1 / 64

Sonoma SELPA SESR 2012-13 Training for Corrective Actions

Sonoma SELPA SESR 2012-13 Training for Corrective Actions. Slides developed by Sonoma County SELPA Program Specialists: Judy Adams, Kelly Brooks, Nikarre Redcoff. Sonoma SELPA SESR: 12-13 Training. TOPIC: Assessment. Area: Assessment Plan     (AP) Item: 2-1-1 Slide 1 of 2.

seth
Télécharger la présentation

Sonoma SELPA SESR 2012-13 Training for Corrective Actions

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Sonoma SELPA SESR 2012-13Training for Corrective Actions Slides developed by Sonoma County SELPA Program Specialists: Judy Adams, Kelly Brooks, Nikarre Redcoff

  2. Sonoma SELPA SESR: 12-13 Training TOPIC: Assessment Area: Assessment Plan     (AP) Item: 2-1-1 Slide 1 of 2 • The district must provide the Assessment Plan: • within 15 days of the date of referral. Do not count school vacations longer than 5 days in the timeline (15 day timeline recommences when school reconvenes) REFERENCES Procedural Handbook p.18- 19 34 CFR 300.503 (a) &(c), 34 CFR 300.304 (c), (l) (iv) & (v), 30 EC 56321 (a) & (b) We will address our barriers to compliance by: _____________________________

  3. Sonoma SELPA SESR: 12-13 Training TOPIC: Assessment Area: Assessment Plan     (AP) Item: 2-1-1 Slide 2 of 2 • Provide the Assessment Plan (continued): • within 10 days of next school year if the pupil was referred 10 days or less prior to the end of the school year • in the primary language or mode of communication used by the parent, unless it is not feasible to do so REFERENCES Procedural Handbook p.18- 19 34 CFR 300.503 (a) &(c), 34 CFR 300.304 (c), (l) (iv) & (v), 30 EC 56321 (a) & (b) We will address our barriers to compliance by: _____________________________

  4. Sonoma SELPA SESR: 12-13 Training TOPIC: Assessment Area: Assessment Plan     (AP) Item: 2-1-1.7 • The AP must contain documentation of parent consent and the date the consent was obtained • Keep the signed and dated AP in the student’s file REFERENCES Procedural Handbook, p.19 20 USC 1414(a)(1)(c)(I), 34 CFR 300.000(c) 30 EC 56321 We will address our barriers to compliance by: _____________________________

  5. Sonoma SELPA SESR: 12-13 Training TOPIC: Assessment Area: Assessment Process Item: 2-1-1.8 Slide 1 of 2 • The assessment process must contain a description of any recent assessments, including any available independent assessments and any information the parent requested to be considered REFERENCES Procedural Handbook, p.19 34 CFR 300.305 (a) (l) 30 EC 56321 (e) 30 EC 56381 (a) (l) 5 CCR 3022 We will address our barriers to compliance by: _____________________________

  6. Sonoma SELPA SESR: 12-13 Training TOPIC: Assessment Area: Assessment Process Item: 2-1-1.8 Slide 2 of 2 • Data to develop the AP may be obtained from pre-referral activities such as the SST process, and review of the following SELPA IEP forms: • Referral form • Request for Parent Information for IEP Meeting (#45) • General Education Teacher Input for the IEP (#46 ) REFERENCES Procedural Handbook, p.19 34 CFR 300.305 (a) (l) 30 EC 56321 (e) 30 EC 56381 (a) (l) 5 CCR 3022 We will address our barriers to compliance by: _____________________________

  7. Sonoma SELPA SESR: 12-13 Training TOPIC: Assessment Area: Assessment     Process Item: 2-1-1.9 Slide 1 of 2 • Based on a review of existing evaluation info & input from the parents, the assessment process must identify whether additional data are needed to determine: • eligibility • present levels of performance • the child’s need for special education services • any modifications needed to enable the child to meet the goals and to participate in the general curriculum REFERENCES Procedural Handbook, p.18 34 CFR 300.305 (a) (2) 30 EC 56381 (b) (2) We will address our barriers to compliance by: _____________________________

