique needs as determined by an IEP IEPC on an individual basis. For the purpose of this section, such students shall be referred to as “"mainstreamed students".” 1. A. Any member who has a reasonable basis to believe that a mainstreamed student assigned to that member has a current IEP IEPC report that is not meeting the student’s '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. 2B. Recognizing periodic changes in student status and enrollment subsequent to the start of the school year, to the extent possible, mainstreamed students will be assigned in equitable numbers across general education grade levels within the junior and senior high school. This section will not apply in the event the teacher volunteers to take additional mainstreamed students. C. The following conditions shall apply to placement of mainstreamed students in general education classrooms: a. 1. 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 IEPC which may initially place (or continue the placement of) the student in a regular education classroom. When invited to such an IEPTIEPC, the member will make a reasonable attempt to attend the IEPT andIEPC, and when it is requested, will provide written input to the IEP IEPC (or the Multi-Multi- Disciplinary Evaluation Team Report to be presented to the IEPTIEPC). b. . In instances where it is not possible to identify in advance of an IEPT IEPC 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 IEPC and to provide for the teacher to have input. c. 2. The district shall make every reasonable effort to provide the receiving teacher(s) teacher with necessary support identified in the IEP, including paraprofessionals, materials and other related servicesIEPC. d. 3. 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, mental, emotional, emotional and behavioral conditions as are likely to be faced in the given situation. Such training and information shall be provided at board expense and shall be mutually arranged with the teacher(s) to be involved. If such prior training and information are not possible, the training and/or information will be provided as early as can be arranged after the placement has occurred. 4. Except in life threatening circumstances, a regular education classroom teacher shall not be required to perform medically specialized procedures for or on mainstreamed students. In a situation where a teacher agrees to provide such procedures, he/she shall be provided with training appropriate to the situation with all expenses paid by the Board.

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, 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 Team Committee (IEPTIEPC) for placement in the regular classroom must be appropriate to the student’s 's unique needs as determined by an IEP IEPC 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) If any member, in writing, advises the administration of a reasonable basis to believe that a mainstreamed student assigned to that the member has a current IEP IEPC report that is not meeting the student’s 's unique needs as required by law or whose behavior is physically or verbally abusive towards others law, the administration shall promptly call an IEPC. The member so advising the administration shall be invited to attend the IEPC. (b) To the full extent permitted by law, an Association representative shall be present at an IEPC meeting when any member of the bargaining unit involved in the meeting so requests. (c) Recognizing periodic changes in student status and disruptive enrollment subsequent to the learning environmentstart of the school year, should promptly notify to the administrationextent possible, mainstreamed students will be assigned in equitable numbers across general education grade levels within each elementary location and across sections of the same course within the junior and senior high school. This section will not apply in the event the teacher volunteers in writing to take additional mainstreamed students. In such situations, the administration will reduce class size by an equivalent number of students. 2. (d) The following conditions shall apply to placement of mainstreamed students in general education classrooms: a. 1. Any member who will be providing instructional or other services to a mainstreamed student in a regular education classroom setting shall be invited invited, in writing, to participate in the IEPT IEPC 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 IEPC, 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 IEPC and to provide for the teacher to have inputinput into the process. c. 2. The student's IEPC must 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 provide support the receiving teacher(s) teacher with necessary support identified classroom materials. 3. The mainstreamed student's placement shall be determined to the extent permissible by law and through the IEPC in such a way as will not significantly disrupt nor have a negative impact on the educational process for either the mainstreamed student or the other students in the IEP, including paraprofessionals, materials and other related servicesclassroom to be entered. d. 4. The administration shall provide, prior to such placement whenever possible, in-in- service training and awareness information to the teacher(s) teacher 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, problems and techniques to be utilized with varying physical, mental, emotional, emotional and behavioral conditions as are likely to be faced in the given situation. Such inservice training and information shall be provided at board expense and shall be mutually arranged with the teacher(s) to be involved. If such prior training and information are is not possible, the training and/or information will be provided as early as can be arranged after the placement has occurred. 