• Social skills—interpersonal skills, social responsibility, self-esteem, gullibility, naïveté (i.e., wariness), social problem solving, and the ability to follow rules/obey laws and to avoid being victimized. • Practical skills—activities of daily living (personal care), occupational skills, healthcare, travel/transportation, schedules/routines, safety, use of money, use of the telephone. As part of the IEP team decision, did the team also consider… • community environment typical of the individual’s peers and culture? • linguistic diversity? • cultural differences in the way people communicate, move, and behavior? 2. The student is learning content derived from the CCSS and/or the CA NGSS. The student’s disability or multiple disabilities affect how the student learns curriculum derived from the CCSS or the CA NGSS. The student is learning content that is derived from the CA CCSS or CA NGSS that appropriately breaks the standards into smaller steps. The National Center and State Collaborative has derived these smaller steps from the CCSS to guide instruction, and they are called Core Content Connectors (CCCs). CCCs were also developed for the CA NGSS standards. A CCC is a representation of the essential “core” content of a given standard. Each CCC was identified by examining learning progressions aligned with the CCSS or CA NGSS to determine the critical content for students with significant cognitive disabilities. 3. The student’s need for extensive, direct individualized instruction is not temporary or transient. His or her need for substantial supports to achieve gains in the grade-level and age-appropriate curriculum requires substantially adapted materials and customized methods of accessing information in alternative ways to acquire, maintain, generalize, demonstrate, and transfer skills across multiple settings. The IEP team should consider the following information to determine whether the CAAs are appropriate for an individual student: • Description of the student’s curriculum and instruction, including data on progress • Classroom work samples and data • Examples of performance on assessment tasks to compare with classroom work • Results of district-wide assessments • Results of individualized reading assessments • IEP information, including:
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Chapter 7 – Participation in Assessments, Charter SELPA As of 09/14/2018 CAHELP Steering Committee Review
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