  8. Sonoma SELPA SESR: 12-13 Training TOPIC: Assessment Area: Assessment Process Item: 2-1-1.9 Slide 2 of 2 • This data may be obtained from pre-referral activities such as the SST process, and review of the following SELPA forms: • Referral for Special Education and Related Services (#21A) • Request for Parent Information for IEP Meeting (#45) • General Education Teacher Input for the IEP (#46 ) REFERENCES Procedural Handbook, p.18 34 CFR 300.305 (a) (2) 30 EC 56381 (b) (2) We will address our barriers to compliance by: _____________________________

  9. Sonoma SELPA SESR: 12-13 Training TOPIC: Assessment Area: IEEs Item: 2-1-2.2 Slide 1 of 2 • The District must provide evidence that the LEA informs parents of their right to obtain, at public expense, an Independent Educational Evaluation (IEE) if the parent disagrees with the assessment conducted by the LEA REFERENCES Procedural Handbook, p.23-25 34 CFR 300.504 30 EC 56506 (c) We will address our barriers to compliance by: _____________________________

  10. Sonoma SELPA SESR: 12-13 Training TOPIC: Assessment Area: IEEs Item: 2-1-2.2 Slide 2 of 2 • Documentation is recorded on: • SELPA form 6a, Signature and Parent Consent • Direct the parent to initial the box next to the statement “Parent has received a copy of the Procedural Safeguards” REFERENCES Procedural Handbook, p.23-25 34 CFR 300.504 30 EC 56506 (c) We will address our barriers to compliance by: _____________________________

  11. Sonoma SELPA SESR: 12-13 Training TOPIC: Assessment Area: Assessment Report Item: 2-3-1.4 Slide 1 of 3 • The Assessment Report must include information related to enabling the student to be involved in and progress in the general education curriculum or, for preschool students, to participate in appropriate activities • This statement may be the same or similar to the statement required on SELPA IEP form #1, Eligibility REFERENCES We will address our barriers to compliance by: _____________________________

  12. Sonoma SELPA SESR: 12-13 Training TOPIC: Assessment Area: Assessment Report Item: 2-3-1.4 Slide 2 of 3 • Write a statement which describes the disability and its impact such as: • “Auditory processing deficits adversely impact the student’s ability to complete activities within the general education setting” • “Significant speech and language deficits interfere with the student’s ability to interact with other students in the preschool setting” REFERENCES We will address our barriers to compliance by: _____________________________

  13. Sonoma SELPA SESR: 12-13 Training TOPIC: Assessment Area: Assessment Report Item: 2-3-1.4 Slide 3 of 3 • Document this information on the appropriate SELPA form: • Psycho-Educational Assessment Report, SELPA form #43a R • Assessment Report, SELPA form #43b R REFERENCES We will address our barriers to compliance by: _____________________________

  14. Sonoma SELPA SESR: 12-13 Training TOPIC: IEP Area: IEP Timeline Item: 3-1-1 • An IEP must be developed and implemented for each student at least once each year, in accordance with federal and state statutes • The IEP team shall review the pupil’s IEP periodically, but not less frequently than annually • The current IEP must be contained in the student’s record REFERENCES Procedural Handbook, p. 29 EC 56043(d) We will address our barriers to compliance by: _____________________________

  15. Sonoma SELPA SESR: 12-13 Training TOPIC: IEP Area: IEP Contents Item: 3-2-3 • The IEP shall show a direct relationship between the present levels of performance, the goals and objectives, and the specific educational services to be provided • There must be a logical consistency between the Assessment Report, the student’s present levels of performance, the goals and objectives, and the specific educational services to be provided Note: Consider using Ed. Benefit worksheets from SESR process as a training tool REFERENCES Procedural Handbook, p. 28 CCR, Title 5; 3040 SESR Worksheets: Ed Benefit Protocol & Ed Benefit Review Process We will address our barriers to compliance by: _____________________________

  16. Sonoma SELPA SESR: 12-13 Training TOPIC: IEP Area: IEP Contents Item: 3-2-5 The IEP should include a description of the program modifications and supports for school personnel that will be provided to enable the child to advance toward annual goals; to be involved in and progress in the general curriculum. REFERENCES Procedural Handbook, p. 26 CCR, 20 USC 1414(d)(1)(A)(i)(IV)(aa), (bb), and (cc), 34 CFR 300.320(a) (4), 30 EC 56345(a)(4)(A)(B)(C). We will address our barriers to compliance by: _____________________________

