Common use of Services to Students with a Disability Clause in Contracts

Services to Students with a Disability. A. It is agreed that addressing the implementation of the least restrictive environment is legally mandated and of critical importance. It is also recognized that to the extent to which any special education student should participate in regular education programs and services involves consideration of that student's unique needs as determined by an Individual Educational Planning Team (IEPT). It is further acknowledged and recognized that the general education classroom teacher shall be responsible for the implementation of the Individualized Education Plan and attending to the educational needs of special education students assigned to the teacher's class. 1. Any bargaining unit member or selected bargaining unit member who will be providing instructional or other services to a student with a disability in a regular education classroom setting shall be invited, in writing, and shall attend the Individual Educational Planning Team meeting for students enrolled in regular education classes. If the IEPT meeting is held during the normal teaching day, the bargaining unit member shall be released from his/her normal responsibilities to attend. 2. In situations where it is not feasible to have each bargaining unit member who will be providing instructional services to a student with a disability in a regular education classroom setting be a participant on the Individual Educational Planning Team (IEPT) the resource teacher to whom the student is assigned may select a representative teacher(s) to attend the IEPT meeting. 3. Should a bargaining unit member, working directly with the student with a disability believe that a student's IEP is not meeting the student's needs as required by law the bargaining unit member shall refer the concern to the building team for review and possible action which could include the convening of an IEPT meeting. 4. In order to assure that the student with a handicap will be allowed to participate in regular education programs and services to the maximum extent appropriate, the Board agrees to provide: a. Teaching materials and equipment, support personnel and other related services as specified in the IEP to satisfactorily educate the student in the regular education classroom. Aides assigned to assist specific students will not be completely removed from the classroom without convening a new IEPT meeting. b. Continuing professional development regarding the instruction and behavioral management of students with disabilities in the regular education setting, including the differing approaches, problems and techniques to be utilized with varying disabilities. 5. Special education staff will have the responsibility of contacting the general education teacher(s) for purposes of sharing pertinent information, discussing the special needs of students and addressing other appropriate issues for students enrolled in his/her classroom. As new special education students enter the school, the special education staff member assigned will have the responsibility for contacting the general education teacher(s) prior to the student entering the regular education classroom(s) when time permits. 6. When a general education classroom teacher is assigned a student from a special education program for severely impaired students, the teacher shall not be expected to perform routine, scheduled maintenance on a medical appliance or apparatus used by the student to sustain his/her bodily functions nor render routine, scheduled care or maintenance of exceptional bodily functions related to the student's impaired condition. The teacher shall be informed and instructed as to emergency measures which may be necessary on occasion due to the student's impaired condition. It shall be the teacher's responsibility to implement the student's individualized educational plan for attending to the educational needs of the student while in the teacher's class. 7. Mainstreamed special education students will attend field trips, camps, etc. with the rest of the regular education students unless prescribed otherwise by the student's IEP. How the student will attend and what additional assistance, if any is needed, will be determined by the classroom teacher, the Special Education Director and other appropriate personnel. 8. The administration agrees to arrange for a substitute in the absence of the student's regularly assigned aide. Should no substitute be available, the bargaining unit member and the administration will, where appropriate, mutually make other arrangements. B. A regular education classroom teacher may request additional assistance in implementing the least restrictive environment mandate. 1. Said request shall be submitted in writing to the building administrator. 2. Within five (5) school days of receipt of the written request, the building administrator and other appropriate resource personnel will meet with the teacher to discuss the request and recommend solutions. 3. Should the recommended solutions be unacceptable to the teacher, an IEPT meeting may be reconvened to review the recommended solutions and/or to review the appropriateness of the initial placement. C. A Least Restrictive Environment Problem Solving Committee is hereby established: 1. The Committee shall be composed of three (3) teachers and two (2) administrators, all of whom will be selected in accordance with the respective parties' procedures. At least one (1) of the teachers will be a special education staff member. 2. The Committee shall convene upon written request of a teacher who is seeking assistance related to a special education student in his/her classroom. 3. The teacher's request will provide written documentation that s/he has reasonably exhausted avenues of available assistance and guidance from special education staff and his/her building administrator. 4. Additionally, the teacher will provide a written description of the problem(s) and proposed solution(s) for the Committee's consideration. 5. The Committee may issue a written recommendation in response to the teacher's request for assistance. The written recommendation of the Committee will be submitted to the Assistant Superintendent for Curriculum and the Director of Special Education for review and consideration within five (5) workdays of the review. 6. After a review of the teacher's request and the Committee's recommendation, the Deputy Superintendent and the Director of Special Education will submit their recommendation within five (5) workdays of receipt of same.

