Common use of SPECIAL STUDENT PROGRAM Clause in Contracts

SPECIAL STUDENT PROGRAM. A. The parties recognize that children having special physical, mental, and emotional needs may require specialized classroom experience and that their presence in regular classrooms may interfere with the normal instructional programs and place extraordinary and unfair demands upon the teacher. Teachers believing that such students are assigned to their classrooms may request the student’s transfer and shall present arguments for such request to the Individual Education Planning Team. Special attention will be given to reducing class size where special needs students are placed in the regular classroom of a newly-employed, inexperienced teacher without prior approval of the Association. B. Application of this Section shall apply to special education students as defined in IDEA legislation. 1. Mainstreaming is defined as the placement of an identified special education student referenced above in Section A into a general education program for any part of the regular school day. When a general education classroom teacher is assigned a special education student as set forth above, the teacher shall not be expected to perform routine, scheduled maintenance of an apparatus used by the student to sustain his/her bodily functions nor render routine scheduled care or maintenance of bodily functions (i.e. tracheotomy, custodial care, etc.) related to the student's special needs. The teacher shall be informed and instructed as to emergency measures which may be necessary on occasion due to the student's special needs. 2. On a case by case basis, the District will determine what training if any will be necessary for the general education teacher who has a special needs student in his/her classroom as set forth in Section B. 3. In assigning a student with special needs as defined in Section B to a general education classroom when more than one classroom placement is available within the building to facilitate the implementation of the student's I.E.P., the Board agrees to consider the severity of the student's condition, the number of other students with special needs assigned to the class and the overall class sizes within the applicable classrooms. 4. The parties acknowledge that the policy of least restrictive environment is legally mandated. It is also recognized that the extent to which any individual student with special needs should participate in general education programs and services involves considerations of the student's unique needs as determined by an Individual Education Planning Team (IEPT). Although it is agreed that the student's with special needs participation and right to participate in general education programs and services cannot be affected by this Agreement. 5. The District shall determine the need for a teacher who will be providing instructional or other services to a student with special needs to participate in the IEPT which may initially place (or continue the placement of) the student in a general education classroom. The District shall provide release time in the event the District directs or authorizes a teacher to attend an IEP which is scheduled during the time the teacher is assigned to teach a class.

SPECIAL STUDENT PROGRAM. A. The parties recognize that children having special physicala handicapping condition (as defined in the Revised Administrative Rules for Special Education, mental, and emotional needs November 2002) may require specialized classroom experience and special education programming. If a teacher suspects that their presence in regular classrooms may interfere with the normal instructional programs and place extraordinary and unfair demands upon the teacher. Teachers believing that such students are a possibly handicapped student is assigned to their classrooms may request his/her classroom, the student’s transfer and teacher needs to refer that child to the building administrator. The referral shall present arguments then be forwarded through a procedure determined by the administration. After evaluations have been completed, the administration shall commence an Individualized Education Planning Team (IEPT) meeting for such request child to consider the Individual Education Planning Teamproblems of the classroom teacher and possible options in the child's programming. The classroom teacher, if known, shall be allowed to participate in the Team deliberations. The parties recognize that accommodating the needs of a special needs student may require ongoing attention and/or revision to meet the needs of a least restrictive environment. The administration shall take into account input from the regular education teacher when determining revisions, or need for revisions, in the child's IEP. Special attention will be given to reducing class size where special needs students are placed in the regular classroom. The Board shall minimize the number of special students placed in the regular classroom of a newly-employedhired, inexperienced teacher without prior approval of the Associationteachers. B. Application The parties, to assist the teacher, will cooperate to ensure that the psychological testing and social worker programs meet the needs of this Section shall apply special students in the community. C. Problems regarding the special student program, to include but not be limited to, student/counselor ratio and employment of additional special education personnel, shall be referred to the Curriculum Development Committee, which in turn shall study the matter and make recommendations through the procedures established in Article 19, Section C. D. As local special education services are expanded to include children who currently receive classroom services outside of the District, this Article will be reopened as necessary to discuss and/or negotiate such concerns as class size, teacher aides, training for teachers who will be providing instruction to the child, involvement of the child's teacher(s) in planning, preparation of students as defined and teachers for the child's entry into the District program, staff observation of the child in IDEA legislationthe current placement, and release time for training, planning and observation. 