Chapter 3: Instructional Planning and the Individualized Education Program (IEP)
SECTION A: THE IEP MEETING: PREPARATION, PROCESS, AND FOLLOW-UP SECTION B: CREATING MEANINGFUL GOALS SECTION C: STUDENTS WHO ARE CULTURALLY AND LINGUISTICALLY DIVERSE (CLD) SECTION D: TEACHING AND ASSESSING CALIFORNIA’S ENGLISH LANGUAGE DEVELOPMENT (ELD) AND ENGLISH LANGUAGE ARTS (ELA) STANDARDS FOR ENGLISH LEARNERS SECTION E: LINGUISTICALLY APPROPRIATE GOALS FOR ENGLISH LANGUAGE LEARNERS SECTION F: RECLASSIFICATION OF ENGLISH LANGUAGE LEARNERS WITH DISABILITIES
Introduction The Individualized Education Program (IEP) document is the foundation that directs instructional planning for a child with a disability. Therefore, the process of preparing for, conducting, and following-up on any IEP meeting is crucial. This chapter will give an overview of the IEP meeting process, including the document which describes the student’s program. The SEIS Desert Mountain Charter Special Education Local Plan Area (Charter SELPA) IEP is used by all participating Charter Local Education Agencies (LEAs) within the Charter SELPA and includes all required components as specified in law. All special education and related services determined by the IEP team to be necessary for a student to benefit from education shall be listed on the IEP. The IEP shall include the date of initiation, frequency, and duration of service. Each participating Charter LEA shall assure that each student with a disability is provided services in accordance with their IEP, regardless of which agency or contractor provides the service.
Chapter 3 – Instructional Planning and the IEP, Charter SELPA As of 04/17/2025 CAHELP Governance Council Approval
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