5. The administration shall provide, prior to such placement whenever possible, awareness information to the affected members and students regarding placement of mainstreamed students in the class(es). The activities shall be provided to assure that the school climate is receptive to the placement and to maximize the potential of the mainstreamed student 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, no member shall be required to perform medical, hygienic or other non-instructional specialized procedures for or on mainstreamed students such as but not limited to: suctioning, catheterization, diapering, or attending to any personal hygienic or medical need(s) of the 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 student, the regular classroom, the teacher and the 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 in any such event, the Board shall indemnify and hold harmless, any teacher who has agreed to provide such services as described here, from liability for the performance of such service to the extent permitted by law. Toward that end the 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 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 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 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 Team Committee (IEPTIEPC) for placement in the regular classroom must be appropriate to the student’s 's unique needs as determined by an IEP IEPC 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 IEPC report that is not meeting the student’s '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) Recognizing periodic changes in student status and enrollment subsequent to the start of the school year, to the extent possible, mainstreamed students will be assigned inequitable numbers across general education grade levels within each elementary location and across sections of the same course within the junior and senior high school. This section will not apply in the event the teacher volunteers to take additional mainstreamed students. 3) The following conditions shall apply to placement of mainstreamed students in general education classrooms: a. 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 notified, in writing, of the IEPT IEPC which may initially place (or continue the placement of) the student in a regular education classroom. When invited to notified of such an IEPTIEPC, the member will make must notify the principal of his/her intention to attend. When requested, a reasonable attempt member may be required to attend the IEPT and, when it is requested, will and provide written input to the IEP IEPC (or the Multi-Disciplinary Evaluation Team Report Report) to be presented to at the IEPT). b. IEPC. In instances where it is not possible to identify in advance of an IEPT IEPC 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 after the beginning placement of the school year student in the class, to explain the conclusion of the IEPT IEPC and to provide for the teacher to have input. c. b) The district shall make every reasonable effort to provide the receiving teacher(s) teacher with necessary support identified in the IEP, including paraprofessionals, materials and other related servicesIEPC. d. c) The administration shall providewill make reasonable effort, prior to such placement whenever possible, to provide in-service training and awareness information to that is requested by the teacher(s). d) regarding the instruction and behavioral management of Except in life-threatening circumstances, no member shall be required to perform medical, hygienic or other non-instructional specialized procedures for or on individual handicapped students such mainstreamed students in the regular education classroom setting, including as but not limited to: suctioning, catheterization, diapering, or attending to any personal hygienic or medical need(s) of the student(s). Any such extenuating circumstances shall be preceded by notification to the Association that such a circumstance exists 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 student, the differing approachesregular classroom, problemsthe teacher and the school district. In such situations, and techniques it is expressly understood that the teacher agree to be utilized with varying physicalprovide such procedures or services, mental, emotional, and behavioral conditions as are likely to be faced in the given situation. Such training and information he/she shall be provided at board expense 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 an errors and omissions insurance policy to cover members, (to the extent permitted by 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 insurance policy shall be mutually arranged with controlling regarding defense or indemnity of bargaining unit members. The insurance policy carried by the teacher(sBoard 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 involvedlimited 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 provisions of this section shall become inoperative. If such prior training and information are not possibleoccurs, no member shall be required to perform the training and/or information will be provided as early as can be arranged after placement has occurredascribed duties under the above provision.

