Common use of Least Restrictive Environment Clause in Contracts

Least Restrictive Environment. A. The parties acknowledge that the policy of least restrictive environment is legally mandated. It is also recognized that the extent to which any student who receives services under the Individuals with disabilities Education Act (IDEA) should participate in regular education programs and services involves consideration of that student's unique needs as determined by an Individual Educational Planning Committee (IEPC). It is further acknowledged and recognized that the general education classroom teachers and the appropriate special education teachers are jointly responsible for implementation of the IEP and for attending to the educational needs of special education students assigned to the teacher's class. Teachers agree to cooperate in the delivery of special education and related services. B. Prior to actual placement of a particular special education student within the classroom of a teacher, such teacher(s) may confer directly with the special education teacher/consultant concerning the student and the plan for integration of said student. C. If any teacher has a reasonable basis to believe that a disabled student's current Individual Education Plan (IEP) is not meeting the student's unique needs as required by law, the teacher will advise his/her principal of that opinion, in writing. D. If delivery of related school health services is necessary to provide a student with a free appropriate public education, as mandated by the Individuals with Disabilities Education Act, those functions shall be performed by a properly trained individual. Appropriate training will be provided to each teacher prior to the placement of that special education pupil in the teacher's room. This training shall include an explanation of procedure(s) for delivery of the school health service, identification of the appropriate persons to whom performance of that function may be permissibly delegated, the extent and availability of supervision for performance of the procedures and the authority for alteration, modification or termination of the procedures. Bargaining unit members shall be required to perform health services under this provision in an emergency situation only.

Least Restrictive Environment. A. The parties acknowledge that the policy of least restrictive environment is legally mandated. It is also recognized that the extent to which any student who receives services under the Individuals with disabilities Education Act (IDEA) should participate in regular education programs and services involves consideration of that student's unique needs as determined by an Individual Educational Planning Committee (IEPC). It is further acknowledged and recognized that the general education classroom teachers and the appropriate special education teachers are jointly responsible for implementation of the IEP and for attending to the educational needs of special education students assigned to the teacher's class. Teachers agree to cooperate in the delivery of special education and related services. B. Prior to actual placement of a particular special education student within the classroom of a teacher, such teacher(s) may confer directly with the special education teacher/consultant concerning the student and the plan for integration of said student. C. If any teacher has a reasonable basis to believe that a disabled student's current Individual Education Plan (IEP) is not meeting the student's unique needs as required by law, the teacher will advise his/her principal of that opinion, in writing. D. If delivery of related school health services is necessary to provide a student with a free appropriate public education, as mandated by the Individuals with Disabilities Education Act, those functions shall be performed by a properly trained individual. Appropriate training will be provided to each teacher prior to the placement of that special education pupil in the teacher's room. This training shall include an explanation of procedure(s) for delivery of the school health service, identification of the appropriate persons to whom performance of that function may be permissibly delegated, the extent and availability of supervision for performance of the procedures and the authority for alteration, modification or termination of the procedures. Bargaining unit members shall be required to perform health services medical procedures under this provision in an emergency situation only.

