CLASS COMPOSITION AND INCLUSION Sample Clauses

CLASS COMPOSITION AND INCLUSION. No provincial language. Local Provisions: 1. No class is to enroll more than two (2) students with exceptional needs as defined in Article D.2.3. 2. The parties agree that students with exceptional needs should be served in the regular classrooms in neighbourhood schools. 3. In order to facilitate the integration of students with exceptional needs and provided that the student is recognized for funding purposes by the Ministry of Education as a student with exceptional needs it is agreed that: a. Consultation among the teacher, School Based Team, parents, administrative officer, educational consultants, auxiliary professional personnel, the student (where applicable) and the other appropriate personnel to consider relevant educational and medical information is to occur so as to determine an appropriate educational program; b. Prior to the introduction of an exceptional student in a regular classroom, an inservice program identified and developed by the School Based Team and educational consultants shall be developed; c. Resources which may include release time shall be provided to the classroom teacher for ongoing classroom assessment and consultation; d. Aide time be provided as determined through consultation procedures and subject to the availability of resources; e. Appropriately trained persons be responsible to administer medication or perform medical procedures; f. All teachers teaching on call (TTOCs) will be provided with an opportunity for orientation to working in classrooms that enroll exceptional children; g. Trained aides be provided for assisting, when needed, exceptional students with toileting, changing for physical education, participating in special events, and as identified through the Individual Education Plan; h. Individual educational programs will be developed for exceptional children through consultation and collaboration between the teacher, the school based team, and other personnel. The development and writing of the I.E.P. will not be the sole responsibility of the classroom teacher; i. The school based team represents a broad range of professionals available to the school and the district to serve the exceptional needs of the students. It consists of an administrative officer, teacher(s), learning assistance teacher, counsellor, helping teacher, and may be augmented by community agencies. The school based team’s process provides evaluative and assessment data, and helps in the development of a program that includes strategies...

CLASS COMPOSITION AND INCLUSION. No provincial language. Local language: The Board recognizes its responsibility to provide support and services for students with special needs. The Board shall maintain present funding levels with supplements as new students are identified, for the term of this agreement. (expiring June 30, 1994) The integration of students with special needs requires continuous consideration and monitoring. The framework and processes outlined below will facilitate the determination of appropriate support levels: 1. For the purposes of this Agreement, students with special educational needs are those students identified by the School Based Team and confirmed by the District Screening Committee. This Committee shall include a representative chosen by the Association. Appeals regarding decisions made by the District Screening Committee will be made to the Joint Integration Implementation Committee. 2. The Superintendent or designate shall chair the Joint Integration Implementation Committee. The remainder of the Committee shall include an equal number of representatives chosen by the Association and the Board. The purpose of the Committee will be: a. to develop effective methods for the disbursement of district support allocations for students with special needs; b. to coordinate and recommend integration practices and to participate in the development of integration procedures not already specified in this article; c. to ensure prior to finalizing the placement of students with special needs the provision of appropriate resources and to determine class size and composition as it relates to the integration of students with special needs, and the impact of integration on the class; d. to monitor the implementation of recommended procedures as developed in (b). 3. A school based team, including an administrative officer, classroom teacher(s), learning assistance teacher, counsellor and/or special program teacher(s) and other personnel as appropriate shall make recommendations at the school level and may make representation to the District Screening Committee and, when deemed necessary, to the Joint Integration - Implementation Committee. 4. In determining the appropriate support levels, the following shall be considered: a. personnel requirements and the educational planning for the resource needs of students with special needs; b. the class size and composition and educational needs of the other students of the proposed receiving class; c. the provision of release time from...

CLASS COMPOSITION AND INCLUSION. No provincial language. Statement of Intent and Definition 1. The Board and the Association agree that children with special educational needs shall, where appropriate, be integrated into regular classrooms for part or all of their educational programs. 2. For purposes of this Article, "children with special educational needs" shall include: (a) Low Incidence - High Cost: i. Dependent Handicapped ii. Moderately Mentally Handicapped iii. Severely Handicapped iv. Physically Handicapped v. Visually Impaired

CLASS COMPOSITION AND INCLUSION. No provincial language. Local language: 1. The intent of this Article is to reach consensus, wherever possible, on the integration of exceptional students from the following Ministry categories: a. 3.19 - Dependent Handicapped b. 3.20 - Moderately Mentally Handicapped c. 3.21 - Severely Handicapped d. 3.22 - Physically Handicapped 2. When the District Principal of Special Education and/or Administrative Officer identifies students as having exceptional needs, the school-based team shall meet to determine: a. the exceptionality of the student in accordance with Ministry guidelines; b. the appropriate placement and program; c. testing requirements, if any; d. any necessary resources. 3. The School Based Team shall consist of the District Principal of Special Education, the Administrative Officer(s) of the receiving school, the sending teacher, receiving teacher(s), Learning Assistance teacher(s). In addition, parent(s)/guardian(s) and other professional(s) who deal with or may be required to deal with the student may be included in the team. 4. If the School Based Team determines that an exceptional student is to be integrated on a temporary, permanent, full-time or part-time basis into a heterogeneous class of students, then prior to placement within the class, it shall consider the following: a. data and reports outlining the student's abilities or needs; b. the composition, number of students in the class or classes, and the range of student educational and behavioural needs represented in the class; c. the professional opinion of the teachers affected; d. the resources (human, physical, material) necessary to integrate the student and to provide an effective educational program; e. the teacher's in-service needs, including release time from the instructional day to determine the needs of such students, to receive related training, and to consult with other staff and resource persons regarding such students. Whenever possible, the appropriate in-service shall be arranged prior to the placement. The scheduling of such release time is to be subject to the approval of the Administrative Officer. Teachers shall not be expected to take such training during the months of July and August. Where, at the formal written request of the Employer, a teacher agrees to take and complete such training approved by the Superintendent, the employer shall give the teacher paid time off during the school year at a mutually agreeable time; failing such agreement, shall pay the...

