On Tuesdays when school is in session there will be a 75-minute block immediately following the conclusion of the school day from 2:20 pm to 3:35 pm. Teachers will be engaged in Parent Engagement Activities and Professional Work time such as collaborative planning, lesson study, inquiry and review of student work and Measures of Student Learning-related work, among other tasks.

Partnering with parents is critical to ensuring that students have the continuous support necessary to succeed. This contract builds in additional time for teachers to communicate with parents about how students are performing, including two additional parent-teacher conferences during the school year. Below is the schedule for the school-wide parent meetings. In addition, their is a May PTC.

Paraprofessionals shall have the same workday as teachers, except that on Tuesdays when school is in session paraprofessionals shall only be required to work a 70-minute block immediately following the conclusion of the school day.

IEP Meetings

The Standard Operating Procedures Manual: The Referral, Evaluation, and Placement of School-Age Students with Disabilities outlines the following:

Required participants at IEP Meetings:

Subcommittee
	Annual Review	Initial	Reevaluation	Full Committee
Special Education Teacher/Related Service Provider*	Must Attend	Must Attend	Must Attend	Must Attend
General Education Teacher, if applicable	Must Attend	Must Attend	Must Attend	Must Attend
Parent	Must Attend	Must Attend	Must Attend	Must Attend
Student, as appropriate	Must Attend	Must Attend	Must Attend	Must Attend
District Representative	Must Attend	Must Attend	Must Attend	Must Attend
School Psychologist	Not Required	Must Attend	Must Attend	Must Attend

*When the student’s only special education service is a related service, the related service provider participates as the student’s special education service provider.

The Special Education Teacher

At least one special education teacher of the student must participate in the IEP Team meeting. For a student who is being considered for initial placement in special education, a teacher qualified to provide special education in the type of program in which the student may be placed may serve as the student’s special education teacher.

The General Education Teacher

At least one general education teacher must be a member of the IEP Team if the student is, or may be participating in the general education environment. The general education teacher is expected to present information about the student’s performance in the general education class and to help the IEP Team make decisions about participation in the general education curriculum and other school activities. The general education teacher of the student with a disability must, to the extent appropriate, participate in the development, review and revision of a student’s IEP, including assisting in the determination of appropriate positive behavioral interventions and strategies for the student and supplementary aids and services, program modifications or supports for school personnel that will be provided for the student.

The District Representative

The District Representative is a representative of the school district who is:

• Qualified to provide or supervise the provision of special education and

• Knowledgeable about the general education curriculum and

• Knowledgeable about the availability of district resources

In addition to meeting the qualifications listed above, the district representative will:

• Chair the IEP meeting

• Facilitate open discussion among all participants regarding issues related to eligibility for services and development or revision of the IEP

• Ensure parents are meaningful participants in the IEP process and encourage them to discuss their concerns about the child’s education

• Provide information regarding the continuum of services, including supports and services available in the child’s current school and those which are available in other schools in the district

• Explain how the law requires children with disabilities to be educated with nondisabled children to the maximum extent appropriate and that the team must consider whether the child can make satisfactory progress in the general education setting with supplementary aids and services before recommending other programs

• Ensure all program and service options are considered

• Build consensus among team members on all issues before the team

• Ensure that the child’s IEP includes the supports, services and accommodations the child needs to meet their IEP goals, and provides the child with the opportunity to progress in the grade level curriculum and on New York State and district assessments as appropriate

• In the event that consensus cannot be reached regarding program and service recommendation for a student who is already receiving special education services, ensure that parents are fully informed of their due process rights

Attendance at Conferences, Workshops, and Inter-visitations

Attendance at conferences, workshops, and inter-visitations need to be scheduled and submitted for formal approval from the administration.

When a commitment is made to attend an event, it is expected that you will attend the entire length of the event.  This includes professional development opportunities offered at the school level.  In addition, teachers scheduled to attend any staff development, professional meetings, or school trips are to submit lesson plans for their subject classes missed.

Form OP 201 must be completed prior to the date of event, with a copy of the conference or meeting notice attached.