  17. Sonoma SELPA SESR: 12-13 Training TOPIC: IEP Area: Progress Reporting Item: 3-2-7 • The IEP includes: a) a description of how the student's progress toward meeting the annual goals described will be measured,b) a description of when periodic reports on the progress will be provided • c) a statement of how the student's parents will be regularly informed by such means as periodic report cards at least as often as are parents of nondisabled students regarding progress toward annual goals REFERENCES Procedural Manual, p.26 20 USC 1414(d)(1)(A)(i)(III), 34 CFR 300.320 (3) (ii), 30 EC 56345(a)(3). We will address our barriers to compliance by: _____________________________

  18. Sonoma SELPA SESR: 12-13 Training TOPIC: IEP Area: IEP Notification Item: 3-3-5, 3-3-5.1, 3-3-5.2 The district notification to parents must indicate the purpose, time, and location of the meeting and who will be in attendance. It must also indicate that the parent has the right to invite other individuals who have knowledge or special expertise regarding the child including related services personnel as appropriate. The determination of the knowledge or special expertise of any individual described shall be made by the parent who invited the individual to be a member of the IEP. REFERENCES CCR, Title 5; 3040 SESR Worksheets: Ed Benefit Protocol & Ed Benefit Review Process We will address our barriers to compliance by: _____________________________

  19. Sonoma SELPA SESR: 12-13 Training TOPIC: IEP Area: IEP Team- Parent      Participation Slide 1 of 3 Item: 3-4-1.1 • The IEP team shall include one or both of the pupil’s parents, a representative selected by a parent, or both • Each LEA shall take steps to ensure that the parents or guardians are present at each IEP meeting, or are afforded the opportunity to participate REFERENCES Procedural Handbook, p. 31 EC 56341; EC 56341.5 We will address our barriers to compliance by: _____________________________

  20. Sonoma SELPA SESR: 12-13 Training TOPIC: IEP Area: IEP Team- Parent      Participation Slide 2 of 3 Item: 3-4-1.1 • Documentation: • Mail SELPA IEP form # 24, Notice of Meeting; Individualized Education Plan, at least 2 weeks, if not more, prior to the meeting • Document in writing all attempts made to ensure that the parent will attend e.g.: Meeting Notice, phone calls, letters. Keep a copy of such documentation in the pupil’s file. • On SELPA IEP form #6, Signature and Parent Consent, direct the parent to initial the box to the right of the statement “As a means of improving services and results for your child, did the school facilitate parent involvement?“. To facilitate this, ask “Do you have any additional input to add?” frequently throughout the IEP meeting REFERENCES Procedural Handbook, p. 31 EC 56341; EC 56341.5 We will address our barriers to compliance by: _____________________________

  21. Sonoma SELPA SESR: 12-13 Training TOPIC: IEP Area: IEP Team- Parent      Participation Slide 2 of 3 Item: 3-4-1.1 • Documentation (Con’t): • If parent can not attend the meeting and efforts have been made to schedule the meeting at a mutually convenient time, offer alternative means for parent participation, such as • Participate by phone • ‘Skype’ IEP meeting • Other? Remember to document! • On SELPA IEP form #6, Signature and Parent Consent, direct the parent to initial the box to the right of the statement “As a means of improving services and results for your child, did the school facilitate parent involvement?“. To facilitate this, ask “Do you have any additional input to add?” frequently throughout the IEP meeting REFERENCES Procedural Handbook, p. 31 EC 56341; EC 56341.5 We will address our barriers to compliance by: _____________________________

  22. Sonoma SELPA SESR: 12-13 Training TOPIC: IEP Area:Required members of     the IEP Team: Gen     Ed Teacher     requirements Item: 3-4-1.2 • Not less than one gen ed teacher, if the pupil is, or may be, participating in the gen ed environment • The gen ed teacher shall, to the extent appropriate, – • participate in the development, review, and revision of the IEP • assist in the determination of appropriate positive behavioral interventions and supports as appropriate, and • help determine strategies, supplementary aids and services, modifications, and supports for school personnel for the pupil REFERENCES Procedural Handbook, p. 31 EC 56341(2) We will address our barriers to compliance by: _____________________________

  23. Sonoma SELPA SESR: 12-13 Training TOPIC: IEP Area: IEP Team Item: 3-4-4 Slide 1 of 3 • An IEP team member shall not be required to attend an IEP meeting, in whole or in part, if the parent and the LEA agree that the member’s attendance is not necessary, as the member’s area is not being discussed OR… REFERENCES Procedural Handbook, p. 32-33 EC 56341(f); (g) We will address our barriers to compliance by: _____________________________