CLASS COMPOSITION AND INCLUSION. No provincial language. Local language: 1. As per ▇▇▇ No. 12, best efforts will be made to limit the composition of a class to two special needs students.

CLASS COMPOSITION AND INCLUSION. No provincial language. Local language: 1. It is expected that where classes include pupils with identified special needs, excepting Gifted and Talented, and for the purpose of integration, serious consideration will be given to providing the classroom Teacher with a class size under the guideline limit, release time for consultation regarding special needs students, and/or other classroom support. In any case there shall be no more than two (2) Function three (3) pupils, excluding Gifted and Talented. 2. Placement of a student with exceptional educational needs, as defined by the Ministry, into a heterogeneous or regular class of students on an on-going basis, shall be preceded by consultation at a team meeting with the Teachers(s) and other persons who will be involved. 3. The consultation team shall include, but not be limited to the school Principal, the school LRT, Student Support Services personnel, the student's receiving Teacher, and, where possible, the parent(s). 4. The Employer shall provide available resources which are considered necessary for the integration of the student, including Teacher release time for consultation. These resources shall be determined after consultation through a team meeting among the persons described above. 5. Where there is an extraordinary problem concerning the integration of a special needs student, the school based team as defined in Article D.2.3, will attempt to resolve the problem.

CLASS COMPOSITION AND INCLUSION. No provincial language. Local language 1. For the purposes of this Agreement, students with special educational needs are those identified by the Director of Instruction, Student Support Services after consultation with the School Based Team, and such resource people as may be required by the Director of Instruction. Student Support Services in order to assess accurately the student’s educational needs and requirements. a. Should the Director of Instruction, Student Support Services decide that a student who has been identified by the School Based Team does not qualify for additional resources, a full written explanation will be provided to the School Based Team. The School Based Team will have the right to have this decision reviewed by the Board. 2. The Board and the Association agree that the placement of a student with special educational needs into a heterogeneous class of students on an ongoing basis shall be preceded by consultation with the teacher(s) and other persons who will be involved. 3. In making any decision on the placement of a student to be integrated, the factors to be taken into account in this process of consultation will include: the student’s medical, physical and educational needs, the proposed program for the student, adjustment of class sizes, and the professional opinion of the teacher or teachers who may be affected.

CLASS COMPOSITION AND INCLUSION. No provincial language. Local Language D.2.1 The Board and the Association recognize that a goal in the district is to integrate students with special needs into regular classrooms in neighbourhood schools for part, or all of their programs. The following integration process shall be used in the planning and placement of students with special needs. D.2.2 In this Article, “School Based Team” shall consist of the broad range of professionals available within the school and the district who serve the needs of students with special needs, including: a) teacher(s) who teach or will be teaching the student, b) an administrative officer from the school, c) a learning assistance and/or counsellor and/or integration support teacher from the school, d) district staff when requested, and when appropriate: e) the student’s parent(s) or guardian(s), and f) the student. The School Based Team may be augmented by representatives from community agencies in an advisory capacity. D.2.3 Identification The District Screening Committee shall consist of: a) the Assistant Superintendent of Schools (Student Services), b) a district Psychologist, c) a representative of the Saanich Administrators’ Association,

CLASS COMPOSITION AND INCLUSION. No provincial language. Local language 2.1 This article will apply to the placement of and provision of resources for any student who, in the opinion of the teacher, significantly has affected or will affect classroom management, routines, or instruction. 2.2 The purpose of this article is to outline the process which will facilitate a quality education programme for all students by providing the most appropriate classroom placement in the school and by identifying and providing the appropriate type and level of resources to support the students and teachers concerned. 2.3 Where a student identified in Article D.2.1 is to be newly enrolled in the school, the principal shall, before placing the student in a regular classroom, convene a meeting of classroom teachers who may potentially enroll the student. The principal may also invite other teachers and staff members who may be significantly affected by the placement. This meeting will consider class sizes in the school, class composition, physical facilities, existing support systems within the school and the opinions and preferences of the teachers in determining which teacher(s) will enroll the student and be responsible for the provision of the educational programme. 2.4 In unusual circumstances, a provisional placement may be made to prevent undue delay of student reception at the school. This provisional placement will allow time for the meetings and assessments as identified in Articles D.2.3, D.2.5, D.2.6 and D.2.7 to be scheduled and to occur as soon as possible. Additional resources may be provided to the school during the provisional placement. 2.5 Upon the request of the enrolling teacher(s) identified in Article D.2.3, additional assessment of the student's needs and abilities shall be undertaken by the school before the student's placement is completed. 2.6 Upon the request of the teacher(s) identified in D.2.3, the principal shall, before the placement of the student in a particular class is completed, convene an advisory meeting to plan for the inclusion of the student. This meeting may include participation by some or all of the following: - parent(s)/guardian(s) - school-based support personnel - former teachers of the student - Area Support Team member(s) - other involved professionals (as appropriate) - Special Education Department staff 2.7 The purpose of the advisory meeting in D.2.6 is to advise the principal and staff about possible educational programmes and resources that may be uti...