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 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 Team Committee (IEPTIEPC) for placement in the regular classroom must be appropriate to the student’s 's unique needs as determined by an IEP IEPC 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 IEPC report that is not meeting the student’s '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) Recognizing periodic changes in student status and enrollment subsequent to the start of the school year, to the extent possible, mainstreamed students will be assigned inequitable numbers across general education grade levels within each elementary location and across sections of the same course within the junior and senior high school. This section will not apply in the event the teacher volunteers to take additional mainstreamed students. 3) The following conditions shall apply to placement of mainstreamed students in general education classrooms: a. 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 notified, in writing, of the IEPT IEPC which may initially place (or continue the placement of) the student in a regular education classroom. When invited to notified of such an IEPTIEPC, the member will make must notify the principal of his/her intention to attend. When requested, a reasonable attempt member may be required to attend the IEPT and, when it is requested, will and provide written input to the IEP IEPC (or the Multi-Disciplinary Evaluation Team Report Report) to be presented to at the IEPT). b. IEPC. In instances where it is not possible to identify in advance of an IEPT IEPC 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 after the beginning placement of the school year student in the class, to explain the conclusion of the IEPT IEPC and to provide for the teacher to have input. c. b) The district shall make every reasonable effort to provide the receiving teacher(s) teacher with necessary support identified in the IEP, including paraprofessionals, materials and other related servicesIEPC. d. c) The administration shall providewill make reasonable effort, prior to such placement whenever possible, to provide in-service training and awareness information to that is requested by the teacher(s). d) regarding the instruction and behavioral management of Except in life-threatening circumstances, no member shall be required to perform medical, hygienic or other non-instructional specialized procedures for or on individual handicapped students such mainstreamed students in the regular education classroom setting, including as but not limited to: suctioning, catheterization, diapering, or attending to any personal hygienic or medical need(s) of the student(s). Any such extenuating circumstances shall be preceded by notification to the Association that such a circumstance exists 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 student, the differing approachesregular classroom, problemsthe teacher and the school district. In such situations, and techniques it is expressly understood that the teacher agree to be utilized with varying physicalprovide such procedures or services, mental, emotional, and behavioral conditions as are likely to be faced in the given situation. Such training and information he/she shall be provided at board expense 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 an errors and omissions insurance policy to cover members, (to the extent permitted by 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 insurance policy shall be mutually arranged with controlling regarding defense or indemnity of bargaining unit members. The insurance policy carried by the teacher(sBoard 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 involvedlimited 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 provisions of this section shall become inoperative. If such prior training and information are not possibleoccurs, no member shall be required to perform the ascribed duties under the above provision. 29104.11 Index Years BA BA +18 BA +35 MA M.A. + 15 1 Experience 1 1 29104.11 30268.27 30704.84 31141.40 32698.47 1.05 2 30559.32 31781.69 32240.08 32698.47 34333.39 1.1 3 32014.52 33295.10 33775.32 34255.54 35968.31 1.15 4 33469.73 34808.52 35310.56 35812.61 37603.24 1.2 5 34924.93 36321.93 36845.80 37369.68 39238.16 1.25 6 36380.14 37835.34 38381.05 38926.75 40873.08 1.3 7 37835.34 39348.76 39916.29 40483.82 42508.01 1.35 8 39290.55 40862.17 41451.53 42040.89 44142.93 1.4 9 40745.75 42375.58 42986.77 43597.96 45777.85 1.45 10 42200.96 43889.00 44522.01 45155.03 47412.78 1.5 11 45402.41 46057.25 46712.10 49047.70 1.55 12 46915.83 47592.50 48269.17 50682.62 1.6 13 48429.24 49127.74 49826.24 52317.55 1.65 14 49942.65 50662.98 51383.31 53952.47 1.72 17 52061.43 52812.32 53563.20 56241.36 1.78 20 53877.53 54654.61 55431.69 58203.27 29249.63 Index Years BA BA +18 BA +35 MA M.A. + 15 1 Experience 1 1 29249.63 30419.62 30858.36 31297.10 32861.96 1.05 2 30712.11 31940.60 32401.28 32861.96 34505.06 1.1 3 32174.59 33461.58 33944.20 34426.82 36148.16 1.15 4 33637.08 34982.56 35487.11 35991.67 37791.25 1.2 5 35099.56 36503.54 37030.03 37556.53 39434.35 1.25 6 36562.04 38024.52 38572.95 39121.38 41077.45 1.3 7 38024.52 39545.50 40115.87 40686.24 42720.55 1.35 8 39487.00 41066.48 41658.79 42251.09 44363.65 1.4 9 40949.48 42587.46 43201.70 43815.95 46006.74 1.45 10 42411.96 44108.44 44744.62 45380.80 47649.84 1.5 11 45629.42 46287.54 46945.66 49292.94 1.55 12 47150.40 47830.46 48510.51 50936.04 1.6 13 48671.39 49373.38 50075.37 52579.14 1.65 14 50192.37 50916.29 51640.22 54222.23 1.72 17 52321.74 53076.38 53831.02 56522.57 1.78 20 54146.92 54927.88 55708.85 58494.29 A. Beginning July 1, 2011, upon application by the employee, the training and/or information will be provided Board shall provide 100% of the monthly premium toward health insurance as early as can be arranged after placement has occurredspecified below for a full twelve-month period, for the employee's entire family. All part-time employees shall have their health insurance pro- rated in accordance with their length of service for the year.