  24. Sonoma SELPA SESR: 12-13 Training TOPIC: IEP Area: IEP Team Item: 3-4-4 Slide 2 of 3 • When the meeting involves a discussion of the member’s area, the member may be excused if - • 1) The parent and the LEA consent to the excusal after conferring with the member, and • 2) The member submits in writing to parent and IEP team, input into the development of the IEP prior to the meeting • 3) The parent’s consent shall be in writing REFERENCES Procedural Handbook, p. 32-33 EC 56341(f); (g) We will address our barriers to compliance by: _____________________________

  25. Sonoma SELPA SESR: 12-13 Training TOPIC: IEP Area: IEP Team Item: 3-4-4 Slide 3 of 3 NOTE: The best practice is for the team members to participate in the entire IEP. A general education teacher who just comes in and reports on how the student is doing in class is not really participating in the development of the IEP by listening to the student’s skills and needs, and contributing ideas as to how and if skills can be addressed in the general education setting. And if the teacher does come in and leave before the end of the meeting, again, you must get a signed excusal form REFERENCES Procedural Handbook, p. 32-33 EC 56341(f); (g) We will address our barriers to compliance by: _____________________________

  26. Sonoma SELPA SESR: 12-13 Training From the time the student is 16, or younger as appropriate, each annual IEP must include courses of study focusing on improving the academic and functional achievement to facilitate the student’s movement from school to post school REFERENCES We will address our barriers to compliance by: _____________________________ TOPIC: Transitions Area: ITPs: Courses of     Study Item: 3-6-1 Slide 1 of 2

  27. Sonoma SELPA SESR: 12-13 Training A course of study must be included to help the student meet transition goals Course of study includes those classes that support students in completing their Transition goals. For example, Sam wants to be an auto mechanic. Course of study-ROP auto shop For students who will be obtaining their diploma, course of study includes high school credits earned, and courses pending REFERENCES We will address our barriers to compliance by: _____________________________ TOPIC: Transitions Area: ITPs: Courses of     Study Item: 3-6-1 Slide 2 of 2

  28. Sonoma SELPA SESR: 12-13 Training Transition Services must be indicated focusing on academic and functional achievement. Check the appropriate box on the ITP form for the Transition Services(s) that support the post secondary goals and describe the activities that fall under that Transition Service REFERENCES We will address our barriers to compliance by: _____________________________ TOPIC: Transitions Area: Transition Services Item: 3-6-2 Slide 1 of 2

  29. Sonoma SELPA SESR: 12-13 Training Examples of Transition Services and activities: REFERENCES We will address our barriers to compliance by: _____________________________ TOPIC: Transitions Area: Transition Services Item: 3-6-2 Slide 2 of 2

  30. Sonoma SELPA SESR: 12-13 Training Measurable Post-secondary Goals (MPSG), based on age appropriate transition assessments, must be developed for: 1. Education 2. Employment 3. If appropriate, Independent Living Skills – traditionally for students with mod to severe disabilities, but consider them for all (e.g., budgeting for SLD student) REFERENCES TOPIC: Transitions Area: ITP goals Item 3-6-2.1.2 Slide 1 of 7 We will address our barriers to compliance by: _____________________________

  31. Sonoma SELPA SESR: 12-13 Training Examples of MPSGs: Education/Training (required): “Billy will enroll at Santa Rosa Junior College and complete requirements to receive his AA degree.” “Within 1 year of completing high school, Susan will complete a program to receive a beautician’s license.” REFERENCES We will address our barriers to compliance by: _____________________________ TOPIC: Transitions Area: ITP goals Item: 3-6-2.1.2 Slide 2 of 7

  32. Sonoma SELPA SESR: 12-13 Training Examples of MPSG cont… Employment (required): “Upon completion of high school, Susan will work part-time in her aunt’s shop as a receptionist to gain experience in the beauty salon industry.” REFERENCES We will address our barriers to compliance by: _____________________________ TOPIC: Transitions Area: ITP goals Item: 3-6-2.1.2 Slide 3 of 7

