• Practical skills—activities of daily living (personal care), occupational skills, health care, travel/transportation, schedules/routines, safety, use of money, use of the telephone as part of the IEP team decision. As part of the IEP team decision, the team also should consider the following: • Community environment typical of the student’s peers and culture; • Linguistic diversity; and • Cultural differences in the way people communicate, move, and behave. 2. The student is learning content derived from the CA CCSS or the CA NGSS or is acquiring proficiency as identified in the 2012 ELD Standards. Goals and instruction listed in the IEP for the student are linked to the grade-level CA CCSS, CA NGSS, or 2012 ELD Standards and address knowledge and skills that are appropriate and set high expectations for this student. The student’s disability or multiple disabilities affect how instruction is presented and how the student accesses curriculum derived from the CA CCSS, CA NGSS, and/or 2012 ELD Standards. The content the student is learning is derived from the CA CCSS, CA NGSS, or 2012 CA ELD Standards, and appropriately breaks the standards into smaller achievable steps. The National Center and State Collaborative has derived these smaller steps from the CCSS to guide instruction, and they are called Core Content Connectors. Science Connectors also were derived from the CA NGSS standards. A Connector is a representation of the essential “core” content of a given state instructional standard. Each Connector was identified by examining learning progressions aligned with the CA CCSS or CA NGSS to determine the critical content for students with the most significant cognitive disabilities. 3. The student needs extensive, direct individualized instruction and substantial supports to achieve measurable gains in the grade-level and age-appropriate curriculum, including the following : • Instruction and support that are not of a temporary or transient nature; and • Substantially adapted materials and individualized methods of accessing information in alternative ways to acquire, maintain, generalize, demonstrate, and transfer skills across multiple settings; The IEP team also should consider the following information to determine whether the CAAs are appropriate for an individual student: • Description of the student’s curriculum and instruction, including data on progress Classroom work samples and data;
Chapter 4 – Instructional Planning and the IEP, Desert Mountain SELPA As of 04/18/2025 CAHELP Steering Committee Review
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