Individual Education Plans. A highly qualified special education teacher will be responsible to monitor Individual Education Plans (IEPs) and supervise the implementation as written. A special education teacher will provide services in an inclusion or a pull-out model depending on the degree of accommodation necessary to meet the student's needs. These services will be delivered by a special education teacher or licensed provider, with supporting para-educator(s) as allowed by the IDEA and the ESEA. The special education teacher will consult with the general education staff to utilize effective classroom accommodations, adaptations and modifications. The continuum of settings and services will be provided at the Academy, including general education classes, resource classes, and provisions for supplemental services, such as resource services, itinerant instruction provided in conjunction with the general classroom, classroom aides, replacement curricula, behavioral supports, etc. The Academy will provide as needed supplementary aids and services such as resource services and itinerant instruction, adaptations, assistive technology, extended school year, replacement curricula, behavioral supports and transportation (even if others are not transported), for special education students when the student's IEP requires it as a result of the multi-disciplinary team decision. In determining appropriate settings and services for a student with a disability, the IEP team shall consider the student's needs and the variety ofalternate placements and related services available to meet those needs. The Academy may contract with private providers for the provision of related services. Services may be provided by a licensed therapist, who may use a para- educator for support. In the rare event that the IEP team determines that the student's academic needs cannot be met onsite, the Academy may contract with other agencies to provide those services. For all special education students, the Academy will develop, review and revise IEPs in accordance with state and federal laws. The Academy will adhere to the IDEA Procedural Safeguards and FERPA to assure protection of student and parent rights to a free, appropriate public education, including the confidentiality protections and the special services referral process. These rights are provided under the IDEA; the Elementary and Secondary Education Act (ESEA), reauthorized as the No Child Left Behind Act (NCLB); and Section 504 of the Rehabilitation Act re...
Individual Education Plans. To the extent required by law, Customer is responsible for providing any required services to support a student’s IEP consistent with the legal requirements for serving students with special needs in a virtual school.
Individual Education Plans. Participation in the preparation of Individual Education Plans will be facilitated for Education Assistants at cost to the Board.
Individual Education Plans. To the extent required by law, Customer/Licensee is responsible for providing any required services to supportastudentconsistentwith thelegalrequirements for serving students with special needs in a virtual school.
Individual Education Plans. (IEP) DEVELOPMENT (Any mention of days in this Article are for informational purposes only. This term was not a subject of bargaining)
Individual Education Plans. Individual Educational Plans (IEP’s), to include an annual IEP meeting with the student’s family. The School Board is the Local Educational Agency (LEA) for all School Board- approved charter schools. The School will serve ESE students in the same manner as students attending other public schools in the District. ESE students attending the School shall be provided supplementary and related services on site at the charter school to the same extent to which the Sponsor has a policy or practice of providing such services on site to its other public schools. The Sponsor shall provide funds under Part B of the IDEA to the School on the same basis as the Sponsor provides funds to the District’s other public schools. The School shall make a continuum of services available to students with disabilities, as needed. Students with disabilities will be educated in the least restrictive environment and will be segregated only if the nature and severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily. Those students, whose needs cannot be adequately addressed at the School, as determined by the IEP team, will be referred to an appropriate placement within the District. Parents of students with disabilities will be afforded procedural safeguards in their native language, consistent with the manner that those safeguards are provided in the District’s traditional schools or using the District's materials. Unless the School is specifically for students with disabilities, the School shall not request through the School's application or prior to enrolling the student in the school, a student's IEP or other information regarding a student's special needs, nor shall the School access such information prior to the enrollment lottery. Upon enrollment, or notice of acceptance sent to the student, the School may request from the District information related to the student's program and needs, including the student's most recent IEP, which shall be provided within 10 days. Similarly, upon a student’s enrollment in another public school in the district and receipt of request for records, the School shall provide the records to the requesting school within 10 days. If the School believes, upon review of the IEP, that the student's needs cannot be met at the School an IEP meeting shall be convened within 30 days. The Sponsor shall be invited to and may attend the meeting, at which time the IEP...
Individual Education Plans. It is understood that the work associated with developing an Individual Education Plan (IEP) is a partnership between the classroom teacher, special education resource teacher, and other staff, as appropriate. Once it has been determined that an IEP be established for a student who has not previously had an IEP in this Board, the special education resource teacher will initiate the first draft of the student’s IEP in collaboration with the classroom teacher. Input from the classroom teacher includes but is not limited to: gathering relevant assessment data; identification of strengths and needs; determining the program option that best suits the student’s needs (e.g., accommodations, modifications and/or alternative program). All IEPs shall be finalized by the classroom teacher. The classroom teacher is responsible for regularly reviewing and updating existing IEPs in consultation with the special education resource teacher and parents, as appropriate. System Class teachers are responsible for all aspects of the IEPs for students in their system class. Where integration exists, there shall be consultation with the classroom teacher regarding the IEP. All IEPs for students in a System Class shall be finalized by the System Class teacher. The System Class teacher is responsible for regularly reviewing and updating existing IEPs in consultation with the classroom teacher and parents, as appropriate.
Individual Education Plans. All students participating in the program have an Individual Education Plan that details goals with reference to the strengths and issues for participation and the plan for how these will be addressed by the programs.
Individual Education Plans i) Prior to placement of a First Nations student on an Individual Education Plan:
Individual Education Plans. Students with Individualized Education Plans 24 (IEP) will not be exempted from School District standards. SRA, with the aid of the District, 25 shall provide reasonable accommodations regarding the manner in which students with IEP’s are 26 taught and assessed as set forth below. 27