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, 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 Team Committee (IEPTIEPC) for placement in the regular classroom must be appropriate to the student’s unique needs as determined by an IEP IEPC 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. If any teacher, in writing, advises the administration of a reasonable basis to believe that a mainstreamed student assigned to that member the teacher has a current IEP IEPC report that is not meeting the student’s unique needs as required by law or whose behavior is physically or verbally abusive towards others law, the teacher shall discuss the matter with the administration and disruptive an IEPC scheduled. B. Recognizing periodic changes in student status and enrollment subsequent to the learning environmentstart of the school year, should promptly notify to the administrationextent possible, mainstreamed students will be assigned in equitable numbers across general education grade levels within each elementary location and across sections of the same course within the junior and senior high school. This section will not apply in the event the teacher volunteers in writing to take additional mainstreamed students. In such situations, the administration will reduce class size by an equivalent number of students. 2. C. The following conditions shall apply to placement of mainstreamed students in general education classrooms: a. 1. Any member teacher who will be providing instructional or other services to a mainstreamed student in a regular education classroom setting shall be invited invited, in writing, to participate in the IEPT individual educational planning committee (IEPC), 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 identify, in advance of an IEPT the IEPC, 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 IEPC and to provide for the teacher to have inputinput into the process. c. 2. The student’s IEPC may 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 provide support the receiving teacher(s) teacher with necessary support identified classroom materials. 3. The mainstreamed student’s placement shall be determined to the extent permissible by law and through the IEPC in such a way as will not significantly disrupt nor have a negative impact on the educational process for either the mainstreamed student or the other students in the IEP, including paraprofessionals, materials and other related servicesclassroom to be entered. d. 4. The administration shall provide, prior to such placement whenever possible, awareness information to the affected teachers and students regarding placement of mainstreamed students in the class(es) and in-service training and awareness information to the teacher(s) teacher 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, problems and techniques to be utilized with varying physical, mental, emotional, emotional and behavioral conditions as are likely to be faced in the given situation. Such inservice training and information shall be provided at board expense and shall be mutually arranged with the teacher(s) to be involved. If such prior training and information are is not possible, the training and/or information will be provided as early as can be arranged after the placement has occurred. D. Except in life threatening or extenuating circumstances, no member shall be required to perform medical, hygienic or other non-instructional specialized procedures for or on mainstreamed students such as but not limited to: suction, catheterization, diapering, or attending to any personal hygienic or medical need(s) of the 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 student, the regular classroom, the teacher and the 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.

