In order to most effectively meet the unique needs of each student with a disability, educators must collaborate with a variety of individuals and professionals responsible for each student’s education and well being including other educators, family, service providers, support personnel, and school and district leadership. Collaboration should be focused around gaining the individual expertise and perspective of those working with and caring for each student to more effectively plan and implement instruction and services that meet the needs of students. Collaboration not only helps educators gain a better understanding of a student’s needs but also builds effective relationships among those individuals and professionals who care for and work with the student.
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This document confirms the decision of the individualized education program (IEP) team that the student is eligible to participate in the California Alternate Assessments (CAAs) and the Alternate English Language Proficiency Assessments for California (Alternate ELPAC).
The Definitions of Task Types for the English Language Proficiency Assessments for California (ELPAC) provides context for the Test Blueprints for the Initial ELPAC and the Test Blueprints for the Summative ELPAC.
A comprehensive document on how create focused school and systemwide improvement for students.
How a focus on relationships is driving improvement in Chula Vista