1. Mainstreaming is defined as the placement of an identified special education student referenced above in Section A into a general education program for any part of the regular school day. When a general education classroom teacher is assigned a special education student as set forth aboveE. In accordance with law, the teacher Administration shall not be expected in its discretion designate the appropriate teacher(s) to perform routine, scheduled maintenance of an apparatus used by the student to sustain his/her bodily functions nor render routine scheduled care or maintenance of bodily functions (i.e. tracheotomy, custodial care, etc.) related to the student's special needs. The teacher shall be informed attend and instructed as to emergency measures which may be necessary on occasion due to the student's special needs. 2. On a case by case basis, the District will determine what training if any will be necessary for the general education teacher who has a special needs student in his/her classroom as set forth in Section B. 3. In assigning a student with special needs as defined in Section B to a general education classroom when more than one classroom placement is available within the building to facilitate the implementation of the student's I.E.P., the Board agrees to consider the severity of the student's condition, the number of other students with special needs assigned to the class and the overall class sizes within the applicable classrooms. 4. The parties acknowledge that the policy of least restrictive environment is legally mandated. It is also recognized that the extent to which any individual student with special needs should participate in general education programs and services involves considerations the meeting of the student's unique needs as determined by an Individual Education Planning Team (IEPT). Although it is agreed that the student's with special needs participation and right to participate in general education programs and services cannot be affected by this Agreement. 5. The District shall determine the need for a teacher who will be providing instructional or other services to a student with special needs to participate in the IEPT ) which may initially place (or continue the placement of) the a student in a general education regular educational classroom. The District Any teacher not so designated, but who has said student in a class taught by such teacher, may request to attend such meeting provided however, that 1) such attendance shall provide be without compensation or compensatory time under Article 5.M. and 2) such teacher(s) shall not be entitled to release time during the school day unless explicitly approved by their building principal. All building principals shall make reasonable efforts to ensure an opportunity for such teachers to offer oral or written input to the principal prior to such IEPT meetings in lieu of actually attending the event meeting. F. Any teacher who in good faith believes that the District directs current IEP for a particular student assigned to such teacher is not meeting the student's unique needs may communicate such concerns to their building principal orally or authorizes in writing. G. If a teacher to attend an IEP which regular education class is scheduled during to have more than ten (10) special education students, the time district will meet and confer with the teacher is assigned to teach a classAssociation.

SPECIAL STUDENT PROGRAM. A. If a teacher suspects that a possibly handicapped student is assigned to his/her classroom, the teacher needs to refer that child to the building administrator. The parties recognize that children having referral shall then be forwarded through a procedure determined by the administration. Regular education teachers will be involved or advised prior to class assignment. After evaluations have been completed, the administration shall commence an Individualized Education Planning Team (IEPT) meeting for such child to consider the problems of the classroom teacher and possible options in the child's programming. The classroom teacher of a special physicalneeds student with an IEP, mentalif known, shall participate in the IEP Team deliberations and meetings as required by law, and emotional needs both special and regular education teachers may require specialized classroom experience and that their presence offer suggestions relative to placement. The administration shall take into account input from the regular education teacher when determining revisions, or need for revisions, in regular classrooms may interfere with the normal instructional programs and place extraordinary and unfair demands upon child's IEP. The co-teaching model in special education can be a desirable choice in meeting the teacher. Teachers believing that such students are assigned to their classrooms may request the student’s transfer and shall present arguments for such request to the Individual Education Planning Team. Special attention will be given to reducing class size where multiple challenges of special needs students are placed in within the regular classroom of a newly-employedenvironment, inexperienced teacher without prior approval of the Association. B. Application of this Section shall apply certain conditions must be met before it can be expected to special education students as defined in IDEA legislation.work: 1. Mainstreaming is defined as Availability and flexibility of the placement of an identified special education student referenced above teaching staff in Section A into a general education program respect to fulfilling requirements for any part of the regular school day. When a general education classroom teacher is assigned a special education student as set forth above, the teacher shall not be expected to perform routine, scheduled maintenance of an apparatus used by the student to sustain hiscaseload and BC/her bodily functions nor render routine scheduled care or maintenance of bodily functions (i.e. tracheotomy, custodial care, etc.) related to the student's special needs. The teacher shall be informed and instructed as to emergency measures which may be necessary on occasion due to the student's special needsTC requirements for students being served. 