Services to Students with a Disability. A. It is agreed that addressing the implementation of the The least restrictive environment is legally mandated and of critical importance. It is also recognized mandates that to the extent to which any special education student students should participate in regular education programs and services involves consideration of that consider that student's unique needs as determined by per an Individual Educational Planning Team (IEPT). It is further acknowledged and recognized that the The general education classroom teacher shall be responsible for the implementation of the Individualized Education Plan and attending to the educational needs of special education students assigned to the teacher's class. 1. Any bargaining unit member or selected bargaining unit member who will be providing instructional or other services to a student with a disability in a regular education classroom setting shall be invited, in writing, and shall attend the Individual Educational Planning Team meeting for students enrolled in regular education classes. If the IEPT meeting is held during the normal teaching day, the bargaining unit member shall be released from his/her normal responsibilities to attend. 2. In situations where Where it is not feasible to have each bargaining unit member who will be providing instructional services to a special education student with a disability in a regular education classroom setting be a participant on the Individual Educational Planning Team (IEPT) the resource teacher to whom the student is assigned may select a representative teacher(s) to attend the IEPT meeting. 3. Should a bargaining unit member, working directly with the student with a disability believe that a student's IEP is not meeting the student's needs as required by law the bargaining unit member shall refer the concern to the building team for review and possible action which could include the convening of an IEPT meeting. 4. In order to assure that the The disabled student with a handicap will be allowed to participate in regular education programs and services to the maximum extent appropriate, the Board agrees to provide: a. Teaching materials and equipment, support personnel and other related services as specified in the IEP to satisfactorily educate the student in the regular education classroom. Aides assigned to assist specific students will not be completely removed from the classroom without convening a new IEPT meeting. b. Continuing professional development regarding the instruction and behavioral management of students with disabilities in the regular education setting, including the differing approaches, problems and techniques to be utilized with varying disabilities. 5. Special education staff will have the responsibility of contacting the general education teacher(s) for purposes of sharing pertinent information, discussing the special needs of students and addressing other appropriate issues for students enrolled in his/her classroom. As new special education students enter the school, the special education staff member assigned will have the responsibility for contacting the general education teacher(s) prior to the student entering the regular education classroom(s) when time permits. 6. When a general education classroom teacher is assigned a student from a special education program for severely impaired students, the teacher shall not be expected to perform routine, scheduled maintenance on a medical appliance or apparatus used by the student to sustain his/her bodily functions nor render routine, scheduled care or maintenance of exceptional bodily functions related to the student's impaired condition. The teacher shall be informed and instructed as to emergency measures which may be necessary on occasion due to the student's impaired condition. It shall be the teacher's responsibility to implement the student's individualized educational plan for attending to the educational needs of the student while in the teacher's class. 7. Mainstreamed special education students will attend field trips, camps, etc. with the rest of the regular education students unless prescribed otherwise by the student's IEP. How the student will attend and what additional assistance, if any is needed, will be determined by the classroom teacher, the Special Education Director and other appropriate personnel. 8. The administration agrees to arrange for a substitute in the absence of the student's regularly assigned aide. Should no substitute be available, the bargaining unit member and the administration will, where appropriate, mutually make other arrangements. B. A regular education classroom teacher may request additional assistance in implementing the least restrictive environment mandate. 1. Said request shall be submitted in writing to the building administrator. 2. Within five (5) school days of receipt of the written request, the building administrator and other appropriate resource personnel will meet with the teacher to discuss the request and recommend solutions. 3. Should the recommended solutions be unacceptable to the teacher, an IEPT meeting may be reconvened to review the recommended solutions and/or to review the appropriateness of the initial placement. C. A Least Restrictive Environment Problem Solving Committee is hereby established: 1. The Committee shall be composed of three (3) teachers and two (2) administrators, all of whom will be selected in accordance with the respective parties' procedures. At least one (1) of the teachers will be a special education staff member. 2. The Committee shall convene upon written request of a teacher who is seeking assistance related to a special education student in his/her classroom. 3. The teacher's request will provide written documentation that s/he has reasonably exhausted avenues of available assistance and guidance from special education staff and his/her building administrator. 4. Additionally, the teacher will provide a written description of the problem(s) and proposed solution(s) for the Committee's consideration. 5. The Committee may issue a written recommendation in response to the teacher's request for assistance. The written recommendation of the Committee will be submitted to the Assistant Superintendent for Curriculum and the Director of Special Education for review and consideration within five (5) workdays of the review. 6. After a review of the teacher's request and the Committee's recommendation, the Deputy Superintendent and the Director of Special Education will submit their recommendation within five (5) workdays of receipt of same.

