Forms for Reporting Progress The Special Education Information System contains forms for LEA staff to use to provide parents with meaningful information about their child’s goal progress throughout the year. Conclusion By ensuring alignment between the Present Levels of Performance, goals, and services, the IEP team can create a legally compliant and effective plan that supports meaningful progress for students. IEP goals must be measurable, ambitious, and tailored to the student’s individual needs, as required by federal and state law, ensuring that students receive appropriate educational support. Section C – Students who are Culturally and Linguistically Diverse Students who are culturally and linguistically diverse have four initial areas of consideration for their school program. First, the language of instruction is considered. According to the IDEA, some students will need special education, which could include related speech and language services. While language diversity may be one of the most frequently discussed topics concerning academic achievement, it is important for an IEP team to consider and document the effect of a student being a second-language learner on his or her ability to make progress in the general education curriculum. To choose the language of instruction, the IEP team considers where on the continuum of language acquisition the student assesses for both the primary language and English. Assessment data are used to determine if errors are made because of lack of exposure to the curriculum and if exposure has been adequate to master the primary language. A determination is made as to whether the student is struggling with second-language learning or has one or more disabilities that impact learning progress. Critical considerations that can help guide the IEP team through the decision-making process include determining the student’s dominant language in various settings and assessing their proficiency in both the primary language and English for social and academic purposes. The team should also consider the styles of verbal interaction used in each language, the extent of the student’s exposure to verbal interactions in English, and the sources of that exposure, such as family, peers, television, or book reading. Additionally, it is important to evaluate whether the student’s language behaviors align with those of other second-language learners and to review any
previous language interventions, including their duration and outcomes. For further information, refer to Education Code sections 313 and 420 - 421.
Chapter 3 – Instructional Planning and the IEP, Charter SELPA As of 04/17/2025 CAHELP Governance Council Approval
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