General Education Teachers need to better understand the legal obligations involved with certified students, accommodation needed, support available and the responsibility to initiate the contact with special education if the student is not achieving
General Education Teachers need. To better understand the legal obligations involved with certified students, accommodation needed, support available and the responsibility to initiate the contact with special education if the student is not achieving. • To be knowledgeable about certified and at-risk students. • To implement methods to provide for student’s success. • To assess student’s abilities and appropriateness of course placement during the first three weeks of semester. • To contact the special education/ELD teacher, if student is not succeeding. • To collaboratively plan with special education/ELD teacher. • To maintain primary responsibility in the content area expertise. • To participate in IEPC meetings. • To modify/accommodate instruction, assignments, and tests based on students’ English language proficiencies. • To not give a LEP student a failing grade based on lack of English proficiency. LEP students should not receive failing grades unless their lack of performance on Modified/accommodated instruction warrants grades, for example…not completing such modified/accommodated assignments, homework/tests, not making progress on modified/accommodated work. • To hold LEP students accountable for the learning for which they are capable of, but not penalized for their limited language proficiency.
General Education Teachers need. To better understand the legal obligations involved with certified students, accommodation needed, support available and the responsibility to initiate the contact with special education if the student is not achieving. • To be knowledgeable about certified and at-risk students. • To implement methods to provide for student’s success. • To assess student’s abilities and appropriateness of course placement during the first three weeks of semester. • To contact the special education/ELL teacher, if student is not succeeding. • To collaboratively plan with special education/ELL teacher. • To maintain primary responsibility in the content area expertise. • To participate in Individual Education Plan Committee IEPC meetings. • To modify/accommodate instruction, assignments, and tests based on students’ English language proficiencies. • To not give a Limited English Proficiency (LEP) student a failing grade based on lack of English proficiency nor a student on an IEP a failing grade based on their disability. LEP/IEP students should not receive failing grades unless their lack of performance on Modified/ accommodated instruction warrants grades • To hold LEP/IEP students accountable for the learning for which they are capable of, but not penalized for their limited language proficiency or their disability.