Services to Students with a Disability. ‌ A. It is agreed that addressing the implementation of the The least restrictive environment is legally mandated and of critical importance. It is also recognized mandates that to the extent to which any special education student students should participate in regular education programs and services involves consideration of that consider that student's unique needs as determined by per an Individual Educational Planning Team (IEPT). It is further acknowledged and recognized that the The general education classroom teacher shall be responsible for the implementation of the Individualized Education Plan and attending to the educational needs of special education students assigned to the teacher's class. 1. Any bargaining unit member or selected bargaining unit member who will be providing instructional or other services to a student with a disability in a regular education classroom setting shall be invited, in writing, and shall attend the Individual Educational Planning Team meeting for students enrolled in regular education classes. If the IEPT meeting is held during the normal teaching day, the bargaining unit member shall be released from his/her normal responsibilities to attend. 2. In situations where Where it is not feasible to have each bargaining unit member who will be providing instructional services to a special education student with a disability in a regular education classroom setting be a participant on the Individual Educational Planning Team (IEPT) the resource teacher to whom the student is assigned may select a representative teacher(s) to attend the IEPT meeting. 3. Should a bargaining unit member, working directly with the student with a disability believe that a student's IEP is not meeting the student's needs as required by law the bargaining unit member shall refer the concern to the building team for review and possible action which could include the convening of an IEPT meeting. 4. In order to assure that the The disabled student with a handicap will be allowed to participate in regular education programs and services to the maximum extent appropriate, the Board agrees to provide: a. Teaching materials and equipment, support personnel and other related services as specified in the IEP to satisfactorily educate the student in the regular education classroom. Aides assigned to assist specific students will not be completely removed from the classroom without convening a new IEPT meeting. b. Continuing professional development regarding the instruction and behavioral management of students with disabilities in the regular education setting, including the differing approaches, problems and techniques to be utilized with varying disabilities. 5. Special education staff will have the responsibility of contacting the general education teacher(s) for purposes of sharing pertinent information, discussing the special needs of students and addressing other appropriate issues for students enrolled in his/her classroom. As new special education students enter the school, the special education staff member assigned will have the responsibility for contacting the general education teacher(s) prior to the student entering the regular education classroom(s) when time permits. 6. When a general education classroom teacher is assigned a student from a special education program for severely impaired students, the teacher shall not be expected to perform routine, scheduled maintenance on a medical appliance or apparatus used by the student to sustain his/her bodily functions nor render routine, scheduled care or maintenance of exceptional bodily functions related to the student's impaired condition. The teacher shall be informed and instructed as to emergency measures which may be necessary on occasion due to the student's impaired condition. It shall be the teacher's responsibility to implement the student's individualized educational plan for attending to the educational needs of the student while in the teacher's class. 7. Mainstreamed special education students will attend field trips, camps, etc. with the rest of the regular education students unless prescribed otherwise by the student's IEP. How the student will attend and what additional assistance, if any is needed, will be determined by the classroom teacher, the Special Education Director and other appropriate personnel. 8. The administration agrees to arrange for a substitute in the absence of the student's regularly assigned aide. Should no substitute be available, the bargaining unit member and the administration will, where appropriate, mutually make other arrangements. B. A regular education classroom teacher may request additional assistance in implementing the least restrictive environment mandate. 1. Said request shall be submitted in writing to the building administrator. 2. Within five (5) school days of receipt of the written request, the building administrator and other appropriate resource personnel will meet with the teacher to discuss the request and recommend solutions. 3. Should the recommended solutions be unacceptable to the teacher, an IEPT meeting may be reconvened to review the recommended solutions and/or to review the appropriateness of the initial placement. C. A Least Restrictive Environment Problem Solving Committee is hereby established: 1. The Committee shall be composed of three (3) teachers and two (2) administrators, all of whom will be selected in accordance with the respective parties' procedures. At least one (1) of the teachers will be a special education staff member. 2. The Committee shall convene upon written request of a teacher who is seeking assistance related to a special education student in his/her classroom. 3. The teacher's request will provide written documentation that s/he has reasonably exhausted avenues of available assistance and guidance from special education staff and his/her building administrator. 4. Additionally, the teacher will provide a written description of the problem(s) and proposed solution(s) for the Committee's consideration. 5. The Committee may issue a written recommendation in response to the teacher's request for assistance. The written recommendation of the Committee will be submitted to the Assistant Superintendent for Curriculum and the Director of Special Education for review and consideration within five (5) workdays of the review. 6. After a review of the teacher's request and the Committee's recommendation, the Deputy Superintendent and the Director of Special Education will submit their recommendation within five (5) workdays of receipt of same.