Least Restrictive Environment. A. The parties acknowledge that the policy of least restrictive environment is legally mandated. It is also recognized that the extent In order to which any student who receives services under the Individuals with disabilities Education Act (IDEA) should participate assist handicapped students in making a successful transition from placement in special education classes only to both regular and special education programs and services involves consideration of that student's unique needs as determined classes pursuant to placement recommendations made by an Individual Educational Planning Committee (IEPC) the following Transition Guidelines will be followed: 1. The building administrator will normally recommend the placement of an eligible student in the smallest available and appropriate regular education class except for good cause shown. Each of the teacher(s) into whose classroom(s) a student will be placed shall be invited to serve on the IEPC for that student prior to actual placement or in instances where it is not possible to identify in advance of an IEPC, general education teachers who ultimately will have an eligible student(s) assigned to their classroom(s), meetings will be convened with such general education teachers as soon as possible following the beginning of the school year to explain the conclusion of the IEPC and to provide for the teacher to have input into the process. 2. When requested by the regular classroom teacher in whose class(es) an eligible student is placed, special training or consultant assistance relevant to the student's needs will be arranged for by the administration, provided, however, that no teacher shall be required to administer prescription drugs or to undertake certain procedures such as suctioning, catheterization or any other medical hygienic or other non-instructional specialized procedures. It is expressly understood that should the teacher agree to provide such procedures or services, he/she shall be provided with training appropriate to the situation with expenses paid by the Board. It is further acknowledged agreed that in any such event, the Board shall indemnify and recognized that hold harmless, any teacher who has agreed to provide such services as described here, from liability for the general education performance of such service to the extent permitted by law. 3. The responsible administrator shall make time available, as needed, for the regular classroom teachers and the appropriate teacher to consult with special education teachers are jointly staff primarily responsible for implementation of the IEP and for attending to the educational needs of special education students assigned to the teacher's class. Teachers agree to cooperate in the delivery of special education and related services. B. Prior to actual placement of a particular special education student within the classroom of a teacher, such teacher(s) may confer directly with the special education teacher/consultant concerning the student and the plan for integration of said needs student. C. If any teacher has a reasonable basis 4. All members of an IEP Committee shall have the right to believe that a disabled student's reconvene the Committee for the purpose of reviewing and recommending revisions of the current Individual Individualized Education Plan (IEP) is not meeting the student's unique needs as required by law, the teacher will advise his/her principal of that opinionProgram if deemed appropriate, in writingaccordance with procedures set forth in Michigan Special education Rules. D. If delivery of related school health services is necessary to provide a student with a free appropriate public education, as mandated by the Individuals with Disabilities Education Act, those functions shall be performed by a properly trained individual. Appropriate training will be provided to each teacher prior to the placement of that special education pupil in the teacher's room. This training shall include an explanation of procedure(s) for delivery of the school health service, identification of the appropriate persons to whom performance of that function may be permissibly delegated, the extent and availability of supervision for performance of the procedures and the authority for alteration, modification or termination of the procedures. Bargaining unit members shall be required to perform health services under this provision in an emergency situation only.

Least Restrictive Environment. A. The parties acknowledge that the policy of least restrictive environment is legally mandated. It is also recognized that the extent to which any student who receives services under the Individuals with disabilities Education Act (IDEA) should participate in regular education programs and services involves consideration of that student's unique needs as determined by an Individual Educational Planning Committee (IEPC). It is further acknowledged and recognized that the general education classroom teachers and the appropriate special education teachers are jointly responsible for implementation of the IEP and for attending to the educational needs of special education students assigned to the teacher's class. Teachers agree to cooperate in the delivery of special education and related services. B. Prior ▇. ▇▇▇▇▇ to actual placement of a particular special education student within the classroom of a teacher, such teacher(s) may confer directly with the special education teacher/consultant concerning the student and the plan for integration of said student. C. If any teacher has a reasonable basis to believe that a disabled student's current Individual Education Plan (IEP) is not meeting the student's unique needs as required by law, the teacher will advise his/her principal of that opinion, in writing. D. If delivery of related school health services is necessary to provide a student with a free appropriate public education, as mandated by the Individuals with Disabilities Education Act, those functions shall be performed by a properly trained individual. Appropriate training will be provided to each teacher prior to the placement of that special education pupil in the teacher's room. This training shall include an explanation of procedure(s) for delivery of the school health service, identification of the appropriate persons to whom performance of that function may be permissibly delegated, the extent and availability of supervision for performance of the procedures and the authority for alteration, modification or termination of the procedures. Bargaining unit members shall be required to perform health services under this provision in an emergency situation only.