  33. Sonoma SELPA SESR: 12-13 Training Examples of MPSG cont… Independent Living (if appropriate): “Upon completion of high school, Martin will live semi-independently with a roommate in an assisted living apartment with supports through Disability Services.” REFERENCES We will address our barriers to compliance by: _____________________________ TOPIC: Transitions Area: ITPs goals Item: 3-6-2.1.2 Slide 4 of 7

  34. Sonoma SELPA SESR: 12-13 Training Examples of MPSG cont… Independent Living for higher skilled student: “Upon completion of high school, Mary will manage her finances, paying all bills on time” REFERENCES We will address our barriers to compliance by: _____________________________ TOPIC: Transitions Area: ITPs goals Item: 3-6-2.1.2 Slide 4 of 7

  35. Sonoma SELPA SESR: 12-13 Training Note: Avoid terms like “explore”, “try”, or “enroll” (without the student completing a program). There must be a measurable outcome; the goal should not just reflect a process REFERENCES We will address our barriers to compliance by: _____________________________ TOPIC: Transitions Area: ITP goals Item: 3-6-2.1.2 Slide 5 of 7

  36. Sonoma SELPA SESR: 09-10 Training MPSGs must be based on: age appropriate transition assessment information from one or more sources the student’s needs, and the student’s strengths, preferences or interests regarding the postsecondary goals REFERENCES We will address our barriers to compliance by: _____________________________ TOPIC: Transitions Area: ITP goals Items: 3-6-2.1.2 Slide 6 of 7

  37. Sonoma SELPA SESR: 12-13 Training Examples of Assessments: Informal: *Interviews and questionnaires *Curriculum-based assessments *Transition planning inventories Formal: *Achievement or aptitude tests *Interest inventories *Intelligence tests *Career development measures REFERENCES We will address our barriers to compliance by: _____________________________ TOPIC: Transitions Area: ITP goals Items: 3-6-2.1.2 Slide 7 of 7

  38. Sonoma SELPA SESR: 12-13 Training ITPs must include transition services based on the student’s needs, preferences and interests Transition Service Codes are listed on the On-line SELPA IEP form 1a (800 numbers. See next slide for Transition Code #s.) At least one service must be selected for: Education/Training and Employment And if appropriate, Independent Living REFERENCES: We will address our barriers to compliance by: _____________________________ TOPIC: Transitions Area:Transition Services     documentation Items: 3-6-2.4, 3-6-2.5

  39. Sonoma SELPA SESR: 12-13 Training Transition Service Codes: 820- College awareness 860- Mentoring 830- Vocational Assessment, counseling & guidance 840- Career awareness 850- Work experience ed 855- Job coaching 865- agency linkages 890- Other transition service REFERENCES: CASEMIS Technical Assistance Guide We will address our barriers to compliance by: _____________________________ TOPIC: Transitions Area: Transition Services     Codes Items: 3-6-2.4, 3-6-2.5

  40. Sonoma SELPA SESR: 12-13 Training Transition Service Codes mustalso be entered on the Services page of the IEP REFERENCES We will address our barriers to compliance by: _____________________________ TOPIC: Transitions Area:Transition Services     Documentation Items: 3-6-2.4, 3-6-2.5

  41. Sonoma SELPA SESR: 12-13 Training TOPIC: Preschool Area: IEP Part C to B Transitions Item: 7-4-1 All children transitioning from Part C to Part B: • MUST have an IEP developed and implemented no later than their third birthday • NOTE: School breaks are not an acceptable reason to delay implementation REFERENCE ECSE Series Handbooks CDE website: http://www.cde.ca.gov/sp/se/fp/ecseries.asp We will address our barriers to compliance by: _____________________________

  42. Sonoma SELPA SESR: 12-13 Training TOPIC: Preschool            Special            Education Area: IEP Team          Members Item: 7-4-3 • Document that at least one gen ed teacher attends each IEP when a student is or may be participating in a gen ed environment • If the child attends a preschool speech program (not an SDC), a gen ed teacher need not attend • If the child attends a SDC, then a gen ed teacher must attend. • The gen ed teacher must be a preschool teacher unless the student is transitioning into Kindergarten REFERENCE ECSE Series Handbooks CDE website: http://www.cde.ca.gov/sp/se/fp/ecseries.asp We will address our barriers to compliance by: _____________________________