Services to Students with a Disability. A. It is agreed that addressing the implementation of the least restrictive environment is legally mandated and of critical importance. It is also recognized that This Article shall apply to the extent to which any special education student should participate in regular education programs and services involves consideration of that student's unique needs as determined by an Individual Educational Planning Team (IEPT). It is further acknowledged and recognized that the general education classroom teacher shall be responsible for the implementation of the Individualized Education Plan and attending to the educational needs of special education students assigned who have and are entering a regular education class/classroom from a special education center program or a special education self-contained classroom program. It shall also apply to the teacher's classstudents who are identified as students with a disability who qualify to be served by either program. In addition, it shall apply to students who are identified as students with a disability due to accident, trauma, etc and who would qualify to be served by either program. 1. Any bargaining unit member or selected elementary bargaining unit member who will be providing instructional or other services to a student with a disability in a regular education classroom setting shall be invited, in writing, and shall attend to participate in the Individual Educational Planning Team meeting for students enrolled in regular education classesCommittee (IEPC). In such cases involving non-elementary bargaining unit members, the Principal will select a representative teacher to attend the IEPC. If the IEPT meeting IEPC is held during the normal teaching day, the bargaining unit member shall be released from his/her his normal responsibilities to attend. 2. In situations where it is not feasible to have each bargaining unit member who will be providing instructional services to a student with a disability in a regular education classroom setting be a participant on the Individual Educational Planning Team (IEPT) the resource teacher to whom the student is assigned may select a representative teacher(s) to attend the IEPT meeting. 3. Should a bargaining unit member, working directly with the student with a disability disability, believe that a student's ’s current IEP is not meeting the student's ’s needs as required by law law, the bargaining unit member shall refer the concern to the building team principal for review and possible action which could include the convening of an IEPT meetinganother IEPC. 43. In order to assure that the student with a handicap disability will be allowed to participate in regular education programs and services to the maximum extent appropriate, the Board agrees to provide: a. Teaching materials and equipment, support personnel and other related services as specified in the IEP to satisfactorily educate the student in the regular education classroom. Aides assigned to assist specific students will not be completely removed from the classroom without convening a new IEPT meeting.; and b. Continuing professional development regarding the instruction and behavioral management of students with disabilities in the regular education setting, including the differing approaches, problems and techniques to be utilized with varying disabilities.Appropriate in-service training 54. Special education staff will have the responsibility of contacting the general education teacher(s) for purposes of sharing pertinent information, discussing the special needs of students and addressing other appropriate issues for students enrolled in his/her classroom. As new special education students enter the school, the special education staff member assigned will have the responsibility for contacting the general education teacher(s) prior to the student entering the regular education classroom(s) when time permits. 6. When a general education classroom teacher is assigned a student from a special education program for severely impaired students, the The teacher shall not be expected to perform non-emergency, routine, scheduled maintenance on a medical appliance or apparatus used by the a student to sustain his/her his bodily functions nor render non-emergency routine, scheduled care or maintenance of exceptional bodily functions related to the student's ’s impaired condition. The teacher shall be informed and instructed as to emergency measures which may be necessary on occasion due to the student's ’s impaired condition. It shall be the teacher's ’s responsibility to implement the student's ’s individualized educational plan for attending and to attend to the educational needs of the student while in the teacher's ’s class. 7. Mainstreamed special education students will attend field trips, camps, etc. with the rest of the regular education students unless prescribed otherwise by the student's IEP. How the student will attend and what additional assistance, if any is needed, will be determined by the classroom teacher, the Special Education Director and other appropriate personnel. 85. The administration agrees to arrange for a substitute in the absence of the student's ’s regularly assigned aide. Should no substitute be available, the bargaining unit member and the administration building principal will, where appropriate, mutually make other arrangements. B. A 6. It is recognized that whether a student with a disability participating in a regular education classroom teacher may request additional assistance or otherwise achieves the projected growth in implementing the least restrictive environment mandatestudent’s annual goals and objectives depends upon various factors, many of which are beyond the control of the student’s teacher(s). 1. Said request shall be submitted in writing to the building administrator. 2. Within five (5) school days of receipt of the written request, the building administrator and other appropriate resource personnel will meet with the teacher to discuss the request and recommend solutions. 3. Should the recommended solutions be unacceptable to the teacher, an IEPT meeting may be reconvened to review the recommended solutions and/or to review the appropriateness of the initial placement. C. B. A Least Restrictive Environment Problem Solving Committee is hereby established: 1. The Committee shall be composed of three (3) teachers and two (2) administrators, all of whom will be selected in accordance with the respective parties' ’ procedures. At least one one (1) of the teachers will be a special education staff member. 2. The Committee shall convene upon written request of a teacher who is seeking assistance related to a special education student in his/her his classroom. 3. The teacher's ’s request will provide written documentation that s/he has reasonably exhausted avenues of available assistance and guidance from the special education staff and his/her his building administrator. 4. Additionally, the teacher will provide a written description of the problem(s) and proposed solution(s) for the Committee's ’s consideration. 5. The Committee may issue a written recommendation in response to the teacher's ’s request for assistance. The written recommendation of the Committee will be submitted to the Assistant Superintendent for Curriculum and the Director of District Special Education Representative for review and consideration within five (5) workdays working days of the review. 6. After a review of the teacher's ’s request and the Committee's ’s recommendation, the Deputy Superintendent Representative will submit his recommendation to the teacher and the Director of Special Education will submit their recommendation Committee within five (5) workdays working days of receipt of same.

