21-14. Individualized Education Program Meetings

Individualized Education Program meetings may be scheduled before, during or after the school day. Bargaining unit employees required to attend such meetings before or after the school day shall be paid their regular instructional hourly rates of pay. To the greatest extent possible, staff shall be provided coverage for IEP meetings scheduled during their self-directed preparation periods. A special education teacher may be required to attend two annual review, initial eligibility or triennial evaluation meetings per month during their self-directed preparation period. If a special education teacher is required to attend more than two annual review, initial eligibility or triennial evaluation meetings per month during their self-directed preparation period, those self-directed preparation periods shall be made up by the end of the quarter in which they were missed. Any self-directed preparation periods that are not made up by the end of the quarter, the special education teacher shall be paid at their hourly rate. All staff invited to an IEP meeting shall be considered part of the IEP Team. Principals are encouraged to use available Cadre substitutes and day-to-day substitutes to provide coverage for teachers participating in IEP meetings during instructional time when administratively possible. 21-15 Training and Resource Materials. The BOARD shall ensure that special education teachers have access to training and resource materials regarding the preparation of Individualized Education Programs. Such materials may be available online. At the beginning of each school year, the BOARD shall advise all special education teachers of the training and resource materials available and shall ensure such teachers are informed of how to access such materials. Principals shall inform special education teachers at the start of the school year the amount of funds that have been allocated in the school budget for special education resources and materials and shall work with the special education teachers to identify which resources and materials will be purchased to best serve the needs of the students. Principals shall be encouraged to use Guidance, developed by the Joint Special Education Committee, on the allocation and the use of these funds the allocation and the use of these funds to meet the needs of the students’ IEPs, including but not limited to modified curriculum, assistive technology, and classroom based evaluation tools.