DMSELPA Policies and Procedures

Policy – Category 5000 (Students)

BP 5004 – Instructional Planning and the IEP

Action Terms

Action Terms

Action Terms

Action Terms

Explain Analyze Complete

Find Use

Record

Compare and contrast…

Draw

Demonstrate proficiency by…

Name

Arrange

Correctly use…

Locate Ask for

Provide Produce

Order Count

Indicate understanding by…

Identify by… Legibly write… Respond by…

Compute Attend to Question

Apply

Perform Measure

Demonstrate

Ignore

Recite

Read and…

3.2

Forms for Reporting Progress

LEAs often have individual forms developed for this purpose. DMSELPA Form 68L is also available. In any case, IDEA 2004 requires that the school/teacher will provide the parent with meaningful information about their child’s progress toward the completion of their goals at least as often as parents of students in general education are provided information about the progress of their children. Should the child not be making satisfactory progress, it is incumbent on the teacher or case carrier to call an IEP meeting to review and revise the goals. It is not acceptable for parents to come to an annual review IEP meeting and learn for the first time that their child has not made significant progress toward their goals.

4.0

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. The Speech- Language Pathologist is consulted to interpret the student’s pragmatic and socialization aspects of language, which include eye contact, facial expression, nonverbal messages and tone. These 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.

BP 5004 – Instructional Planning and the IEP

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Desert Mountain Special Education Local Plan Area (DMSELPA) (rev. 10/18)

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