Special Education Students. The Employer shall be permitted to utilize a limited number of special education students for limited periods of time to perform limited types of bargaining unit work. The performance of these functions shall not result in a reduction of work hours for any bargaining unit employee(s).
Special Education Students. A. Continuing and displaced students with special education needs, as defined under Chapter 125, Stat., the Individuals with Disabilities Education Act (“IDEA”), 20 U.S.C. 1400, et seq. (“SEN Students”), both current and later identified, shall be eligible to participate in the Chapter 220 program on the same basis as non-SEN students, except MPS and the District reserve the right to reject or return a non-SEN Chapter 220 student if either of the following applies: (a) if the student could otherwise transfer to MPS or the District pursuant to Chapter 115 because the applicant’s district of
Special Education Students. Special Education students in an Absence of Responsible Person situation are to be transported to the MPS Administration Building Transportation Day Care, if there is no one at the school. Prior to delivery of student, Contractor must contact Pupil Transportation Services via the Hot Line (475-8134). The Contractor may charge MPS $20.00 for the trip to the Administration Building.
Special Education Students. Suspension for ten days or less
Special Education Students. The Individualized Education Program (IEP) team for a student who is eligible for special education services under the Individuals with Disabilities Education Improvement Act may establish alternate requirements or accommodations to credit requirements as are deemed necessary for the student to become eligible for promotion to the next grade level.
Special Education Students. A student qualified under the Individuals with Disabilities Education Act (IDEA) as reauthorized in 2004 may not be expelled from school, but in compliance with federal law and regulation may be given a change in placement. The Individualized Education Program Team generally determines a change in placement of an IDEA-qualified student. During any change in placement the school must provide services to the extent necessary to enable the child to appropriately progress in the general curriculum and appropriately advance toward achieving the goals set out in the child's Individualized Education Program. A student with a disability qualified under the Americans with Disabilities Act or Section 504 of the Rehabilitation Act of 1973 and not qualified under the Individuals with Disabilities Education Act as reauthorized in 2004 may be suspended or expelled from school and education services may be ceased, if nondisabled students in similar circumstances do not continue to receive education services. A student expelled from the District may request readmittance by making a written application to the Board. Readmission is at the discretion of the Governing Board. In addition, it is the prerogative of the Board to stipulate appropriate conditions for readmittance. The application for readmittance shall occur no less than nine (9) months after the date of the expulsion; however, the student may not be readmitted until at least two (2) complete semesters have passed (the remainder of the semester in which the violation has occurred and two [2] additional semesters). The application must: ♦ Be written and be directed to the attention of the Governing Board. ♦ Contain all information that the student and parent(s) consider relevant to the Governing Board’s determination as to whether or not to readmit the student. This should include information indicating: • An appreciation by the student of the severity and inappropriateness of the student’s prior misconduct. • That such misconduct or similar misconduct will not be repeated. • A description of the student’s activities since the expulsion. • Support of the student’s application for readmission. ♦ Be filed in the Superintendent’s office. The Governing Board shall meet in executive session to consider an initial application for readmission. The student and parents have the right to be present in the executive session, but do not have the right to make a presentation or address the Governing Board unless they are asked t...
Special Education Students. The Organizer acknowledges that it is required to comply with any applicable law, including, without limitation, The Individuals with Disabilities Education Act, 551 IAC 7 (“Article 7”), the Americans with Disabilities act of 1990, and Section 504 of the Rehabilitation Act of 1973, that relate to the provision of services to special education students attending the Charter School. In accordance with the Start-Up Protocol, the Organizer shall develop and submit to OCS for approval all policies required to be adopted under applicable special education law. Once submitted and approved, such policies shall be attached to this Charter as Schedule 28.
Special Education Students. The Employer agrees that if a Special Education student requires substantial extra telephone or marking time, the OLFM shall keep track of the extra time and xxxx the Employer at the Special Education Student rate as per Appendix A (Wage Schedule). It is agreed that “substantial” here will be determined by mutual agreement between the OLFM and his/her Supervisor.
Special Education Students. In the case of a student who has an Individualized Education Program (“IEP”), or a student who has a 504 Plan, the Charter School will ensure that it follows the correct disciplinary procedures to comply with the mandates of state and federal laws, including IDEA and Section 504 of the Rehabilitation Plan of 1973. As set forth in the MOU regarding special education between the District and the Charter School an IEP team, including a District representative, will meet to conduct a manifestation determination and to discuss alternative placement utilizing the District’s Policies and Procedures Manual. Prior to recommending expulsion for a student with a 504 Plan, the Charter School’s administrator will convene a Link Determination meeting to ask the following two questions: A) Was the misconduct caused by, or directly and substantially related to the student’s disability? B) Was the misconduct a direct result of the Charter School’s failure to implement 504? The Charter School shall comply with the federal Gun Free Schools Act.
Special Education Students. The parties recognize that children having special physical, mental and emotional problems, as defined by Rules 340.1701 to 340.1715 inclusive, may require specialized classroom experiences and that their presence in regular classrooms may interfere with the normal instructional program, and place extraordinary demands upon the teacher. In the event that such a child is to be placed in a regular classroom, the following provision shall be made:
1. The child will be placed in the regular classroom upon the teacher’s full knowledge and understanding of the child’s handicap.
2. The teacher will be supplied with adequate materials and specialized equipment needed for the proper education of the child possessing a handicap, as determined by the Individual Education Planning Committee or the Successor Committee.
3. The services of a consultant, who is a specialist in the specific area handicap, will be made available to the classroom teacher.
4. The severely handicapped child shall be considered 2.0 students except for emotionally impaired students which shall have a weighted factor of 1.5, when referring to class size. The severely handicapped child shall be defined as those listed below: Trainable Mentally Impaired Visually Impaired Hearing Impaired Severely Multiple Handicapped Emotionally Impaired It is understood that the child must be certified in one of the above listed impairments before consideration will be given to the weighted factor. For purposes of implementation of this provision at the elementary level, the weighted factor shall apply only if a child is mainstreamed into a teacher’s classroom for two (2) or more hours. It is understood that the weighted factor does not apply for vocational education classes.
5. A teacher who has mainstreamed students assigned to his/her class may request a meeting with the administrator in charge to address the individual needs of the mainstreamed students.
6. The Board upon making a request of the State Board of Education for a deviation from the rules as set forth in the Special Education Code, shall concurrently provide the Association with copies of the request and the response.
7. All buildings will have on file two (2) current copies of the Special Education rules and regulations.
