LEAST RESTRICTIVE/MEDICALLY FRAGILE Clause Samples

LEAST RESTRICTIVE/MEDICALLY FRAGILE. 1. The Board shall, upon request, bargain with the Association about problems that may arise regarding the implementation of the Least Restrictive Environment concept or education of Medically Fragile students. 2. A committee comprised of the building principal, teachers and special education aides providing instructional services to a special education student (emotionally impaired, moderately cognitively impaired, severely cognitively impaired, severely multiply impaired, autism spectrum disorder, physically or otherwise health impaired) shall on a case-to-case basis mutually determine the training, observation opportunities and other support to be provided to the teachers and special education aide and the level of information awareness to be provided to other building staff. The training shall include administration of medication and medical procedures, if any, required for the student. Due care will be taken to comply with the Family Educational Rights and Privacy Act and appropriate confidentiality will be maintained at all times.
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LEAST RESTRICTIVE/MEDICALLY FRAGILE. Least Restrictive Environment / Medically Fragile: The District shall inform, consult with and
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LEAST RESTRICTIVE/MEDICALLY FRAGILE. 1. The Board shall, upon request, bargain with the Association about problems that may arise regarding the implementation of the Least Restrictive Environment concept or education of Medically Fragile students. 2. A committee comprised of the building principal, teachers and special education aides providing instructional services to a student with a disability (emotionally impaired, trainable mentally impaired, severely mentally impaired, severely multiply impaired, autistically impaired, physically or otherwise health impaired) shall on a case-to-case basis mutually determine the training, observation opportunities and other support to be provided to the teachers and special education aide and the level of information awareness to be provided to other building staff. The training shall include administration of medication and medical procedures, if any, required for the student. Due care will be taken to comply with the family educational rights and privacy act and appropriate confidentiality will be maintained at all times. 3. The Board shall give all staff who provide instructional services to a student with a disability the opportunity to attend the student’s IEP meetings. Adequate notice to the appropriate staff member shall be given when the notice is prepared and sent to the Intermediate School District to send to the student’s parents. Notice to staff of IEP meetings may also be given by email. 4. In cases where the aide has concern for the safety of the aide or student, the aide may ask for a review of the aide’s caseload by the administrator and the teaching consultant. Within two (2) weeks, the review will be done with the input of the aide and the teacher. A joint recommendation to the superintendent shall be made to address the concerns. The superintendent will respond within a week of receiving the recommendation.
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LEAST RESTRICTIVE/MEDICALLY FRAGILE. 1. The Board shall, upon request, bargain with the Association about problems that may arise regarding the implementation of the Least Restrictive Environment concept or education of Medically Fragile students. A committee comprised of the building principal, teachers and special education para-professional providing instructional services to a student with a disability (emotionally impaired, trainable mentally impaired, severely mentally impaired, severely multiply impaired, autistically impaired, physically or otherwise health 2. The Board shall give all staff who provide instructional services to a student with a disability the opportunity to attend the student’s IEP meetings. Adequate notice to the appropriate staff member shall be given when the notice is prepared and sent to the Intermediate School District and sent to the student’s parents. Notice to staff of IEP meetings may also be given by email. 3. In cases where the para-pro has concern for the safety of the para-pro or student, the para-pro may ask for a review of the para-pro’s caseload by the administrator and the teaching consultant. Within two (2) weeks, the review will be done with the input of the para-pro and the teacher. A joint recommendation to the superintendent shall be made to address the concerns. The superintendent will respond within a week of receiving the recommendation.
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LEAST RESTRICTIVE/MEDICALLY FRAGILE. Least Restrictive Environment / Medically Fragile: The District shall inform, consult with and provide needed training for any employee in any situation that arises due to Least Restrictive Environment or Medically Fragile. It is in the interest of both parties to jointly establish and implement procedures, guidelines and worker's conditions to promote the quality of education for special students enrolled in the District as a result of Least Restrictive
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LEAST RESTRICTIVE/MEDICALLY FRAGILE. Least Restrictive Environment / Medically Fragile: The District shall inform, consult with and provide needed training for any employee in any situation that arises due to Least Restrictive Environment or Medically Fragile. It is in the interest of both parties to jointly establish and implement procedures, guidelines and worker's conditions to promote the quality of education for special students enrolled in the District as a result of Least Restrictive Environment/Medically Fragile initiative. In the event problems arise, both parties agree to work cooperatively and bargain to find a solution to the problem. In no case shall the District be prevented from fulfilling the requirements of law.
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Related to LEAST RESTRICTIVE/MEDICALLY FRAGILE