Services to Students with a Disability. A. It is agreed that addressing the implementation of the least restrictive environment is legally mandated and of critical importance. It is also recognized that This Article shall apply to the extent to which any special education student should participate in regular education programs and services involves consideration of that student's unique needs as determined by an Individual Educational Planning Team (IEPT). It is further acknowledged and recognized that the general education classroom teacher shall be responsible for the implementation of the Individualized Education Plan and attending to the educational needs of special education students assigned who have and are entering a regular education class/classroom from a special education center program or a special education self-contained classroom program. It shall also apply to the teacher's classstudents who are identified as students with a disability who qualify to be served by either program. In addition, it shall apply to students who are identified as students with a disability due to accident, trauma, etc and who would qualify to be served by either program. 1. Any bargaining unit member or selected elementary bargaining unit member who will be providing instructional or other services to a student with a disability in a regular education classroom setting shall be invited, in writing, and shall attend to participate in the Individual Educational Planning Team meeting for students enrolled in regular education classesCommittee (IEPC). In such cases involving non-elementary bargaining unit members, the Principal will select a representative teacher to attend the IEPC. If the IEPT meeting IEPC is held during the normal teaching day, the bargaining unit member shall be released from his/her his normal responsibilities to attend. 2. In situations where it is not feasible to have each bargaining unit member who will be providing instructional services to a student with a disability in a regular education classroom setting be a participant on the Individual Educational Planning Team (IEPT) the resource teacher to whom the student is assigned may select a representative teacher(s) to attend the IEPT meeting. 3. Should a bargaining unit member, working directly with the student with a disability disability, believe that a student's current IEP is not meeting the student's needs as required by law law, the bargaining unit member shall refer the concern to the building team principal for review and possible action which could include the convening of an IEPT meetinganother IEPC. 43. In order to assure that the student with a handicap disability will be allowed to participate in regular education programs and services to the maximum extent appropriate, the Board agrees to provide: a. Teaching materials and equipment, support personnel and other related services as specified in the IEP to satisfactorily educate the student in the regular education classroom. Aides assigned to assist specific students will not be completely removed from the classroom without convening a new IEPT meeting.; and b. Continuing professional development regarding the instruction and behavioral management of students with disabilities in the regular education setting, including the differing approaches, problems and techniques to be utilized with varying disabilities.Appropriate in-service training 54. Special education staff will have the responsibility of contacting the general education teacher(s) for purposes of sharing pertinent information, discussing the special needs of students and addressing other appropriate issues for students enrolled in his/her classroom. As new special education students enter the school, the special education staff member assigned will have the responsibility for contacting the general education teacher(s) prior to the student entering the regular education classroom(s) when time permits. 6. When a general education classroom teacher is assigned a student from a special education program for severely impaired students, the The teacher shall not be expected to perform non-emergency, routine, scheduled maintenance on a medical appliance or apparatus used by the a student to sustain his/her his bodily functions nor render non-emergency routine, scheduled care or maintenance of exceptional bodily functions related to the student's impaired condition. The teacher shall be informed and instructed as to emergency measures which may be necessary on occasion due to the student's impaired condition. It shall be the teacher's responsibility to implement the student's individualized educational plan for attending and to attend to the educational needs of the student while in the teacher's class. 7. Mainstreamed special education students will attend field trips, camps, etc. with the rest of the regular education students unless prescribed otherwise by the student's IEP. How the student will attend and what additional assistance, if any is needed, will be determined by the classroom teacher, the Special Education Director and other appropriate personnel. 85. The administration agrees to arrange for a substitute in the absence of the student's regularly assigned aide. Should no substitute be available, the bargaining unit member and the administration building principal will, where appropriate, mutually make other arrangements. B. A 6. It is recognized that whether a student with a disability participating in a regular education classroom teacher may request additional assistance or otherwise achieves the projected growth in implementing the least restrictive environment mandatestudent's annual goals and objectives depends upon various factors, many of which are beyond the control of the student's teacher(s). 1. Said request shall be submitted in writing to the building administrator. 2. Within five (5) school days of receipt of the written request, the building administrator and other appropriate resource personnel will meet with the teacher to discuss the request and recommend solutions. 