2. On a case by case basis, the District will determine what training if any will be necessary for the general education teacher who has a special needs student in his/her classroom as set forth in Section B.Known number of students eligible to receive support services. 3. Plans developed to include the use of existing resources, i.e., teachers and paraprofessionals to their maximum benefit. B. The parties will cooperate to ensure that the psychological testing and social worker programs meet the needs of special students in the community. C. Problems regarding the special student program, to include but not be limited to, student/counselor ratio and employment of additional special education personnel shall be referred to the Curriculum Development Committee, which in turn shall study the matter and make recommendations through the procedures established in Article 19, Section C. D. In assigning a student accordance with special needs as defined in Section B to a general education classroom when more than one classroom placement is available within the building to facilitate the implementation of the student's I.E.P.law, the Board agrees Administration shall designate the appropriate teacher(s) to consider the severity of the student's condition, the number of other students with special needs assigned to the class attend and the overall class sizes within the applicable classrooms. 4. The parties acknowledge that the policy of least restrictive environment is legally mandated. It is also recognized that the extent to which any individual student with special needs should participate in general education programs and services involves considerations the meeting of the student's unique needs as determined by an Individual Education Planning Team (IEPT). Although it is agreed that the student's with special needs participation and right to participate in general education programs and services cannot be affected by this Agreement. 5. The District shall determine the need for a teacher who will be providing instructional or other services to a student with special needs to participate in the IEPT ) which may initially place (or continue the placement of) the a student in a regular educational classroom. Any teacher not so designated, but who has said student in a class taught by such teacher, may request to attend such meeting provided however, that 1) such attendance shall be without compensation or compensatory time under Article 5.M. and 2) such teacher(s) shall not be entitled to release time during the school day unless explicitly approved by their building principal. All building principals shall ensure that such non- attending teachers offer written input to the principal prior to such IEPT. E. Any teacher who in good faith believes that the current IEP for a particular student assigned to such teacher is not meeting the student's unique needs may communicate such concerns to their building principal orally or in writing. F. There is recognition that identifying special needs students grades K-2 is difficult due to developmental stages, time to gather appropriate and accurate documentation, and our Response to Intervention requirements. To aid in this process, the district will attempt to provide supplementary support to the general education classroom. The District shall provide release time in the event the District directs or authorizes classroom if grant funding is available. G. If a teacher to attend an IEP which with a student who is scheduled during medically fragile or has special healthcare needs or requires hygienic function assistance or who has a history of emotional or violent physical outbursts is having difficulty with the time absence of a second adult, and the matter is not being resolved satisfactorily at the building level, the teacher may request a meeting with the principal, a representative from central office, and a representative from the association in an attempt to solve the problem. H. To ensure that students Individualized Education Plans are being met, special education teachers involved in co-teaching will have substitutes provided in their absences. If pulled for school business or training purposes, a substitute will be provided. X. Xxxxxxx Consolidated Schools will follow Michigan Administrative Rules for Special Education (XXXXX) and federal special education law. Social Work caseloads will be capped at 75 students. Occupational Therapists (OT) will be capped at 75 students. Teacher Consultant (TC), Resource Room, and Speech Therapist case limits will be established per XXXXX and federal education law. 1. Should any caseloads rise above the legal limit or be projected to rise above the limit in XXXXX and federal law or the limits in Article 7, the district will immediately meet with the Lincoln Education Association to develop a solution. Until a solution is assigned to teach a classin effect, the district shall compensate the affected teacher as follows: a. Beginning with the first day after October student count day: $2.00 per student per school day over caseload limits.