Least Restrictive Environment. A. The Board Employer 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 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 Team individual educational planning committee (IEPTIEPC) for placement in the regular classroom must be appropriate to the student’s 's unique needs as determined by an IEP IEPC on an individual basis. For the purpose of this sectionarticle, such students shall be referred to as “"mainstreamed students.”" 1. Any member who has B. If any member, in writing, advises the administration of a reasonable basis to believe that a mainstreamed student assigned to that the member has a current IEP IEPC report that is not meeting the student’s 's unique needs as required by law or whose behavior is physically or verbally abusive towards others law, the administration shall call a meeting 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 be invited to attend the IEPC. C. Recognizing periodic changes in student status and disruptive enrollment subsequent to the learning environmentstart of the school year, should promptly notify to the administrationextent possible, mainstreamed students will be assigned in equitable numbers across general education grade levels within each elementary location and across sections of the same course within the middle and senior high school. This section will not apply in the event the teacher volunteers in writing to take additional mainstreamed students. In such situations, if the teacher so requests, the administration will reduce class size by an equivalent number of students on a one-to- one basis. 2. D. The following conditions shall apply to placement of mainstreamed students in general education classrooms: a. 1. 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 IEPC which may initially place (or continue the placement of) the student in a regular education classroom. When invited to such an IEPT, It is understood that normally no more than two (2) teachers will be excused during the member will make a reasonable attempt school day to attend an IEPC unless the IEPT and, when it is requested, will provide written input to the IEP (or the Multi-Disciplinary Evaluation Team Report administrator agrees that more are necessary. In instances where a group of teachers wish to be presented present, effort will be made to schedule the IEPT)IEPC at a time when such teachers can attend. b. 2. 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)) in advance of an IEPC, meetings will be convened with such general education teachers as soon as possible following the beginning placement of the school year student(s) to explain the conclusion of the IEPT IEPC and to provide for the teacher to have inputvoice concerns. c. 3. The 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 provide encourage the IEPC process to so specify and to support the receiving teacher(s) teacher with necessary support identified classroom materials. 4. The mainstreamed student's placement should be determined to the extent permissible by law and through the IEPC in such a way as would be sensitive to both the educational process for the mainstreamed student and the other students in the IEP, including paraprofessionals, materials and other related servicesclassroom to be entered. d. 5. The administration shall provide, prior to such placement whenever possible, in-service training and awareness information to the teacher(s) teacher 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, problems and techniques to be utilized with varying physical, mental, emotional, emotional and behavioral conditions as are likely to be faced in the given situation. Such in-service training and information shall be provided at board Employer expense and shall be mutually arranged with the teacher(s) to be involved. If such prior training and information are is not possible, the training and/or information will be provided as early as can be arranged after the placement has occurred. 6. The administration shall provide, prior to such placement whenever possible, awareness information to the affected members and students regarding placement of mainstreamed students in the class(es). The activities shall be provided to assure that the school climate is receptive to the placement and to maximize the potential of the mainstreamed student 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, no member shall be required to perform medical, hygienic or other non-instructional specialized procedures for or on mainstreamed students such as but not limited to: suctioning, catheterization, diapering, or attending to any personal hygienic or medical need(s) of the 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 student, the regular classroom, the teacher and the school district. 1. 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 Employer. 2. It is further agreed that in any such event, the Employer shall indemnify and hold harmless, any teacher who has agreed to provide such services as described here, from liability for the performance of such service to the extent permitted by law. Toward that end the 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 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 article.

