Common use of Procedures for Providing Special Education Services Clause in Contracts

Procedures for Providing Special Education Services. 1. If a regular education teacher has academic or behavioral concerns regarding a student in his/her classroom, the child will be referred to the Student Support Team (SST). Consistent with 3301-35-06, the regular education teacher shall implement and document interventions to resolve concerns for any preschool or school-age child who is performing below grade-level standards prior to any referral for suspected disability. 2. If a teacher suspects that a student has a disability and recommends a student be evaluated for a disability, the administration will adhere to the Operating Standards (3301-51-06) requirements and timelines. 3. If a student is evaluated in accordance with the Operating Standards and found eligible for special education services and parental consent obtained, the student shall be served in the LRE in accordance with his/her IEP. 4. As determined by the IEP, an inclusion classroom is staffed with a teaching team consisting of one full-time intervention specialist and one full-time regular education teacher for the period(s) necessary to meet the specified IEP goals and services. When scheduling prohibits the intervention specialist staff from servicing students on IEPs as described above, the Principal and UCC, in consultation with the appropriate District special education manager as necessary, shall meet to determine an appropriate remedy that enables the IEP to be implemented. When inclusion (the part- or full-time education of students on IEPs within the regular classroom for the primary purpose of social/emotional development with age-appropriate peers and modification of academic instruction according to the IEP) has been determined for a student on an IEP, the selection of the regular education teacher will be on a voluntary basis, unless insufficient volunteers are available to meet the needs of students on IEPs as defined by law. In this case, the Principal and IEP team shall determine the fairest and most appropriate solution. When an intervention specialist is servicing students in a regular education classroom, the intervention specialist will work collaboratively with the regular education teacher in the performance of classroom duties which may include team teaching, small group instruction, classroom management, joint lesson planning, providing interventions for regular education students and students with IEPs, determining grades and other typical classroom duties. For the purpose of class size overage as described in Article 10, Sections 1 (A), (B), (C), and (D), students on IEPs are not to be counted towards calculating the regular education teacher/ESP’s class size overage while being serviced as described above. The JSEC will develop a list of best practices for students being serviced in an inclusive setting. 5. Every intervention specialist will be assigned a case load of students by the Principal and each student’s case manager will be documented in the Student Information System (SIS). Intervention Specialists will report progress on IEP goals/objectives for students on his/her caseload as required by the Operating Standards. Grades for courses in which these students are enrolled will be assigned by the subject area Highly Qualified Teacher (HQT) on the current report card system. 6. Only the IEP team may make decisions about how a special education child will be served consistent with the requirement that all students be served in the LRE. The IEP team will consist of the individuals required by the Operating Standards including the parents of a child, not less than one (1) regular education teacher of the child, not less than one (1) intervention specialist of the child, a representative of the school district, and others as appropriate (3301-51-07(I)). All such services shall be on an individualized basis according to the IEP. 7. The IEP conference and regular report card conferences will be the joint responsibility of the regular education teacher, intervention specialist and related services providers who service the student.

Procedures for Providing Special Education Services. 1. If a regular education teacher has academic or behavioral concerns regarding a student in his/her classroom, the child will be referred to the Student Support Team (SST). Consistent with 3301-35-06, the regular education teacher shall implement and document interventions to resolve concerns for any preschool or school-age child who is performing below grade-level standards prior to any referral for suspected disability. 2. If a teacher suspects that a student has a disability and recommends a student be evaluated for a disability, the administration will adhere to the Operating Standards (3301-51-06) requirements and timelines. 3. If a student is evaluated in accordance with the Operating Standards and found eligible for special education services and parental consent obtained, the student shall be served in the LRE in accordance with his/her IEP. 4. As determined by the IEP, an inclusion classroom is staffed with a teaching team consisting of one full-time intervention specialist Intervention Specialist and one full-time regular education teacher for the period(s) necessary to meet the specified IEP goals and services. When scheduling prohibits the intervention specialist staff from servicing students on IEPs as described above, the Principal and UCC, in consultation with the appropriate District special education manager as necessary, shall meet to determine an appropriate remedy that enables the IEP to be implemented. When inclusion (the part- or full-time education of students on IEPs within the regular classroom for the primary purpose of social/emotional development with age-appropriate peers and modification of academic instruction according to the IEP) has been determined for a student on an IEP, the selection of the regular education teacher will be on a voluntary basis, unless insufficient volunteers are available to meet the needs of students on IEPs as defined by law. In this case, the Principal and IEP team shall determine the fairest and most appropriate solution. When an intervention specialist is servicing students in a regular education classroom, the intervention specialist will work collaboratively with the regular education teacher in the performance of classroom duties which may include team teaching, small group instruction, classroom management, joint lesson planning, providing interventions for regular education students and students with IEPs, determining grades and other typical classroom duties. For the purpose of class size overage as described in Article 10, Sections 1 (A), (B), (C), and (D), students on IEPs are not to be counted towards calculating the regular education teacher/ESP’s class size overage while being serviced as described above. The JSEC will develop a list of best practices for students being serviced in an inclusive setting. 5. Every intervention specialist Intervention Specialist will be assigned a case load of students by the Principal and each student’s case manager will be documented in the Student Information System (SIS). Intervention Specialists will report progress on IEP goals/objectives for students on his/her caseload as required by the Operating Standards. Grades for courses in which these students are enrolled will be assigned by the subject area Highly Qualified Teacher (HQT) on the current report card system. 6. Only the IEP team may make decisions about how a special education child will be served consistent with the requirement that all students be served in the LRE. The IEP team will consist of the individuals required by the Operating Standards including the parents of a child, not less than one (1) regular education teacher of the child, not less than one (1) intervention specialist of the child, a representative of the school districtDistrict, and others as appropriate (3301-51-07(I)). All such services shall be on an individualized basis according to the IEP. 7. The IEP conference and regular report card conferences will be the joint responsibility of the regular education teacher, intervention specialist Intervention Specialist and related services providers who service the student.