SPECIALIZED PROGRAMMING. 16.1 Specialized Programming shall include Student Services, Early Childhood, Child Find, MTSS, CLD/ELA, GT. 504 Plans, IEP/Exceptional Learning/Special Education, Literacy and Truancy. 16.2 Any teacher who is assigned a student who is receiving special education services will be given as much notice as feasible of such assignment. The severity level of students with identified special educational needs will be given consideration when they are placed in classrooms. 16.2.1 In the general education classroom the teacher shall provide accommodations/modifications as stated in the student’s Individual Education Plan (IEP). 16.2.2 The Building Special Education Team, which includes the School Special Education Facilitator (SSEF), teachers, paraeducators, itinerant staff and the supervising building level administrator, in consultation with the Area Special Education Coordinator, shall provide to the general education teacher the appropriate information regarding accommodations, modifications, and individual needs as stated in the student’s IEP, as well as an alternate plan in place for all IEPs in the event that a paraeducator or School Special Education Facilitator (SSEF) who provides direct services outlined in the student’s IEP is absent from work or unavailable. This information shall be provided at the beginning of each school year and when any change is made to a student’s IEP and/or schedule. 16.2.2.1 The role of the special education teacher includes the case management responsibilities of developing, implementing, and evaluating IEPs, as well as the regular duties of instructional planning and the delivery of instruction within the special education classroom setting. 16.2.2.1.1 The role of the School Special Education Facilitator (SSEF) shall include, facilitating the re-evaluation process including initial IEP development, triennial reviews, coordinating staffings, transferring new students’ IEPs, completing the IEP exit process, and providing the building level training needed to implement IDEIA as defined by Student Services. This role may include direct services provided to students as listed in the student’s IEP. Additional School Special Education Facilitator (SSEF) responsibilities may be decided with the mutual consent of the Area Special Education Coordinator and the supervising building level administrator, in consultation with the Building Team Leaders. Additional responsibilities shall be put in writing. 16.2.2.2 When the building level schedules are developed by the administrator or his or her designee, the severity of special education student needs, the number of classes/levels to be taught, and the total case load assigned will be considered in order to allow the special education teacher adequate time to fulfill the required duties. 16.2.3 The Department of Student Services shall provide the resources as set forth in the IEP, which is developed by the IEP Team (special education teacher, classroom teacher(s), parent(s)/guardian(s), and other related service providers as needed), to the special education team (e.g. the providers of the services). A Student Services Director/Coordinator shall be in attendance at any IEP meeting at which additional financial or personnel resources may be added to the IEP. Requests for resources shall be responded to within two weeks of the request by the special education team.
Appears in 1 contract
Sources: Collective Bargaining Agreement
SPECIALIZED PROGRAMMING. 16.1 Specialized Programming shall include Student Services, Early Childhood, Child Find, MTSS, CLD/ELA, GT. 504 Plans, IEP/Exceptional Learning/Special Education, Literacy and Truancy.
16.2 Any teacher who is assigned a student who is receiving special education services will be given as much notice as feasible of such assignment. The severity level of students with identified special educational needs will be given consideration when they are placed in classrooms.
16.2.1 In the general education classroom the teacher shall provide accommodations/modifications as stated in the student’s Individual Education Plan (IEP).
16.2.2 The Building Special Education Team, which includes the School Special Education Facilitator (SSEF), teachers, paraeducators, itinerant staff and the supervising building level administrator, in consultation with the Area Special Education Coordinator, shall provide to the general education teacher the appropriate information regarding accommodations, modifications, and individual needs as stated in the student’s IEP, as well as an alternate plan in place for all IEPs in the event that a paraeducator or School Special Education Facilitator (SSEF) who provides direct services outlined in the student’s IEP is absent from work or unavailable. This information shall be provided at the beginning of each school year and when any change is made to a student’s IEP and/or schedule.
16.2.2.1 The role of the special education teacher includes the case management responsibilities of developing, implementing, and evaluating IEPs, as well as the regular duties of instructional planning and the delivery of instruction within the special education classroom setting.
16.2.2.1.1 The role of the School Special Education Facilitator (SSEF) shall include, facilitating the re-evaluation process including initial IEP development, triennial reviews, coordinating staffings, transferring new students’ IEPs, completing the IEP exit process, and providing the building level training needed to implement IDEIA as defined by Student Services. This role may include direct services provided to students as listed in the student’s IEP. Additional School Special Education Facilitator (SSEF) responsibilities may be decided with the mutual consent of the Area Special Education Coordinator and the supervising building level administrator, in consultation with the Building Team Leaders. Additional responsibilities shall be put in writing.
16.2.2.2 When the building level schedules are developed by the administrator or his or her designee, the severity of special education student needs, the number of classes/levels to be taught, and the total case load assigned will be considered in order to allow the special education teacher adequate time to fulfill the required duties.