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 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 Team Committee (IEPTIEPC) for placement in the regular classroom must be appropriate to the student’s 's unique needs as determined by an IEP IEPC 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 IEPC report that is not meeting the student’s '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) Recognizing periodic changes in student status and enrollment subsequent to the start of the school year, to the extent possible, mainstreamed students will be assigned inequitable numbers across general education grade levels within each elementary location and across sections of the same course within the junior and senior high school. This section will not apply in the event the teacher volunteers to take additional mainstreamed students. 3) The following conditions shall apply to placement of mainstreamed students in general education classrooms: a. 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 notified, in writing, of the IEPT IEPC which may initially place (or continue the placement of) the student in a regular education classroom. When invited to notified of such an IEPTIEPC, the member will make must notify the principal of his/her intention to attend. When requested, a reasonable attempt member may be required to attend the IEPT and, when it is requested, will and provide written input to the IEP IEPC (or the Multi-Disciplinary Evaluation Team Report Report) to be presented to at the IEPT). b. IEPC. In instances where it is not possible to identify in advance of an IEPT IEPC 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 after the beginning placement of the school year student in the class, to explain the conclusion of the IEPT IEPC and to provide for the teacher to have input. c. b) The district shall make every reasonable effort to provide the receiving teacher(s) teacher with necessary support identified in the IEP, including paraprofessionals, materials and other related servicesIEPC. d. c) The administration shall providewill make reasonable effort, prior to such placement whenever possible, to provide in-service training and awareness information to that is requested by the teacher(s). d) regarding the instruction and behavioral management of Except in life-threatening circumstances, no member shall be required to perform medical, hygienic or other non-instructional specialized procedures for or on individual handicapped students such mainstreamed students in the regular education classroom setting, including as but not limited to: suctioning, catheterization, diapering, or attending to any personal hygienic or medical need(s) of the student(s). Any such extenuating circumstances shall be preceded by notification to the Association that such a circumstance exists 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 student, the differing approachesregular classroom, problemsthe teacher and the school district. In such situations, and techniques it is expressly understood that the teacher agree to be utilized with varying physicalprovide such procedures or services, mental, emotional, and behavioral conditions as are likely to be faced in the given situation. Such training and information he/she shall be provided at board expense 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 an errors and omissions insurance policy to cover members, (to the extent permitted by 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 insurance policy shall be mutually arranged with controlling regarding defense or indemnity of bargaining unit members. The insurance policy carried by the teacher(sBoard 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 involvedlimited 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 provisions of this section shall become inoperative. If such prior training and information are not possibleoccurs, no member shall be required to perform the ascribed duties under the above provision. APPENDIX A SALARY SCHEDULE 0.00% Teachers Salary Schedule 2011-2012 Index Years BA BA +18 BA +35 MA M.A. + 15 1 Experience 1 1 29104.11 30268.27 30704.84 31141.40 32698.47 1.05 2 30559.32 31781.69 32240.08 32698.47 34333.39 1.1 3 32014.52 33295.10 33775.32 34255.54 35968.31 1.15 4 33469.73 34808.52 35310.56 35812.61 37603.24 1.2 5 34924.93 36321.93 36845.80 37369.68 39238.16 1.25 6 36380.14 37835.34 38381.05 38926.75 40873.08 1.3 7 37835.34 39348.76 39916.29 40483.82 42508.01 1.35 8 39290.55 40862.17 41451.53 42040.89 44142.93 1.4 9 40745.75 42375.58 42986.77 43597.96 45777.85 1.45 10 42200.96 43889.00 44522.01 45155.03 47412.78 1.5 11 45402.41 46057.25 46712.10 49047.70 1.55 12 46915.83 47592.50 48269.17 50682.62 1.6 13 48429.24 49127.74 49826.24 52317.55 1.65 14 49942.65 50662.98 51383.31 53952.47 1.72 17 52061.43 52812.32 53563.20 56241.36 1.78 20 53877.53 54654.61 55431.69 58203.27 0.50% Teachers Salary Schedule 2012-13 Index Years BA BA +18 BA +35 MA M.A. + 15 1 Experience 1 1 29249.63 30419.62 30858.36 31297.10 32861.96 1.05 2 30712.11 31940.60 32401.28 32861.96 34505.06 1.1 3 32174.59 33461.58 33944.20 34426.82 36148.16 1.15 4 33637.08 34982.56 35487.11 35991.67 37791.25 1.2 5 35099.56 36503.54 37030.03 37556.53 39434.35 1.25 6 36562.04 38024.52 38572.95 39121.38 41077.45 1.3 7 38024.52 39545.50 40115.87 40686.24 42720.55 1.35 8 39487.00 41066.48 41658.79 42251.09 44363.65 1.4 9 40949.48 42587.46 43201.70 43815.95 46006.74 1.45 10 42411.96 44108.44 44744.62 45380.80 47649.84 1.5 11 45629.42 46287.54 46945.66 49292.94 1.55 12 47150.40 47830.46 48510.51 50936.04 1.6 13 48671.39 49373.38 50075.37 52579.14 1.65 14 50192.37 50916.29 51640.22 54222.23 1.72 17 52321.74 53076.38 53831.02 56522.57 1.78 20 54146.92 54927.88 55708.85 58494.29 A. Beginning July 1, 2011, upon application by the employee, the training and/or information will be provided Board shall provide 100% of the monthly premium toward health insurance as early as can be arranged after placement has occurredspecified below for a full twelve-month period, for the employee's entire family. All part-time employees shall have their health insurance pro-rated in accordance with their length of service for the year.