3. Should the recommended solutions be unacceptable to the teacher, an IEPT meeting may be reconvened to review the recommended solutions and/or to review the appropriateness of the initial placement. C. B. A Least Restrictive Environment Problem Solving Committee is hereby established: 1. The Committee shall be composed of three (3) teachers and two (2) administrators, all of whom will be selected in accordance with the respective parties' procedures. At least one one (1) of the teachers will be a special education staff member. 2. The Committee shall convene upon written request of a teacher who is seeking assistance related to a special education student in his/her his classroom. 3. The teacher's request will provide written documentation that s/he has reasonably exhausted avenues of available assistance and guidance from the special education staff and his/her his building administrator. 4. Additionally, the teacher will provide a written description of the problem(s) and proposed solution(s) for the Committee's consideration. 5. The Committee may issue a written recommendation in response to the teacher's request for assistance. The written recommendation of the Committee will be submitted to the Assistant Superintendent for Curriculum and the Director of District Special Education Representative for review and consideration within five (5) workdays working days of the review. 6. After a review of the teacher's request and the Committee's recommendation, the Deputy Superintendent Representative will submit his recommendation to the teacher and the Director of Special Education will submit their recommendation Committee within five (5) workdays working days of receipt of same.

Services to Students with a Disability. ‌ A. It is agreed that addressing the implementation of the least restrictive environment is legally mandated and of critical importance. It is also recognized that This Article shall apply to the extent to which any special education student should participate in regular education programs and services involves consideration of that student's unique needs as determined by an Individual Educational Planning Team (IEPT). It is further acknowledged and recognized that the general education classroom teacher shall be responsible for the implementation of the Individualized Education Plan and attending to the educational needs of special education students assigned who have and are entering a regular education class/classroom from a special education center program or a special education self-contained classroom program. It shall also apply to the teacher's classstudents who are identified as students with a disability who qualify to be served by either program. In addition, it shall apply to students who are identified as students with a disability due to accident, trauma, etc. and who would qualify to be served by either program. 1. Any bargaining unit member or selected elementary bargaining unit member who will be providing instructional or other services to a student with a disability in a regular education classroom setting shall be invited, in writing, and shall attend to participate in the Individual Educational Planning Team meeting for students enrolled in regular education classesCommittee (IEPC). In such cases involving non-elementary bargaining unit members, the Principal will select a representative teacher to attend the IEPC. If the IEPT meeting IEPC is held during the normal teaching day, the bargaining unit member shall be released from his/her his normal responsibilities to attend. 2. In situations where it is not feasible to have each bargaining unit member who will be providing instructional services to a student with a disability in a regular education classroom setting be a participant on the Individual Educational Planning Team (IEPT) the resource teacher to whom the student is assigned may select a representative teacher(s) to attend the IEPT meeting. 3. Should a bargaining unit member, working directly with the student with a disability disability, believe that a student's ’s current IEP is not meeting the student's ’s needs as required by law law, the bargaining unit member shall refer the concern to the building team principal for review and possible action which could include the convening of an IEPT meetinganother IEPC. 43. In order to assure that the student with a handicap disability will be allowed to participate in regular education programs and services to the maximum extent appropriate, the Board agrees to provide: a. Teaching materials and equipment, support personnel and other related services as specified in the IEP to satisfactorily educate the student in the regular education classroom. Aides assigned to assist specific students will not be completely removed from the classroom without convening a new IEPT meeting.; and b. Continuing professional development regarding the instruction and behavioral management of students with disabilities in the regular education setting, including the differing approaches, problems and techniques to be utilized with varying disabilities.Appropriate in-service training 54. Special education staff will have the responsibility of contacting the general education teacher(s) for purposes of sharing pertinent information, discussing the special needs of students and addressing other appropriate issues for students enrolled in his/her classroom. As new special education students enter the school, the special education staff member assigned will have the responsibility for contacting the general education teacher(s) prior to the student entering the regular education classroom(s) when time permits. 