Core Message Area: Closing the Achievement Gap for Students with Individualized Education Programs (IEP)
"The following four core (common) messages represent essential components addressing access to the general education curriculum for students with Individualized Education Programs (IEP). These tenants or principles focus particularly on access to the grade-level California content standards." These core messages are supported by research, the Individuals with Disabilities Education Act 2004 (IDEA), and No Child Left Behind (NCLB).
Background on Core Message Areas:
A focus of the State Personnel Development Grant (SPDG), a federally funded grant, is to communicate common messages to the field about selected topics. These common, or core messages, articulate critical research findings and essential components of effective application. All core messages have been identified by experts in the field and have been approved by the California Department of Education, Special Education Division.
California Services for Technical Assistance and Training (CalSTAT), through SPDG funds, will support trainings and technical assistance, (http://www.calstat.org/ta.html) requests that reflect any or all of the Core Message Areas. After reading the Core Message Area topics, just select any of the Resources and Web site links listed after each topic to view the messages and supporting research.
CORE MESSAGE AREA: Closing the Achievement Gap for Students with Individualized Education Programs (IEP)
- Access to the General Education Curriculum
All students have access to the general education curriculum to allow them the opportunity to learn content-based, grade-level standards that can increase their academic achievement.
Access to the general education curriculum for students with IEPs means they:
- Have individualized, strength-based, culturally appropriate goals
- Engage in learning the content and skills that define the general education curriculum. This refers to the same curriculum that is taught to students without disabilities
- Receive access and achieve educational outcomes based on high standards, and have equal educational opportunities as their same age peers
- Demonstrate academic growth on statewide assessments that are directly linked to California content standards.
- Receive equal opportunity to participate in non-academic and extracurricular activities
- Participation and Progress in the General Education Curriculum
All students will participate and make progress in the general education curriculum, as appropriate, in order to increase their academic achievement.
Participation and progress in the general education curriculum as determined by the IEP team means students with IEPs:
- Receive appropriate educational services by the school staff that support student learners regardless of abilities or challenges
- Receive instruction that is based on school personnel’s high expectations that allows the students to reach the same academic achievement as non-disabled age peers
- Receive ongoing and documented monitoring of progress toward meeting the IEP goals
- Participate in state and districtwide assessments, with or without accommodations and/or modifications, as specified in the IEP
- Accommodations and Modifications
All students with IEPs will be provided appropriate accommodations and modifications that allow access to the general education curriculum which means they:
- Receive accommodations as determined by the IEP team that reflect changes in the way a student accesses learning without changing the actual standards a student is working toward
- Receive modifications as determined by the IEP team that will reflect changes in the way a student accesses learning which changes the actual standards a student is working toward
- Receive accommodations and modifications in instruction and assessments based on individual student need and documented in the IEP
- Supports and Services
All students with IEPs will have access to IEP identified supports and services that allow access to the general education curriculum which means they:
- Participate in the Least Restrictive Environment (LRE) educated with non-disabled children in general education settings to the maximum extent appropriate
- Participate in instruction with appropriate supplementary aids, services, and supports as designated on the IEP
- Participate with school personnel who have been trained in specific supports and strategies that have been identified on the IEP
For questions regarding the Core Message Areas, or Technical Assistance requests, please contact CalSTAT Project Assistant Director Lorie Fennell at 707-843-1199, or email@example.com.
Last updated: 03/12/2012