(1) The parent, in writing, and the local educational agency consent to the excusal after conferring with the member.
(2) The member submits, in writing, to the parent and the individualized education program team input into the development of the individualized education program prior to the meeting.
Student’s access to and involvement in the core curriculum must be evident. 1. Present levels of educational performances must state the relationship between the student’s disability and involvement and progress in the general education curriculum; 2. Annual goals are to relate to assisting the student’s involvement and progress in the general education curriculum based on a current baseline in the present level of performance; 3. Special education and related services, supplementary aids and services, program modifications and supports for school personnel that encourage connection to the core curriculum must be identified; 4. Students with disabilities must be educated with their non-disabled peers and participate in extracurricular and other nonacademic activities to the maximum extent possible; and 5. A rationale for nonparticipation with general education students must be provided. The IEP team must consider “special factors” that are unique to that student. These may include behavior, communication, and assistive technology needs as well as English language acquisition needs for children designated as English Language Learners (ELL), such as: 1. Whether or not a student needs assistive technology devices and/or services; 2. Positive behavior strategies, including Positive Behavior Intervention Plans are designed for any student whose behavior impedes their learning or the learning of others; 3. An ELL student’s language needs are identified and supports articulated; 4. Instruction is provided in Braille for children who are blind or visually impaired; 5. The needs of a child who is deaf or hard of hearing must take into account the child’s language and communication, opportunities for direct communication with peers and professionals in that student’s language and communication mode, academic level, and opportunities for direct instruction. For each child with a disability, beginning when an individual with exceptional needs is starting their high school career and not later than the first IEP to be in effect when the pupil is age 16, the
Chapter 3 – Instructional Planning and the IEP, Charter SELPA As of 04/17/2025 CAHELP Governance Council Approval
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