Least Restrictive Environment. A. The parties acknowledge that the policy of least restrictive environment is legally mandated. It is also recognized that the extent to which any student who receives services under the Individuals with disabilities Education Act (IDEA) should participate in regular education programs and services involves consideration of that student's unique needs as determined by an Individual Educational Planning Committee (IEPC). It is further acknowledged and recognized that the general education classroom teachers and the appropriate special education teachers are jointly responsible for implementation of the IEP and for attending to the educational needs of special education students assigned to the teacher's class. Teachers agree to cooperate in the delivery of special education and related services. B. Prior to actual placement of a particular special education student within the classroom of a teacher, such teacher(s) may confer directly with the special education teacher/consultant concerning the student and the plan for integration of said student. C. If any teacher has a reasonable basis to believe that a disabled student's current Individual Education Plan (IEP) is not meeting the student's unique needs as required by law, the teacher will advise his/her principal of that opinion, in writing. D. If delivery of related school health services is necessary to provide a student with a free appropriate public education, as mandated by the Individuals with Disabilities Education Act, those functions shall be performed by a properly trained individual. Appropriate training will be provided to each teacher prior to the placement of that special education pupil in the teacher's room. This training shall include an explanation of procedure(s) for delivery of the school health service, identification of the appropriate persons to whom performance of that function may be permissibly delegated, the extent and availability of supervision for performance of the procedures and the authority for alteration, modification or termination of the procedures. Bargaining unit members shall be required to perform health services under this provision in an emergency situation only.

Least Restrictive Environment. A. The parties acknowledge that the policy of least restrictive environment Least Restrictive Environment is legally mandated. It is also recognized that the extent to which any student who receives services under the Individuals with disabilities Education Act (IDEA) “individual handicapped student” should participate in regular education programs and services involves consideration of that student's ’s unique needs as determined by an Individual Educational Education Planning Committee (IEPC). It is further acknowledged and recognized that the general education classroom teachers and the appropriate special education teachers teachers, together with the administration, are jointly responsible for implementation of the IEP and for attending to the educational needs of special education students assigned to the teacher's ’s class. Teachers agree to cooperate in the delivery of special education and related servicesservices as those terms are defined in 34 CFR 300.13. B. Prior to actual placement of a particular special education student within the classroom of a teacher, such teacher(s) may confer directly with the special education teacher/consultant concerning the student and the plan for integration of said student. C. A. If any teacher has member, in writing, advises the administration of a reasonable basis to believe that an individual handicapped student assigned to the member has a disabled student's current Individual Education Plan (IEP) IEPC report that is not meeting the student's ’s unique needs as required by law, the teacher will advise his/her principal of that opinion, in writingadministration shall promptly call an IEPC. The member so advising the administration shall be invited to attend the IEPC. D. If delivery B. The following conditions shall apply to placement of related school health individual handicapped students in general education classrooms: 1. Any member who will be providing instructional or other services to an individual handicapped student in a regular education classroom setting shall be invited, and enabled, to participate in the IEPC which may initially place (or continue the placement of) the student in a regular education classroom. In instances where it is necessary not possible to identify in advance of an IEPC general education teachers who ultimately will have individual handicapped student(s) assigned to their classroom(s), meetings will be convened with such general education teachers as soon as possible following the placement of the student(s) to explain the conclusion of the IEPC and to provide a student for the teacher to have input into the process. 2. The administration shall provide, prior to such placement whenever possible, in‐ service training to the teacher regarding the instruction and behavioral management of such individual handicapped students in the regular education classroom setting, including but not limited to, the differing approaches, problems and techniques to be utilized with a free appropriate public educationvarying physical, mental, emotional and behavioral conditions as mandated by are likely to be faced in the Individuals with Disabilities Education Act, those functions given situation. Such in‐service training shall be performed by a properly trained individualat Board expense and shall be mutually arranged with the teacher(s) to be involved. Appropriate If such prior training is not possible, the training will be provided as early as can be arranged after the placement has occurred 3. The administration shall provide, prior to each teacher prior such placement whenever possible, awareness information to the affected members and students regarding placement of individual handicapped students in the class(es). The activities shall be provided to assure that the school climate is receptive to the placement of that special education pupil in and to maximize the teacher's room. This training shall include an explanation of procedure(s) for delivery potential of the school health service, identification individual handicapped student while minimizing possible areas of the appropriate persons concern. Should prior provision of such information to whom performance of that function may be permissibly delegatedimpossible, the extent and availability of supervision for performance of information shall be provided as early as can be arranged after the procedures and the authority for alterationplacement has occurred. C. Except in life threatening or extenuating circumstances, modification or termination of the procedures. Bargaining unit members no member shall be required to perform health services medical, hygienic or other non‐instructional specialized procedures for or on individual handicapped students such as, but not limited to: suctioning, catheterization, diapering, or attending to any personal hygienic or medical need(s) of the student(s). Any such extenuating circumstances shall be preceded by notification of the Association that such circumstances exist and provide an opportunity for the Association and the teacher(s) who may be affected to meet and discuss the issues involved and how best to meet the needs of the student, the regular classroom, the teacher and the School District. In such situations, it is expressly understood that should the teacher agree to provide such procedures or services, he/she shall be provided with training appropriate to the situation with all expenses paid by the Board. It is further agreed that the Board will remit the premium amounts for an Errors and Omissions Insurance Policy to cover members, (to the extent permitted by law), whose actions comply with Board policies, and are within the appropriate scope of their normal job duties and responsibilities including duties as provided in this section. The terms of the insurance policy shall be controlling regarding defense or indemnity of Bargaining Unit Members. The insurance policy carried by the Board shall provide policy limits for Two Million Dollars ($2,000,000.00) coverage. The Board does not agree to self‐insure for obligations beyond the insurance policy, or in the event of a policy exclusion or limitation. The sole obligation undertaken by the Board shall be limited to payment of premium amount for such coverage, subject to the conditions enumerated in this paragraph. If the Board is unable to obtain liability insurance protection at a reasonable premium level, the Association shall be notified and the insurance provision of this section shall become inoperative. If such occurs, no member shall be required to perform the ascribed duties under this provision in an emergency situation onlythe above provision.

