Resources and Web sites
Resources for Closing the Achievement Gap for Students with Individualized Education Programs (IEP) Core Message Area:
- 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. Closing the Achievement Gap: Report of Superintendent Jack O'Connell's California P-16 Council, (January 2008). http://www.closingtheachievementgap.org/cs/ctag/print/htdocs/about_publications.htm
- A Web site that provides access to information on closing the achievement gap for all students, including those with disabilities.
Closing the Achievement Gap (CTAG) Web site
http://www.cde.ca.gov/ls/yd/rs/achievegapyd.asp
- Information aimed at closing California's achievement gap that exists between students who are white and students of color, as well as with English learners, students in poverty, and students with disabilities.
Reading/Language Arts Framework for California Public Schools, Kindergarten Through Grade Twelve, (2007), p. 2, p. 9.
http://www.cde.ca.gov/ci/cr/cf/documents/rlafw.pdf
- A Web site that describes the framework for the California Reading/Language Arts content standards.
What Does it Mean to Improve Access to the General Education Curriculum?
http://www.k8accesscenter.org/training_resources/FrameworkFinal.asp
- A Web site that provides resources about access to the general education curriculum for students with disabilities.
California Content Standards
http://www.cde.ca.gov/be/st/ss/index.asp
- Content standards were designed to encourage the highest achievement of every student.
Mathematics Frameworks for California Public Schools, (2006), p. 228-239.
http://www.cde.ca.gov/ci/ma/cf/documents/mathfrwkcomplete.pdf
- A Web site that describes the framework for the California content standards for Mathematics.
- 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, instruction to reach the same academic achievement expectations as general education students, ongoing and documented monitoring of progress toward IEP goals, and participate in state and districtwide assessments as specified in the IEP.
Standards-based Instruction: Could it Happen in Special Education? A WestEd Webcast
http://www.schoolsmovingup.net/cs/wested/view/e/1968
- This archived Webcast explains how special educators can implement standards-focused instruction and how appropriately written IEPs can support the attainment of grade-level standard skills. Silvia DeRuvo, Special Education Resources Development Specialist for The Center for Prevention and Early Intervention at WestEd, presents information on how teachers can "unpack the standards" to drive instruction that will meet standards-based IEP goals.
Taking Center Stage: A Commitment to Standards-based Education for California's Middle Grades Students, (2001).
http://www.cde.ca.gov/ci/gs/mg/tcs.asp
- Designed to help California's educators successfully implement standards-based education for middle grades students. It provides clear recommendations on how schools can align standards, assessment, accountability, and curriculum to ensure that all students meet grade-level content standards.
Essential Program Components (EPC)
http://www.cde.ca.gov/ta/lp/vl/essentialcomp.asp
- The nine essential program components support academic student achievement in English/reading/language arts and mathematics as measured through grade-span Academic Program Surveys (APS). The EPCs are designed to meet the needs of all students through State Board of Education (SBE)-adopted and standards-aligned instructional materials including interventions, appropriate instructional time and pacing schedules, professional development for teachers and administrators, assignment of fully credentialed highly qualified teachers, use of data obtained from a student achievement monitoring system, instructional support, teacher collaboration, and fiscal support.
- Accommodations and Modifications
All students with IEPs will be provided appropriate accommodations and modifications that allow access to the general education curriculum. This directive can be achieved with the following methodologies, first the student receives accommodations and modifications as determined by the IEP team, reflecting any changes the student may need, without changing the standards or goals he or she is working toward. Second, accommodations and modifications in instruction and assessment should be applied based on each individual student's needs, and documented in the IEP.
Predicting Success, Preventing Failure: An Investigation of the California High School Exit Exam (CAHSEE)
http://www.ppic.org/content/pubs/report/R_608AZR.pdf
- Through funding provided by a private organization, this report looks at various elements of the CAHSEE.
Universal Design for Learning
http://www.k8accesscenter.org/training_resources/terminology.asp
- The Access Center provides a definition of universal access. This site provides information about universal access.
A New IRIS Center Module on Accommodations
http://iris.peabody.vanderbilt.edu/acc/chalcycle.htm
- The IRIS Center is offering its latest STAR Legacy Module, Accommodations: Instructional and Testing Supports for Students with Disabilities.
- Supports and Services
All students with IEPs will have access to IEP identified supports and services that allow access to the general education curriculum. These supports and services help them participate in the Least Restrictive Environment (LRE), educated with non-disabled children in general education settings to the maximum extent appropriate. They also have access to instruction with appropriate supplementary aids, services, and supports as designated on the IEP. In addition, students receive instruction from school personnel who have been trained in specific supports and strategies that have been identified on the IEP.
Instructional Materials in California: An Overview of Standards, Curriculum Frameworks, Instructional Materials Adoptions, and Funding
http://www.cde.ca.gov/ci/cr/cf/documents/instrmatovrvwfin.doc
- A brief introduction to standards, curriculum frameworks, instructional materials adoption, and funding.
IRIS Center
http://iris.peabody.vanderbilt.edu/index.html
- The IRIS Center is a national center that aims to provide high-quality resources for college and university faculty and professional development providers about students with disabilities. IRIS seeks to obtain this goal by providing free, online, interactive training enhancements that translate research about the education of students with disabilities into practice.
Public Policy Institute of California (CAHSEE)
www.ppic.org
- The Public Policy Institute of California (PPIC) is a private nonprofit organization dedicated to informing and improving public policy in California through independent, objective, nonpartisan research.
What Does it Mean to Improve Access to the General Education Curriculum?
http://www.k8accesscenter.org/training_resources/FrameworkFinal.asp
- A Web site that provides resources about access to the general education curriculum for students with disabilities.
California Curriculum Frameworks & Instructional Materials
http://www.cde.ca.gov/ci/cr/cf/index.asp
- Curriculum frameworks provide guidance for implementing the content standards adopted by the State Board of Education.
For questions regarding the Core Message Areas, or Technical Assistance requests, please contact CalSTAT Project Assistant Director Lorie Fennell at 707-843-1199, or lorie.fennell@calstat.org.
Last updated: 03/22/2012