Inclusion professional development/communication Clause Samples

Inclusion professional development/communication. The Board shall provide in-service training and orientation for general education and special education teachers regarding practices to be used with students who are included in general education classes. The in-service training and orientation shall include, but not limited to, a clarification of the teacher’s responsibilities as they relate to grading, instruction, and communication with parents and support personnel. A. Teachers shall be provided written guidelines as to the law, District policy and appropriate persons to contact regarding inclusion and special education. B. General education teachers will be informed regarding the nature of a special education student’s disability placed in their classrooms. C. No later than the second week of school year, general and special education teachers will be provided through the student information system: 1. Names of students identified as special education, 504, ELD and the identity of the primary case manager. 2. Required resources/materials as per the IEP of any student placed in the class of the general education teacher. 3. IEP mandated training. 4. Present level of academic achievement and functional performance (PLAAFP) as recorded in the IEP. 5. Supplementary aides and services (SAS) as recorded in the IEP. 6. The behavior intervention plan (BIP) as necessary. 7. The 504 Accommodation-At-Glance information. D. Special education shall coordinate their leadership hours to attend changes of building level meetings (“move-up meetings”). When issues with logistics or teachers’ schedules occur, special education teachers shall meet with their building principal to ensure adequate substitute coverage to attend the building level meetings. E. General education teachers will: 1. Consult with PCM/504 coordinator/ELD regarding appropriate instructional and behavior support strategies. 2. Collaborate with PCM/504 coordinator/ELD teacher concerns regarding special population student performance when concerns arise. 3. Collaborate with PCM/504 coordinator /ELD teacher on strategies to improve student performance. 4. Collaboratively plan with any special education teacher in a co-teaching environment. 5. Regularly monitor and document progress of the special education students in their general education courses. 6. Participate in IEPT/504 meetings when invited. 7. Access and review student information outlined in 15.2.C. 8. Implement SAS as required per the IEPs of students in their class. F. Special education tea...