Individualized Education Programs Sample Clauses

Individualized Education Programs. (IEPs) a. Beginning with the 2007-2008 school year, if specific ear-marked funding for IEP writing is not available from the Bureau of Special Education, PA Department of Education, the District will provide each special education teacher and related service professionals who have the responsibility for developing IEPs for their students in their classroom or on their caseloads with ten (10) hours of IEP writing time per school year at the standard teacher workshop rate. Teachers and staff eligible for this IEP writing time include all special education classroom teachers, itinerant hearing and vision support teachers, speech and language specialists and occupational and physical therapists. IEP development hours are to be completed outside of the standard school day. All IEP development and writing as part of this activity must take place between August 15th and June 15th of the school year for which payment is being requested. All requests for payment must be approved by the building principal or the special education teacher’s immediate supervisor and must be submitted annually no later than June 30th. b. Teachers assigned to the Gifted Center (grades K through 8) shall continue to utilize two weeks in June for IEP conferences and IEP writing. No substitution or additional payment (workshop rates, etc.) shall be provided or required for teachers assigned to the Gifted Center. 2. When a special education certified teacher is asked to write additional IEPs by a PSE Administrator as a result of the absence of a certified special educator, then that teacher will be compensated with two hours at the current workshop rate for each IEP. Prior administrative approval and documentation of such IEP writing is required and shall be submitted to PSE no later than June 30th of that school year. 3. Parent conferences for IEP purposes shall not be held during the involved special education teacher’s preparation period, except in an extraordinary circumstance. 4. IEP parent conferences shall normally be held during the school day, utilizing the substitution provisions of Article 58, Substitution Services by Full-Time Teachers, and the loss of preparation period provisions of Article 129, Compensation for Loss of Preparation Periods. These loss of preparation period provisions do not apply to a preparation period of a special education teacher, should such a preparation period be interrupted or lost (under the extraordinary circumstance referred to in Section 2. of this...

Individualized Education Programs. The Court shall timely develop, revise as appropriate and/or implement an adequate IEP, as defined in 34 C.F.R. § 300.320, for each youth who qualifies for an IEP.

Individualized Education Programs. If an Employee is required by his or her supervisor to participate in a conference, review, evaluation, re-evaluation or meeting as a result of the need to fulfill the provision of I.D.E.A. or other Federal or State Laws or Regulations as may be enacted or amended from time to time, such activity shall be scheduled during the normal work day and work year, where possible. If such work is assigned in writing by the Employee's supervisor outside the seven and one-half (7-1/2) or seven hour and forty- five minute work day hour work day, the Employee shall be compensated at the rate specified for extended duty or compensatory time, at the Employer's option.

Individualized Education Programs. The State shall develop and/or implement an adequate IEP, as defined in 34 C.F.R 300.340, for each youth who qualifies for an IEP. Consistent with the requirements of 34 C.F.R. 300.342(b)(2), within 30 days of a determination that a youth is eligible for special education and related services, the State shall conduct an IEP meeting to develop an IEP. As part of satisfying this requirement, DJS must conduct required re‐evaluations of IEPs, adequately provide and document all required instructional services, conduct appropriate assessments and comply with requirements regarding student and teacher participation in the IEP process. Mental health staff shall be involved in the development of IEPs of all youth with identified mental illness. Goals and objectives shall be stated in realistic and measurable terms. Status ▇▇▇▇▇▇ School Substantial Compliance (as of June 30, 2008) Cheltenham Youth Facility Substantial Compliance (as of December 31, 2006)

Individualized Education Programs. 1. In conformity with the intent of the regulations and standards adopted for the implementation of, IDEA no employee shall be evaluated based on student attainment of the goals outlined in any individualized educational program. 2. The District shall make employees aware of individualized programs, other relevant laws, regulations and standards of like nature. 3. The District shall provide a substitute four (4) times per year for employees who are responsible for developing and writing Individual Education Programs (IEPs). IEP days may be used either to work at school or home at the discretion of the employee.

Individualized Education Programs. A. Development of IEP 1. An IEP meeting will be conducted within 30 days (and no later than 60 school days from the date the School District receives the informed written consent for the evaluation or reevaluation from the Parent(s)) after a child is determined to be eligible. The child receiving special education and related services must have an IEP developed in compliance with these procedures and in effect at the beginning of each subsequent school year. 2. The specified group of persons responsible for the development of the IEP (IEP Team) includes: a. A representative of the School District (other than the child’s teacher) who is qualified to provide or supervise the provision of special education, is knowledgeable about the general curriculum, is knowledgeable about the School District’s resources, has the authority to make commitments for the provision of resources set forth in the IEP, and is able to ensure that the services in the IEP will be implemented. b. At least one of the child’s special education teachers, or where appropriate, at least one special education provider of the child. If the child is receiving only speech and language services, the speech and language pathologist shall fulfill this role. c. At least one regular education teacher of the child (if the child is, or may be, participating in general education environment) who is, or may be, responsible for implementing a portion of the IEP. d. For a child age three through five who has not yet entered the primary grades, an individual qualified to teach preschool children without disabilities. e. One or both of the child’s Parents. f. If appropriate, the child may be invited by either the School District or the Parent(s). The School District shall invite the child when the purpose of the IEP meeting is to consider and plan transition services or when the child has reached the age of 18. When the child does not attend the IEP meeting where transition services are discussed, the School District shall take other steps to ensure that the child’s preferences and interests are considered. g. Other individuals, at the discretion of the Parent(s) or School District, who have knowledge or special expertise regarding the child, including related services personnel as appropriate. h. An individual who is qualified to interpret the instructional implications of the evaluation results (who may be one of the individuals listed herein). i. A qualified bilingual specialist or bilingual teacher (wh...