SPECIAL STUDENT PROGRAM. A. If a teacher suspects that a possibly handicapped student is assigned to his/her classroom, the teacher needs to refer that child to the building administrator. The parties recognize that children having referral shall then be forwarded through a procedure determined by the administration. Regular education teachers will be involved or advised prior to class assignment. After evaluations have been completed, the administration shall commence an Individualized Education Planning Team (IEPT) meeting for such child to consider the problems of the classroom teacher and possible options in the child's programming. The classroom teacher of a special physicalneeds student with an IEP, mentalif known, shall participate in the IEP Team deliberations and meetings as required by law, and emotional needs both special and regular education teachers may require specialized classroom experience and that their presence offer suggestions relative to placement. The administration shall take into account input from the regular education teacher when determining revisions, or need for revisions, in regular classrooms may interfere with the normal instructional programs and place extraordinary and unfair demands upon child's IEP. The co-teaching model in special education can be a desirable choice in meeting the teacher. Teachers believing that such students are assigned to their classrooms may request the student’s transfer and shall present arguments for such request to the Individual Education Planning Team. Special attention will be given to reducing class size where multiple challenges of special needs students are placed in within the regular classroom of a newly-employedenvironment, inexperienced teacher without prior approval of the Association. B. Application of this Section shall apply certain conditions must be met before it can be expected to special education students as defined in IDEA legislation.work: 1. Mainstreaming is defined as Availability and flexibility of the placement of an identified special education student referenced above teaching staff in Section A into a general education program respect to fulfilling requirements for any part of the regular school day. When a general education classroom teacher is assigned a special education student as set forth above, the teacher shall not be expected to perform routine, scheduled maintenance of an apparatus used by the student to sustain hiscaseload and BC/her bodily functions nor render routine scheduled care or maintenance of bodily functions (i.e. tracheotomy, custodial care, etc.) related to the student's special needs. The teacher shall be informed and instructed as to emergency measures which may be necessary on occasion due to the student's special needsTC requirements for students being served. 2. On a case by case basis, the District will determine what training if any will be necessary for the general education teacher who has a special needs student in his/her classroom as set forth in Section B.Known number of students eligible to receive support services. 3. Plans developed to include the use of existing resources, i.e., teachers and paraprofessionals to their maximum benefit. B. The parties will cooperate to ensure that the psychological testing and social worker programs meet the needs of special students in the community. C. Problems regarding the special student program, to include but not be limited to, student/counselor ratio and employment of additional special education personnel shall be referred to the Director of Human Resources, Director of Special Education, and the LEA President. The directors and president shall schedule a meeting to include necessary members to address the issue. D. In assigning a student accordance with special needs as defined in Section B to a general education classroom when more than one classroom placement is available within the building to facilitate the implementation of the student's I.E.P.law, the Board agrees Administration shall designate the appropriate teacher(s) to consider the severity of the student's condition, the number of other students with special needs assigned to the class attend and the overall class sizes within the applicable classrooms. 4. The parties acknowledge that the policy of least restrictive environment is legally mandated. It is also recognized that the extent to which any individual student with special needs should participate in general education programs and services involves considerations the meeting of the student's unique needs as determined by an Individual Education Planning Team (IEPT). Although it is agreed that the student's with special needs participation and right to participate in general education programs and services cannot be affected by this Agreement. 5. The District shall determine the need for a teacher who will be providing instructional or other services to a student with special needs to participate in the IEPT ) which may initially place (or continue the placement of) the a student in a regular educational classroom. Any teacher not so designated, but who has said student in a class taught by such teacher, may request to attend such meeting provided however, that 1) such attendance shall be without compensation or compensatory time under Article 5.M. and 2) such teacher(s) shall not be entitled to release time during the school day unless explicitly approved by their building principal. All building principals shall ensure that such non- attending teachers offer written input to the principal prior to such IEPT. E. Any teacher who in good faith believes that the current IEP for a particular student assigned to such teacher is not meeting the student's unique needs may communicate such concerns to their building principal orally or in writing. F. There is recognition that identifying special needs students grades K-2 is difficult due to developmental stages, time to