6. When a general education classroom teacher is assigned a student from a special education program for severely impaired students, the The teacher shall not be expected to perform non-emergency, routine, scheduled maintenance on a medical appliance or apparatus used by the a student to sustain his/her his bodily functions nor render non-emergency routine, scheduled care or maintenance of exceptional bodily functions related to the student's ’s impaired condition. The teacher shall be informed and instructed as to emergency measures which may be necessary on occasion due to the student's ’s impaired condition. It shall be the teacher's ’s responsibility to implement the student's ’s individualized educational plan for attending and to attend to the educational needs of the student while in the teacher's ’s class. 7. Mainstreamed special education students will attend field trips, camps, etc. with the rest of the regular education students unless prescribed otherwise by the student's IEP. How the student will attend and what additional assistance, if any is needed, will be determined by the classroom teacher, the Special Education Director and other appropriate personnel. 85. The administration agrees to arrange for a substitute in the absence of the student's ’s regularly assigned aide. Should no substitute be available, the bargaining unit member and the administration building principal will, where appropriate, mutually make other arrangements. B. A 6. It is recognized that whether a student with a disability participating in a regular education classroom teacher may request additional assistance or otherwise achieves the projected growth in implementing the least restrictive environment mandatestudent’s annual goals and objectives depends upon various factors, many of which are beyond the control of the student’s teacher(s). 1. Said request shall be submitted in writing to the building administrator. 2. Within five (5) school days of receipt of the written request, the building administrator and other appropriate resource personnel will meet with the teacher to discuss the request and recommend solutions. 3. Should the recommended solutions be unacceptable to the teacher, an IEPT meeting may be reconvened to review the recommended solutions and/or to review the appropriateness of the initial placement. C. B. A Least Restrictive Environment Problem Solving Committee is hereby established: 1. The Committee shall be composed of three (3) teachers and two (2) administrators, all of whom will be selected in accordance with the respective parties' ’ procedures. At least one one (1) of the teachers will be a special education staff member. 2. The Committee shall convene upon written request of a teacher who is seeking assistance related to a special education student in his/her his classroom. 3. The teacher's ’s request will provide written documentation that s/he has reasonably exhausted avenues of available assistance and guidance from the special education staff and his/her his building administrator. 4. Additionally, the teacher will provide a written description of the problem(s) and proposed solution(s) for the Committee's ’s consideration. 5. The Committee may issue a written recommendation in response to the teacher's ’s request for assistance. The written recommendation of the Committee will be submitted to the Assistant Superintendent for Curriculum and the Director of District Special Education Representative for review and consideration within five (5) workdays working days of the review. 6. After a review of the teacher's ’s request and the Committee's ’s recommendation, the Deputy Superintendent Representative will submit his recommendation to the teacher and the Director of Special Education will submit their recommendation Committee within five (5) workdays working days of receipt of same.

Services to Students with a Disability. A. It is agreed that addressing the implementation of the least restrictive environment is legally mandated and of critical importance. It is also recognized that This Article shall apply to the extent to which any special education student should participate in regular education programs and services involves consideration of that student's unique needs as determined by an Individual Educational Planning Team (IEPT). It is further acknowledged and recognized that the general education classroom teacher shall be responsible for the implementation of the Individualized Education Plan and attending to the educational needs of special education students assigned who have and are entering a regular education class/classroom from a special education center program or a special education self-contained classroom program. It shall also apply to the teacher's classstudents who are identified as students with a disability who qualify to be served by either program. In addition, it shall apply to students who are identified as students with a disability due to accident, trauma, etc and who would qualify to be served by either program. 1. Any bargaining unit member or selected elementary bargaining unit member who will be providing instructional or other services to a student with a disability in a regular education classroom setting shall be invited, in writing, and shall attend to participate in the Individual Educational Planning Team meeting for students enrolled in regular education classesCommittee (IEPC). In such cases involving non-elementary bargaining unit members, the Principal will select a representative teacher to attend the IEPC. If the IEPT meeting IEPC is held during the normal teaching day, the bargaining unit member shall be released from his/her his normal responsibilities to attend. 2. In situations where it is not feasible to have each bargaining unit member who will be providing instructional services to a student with a disability in a regular education classroom setting be a participant on the Individual Educational Planning Team (IEPT) the resource teacher to whom the student is assigned may select a representative teacher(s) to attend the IEPT meeting. 