Discipline of Special Education Students Sample Clauses

Discipline of Special Education Students. The Network shall ensure that each School’s discipline policy as implemented for students with disabilities is in compliance with Section 22-32-109.1 and 00-00-000 of the Colorado Revised Statutes and the out-of-school suspension and expulsion procedures outlined in DPS Board Policy JK and Regulation JK-R, each as revised from time to time, or if the network charter receives a waiver from Board Policy JK and Regulation JK-R, as outlined in the network’s replacement policy, to ensure equity across all students.
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Discipline of Special Education Students. 8 In instances where a special education student disrupts a regular or special education 9 classroom in such a manner that the educational process is significantly impaired, the 10 student shall be removed in accordance with the District Policy and Procedures Guide.
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Discipline of Special Education Students. See Section 5.7 of this Agreement and/or Board Policy 2161.
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Discipline of Special Education Students. Special education students may be suspended for up to ten (10) cumulative days in a school year without resort to special processes or parental consent. Suspension for a partial day constitutes one (1) day. For any additional suspensions beyond the ten (10) cumulative days in a school year, incidents involving a special education student and illegal drugs, controlled substances, or weapons, and disciplinary or emergency expulsions of a special education student involve special processes under District policies and state and federal law. Therefore, if an employee is involved with any of these situations or potential situations, they are advised to immediately consult with the appropriate building administrator.
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Discipline of Special Education Students. CHARTER will be responsible for the suspension process and decisions for special education students. The District and CHARTER will cooperate with one another in such discipline of special education students.
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Discipline of Special Education Students. The District and its employees will comply with District Policy and Procedure 3241/P, Student Discipline, state and federal law (the Individuals with Disabilities in Education Act and Section 504 of the Rehabilitation Act of 1973) when administering discipline to students receiving special education services. Special education students may be suspended for up to ten (10) cumulative days in a school year without resort to special processes or parental consent. Suspension for a partial day constitutes one (1) day. Any additional suspensions beyond the ten (10) cumulative days in a school year, any incidents involving a special education student and illegal drugs, weapons or serious bodily injury, and any disciplinary or emergency expulsions of a special education student, require special processes under District policies and state and federal law. Therefore, if an employee is involved with any of these situations or potential situations, they are advised to immediately consult with the appropriate building administrator.
Sample 1
Discipline of Special Education Students. Special education students may be 6 suspended for up to ten (10) cumulative days in a school year without resort to special processes or 7 parental consent. Suspension for a partial day constitutes one (l) day. For any additional suspensions 8 beyond the ten (10) cumulative days in a school year, incidents involving a special education student 9 and illegal drugs, controlled substances, or weapons, and disciplinary or emergency expulsions of a 10 special education student involve special processes under District policies and state and federal law.
Sample 1
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Discipline of Special Education Students. The Charter School shall have discipline policies that comply with all applicable portions of the California Education Code and Federal Code of Regulations, title 34 section 300.530, et seq. The Charter School shall provide a copy of such policies to the District. These include, but are not limited to policies regarding suspension, expulsion, conducting functional analysis assessments, drafting and reviewing behavior interventions plans, and conducting manifestation determination reviews.
Sample 1

Related to Discipline of Special Education Students

  • Special Education Teachers Whenever any Elementary Special Education class to which a student(s) is(are) added as a result of the distribution of students from the class of an absent Elementary Special Education teacher, Article 8-7 shall be in effect. In addition, whenever the class size of the receiving Special Education teacher exceeds the class size maxim mandated by Special Education class size law and/or regulation, the Xxxxxxxx Formula in AAA Case No. 1139-0696- 85, February 21, 1986, shall be used to calculate the compensation which said teacher shall receive as follows: The rate of pay for said teacher for teaching said additional students shall be computed by multiplying the teacher’s daily gross compensation by a fraction in which the denominator is twenty-six (26) and the numerator is the number of children taught in excess of Article 8-1.1 Item 3 of the Collective Bargaining Agreement between the parties.

  • Training and Education SECTION 1 – Law Enforcement Supervisors’ Training The state and the PBA recognize the importance of supervisor training programs to develop management skills in our law enforcement supervisors. The state will make a reasonable effort to continue existing training programs in law enforcement techniques and to develop new programs in performance review techniques, supervisory skills, and managerial techniques.

  • Distance Education 7.13.1 Expanding student access, not increasing productivity or enrollment, shall be the primary determining factor when a decision is made to schedule a distance education course. There will be no reduction in force of faculty (as defined in Article XXIII of this Agreement) as a result of the District’s participation in distance education.

  • Special Education Services 1. The parties agree to uphold the tenets contained within the "Special Education Services: A Manual of Policies, Procedures and Guidelines” document (February 2011) published by the BC Ministry of Education.

  • PROFESSIONAL DEVELOPMENT AND EDUCATIONAL IMPROVEMENT A. The Board agrees to implement the following:

  • In-Service Education The parties recognize the value of in-service both to the employee and the Employer and shall encourage employees to participate in in-service. All employees scheduled by the Employer to attend in-service seminars shall receive regular wages.

  • Special Education Committee The parties agree to establish a committee comprised of representatives from ETFO, the Ministry of Education and school board leadership in the area of special education. Additional representatives may be invited as resources to the committee as needed. The committee will discuss current issues as identified by the parties related to supporting students with special education needs. The committee shall meet regularly commencing no later than November 30, 2015 and recommendations will be made to the Minister of Education by April 30, 2016. Terms of reference will be jointly developed to inform the scope of discussions and recommendations. LETTER OF AGREEMENT #6 BETWEEN The Ontario Public School Board Association (hereinafter called ‘OPSBA’) AND The Elementary Teachers’ Federation of Ontario (hereinafter called the ‘ETFO’) AND

  • Educational Program a. The educational program of the School (Section 4, Subsection 6 from the original contract and unchanged here) is as follows:

  • Training Program It is agreed that there shall be an Apprenticeship Training Program, the provisions of which are set forth in Exhibit "C", which is attached hereto and forms part of this Agreement.

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