16.2.3 The Department of Student Services shall provide the resources as set forth in the IEP, which is developed by the IEP Team (special education teacher, classroom teacher(s), parent(s)/guardian(s), and other related service providers as needed), to the special education team (e.g. the providers of the services). A Student Services Director/Coordinator shall be in attendance at any IEP meeting at which additional financial or personnel resources may be added to the IEP. Requests for resources shall be responded to within two (2) weeks of the request by the special education team.
16.3 When children with disabilities are integrated into a classroom, the classroom teacher shall be provided with supports and services as outlined in the IEP, which resources could include paraeducator, a behavior evaluation support team, and an assistive technology team from the Department of Student Services.
16.4 The Executive Director of Student Services or designee will create and maintain a district-wide forum for special education teachers to share information and address issues that may arise.
16.4.1 The SVVEA president or designee shall be a standing member of this forum.
16.4.2 The purpose of this forum will be to: receive information from Student Services regarding special education practices and expectations; problem solve regarding issues facing special education teachers providing direct services to students; answer questions and provide clarifying information; provide advisory guidance to student services; provide recommendations to Student Services.
16.4.3 The organizational format for the meeting will include: solicitation of questions/topics two (2) weeks prior to the scheduled meeting; an agenda will be provided the week prior to the scheduled meeting; facilitators/guests responding to questions or brief presentations of requested topics with open discussion following; a summary of meeting discussions will be provided following the meeting.
16.4.4 Meetings will be scheduled monthly, August through May. A calendar of meetings will be provided at the first meeting.
16.4.5 Each building team will select one (1) representative chosen from their building’s special education staff. In addition, each of the following specialized service provider groups will select a representative: speech language pathologists, audiologists, occupational therapists, physical therapists, school psychologists, school social workers and School Special Education Facilitators (SSEFs).
16.4.6 The member will represent their school or specialized service provider group by seeking questions/topics from colleagues in their building or group to submit for consideration to be added to the agenda, participating in the monthly meetings, and sharing the summaries from the meetings with their building staff or specialized service provider group.
16.4.7 A professional study team will be organized to provide PD credit for participating members.
16.4.8 No person shall take reprisals affecting the employment or working conditions of any participant in this process.
16.5 Specialized programming departments (as described in Article 16.1) will provide information and/or training for involved teachers on specific specialized programming in the District. The department providing the training shall notify SVVEA upon scheduling such training and the SVVEA President or designee may attend. This training will include applying federal and/or state statutes/regulations and case law, and roles and rights of teachers concerning their participation in the process.
16.5.1 When an assignment includes co-teaching, the following criteria must be in place: • Both the specialized teacher (i.e., special education teacher, CLD/ELA teacher, etc.) and the general education teacher shall be notified of their co-teaching assignment(s) in writing according to Article 9.3; • Efforts will be made to schedule common planning time within the contract day for the co- teachers. As much as possible common planning should be the goal; • Adequate training has been provided; and, • At mid-year a co-teaching assignment may be reviewed by the teachers, building level administrator and specialized program consultants. If it is determined that it is not effectively increasing student growth, the co-teaching model may be changed.
16.6 Itinerant teachers will have adequate materials, workspace/storage, and access to technologies required to fulfill their duties. Coordination between principals and the teachers is expected. Classroom special education teachers will be provided classrooms and accommodations commensurate with the general education teachers within the school.
16.6.1 Renewal cost (such as the Certificate of Clinical Competence), or ▇▇▇▇, for occupational therapists, physical therapists and school psychologists required in order for the District to receive reimbursement from Medicaid will be paid by the District on a year to year basis contingent upon employment and if the District is participating in the Medicaid reimbursement program for the provided services. Renewal costs will be paid from Medicaid reimbursement funds received by the District. This reimbursement of costs is specific to the Medicaid reimbursement program only and required renewal of any Colorado Department of Education professional licenses is excluded.
16.6.2 The IEP team will consider the impact of a provider’s absence on the student’s progress and performance and to determine how to ensure the continued provisions of Free Appropriate Public Education (FAPE) in order for a student to continue to progress and meet the annual goals of his/her IEP, whether an interruption of services constitutes a denial of FAPE is an individual determination that must be made on a case-by-case basis.
16.6.2.1 In the event provisions of FAPE are not being met due to a provider’s absence, the District will be responsible for obtaining qualified professionals necessary to provide needed make up services for the student. These services could be provided before or after school, or during vacations or summer recess. The guidance provide by this Article can be applied to any service, including speech language pathologists, audiology, occupational therapists, physical therapists, school psychologist, school social workers and School Special Education Facilitators (SSEFs).
16.7 The special education team shall have an alternative plan in place for all IEPs in the event that a service provider, including a paraeducator, is absent from work or unavailable. The Department of Student Services will assist in the development of a special education paraeducator substitute pool to be accessed when paraeducators are not available due to a leave day or absence. The District and the Association recognize the impact of such absences upon the daily schedules and workload of both the special education and the general education teachers.
16.7.1 In the event there are not paraeducator subs which fill open jobs building administrators will use existing language in Appendix A, Paragraph 4 to provide compensation for teachers who cover classes.
Appears in 1 contract
Sources: Collective Bargaining Agreement