3. Should a bargaining unit member, working directly with the student with a disability disability, believe that a student's ’s current IEP is not meeting the student's ’s needs as required by law law, the bargaining unit member shall refer the concern to the building team principal for review and possible action which could include the convening of an IEPT meetinganother IEPC. 43. In order to assure that the student with a handicap disability will be allowed to participate in regular education programs and services to the maximum extent appropriate, the Board agrees to provide: a. Teaching materials and equipment, support personnel and other related services as specified in the IEP to satisfactorily educate the student in the regular education classroom. Aides assigned to assist specific students will not be completely removed from the classroom without convening a new IEPT meeting.; and b. Continuing professional development regarding the instruction and behavioral management of students with disabilities in the regular education setting, including the differing approaches, problems and techniques to be utilized with varying disabilities.Appropriate in-service training 54. Special education staff will have the responsibility of contacting the general education teacher(s) for purposes of sharing pertinent information, discussing the special needs of students and addressing other appropriate issues for students enrolled in his/her classroom. As new special education students enter the school, the special education staff member assigned will have the responsibility for contacting the general education teacher(s) prior to the student entering the regular education classroom(s) when time permits. 6. When a general education classroom teacher is assigned a student from a special education program for severely impaired students, the The teacher shall not be expected to perform non-emergency, routine, scheduled maintenance on a medical appliance or apparatus used by the a student to sustain his/her his bodily functions nor render non-emergency routine, scheduled care or maintenance of exceptional bodily functions related to the student's ’s impaired condition. The teacher shall be informed and instructed as to emergency measures which may be necessary on occasion due to the student's ’s impaired condition. It shall be the teacher's ’s responsibility to implement the student's ’s individualized educational plan for attending and to attend to the educational needs of the student while in the teacher's ’s class. 7. Mainstreamed special education students will attend field trips, camps, etc. with the rest of the regular education students unless prescribed otherwise by the student's IEP. How the student will attend and what additional assistance, if any is needed, will be determined by the classroom teacher, the Special Education Director and other appropriate personnel. 85. The administration agrees to arrange for a substitute in the absence of the student's ’s regularly assigned aide. Should no substitute be available, the bargaining unit member and the administration building principal will, where appropriate, mutually make other arrangements. B. A 6. It is recognized that whether a student with a disability participating in a regular education classroom teacher may request additional assistance or otherwise achieves the projected growth in implementing the least restrictive environment mandatestudent’s annual goals and objectives depends upon various factors, many of which are beyond the control of the student’s teacher(s). 1. Said request shall be submitted in writing to the building administrator. 2. Within five (5) school days of receipt of the written request, the building administrator and other appropriate resource personnel will meet with the teacher to discuss the request and recommend solutions. 3. Should the recommended solutions be unacceptable to the teacher, an IEPT meeting may be reconvened to review the recommended solutions and/or to review the appropriateness of the initial placement. C. B. A Least Restrictive Environment Problem Solving Committee is hereby established: 1. The Committee shall be composed of three (3) teachers and two (2) administrators, all of whom will be selected in accordance with the respective parties' ’ procedures. At least one one (1) of the teachers will be a special education staff member. 2. The Committee shall convene upon written request of a teacher who is seeking assistance related to a special education student in his/her his classroom. 3. The teacher's ’s request will provide written documentation that s/he has reasonably exhausted avenues of available assistance and guidance from the special education staff and his/her his building administrator. 4. Additionally, the teacher will provide a written description of the problem(s) and proposed solution(s) for the Committee's ’s consideration. 5. The Committee may issue a written recommendation in response to the teacher's ’s request for assistance. The written recommendation of the Committee will be submitted to the Assistant Superintendent for Curriculum and the Director of District Special Education Representative for review and consideration within five (5) workdays working days of the review. 6. After a review of the teacher's ’s request and the Committee's ’s recommendation, the Deputy Superintendent Representative will submit his recommendation to the teacher and the Director of Special Education will submit their recommendation Committee within five (5) workdays working days of receipt of same. A. The Board recognizes that it is desirable in making assignments to consider the interests and aspirations of its teachers. Requests by a teacher for assignment to a different class, building or position shall be made in writing, one (1) copy of which shall be filed with the Superintendent, one (1) copy with his building principal, and one (1) copy with the Association. The application shall set forth the reasons for the new assignment, the school, grade, or position sought, and the applicant’s academic qualifications. Such requests shall be renewed once a year to assure active consideration by the Board.