Common use of TEACHING AND LEARNING Clause in Contracts

TEACHING AND LEARNING. The Association and the Committee share a common belief that the education of children in Smithfield is one that provides, to the greatest extent possible, access to regular education classes for all students. A full continuum of delivery/instructional models should be available to students with disabilities. School and district wide efforts to place students in the least restrictive environment, which is their most appropriate educational environment, must be evaluated carefully and regularly to ensure classroom compositions that facilitate maximum success of every child. The educational environment, including appropriate instructional materials and support services, must match the learning needs of all students. When the regular education classroom setting is the recommended placement for students with Individual Education Plans (IEPs), the following conditions must apply: 1. All teachers responsible for the implementation of the student’s IEP must be involved, directly or indirectly, in the development of the IEP. 2. All necessary support and related services as required by laws and specified in the student’s IEP must be maintained. 3. All teachers responsible for the implementation of the student’s IEP must be provided with ongoing appropriate training when specialized equipment or technological devices are required for a child with disabilities. 4. All teachers responsible for the implementation of a Behavioral Intervention Plan (BIP) must be involved, directly or indirectly, in the BIP process. 5. Consultation, as needed and requested, must be provided for all teachers responsible for implementation of IEPs and/or BIPs in order to meet the academic/behavioral needs of a child. 6. Time during the school day shall be arranged by the principal and/or the Special Education Director for training/consultation. 7. Classroom placement shall comply with a student’s IEP. In addition, when determining classroom placement, consideration shall be given to the needs of every child, including but not limited to social/emotional, behavioral, and educational needs, in order to develop well-balanced, inclusive classes which reflect the best interests of all students. 8. After considering the existing classroom composition and IEP requirements, students entering Smithfield Public Schools after the start of the school year shall be assigned to classes on an alternating basis, provided such placement is not in conflict with a child’s IEP.

TEACHING AND LEARNING. ‌ The Association and the Committee share a common belief that the education of children in Smithfield is one that provides, to the greatest extent possible, access to regular education classes for all students. A full continuum of delivery/instructional models should be available to students with disabilities. School and district wide efforts to place students in the least restrictive environment, which is their most appropriate educational environment, must be evaluated carefully and regularly to ensure classroom compositions that facilitate maximum success of every child. The educational environment, including appropriate instructional materials and support services, must match the learning needs of all students. When the regular education classroom setting is the recommended placement for students with Individual Education Plans (IEPs), the following conditions must apply: 1. All teachers responsible for the implementation of the student’s IEP must be involved, directly or indirectly, in the development of the IEP. 2. All necessary support and related services as required by laws and specified in the student’s IEP must be maintained. 3. All teachers responsible for the implementation of the student’s IEP must be provided with ongoing appropriate training when specialized equipment or technological devices are required for a child with disabilities. 4. All teachers responsible for the implementation of a Behavioral Intervention Plan (BIP) must be involved, directly or indirectly, in the BIP process. 5. Consultation, as needed and requested, must be provided for all teachers responsible for implementation of IEPs and/or BIPs in order to meet the academic/behavioral needs of a child. 6. Time during the school day shall be arranged by the principal and/or the Special Education Director for training/consultation. 7. Classroom placement shall comply with a student’s IEP. In addition, when determining classroom placement, consideration shall be given to the needs of every child, including but not limited to social/emotional, behavioral, and educational needs, in order to develop well-balanced, inclusive classes which reflect the best interests of all students. 8. After considering the existing classroom composition and IEP requirements, students entering Smithfield Public Schools after the start of the school year shall be assigned to classes on an alternating basis, provided such placement is not in conflict with a child’s IEP.

TEACHING AND LEARNING. The Association and the Committee committee share a common belief that the education of children in Smithfield is one that provides, to the greatest extent possible, access to regular education classes for all students. A full continuum of delivery/instructional models should be available to students with disabilities. School and district wide efforts to place students in the least restrictive environment, which is their most appropriate educational environment, must be evaluated carefully and regularly to ensure classroom compositions that facilitate maximum success of every child. The educational environment, including appropriate instructional materials and support services, must match the learning needs of all students. When the regular education classroom setting is the recommended placement for students with Individual Education Plans (IEPs), the following conditions must apply: 1. A. All teachers responsible for the implementation of the student’s IEP must be involved, directly or indirectly, in the development of the IEP. 2. B. All necessary support and related services as required by laws and specified in the student’s IEP must be maintained. 3. C. All teachers responsible for the implementation of the student’s IEP must be provided with ongoing appropriate training when specialized equipment or technological devices are required for a child with disabilities. 4. D. All teachers responsible for the implementation of a Behavioral Intervention Plan (BIP) must be involved, directly or indirectly, in the BIP process. 5. E. Consultation, as needed and requested, must be provided for all teachers responsible for implementation of IEPs and/or BIPs in order to meet the academic/behavioral needs of a child. 6. F. Time during the school day shall be arranged by the principal and/or the Special Education Director special education director for training/consultation. 7. G. Classroom placement shall comply with a student’s IEP. In addition, when determining classroom placement, consideration shall be given to the needs of every child, including but not limited to social/emotional, behavioral, and educational needs, in order to develop well-balanced, inclusive classes which reflect the best interests of all students. 8. H. After considering the existing classroom composition and IEP requirements, students entering Smithfield Public Schools after the start of the school year shall be assigned to classes on an alternating basis, provided such placement is not in conflict with a child’s IEP. I. Kindergarten classes having a total of 22 or more students shall have paraprofessional support scheduled for no less than 2.5 hours per day. Whenever grades 1-5 class sizes exceed 22 or secondary academic class sizes exceed 26 and 30 percent of the students on the class roster have an IEP, an academic 504 plan, are English Learners, or have a formal behavioral plan, paraprofessional support shall be provided during those times of the day when there are no other supports in the classroom when such students are scheduled to be present.