PLACEMENT OF STUDENTS WITH DISABILITIES Clause Samples
The "Placement of Students with Disabilities" clause establishes the procedures and criteria for determining the most appropriate educational setting for students who have disabilities. Typically, this involves evaluating each student's individual needs and ensuring placement in the least restrictive environment, such as mainstream classrooms with support services or specialized programs when necessary. The core function of this clause is to ensure that students with disabilities receive an education tailored to their abilities while promoting inclusion and compliance with legal requirements like the Individuals with Disabilities Education Act (IDEA).
PLACEMENT OF STUDENTS WITH DISABILITIES. 1. A low-incidence special needs student shall be identified as any student who requires a paraprofessional during at least part of a day or requires all of the following: curriculum modifications, the classroom teacher to collaborate with other staff members on at least a weekly basis, has a physical or mental condition that requires one-on-one assistance or adaptations to regular class activities and routines, and parent-teacher contact on at least a weekly basis.
2. At each elementary grade level, the receiving grade level teachers and the building principal will work collaboratively regarding the assignment of low- incidence special needs students.
3. Each classroom teacher who has been assigned a low-incidence special needs student will receive a checklist at the end of each grading period or as requested by the teacher (from the special education director) to ensure that the status of the placement is being carefully monitored. The checklist will include a place to record a classroom teacher’s request for an observation of that student. The checklist will be returned to the Director of Student Services within 10 school days of receipt. A teacher may request an observation team, consisting of the Director of Student Services, the counselor or principal, and another teacher chosen by the classroom teacher who will conduct an observation and a follow-up meeting within a month of the date of the request. As a result of each follow-up meeting, a plan of action will be recommended.
4. If a low-incidence special needs student requires the administration of medication or other medical care on a school trip, the school district will provide a designated person to administer that medication or care.
5. When low incidence special needs students are included in a regular classroom in any building, the Board will provide, as needed, appropriately trained paraprofessional and/or health care professionals to assist the classroom teacher. Teachers will not be held responsible for training or evaluating the paraprofessionals.
6. Any low incidence special needs student assigned to a classroom will count as two (2) students for the purpose of class assignment unless a paraprofessional is assigned to the student in that classroom.
7. IEP conferences will be scheduled at times that are convenient to the classroom teachers (current and receiving), parents, and administrators.
PLACEMENT OF STUDENTS WITH DISABILITIES. 1. At each elementary grade level, the receiving grade level teachers, the building principal, and the director of student services will work collaboratively regarding the assignment of students with moderate or intensive needs.
2. A teacher may request an observation team, consisting of the Director of Student Services, the counselor or principal, and another teacher chosen by the classroom teacher who will conduct an observation of a student with moderate or intensive needs and a follow-up meeting within a month of the date of the request. As a result of each follow-up meeting, a plan of action will be recommended.
3. When students with moderate or intensive needs are included in a general education classroom in any building, the Board will provide, as documented on the IEP, appropriately trained paraprofessional and/or health care professionals to assist the classroom teacher. Teachers will not be held responsible for training or evaluating the paraprofessionals.
4. Any student with moderate or intensive needs assigned to a classroom will count as two (2) students for the purpose of class assignment unless paraprofessional support is assigned to the student in that classroom.
5. IEP conferences will be scheduled at times that are convenient to the classroom teachers (current and receiving), parents, and administrators.