Least Restrictive Environment. A. Section 1: 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 who receives services under the Individuals with disabilities Education Act (IDEA) should may participate in regular education programs and services involves consideration of that student's unique needs as determined by an Individual Educational Planning Committee Team. (IEPCIEPT). It is further acknowledged and recognized that the general education classroom teachers and the appropriate special education teachers are jointly responsible for implementation of the IEP and for attending to the educational needs of special education students assigned to the teacher's class. Teachers agree to cooperate in the delivery of special education and related services. B. Section 2: Prior to actual placement of a particular special education student within the classroom of a teachergeneral education classroom, such or as soon as possible thereafter, the general education teacher(s) may receiving the student shall confer directly with the appropriate special education staff (i.e. teacher/consultant , teacher consultant, therapist, etc.) concerning the student and the plan for integration of said studentinto the classroom. C. Section 3: If any teacher has a reasonable basis to believe that the current IEP of a disabled student's current Individual Education Plan (IEP) student with disabilities is not meeting the student's unique needs as required by law, the teacher will advise his/her principal of that opinion, opinion in writing. D. Section 4: If delivery of related school health services is necessary to provide a student with a free appropriate public education, education as mandated by the Individuals with Disabilities Education Act, those functions shall be performed by a properly trained individual. Appropriate . Section 5: If the student's disability requires the teacher to receive training to provide for the student's unique needs, this training will be provided offered to each the teacher prior to placement of the student in the regular education classroom or within thirty (30) working days. Further, in situations where the teacher is assigned to a new/incoming student, there shall be a pre- conference meeting between the teacher, the Director of Instruction, and building principal immediately prior to the placement of that special education pupil the student. Section 6: Any teacher who will be providing instructional or other services to a student with disabilities will be invited to participate in the teacherstudent's roomIEPT. This training The Board shall include provide release time in the event the district directs or authorizes a teacher to attend an explanation of procedure(s) for delivery of IEPT, which is scheduled during a time the school health service, identification of the appropriate persons teacher is assigned to whom performance of that function may teach a class. Section 7: If a teacher will be permissibly delegatedproviding instructional or other services to an LRE student, the extent and availability teacher will be advised of supervision for performance of steps to be taken in the procedures and event an emergency arises related to the authority for alteration, modification or termination of the proceduresstudent's medical condition. Bargaining unit members shall A teacher will not be required to provide services normally provided by trained medical personnel to LRE students on a regular basis. Section 8: On a case-by-case basis, the Superintendent will determine what training and other support should be provided to a teacher who will be providing instructional or other services to an LRE student. Section 9: When a general education classroom teacher is assigned an LRE student, the teacher shall not be expected to perform health services under this provision in an emergency situation onlyroutine, scheduled maintenance of a medical appliance or apparatus used by the student to sustain his/her bodily function nor render routine, scheduled care or maintenance of exceptional bodily functions related to the student's impaired condition.