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 process in the general 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 students 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 students who are blind or visually impaired. 5. The needs of students who are deaf or hard of hearing must take into account the student’s language and communication, opportunities for direct communication with peer and professionals in that student’s language and communication mode, academic level and opportunities for direct instruction. For each student 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 IEP must include a statement of needed transition services for the student, including, if appropriate, a statement of the interagency responsibilities or any needed linkages. “Transition Services” means a coordinated set of activities for a student with a disability that:
Chapter 4 – Instructional Planning and the IEP, Desert Mountain SELPA As of 04/18/2025 CAHELP Steering Committee Review
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