Chapter 4: 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 the student with exceptional needs. Therefore, the process of preparing for, conducting, and following-up 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 SELPA IEP is used by all Local Education Agencies (LEAs) within the SELPA and includes all required components. 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 and frequency of service. Each participating LEA shall assure that each student with a disability is
Chapter 4 – Instructional Planning and the IEP, Desert Mountain SELPA As of 04/18/2025 CAHELP Steering Committee Review
Page 1
Made with FlippingBook interactive PDF creator