  • Least Restrictive Environment The Board and the Association acknowledge that the policy of least restrictive environment is legally mandated and intended in the best educational interest of the student. Accordingly, the parties who would fit legal requirements which would involve the use of an Individual Educational Planning Team (IEPT) for placement in the regular classroom must be appropriate to the student’s unique needs as determined by an IEP on an individual basis. For the purpose of this section, such students shall be referred to as “mainstreamed students.” 1. Any member who has a reasonable basis to believe that a mainstreamed student assigned to that member has a current IEP report that is not meeting the student’s unique needs as required by law or whose behavior is physically or verbally abusive towards others and disruptive to the learning environment, should promptly notify the administration. 2. The following conditions shall apply to placement of mainstreamed students in general education classrooms: a. Any member who will be providing instructional or other services to a mainstreamed student in a regular education classroom setting shall be invited to participate in the IEPT which may initially place (or continue the placement of) the student in a regular education classroom. When invited to such an IEPT, the member will make a reasonable attempt to attend the IEPT and, when it is requested, will provide written input to the IEP (or the Multi-Disciplinary Evaluation Team Report to be presented to the IEPT). b. In instances where it is not possible to identify in advance of an IEPT general education teachers who ultimately will have mainstreamed 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 IEPT and to provide for the teacher to have input. c. The district shall make every reasonable effort to provide the receiving teacher(s) with necessary support identified in the IEP, including paraprofessionals, materials and other related services. d. The administration shall provide, prior to such placement whenever possible, in-service training and awareness information to the teacher(s) regarding the instruction and behavioral management of such mainstreamed students in the regular education classroom setting, including but not limited to, the differing approaches, problems, and techniques to be utilized with varying physical, mental, emotional, and behavioral conditions as are likely to be faced in the given situation. Such training and information shall be provided at board expense and shall be mutually arranged with the teacher(s) to be involved. If such prior training and information are not possible, the training and/or information will be provided as early as can be arranged after placement has occurred.

  • LEAST RESTRICTIVE ENVIRONMENT/DUAL ENROLLMENT CONTRACTOR and ▇▇▇ shall follow all LEA policies and procedures that support Least Restrictive Environment (“LRE”) options and/or dual enrollment options if available and appropriate, for students to have access to the general curriculum and to be educated with their nondisabled peers to the maximum extent appropriate. CONTRACTOR and ▇▇▇ shall ensure that LRE placement options are addressed at all IEP team meetings regarding students for whom ISAs have been or may be executed. This shall include IEP team consideration of supplementary aids and services, goals and objectives necessary for placement in the LRE and necessary to enable students to transition to less restrictive settings. When an IEP team has determined that a student should be transitioned into the public school setting, CONTRACTOR shall assist the LEA in implementing the IEP team’s recommended activities to support the transition.

  • Community Based Adult Intensive Service (AIS) and Child and Family Intensive Treatment (CFIT) – AIS/CFIT programs offer services primarily based in the home and community for qualifying adults and children with moderate- to-severe mental health conditions. These programs consist at a minimum of ongoing emergency/crisis evaluations, psychiatric assessment, medication evaluation and management, case management, psychiatric nursing services, and individual, group, and family therapy. This plan covers individual psychotherapy, group psychotherapy, and family therapy when rendered by: • Psychiatrists; • Licensed Clinical Psychologists; • Licensed Independent Clinical Social Workers; • Advance Practice Registered Nurses (Clinical Nurse Specialists/Nurse Practitioners- Behavioral Health); • Licensed Mental Health Counselors; and • Licensed Marriage and Family Therapists. This plan covers psychological testing as a behavioral health benefit when rendered by: • neuropsychologists; • psychologists; or • pediatric neurodevelopmental specialists. This plan covers neuropsychological testing as described in the Tests, Labs and Imaging section.

  • Post-Employment Restrictions You remain legally bound by, and must comply with the terms, conditions and restrictions of, the non-competition, non-solicitation and confidentiality and other post-employment provisions set forth in Sections 7, 8, 9, 10 and 11 of the Employment Agreement, which survive the cessation of your employment and are hereby incorporated by reference.

  • Release of Restrictions Upon vesting of any portion of the shares of Restricted Stock and satisfaction of any other conditions required by the Plan or pursuant to this Restricted Stock Agreement, the Company shall promptly either issue a stock certificate, without such restricted legend, for any shares of the Restricted Stock that have vested, or, if the shares are held in book entry form, the Company shall remove the notations on the book form for any shares of the Restricted Stock that have vested.