gather appropriate and accurate documentation, and our Response to Intervention requirements. To aid in this process, the district will attempt to provide supplementary support to the general education classroom. The District shall provide release time in the event the District directs or authorizes classroom if grant funding is available. G. If a teacher to attend an IEP which with a student who is scheduled during medically fragile or has special healthcare needs or requires hygienic function assistance or who has a history of emotional or violent physical outbursts is having difficulty with the time absence of a second adult, and the matter is not being resolved satisfactorily at the building level, the teacher may request a meeting with the principal, a representative from central office, and a representative from the association in an attempt to solve the problem. H. To ensure that students Individualized Education Plans are being met, special education teachers involved in co-teaching will have substitutes provided in their absences. If pulled for school business or training purposes, a substitute will be provided. I. Lincoln Consolidated Schools will follow Michigan Administrative Rules for Special Education (XXXXX) and federal special education law. Social Work caseloads will be capped at 75 students. Occupational Therapists (OT) will be capped at 75 students. Teacher Consultant (TC), Resource Room, and Speech Therapist case limits will be established per XXXXX and federal education law. 1. Should any caseloads rise above the legal limit or be projected to rise above the limit in XXXXX and federal law or the limits in Article 7, the district will immediately meet with the Lincoln Education Association to develop a solution. Until a solution is assigned to teach a classin effect, the district shall compensate the affected teacher as follows: a. Beginning with the first day after October student count day: $2.00 per student per school day over caseload limits.

SPECIAL STUDENT PROGRAM. A. If a teacher suspects that a possibly handicapped student is assigned to his/her classroom, the teacher needs to refer that child to the building administrator. The parties recognize that children having referral shall then be forwarded through a procedure determined by the administration. Regular education teachers will be involved or advised prior to class assignment. After evaluations have been completed, the administration shall commence an Individualized Education Planning Team (IEPT) meeting for such child to consider the problems of the classroom teacher and possible options in the child's programming. The classroom teacher of a special physicalneeds student with an IEP, mentalif known, shall participate in the IEP Team deliberations and meetings as required by law, and emotional needs both special and regular education teachers may require specialized classroom experience and that their presence offer suggestions relative to placement. The administration shall take into account input from the regular education teacher when determining revisions, or need for revisions, in regular classrooms may interfere with the normal instructional programs and place extraordinary and unfair demands upon child's IEP. The co-teaching model in special education can be a desirable choice in meeting the teacher. Teachers believing that such students are assigned to their classrooms may request the student’s transfer and shall present arguments for such request to the Individual Education Planning Team. Special attention will be given to reducing class size where multiple challenges of special needs students are placed in within the regular classroom of a newly-employedenvironment, inexperienced teacher without prior approval of the Association. B. Application of this Section shall apply certain conditions must be met before it can be expected to special education students as defined in IDEA legislation.work: 1. Mainstreaming is defined as Availability and flexibility of the placement of an identified special education student referenced above teaching staff in Section A into a general education program respect to fulfilling requirements for any part of the regular school day. When a general education classroom teacher is assigned a special education student as set forth above, the teacher shall not be expected to perform routine, scheduled maintenance of an apparatus used by the student to sustain hiscaseload and BC/her bodily functions nor render routine scheduled care or maintenance of bodily functions (i.e. tracheotomy, custodial care, etc.) related to the student's special needs. The teacher shall be informed and instructed as to emergency measures which may be necessary on occasion due to the student's special needsTC requirements for students being served. 2. On a case by case basis, the District will determine what training if any will be necessary for the general education teacher who has a special needs student in his/her classroom as set forth in Section B.Known number of students eligible to receive support services. 3. Plans developed to include the use of existing resources, i.e., teachers and paraprofessionals to their maximum benefit. B. The parties will cooperate to ensure that the psychological testing and social worker programs meet the needs of special students in the community. C. Problems regarding the special student program, to include but not be limited to, student/counselor ratio and employment of additional special education personnel shall be referred to the Director of Human Resources, Director of Special Education, and the LEA President. The directors and president shall schedule a meeting to include necessary members to address the issue. D. In assigning a student accordance with special needs as defined in Section B to a general education classroom when more than one classroom placement is available within the building to facilitate the implementation of the student's I.E.P.law, the Board agrees Administration shall designate the appropriate teacher(s) to consider the severity of the student's condition, the number of other students with special needs assigned to the class attend and the overall class sizes within the applicable classrooms. 