Common use of Medically Fragile Clause in Contracts

Medically Fragile. Absent an emergency, medically fragile students are those who are chronically ill, and/or medical technology dependent, and/or have life threatening conditions that require immediate medical attention. On a case-by-case basis, based upon the recommendation of the IEPC, the district will dete1mine what supplementary aides, support personnel, and other related services deemed necessary should be provided to the teacher providing direct instruction to the medically fragile student. When a teacher is assigned a student in or from a Special Education program for severely impaired students (POHi, SXI, SMI, EMI, TMI, autistic, medically fragile),the teacher shall not be expected to perform routine scheduled care or maintenance of exceptional bodily functions related to the student's impaired condition. The classroom instructor or any other adult who may be present at any time when instruction or any other services are being provided, will be instructed by a medical professional with written instructions provided as to any emergency measure which may be necessary on occasion due to a student's impaired condition. No teacher will be expected to perform any non-emergency care or be required to administer any non-emergency medications unless otherwise provided in an IEP or section 504 plan. Prior to beginning work with the student(s), principals will ensure that if there are any non-emergency medications incorporated into an IEP or 504 all staff serving the student will be made aware of these needs. The addition of a student with a disability or otherwise medically fragile student to the education classroom will not, in any way, disrupt nor have a negative impact on the educational process for either the student with disability or the other students in the class. Class size may be adjusted in inclusive education classrooms in order to accommodate increased individualized attention for the student with a disability or medically fragile students and for the students in the program. The receiving classroom teacher must be invited in writing to be party to any IEP involving any medically fragile student in their charge. If any teacher has a reasonable basis to believe that a student's current 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. No bargaining unit member will be threatened, disciplined, reprimanded, punished, discharged, or denied any professional advantage, directly or indirectly, by the Employer due in any way to the bargaining unit member having: 1. Filed a complaint in good faith under Part 8 of the Michigan Special Education Rules or with the Office of Civil Rights, U.S. Department of Education, or 2. Asserted his/her rights or those of a student with or without a disability with respect to the provision of the Least Restrictive Environment mandate as provided for in this Article or by law. a. If a NTPSM has been evaluated at least once with the Standard Evaluation NTPSM Form an effective rating, then the supervisor and NTPSM can mutually agree to use the following process: One to three professional growth goals m utually determined by the NTPSM and supervisor will be turned in no later than November 1 for current school year. b. The parties will meet to review the goals and progress toward goals at least twice during the year. c. There will continue to be observations of the NTPSM within their work assignments, followed by informal discussion in a conference setting to provide feedback on performance. d. A copy of the goals with progress noted will be submitted at the end of the school year to be placed in the NTPSM's personnel file. It is understood that goals may or may not be fully achieved.

Medically Fragile. Absent an emergency, medically fragile students are those who are chronically ill, and/or medical technology dependent, and/or have life threatening conditions that require immediate medical attention. On a case-by-case basis, based upon the recommendation of the IEPC, the district will dete1mine determine what supplementary aides, support personnel, and other related services deemed necessary should be provided to the teacher providing direct instruction to the medically fragile student. When a teacher is assigned a student in or from a Special Education program for severely impaired students (POHiPOHI, SXI, SMI, EMI, TMI, autistic, medically fragile),the teacher shall not be expected to perform routine scheduled care or maintenance of exceptional bodily functions related to the student's impaired condition. The classroom instructor or any other adult who may be present at any time when instruction or any other services are being provided, will be instructed by a medical professional with written instructions provided as to any emergency measure which may be necessary on occasion due to a student's impaired condition. No teacher will be expected to perform any non-emergency care or be required to administer any non-emergency medications unless otherwise provided in an IEP or section 504 plan. Prior to beginning work with the student(s), principals will ensure that if there are any non-emergency medications incorporated into an IEP or 504 all staff serving the student will be made aware of these needscare. The addition of a student with a disability the handicapped or otherwise medically fragile student to the education classroom will not, in any way, disrupt nor have a negative impact on the educational process for either the handicapped student with disability or the other students in the class. Class size may be adjusted in inclusive education classrooms in order to accommodate increased individualized attention for the student with a disability handicapped or medically fragile students and for the students in the program. The receiving classroom teacher must be invited in writing to be party to any IEP involving any medically fragile student in their charge. If any teacher has a reasonable basis to believe that a handicapped student's current 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. No bargaining unit member will be threatened, disciplined, reprimanded, punished, discharged, or denied any professional advantage, directly or indirectly, by the Employer due in any way to the bargaining unit member having: 1. Filed a complaint in good faith under Part 8 of the Michigan Special Education Rules or with the Office of Civil Rights, U.S. Department of Education, or 2. Asserted his/her rights or those of a handicapped/non-handicapped student with or without a disability with respect to the provision of the Least Restrictive Environment mandate as provided for in this Article or by law. a. If a NTPSM has been evaluated at least once with the Standard Evaluation NTPSM Form an effective rating, then the supervisor and NTPSM can mutually agree to use the following process: One to three professional growth goals m utually determined by the NTPSM and supervisor will be turned in no later than November 1 for current school year. b. The parties will meet to review the goals and progress toward goals at least twice during the year. c. There will continue to be observations of the NTPSM within their work assignments, followed by informal discussion in a conference setting to provide feedback on performance. d. A copy of the goals with progress noted will be submitted at the end of the school year to be placed in the NTPSM's personnel file. It is understood that goals may or may not be fully achieved.