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Designing Instructional Programs for Students with Significant Support Needs

Research indicates that educating students with significant cognitive disabilities in the general education setting with same-age peers leads to improved outcomes for all students. This training will assist school site teams in the development of standards-aligned, grade-level instruction for students with moderate/severe disabilities in inclusive settings.

Outcomes:

  • Learn how to assess for areas of need and support students in inclusive settings.
  • Plan instruction and strategies for teaching standards-based curriculum.
  • Write developmentally appropriate IEP goals that align with grade-level standards.
  • Understand eligibility for the California Alternate Assessment (CAA).
  • Complete transition assessments in order to write goal-oriented transition plans. Explore graduation options including Certificate of Completion.

LCAP Priority Areas:

Basic Access: Providing all students’ access to fully credentialed teachers, instructional materials that align with state standards, and safe facilities,

State Standards & Common Core: Implementing California’s academic standards, including Common Cores State Standards in English language arts and math, Next Generation Science standards, English language development, history, social science, visual and performing arts, health education and physics education standards.,

Student Achievement: Improving student achievement and outcomes along multiple measures, including test scores, English proficiency, and college and career preparedness.,

Student Engagement: Supporting student engagement, including whether students attend school or are chronically absent.,

Course Access: Ensuring all students have access to classes that prepare them for college & careers, regardless of what school they attend or where they live.,

Other Student Outcomes: Measuring other important student outcomes related to required areas of study, including physical education and the arts.

State Performance Plan Indicators:

Indicator 5: Least Restrictive Environments,

Indicator 13: Secondary Transition

Any of our Regional Trainings can be given at your school site. These Site-Based Trainings are best suited for larger groups, and locations where a version of this training is not already scheduled.

Site-Based Trainings generally require a minimum of 10 participants at your school site. Should you wish to have a Site-Based Training, but do not have enough participants, the SELPA may be able to pair your LEA’s needs with other local SELPA Partners in order to offer the training at your site.

Contact your SELPA Program Specialist to discuss your professional learning needs, and to schedule any site-based trainings.

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