SPECIAL STUDENT PROGRAMS. A. The parties recognize that children having special physical, mental and emotional problems may require specialized classroom experiences and that their presence in regular classrooms may interfere with the normal instructional program and place extraordinary and unfair demands upon the teacher. Teachers may request transfer of children who have such problems and shall present arguments for such request to the Professional Study Committee, who can make a recommendation to the Board. Special attention will be given to reducing class size where special students are placed in a regular classroom.
SPECIAL STUDENT PROGRAMS. 11 A. Teacher Responsible for Student IEP Implementation ................. 11 B. Continuity of Classroom Instruction for Special Students ............. 11
SPECIAL STUDENT PROGRAMS. A. Teacher Responsible for Student IEP Implementation When a general education classroom teacher is assigned a student from a special education program for severely impaired students (POHI, SXI, SMI, TMI), the teacher shall not be expected to perform routine, scheduled maintenance of 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. Otherwise, it shall be the responsibility of the teacher to implement the student's Individualized Educational Program for attending to the educational needs of the student while in the teacher's class.
SPECIAL STUDENT PROGRAMS. A. When a general education classroom teacher is assigned a student from a special education program for severely impaired students (POHI, SXI, SMI, TMI), the teacher shall not be expected to perform routine, scheduled maintenance of 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. Otherwise, it shall be the responsibility of the teacher to implement the student's Individualized educational plan for attending to the educational needs of the student while in the teacher's class.
SPECIAL STUDENT PROGRAMS. The parties recognize that all children are unique and that they have both common and special needs, some of which should be addressed outside of the regular classroom through enrichment courses. Following consultation with the Union, the Employer reserves the right to maintain such programs as finances allow. A definite classroom will be designated for instruction in these areas, where possible, with priority given to physical education classes in the use of multi- purpose rooms. Special education programs shall meet applicable state and federal program guidelines. However, nothing in this provision shall preclude the employer from seeking and acquiring waivers.
SPECIAL STUDENT PROGRAMS. A. The parties recognize that some children have special physical, mental and emotional problems. Their presence in the regular classroom may interfere with the normal instructional program and place additional demands upon teachers. A teacher believing that there is this type of student assigned to his/her class room may request the student’s transfer and shall present his/her reasons for such transfer to the principal. However, such transfer will be left to the discretion of the principal. The teacher may file a grievance if he/she feels the disposition of the matter is unsatisfactory. However, the Board’s disposition shall not be subject to arbitration.
SPECIAL STUDENT PROGRAMS. The Principal shall recommend to the school counselor and special education staff and all specialized personnel that they correlate special aid with the classroom teacher. Teachers who are assigned students identified on an IEPC will be afforded an opportunity to attend the initial and subsequent IEPC process of such students.
SPECIAL STUDENT PROGRAMS. A. Multi Tiered System of Support (MTSS) is an integrated, multi-tiered system of instruction, assessment and intervention designed to meet the achievement and behavioral needs of all students. In accordance with MTSS, teachers will provide research based core instruction to all students (Tier 1). Teachers will collaborate with other professionals to determine supplemental interventions (Tier 2) in addition to core instruction for students who are not meeting grade level standards, based on current data. Progress monitoring of students will determine the need for additional support at Tiers 3 and 4. Teachers will collaborate with other staff members to determine the necessity for additional and/or formal testing of students.
SPECIAL STUDENT PROGRAMS. A. The parties recognize that children having severe physical, mental and emotional problems may require specialized classroom experience and that their presence in the regular classroom may interfere with the normal instructional program and place an extraordinary demand upon the teacher. Furthermore, the Board agrees to create class schedules early enough to allow for the balancing of mainstreamed students prior to scheduling regular education students to meet the May 15 assignment deadline for staff. Mainstreamed students shall be defined as those students placed into the special education process through and Individual Education Planning Committee (IEPC) evaluation.
SPECIAL STUDENT PROGRAMS. A. When a CST or IEP meeting is being held to consider the need(s) for student program(s) and/or service(s), all teachers affected will have the option of attending and participating in the CST or the IEP meeting, to the extent of the law. If necessary, the teacher(s) shall be released from classroom duties in order to attend the meeting.