4. The parties acknowledge that the policy of least restrictive environment is legally mandated. It is also recognized that the extent to which any individual student with special needs should participate in general education programs and services involves considerations the meeting of the student's unique needs as determined by an Individual Education Planning Team (IEPT). Although it is agreed that the student's with special needs participation and right to participate in general education programs and services cannot be affected by this Agreement. 5. The District shall determine the need for a teacher who will be providing instructional or other services to a student with special needs to participate in the IEPT ) which may initially place (or continue the placement of) the a student in a regular educational classroom. Any teacher not so designated, but who has said student in a class taught by such teacher, may request to attend such meeting provided however, that 1) such attendance shall be without compensation or compensatory time under Article 5.M. and 2) such teacher(s) shall not be entitled to release time during the school day unless explicitly approved by their building principal. All building principals shall ensure that such non- attending teachers offer written input to the principal prior to such IEPT. E. Any teacher who in good faith believes that the current IEP for a particular student assigned to such teacher is not meeting the student's unique needs may communicate such concerns to their building principal orally or in writing. F. There is recognition that identifying special needs students grades K-2 is difficult due to developmental stages, time to gather appropriate and accurate documentation, and our Response to Intervention requirements. To aid in this process, the district will attempt to provide supplementary support to the general education classroom. The District shall provide release time in the event the District directs or authorizes classroom if grant funding is available. G. If a teacher to attend an IEP which with a student who is scheduled during medically fragile or has special healthcare needs or requires hygienic function assistance or who has a history of emotional or violent physical outbursts is having difficulty with the time absence of a second adult, and the matter is not being resolved satisfactorily at the building level, the teacher may request a meeting with the principal, a representative from central office, and a representative from the association in an attempt to solve the problem. H. To ensure that students Individualized Education Plans are being met, special education teachers involved in co-teaching will have substitutes provided in their absences. If pulled for school business or training purposes, a substitute will be provided. X. Xxxxxxx Consolidated Schools will follow Michigan Administrative Rules for Special Education (XXXXX) and federal special education law. Social Work caseloads will be capped at 75 students. Occupational Therapists (OT) will be capped at 75 students. Teacher Consultant (TC), Resource Room, and Speech Therapist case limits will be established per XXXXX and federal education law. 1. Should any caseloads rise above the legal limit or be projected to rise above the limit in XXXXX and federal law or the limits in Article 7, the district will immediately meet with the Lincoln Education Association to develop a solution. Until a solution is assigned to teach a classin effect, the district shall compensate the affected teacher as follows: a. Beginning with the first day after October student count day: $2.00 per student per school day over caseload limits.

SPECIAL STUDENT PROGRAM. A. If a teacher suspects that a possibly handicapped student is assigned to his/her classroom, the teacher needs to refer that child to the building administrator. The parties recognize that children having referral shall then be forwarded through a procedure determined by the administration. Regular education teachers will be involved or advised prior to class assignment. After evaluations have been completed, the administration shall commence an Individualized Education Planning Team (IEPT) meeting for such child to consider the problems of the classroom teacher and possible options in the child's programming. The classroom teacher of a special physicalneeds student with an IEP, mentalif known, shall participate in the IEP Team deliberations and meetings as required by law, and emotional needs both special and regular education teachers may require specialized classroom experience and that their presence offer suggestions relative to placement. The administration shall take into account input from the regular education teacher when determining revisions, or need for revisions, in regular classrooms may interfere with the normal instructional programs and place extraordinary and unfair demands upon child's IEP. The co-teaching model in special education can be a desirable choice in meeting the teacher. Teachers believing that such students are assigned to their classrooms may request the student’s transfer and shall present arguments for such request to the Individual Education Planning Team. Special attention will be given to reducing class size where multiple challenges of special needs students are placed in within the regular classroom of a newly-employedenvironment, inexperienced teacher without prior approval of the Association. B. Application of this Section shall apply certain conditions must be met before it can be expected to special education students as defined in IDEA legislation.work: 1. Mainstreaming is defined as Availability and flexibility of the placement of an identified special education student referenced above teaching staff in Section A into a general education program respect to fulfilling requirements for any part of the regular school day. When a general education classroom teacher is assigned a special education student as set forth above, the teacher shall not be expected to perform routine, scheduled maintenance of an apparatus used by the student to sustain hiscaseload and BC/her bodily functions nor render routine scheduled care or maintenance of bodily functions (i.e. tracheotomy, custodial care, etc.) related to the student's special needs. The teacher shall be informed and instructed as to emergency measures which may be necessary on occasion due to the student's special needsTC requirements for students being served. 