Providing effective instruction for students with disabilities is a flexible and reflective process. Educators must utilize a blend of content knowledge, pedagogical knowledge, and student data to develop, provide and reflect on instructional practices that are designed to improve outcomes for students with disabilities. Instructional planning must be designed around short and long term learning goals and take into consideration general education curriculum, grade level content standards as well as evidence based practices and individual student IEP goals. Another important consideration when planning instruction is incorporating students’ backgrounds, culture, and language to make instruction more relatable and connected to the real world.
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Supports practitioners' new to the CA PG ELSWD in orienting to the organization of the document by providing visual entry points to the contents of the guide. Sections of the guide are organized in a sequential order with hyperlinks to the individual chapters contained therein.
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.
Document to help educators understand the relationship betwwen the 2012 California English Language Development Standards (2012 ELD Standards) and the English Language Development Connectors (ELD Connectors), which are reduced in breadth, depth, and complexity for students with the most significant cognitive disabilities.