THE MASTER CONTRACT - State Employment Relations Board ...

613 STUDENT DISCIPLINE (P.N. 2009)
A teacher shall refer to the Principal or his/her representative, for appropriate action, any student who
seriously interferes with the learning opportunities of other children in the classroom, or who fails to
comply with a teacher's reasonable request in any school setting. The teacher will communicate in
writing on a completed Student Behavior Referral Form or, in cases of emergency in person, the
nature of the problem and any steps the teacher has taken to remediate the problem, to the appropriate
Administrator. A completed Student Behavior Referral Form (SBR) [Appendix E] shall be returned
to the teacher by the appropriate Administrator within two (2) school days of the referral. Efforts will
be made to communicate with the teacher upon receipt of the referral reflecting the action taken by
the Administrator.
During the first staff meeting at each building for a new school year, the student code of conduct will
be distributed and discussed, specific to discipline related concerns. The information shared will
include a discussion of the forms and processes the staff and administration will follow in handling
student discipline matters.
614 EDUCATION OF STUDENTS WITH DISABILITIES (P.N. 2012)
A. The Association and the Board recognize the District's obligation to provide a free appropriate
public education for students with disabilities under IDEA and/or Section 504. The parties
further recognize that federal and state statutes and regulations require that disabled students be
educated "to the maximum extent appropriate" with children who are not handicapped by
providing special education, related services, and supplemental aids and services in the least
restrictive environment. In providing a free appropriate public education, the parties
acknowledge that the needs of each individual disabled student will dictate the environment in
which the child is educated and that each student's educational plan will be developed in
accordance with their individual special needs.
B. Recognizing these statutory obligations, the continuum of options available to disabled
students, and the potential impact and additional teacher workload of these obligations and
options in a regular education classroom setting, the following factors will be considered:
1. The educational benefits both academic and nonacademic, available to a disabled student
in the regular classroom setting and the disabled student's progress, with appropriate
supplemental aids and services;
2. The effects and impact of the disabled student's inclusion in the regular education
classroom setting upon the other children in the class, both positive and negative (e.g.
unreasonable classroom disruptions or diversion of instruction time despite appropriate
supplemental aids or services); and
3. The cost of necessary supplementary services.
C. Any teacher involved in educating a student who is being served under an IEP or 504 Plan will
be given a copy of that plan and will be given the opportunity to provide input and feedback in
the development (where possible), implementation or revision of that plan. The IEP/504 Plan
will designate the individual to whom the teacher should go to discuss questions and concerns
related to 614/B, above, or seek revisions or interventions.
D. Recognizing that special classes, separate schooling, or removal of children with disabilities
from the regular education environment may occur only when the nature or severity of the
disability is such that education in regular classes with the use of supplementary aids and
services cannot be achieved satisfactorily, the District will be proactive in:
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