2. On a case by case basis, the District will determine what training if any will be necessary for the general education teacher who has a special needs student in his/her classroom as set forth in Section B.Known number of students eligible to receive support services. 3. Plans developed to include the use of existing resources, i.e., teachers and paraprofessionals to their maximum benefit. B. The parties will cooperate to ensure that the psychological testing and social worker programs meet the needs of special students in the community. C. Problems regarding the special student program, to include but not be limited to, student/counselor ratio and employment of additional special education personnel shall be referred to the Curriculum Development Committee, which in turn shall study the matter and make recommendations through the procedures established in Article 19, Section C. D. In assigning a student accordance with special needs as defined in Section B to a general education classroom when more than one classroom placement is available within the building to facilitate the implementation of the student's I.E.P.law, the Board agrees Administration shall designate the appropriate teacher(s) to consider the severity of the student's condition, the number of other students with special needs assigned to the class attend and the overall class sizes within the applicable classrooms. 4. The parties acknowledge that the policy of least restrictive environment is legally mandated. It is also recognized that the extent to which any individual student with special needs should participate in general education programs and services involves considerations the meeting of the student's unique needs as determined by an Individual Education Planning Team (IEPT). Although it is agreed that the student's with special needs participation and right to participate in general education programs and services cannot be affected by this Agreement. 5. The District shall determine the need for a teacher who will be providing instructional or other services to a student with special needs to participate in the IEPT ) which may initially place (or continue the placement of) the a student in a regular educational classroom. Any teacher not so designated, but who has said student in a class taught by such teacher, may request to attend such meeting provided however, that 1) such attendance shall be without compensation or compensatory time under Article 5.M. and 2) such teacher(s) shall not be entitled to release time during the school day unless explicitly approved by their building principal. All building principals shall ensure that such non- attending teachers offer written input to the principal prior to such IEPT. E. Any teacher who in good faith believes that the current IEP for a particular student assigned to such teacher is not meeting the student's unique needs may communicate such concerns to their building principal orally or in writing. F. There is recognition that identifying special needs students grades K-2 is difficult due to developmental stages, time to gather appropriate and accurate documentation, and our Response to Intervention requirements. To aid in this process, the district will attempt to provide supplementary support to the general education classroom. The District shall provide release time in the event the District directs or authorizes classroom if grant funding is available. G. If a teacher to attend an IEP which with a student who is scheduled during medically fragile or has special healthcare needs or requires hygienic function assistance or who has a history of emotional or violent physical outbursts is having difficulty with the time absence of a second adult, and the matter is not being resolved satisfactorily at the building level, the teacher may request a meeting with the principal, a representative from central office, and a representative from the association in an attempt to solve the problem. H. To ensure that students Individualized Education Plans are being met, special education teachers involved in co-teaching will have substitutes provided in their absences. If pulled for school business or training purposes, a substitute will be provided. I. Lincoln Consolidated Schools will follow Michigan Administrative Rules for Special Education (XXXXX) and federal special education law. Social Work caseloads will be capped at 75 students. Occupational Therapists (OT) will be capped at 75 students. Teacher Consultant (TC), Resource Room, and Speech Therapist case limits will be established per XXXXX and federal education law. 1. Should any caseloads rise above the legal limit or be projected to rise above the limit in XXXXX and federal law or the limits in Article 7, the district will immediately meet with the Lincoln Education Association to develop a solution. Until a solution is assigned to teach a classin effect, the district shall compensate the affected teacher as follows: a. Beginning with the first day after October student count day: $2.00 per student per school day over caseload limits.