Policy – Category 5000 (Students)
BP 5004 – Instructional Planning and the IEP
Table of Contents
BP 5004 – INSTRUCTIONAL PLANNING AND THE IEP.................................................... 1
1.0 I NTRODUCTION ................................................................................................................ 1 2.0 IEP M EETING : P REPARATION , P ROCESS , AND F OLLOW - UP .............................................. 2 2.1 Activities Prior to the Meeting .................................................................................... 3 2.2 Meeting Notification (DMSELPA Form 67) ............................................................... 4 2.3 IEP Team Members..................................................................................................... 4 2.4 Professional Conduct (Civility) .................................................................................. 5 2.5 Responsibilities of Team Members ............................................................................. 6 2.6 Involving General Education Teachers in Implementation of the IEP ....................... 6 2.7 IEP Meeting Agenda ................................................................................................... 6 2.8 Additional Considerations for Writing Effective Individualized Education Programs 7 2.9 Providing a Copy of the IEP to the IEP Team Members ............................................ 7 2.10 IDEA 2004 and the IEP Process................................................................................. 7 2.11 Making IEP Assessments More Meaningful ............................................................. 10 3.0 C REATING M EANINGFUL G OALS .................................................................................... 11 3.1 Writing Goals ............................................................................................................ 11 3.2 Forms for Reporting Progress .................................................................................. 12 4.0 S TUDENTS WHO ARE C ULTURALLY AND L INGUISTICALLY D IVERSE .............................. 12 5.0 T EACHING AND A SSESSING C ALIFORNIA ’ S E NGLISH L ANGUAGE D EVELOPMENT (ELD) AND E NGLISH L ANGUAGE A RTS (ELA) S TANDARDS FOR E NGLISH L EARNERS ......................... 14 5.1 English Language Proficiency Assessments for California (ELPAC) ...................... 15 5.2 A Map for Teaching and Assessing ELD and ELA Standards for English Learners 15 5.3 ELD Standards Alignment with ELA Standards ....................................................... 15 6.0 L INGUISTICALLY A PPROPRIATE G OALS FOR E NGLISH L ANGUAGE L EARNERS ............... 16 6.1 Sample Goals ............................................................................................................ 18 7.0 A PPENDICES ................................................................................................................... 18 8.0 L EGAL R EFERENCES ...................................................................................................... 18
1.0
Introduction
The Individualized Education Program (IEP) document is the foundation that directs instructional planning for the student with exceptional needs. Therefore, the process of preparing for, conducting, and following-up any IEP meeting is crucial. This chapter will
BP 5004 – Instructional Planning and the IEP
Page 1
Desert Mountain Special Education Local Plan Area (DMSELPA) (rev. 10/18)
Made with FlippingBook interactive PDF creator