  43. Sonoma SELPA SESR: 12-13 Training TOPIC: ELL Area: CELDT (Testing) Item: 10-2-3 • The IEP team must consider results of the child’s performance on statewide assessments and consider the language needs of English Learners as those needs relate to the IEP • Document on SELPA forms: • Psycho-Educational Assessment, #43a • Assessment Report, #43b • Present Levels of Academic Achievement and Functional Performance, #2 • Special Factors, #3a • Statewide Assessment, #3b • IEP Notes, #7 REFERENCES 34 CFR 300.324 (a) We will address our barriers to compliance by: _____________________________

  44. Sonoma SELPA SESR: 12-13 Training TOPIC: ELL Area: CELDT (Testing) Item: 10-2-4 • The IEP must include a determination of whether the CELDT is administered with or without modifications, accommodations, or through an alternate means • Write the documentation on the following SELPA forms: • Statewide Assessments, form 3b, page 2 • Notes, form #7 (if further explanation is needed) REFERENCES 34 CFR 300.320 5 CCR 11516 We will address our barriers to compliance by: _____________________________

  45. Sonoma SELPA SESR: 12-13 Training TOPIC: ELL Area: CELDT (Testing), :      Linguistically     Appropriate Goals Item: 10-2-5 Slide 1 of 19 • The IEP must include linguistically appropriate goals, objectives, programs, and services including English language development activities which lead to English proficiency • The IEP team must include staff members who have expertise in English language development and can interpret the results of the CELDT testing and primary language testing, when applicable REFERENCES 34 CFR 300.320 5 CCR 3001 EC 56345(b) We will address our barriers to compliance by: _____________________________

  46. Sonoma SELPA SESR: 12-13 Training TOPIC: ELL Area: Development of the      IEP : Linguistically     Appropriate Goals Item: 10-2-5 Slide 2 of 19 • Linguistically Appropriate Goals and Objectives (LAGOS) shall: • Be appropriate for the cognitive level of the student • Be appropriate for the linguistic level of the student • Match the developmental level of the student’s primary (L1) or secondary (L2) language • Match the student’s general education transition criteria and reclassification policy (I.e., from EL to FEP) • Access the student’s prior knowledge and experiences • Affirm the student’s cultural heritage REFERENCES 34 CFR 300.320 5 CCR 3001 EC 56345(b) We will address our barriers to compliance by: _____________________________

  47. Sonoma SELPA SESR: 12-13 Training TOPIC: ELL Area: Development of the     IEP : Linguistically     Appropriate Goals Item: 10-2-5 Slide 3 of 19 • LAGOS should be aligned to the California English Language Standards • Available for download at www.cde.ca.gov/be/st/ss/index.asp REFERENCES 34 CFR 300.320 5 CCR 3001 EC 56345(b) We will address our barriers to compliance by: _____________________________

  48. Sonoma SELPA SESR: 12-13 Training TOPIC: ELL Area: Development of the     IEP : Linguistically     Appropriate Goals Item: 10-2-5 Slide 4 of 19 • “Students who enter CA schools in grades K-12 not literate in their primary language need to be taught the ELD literacy standards for earlier grade levels, including those standards related to phonemic awareness, concepts of print, and decoding skills” (CDE ELD Standards document) REFERENCES 34 CFR 300.320 5 CCR 3001 EC 56345(b) We will address our barriers to compliance by: _____________________________

  49. Sonoma SELPA SESR: 12-13 Training TOPIC: ELL Area: Development of the     IEP : Linguistically     Appropriate Goals Item: 10-2-5 Slide 5 of 19 If the EL student is taught using alternative-curriculum that focuses on ‘life skills’, a minimum of two (2) benchmarks or objectives must be developed REFERENCES 34 CFR 300.320 5 CCR 3001 EC 56345(b) We will address our barriers to compliance by: _____________________________

  50. Sonoma SELPA SESR: 12-13 Training TOPIC: ELL Area: Development of the     IEP : Linguistically     Appropriate Goals Item: 10-2-5 Slide 6 of 19 • Structure of a linguistically appropriate goal (Domain, Strand, Sub-strand, Level, Grade): Sample 1 of Goal Structure: • Domain: Listening & Speaking • Strand: Strategies and Applications • Sub-strand: Comprehension • Level: Beginning • Grade: K-2 REFERENCES 34 CFR 300.320 5 CCR 3001 EC 56345(b) We will address our barriers to compliance by: _____________________________

More Related