Sonoma SELPA SESR 2012-13
Training for Corrective Actions
Slides developed by Sonoma County SELPA Program
Specialists: Judy Adams, Kelly Brooks, Nikarre
Redcoff
Sonoma SELPA SESR: 12-13 Training
TOPIC: Assessment
Area: Assessment
Plan
(AP)
Item: 2-1-1
Slide 1 of 2
REFERENCES
Procedural Handbook p.1819
34 CFR 300.503 (a) &(c),
34 CFR 300.304 (c), (l) (iv)
& (v), 30 EC 56321 (a) &
(b)

The district must provide
the Assessment Plan:

within 15 days of the date of
referral. Do not count school
vacations longer than 5 days
in the timeline (15 day
timeline recommences when
school reconvenes)
We will address our barriers to compliance by: _____________________________
Sonoma SELPA SESR: 12-13 Training
TOPIC: Assessment
Area: Assessment
Plan (AP)
Item: 2-1-1

Provide the Assessment
Plan (continued):

within 10 days of next school
year if the pupil was referred
10 days or less prior to the
end of the school year

in the primary language or
mode of communication
used by the parent, unless it
is not feasible to do so
Slide 2 of 2
REFERENCES
Procedural Handbook p.1819
34 CFR 300.503 (a) &(c),
34 CFR 300.304 (c), (l) (iv)
& (v), 30 EC 56321 (a) &
(b)
We will address our barriers to compliance by: _____________________________
Sonoma SELPA SESR: 12-13 Training
TOPIC: Assessment
Area: Assessment
Plan
(AP)
Item: 2-1-1.7

The AP must contain
documentation of parent
consent and the date the
consent was obtained

Keep the signed and dated
AP in the student’s file
REFERENCES
Procedural Handbook, p.19
20 USC 1414(a)(1)(c)(I),
34 CFR 300.000(c) 30
EC 56321
We will address our barriers to compliance by: _____________________________
Sonoma SELPA SESR: 12-13 Training
TOPIC: Assessment
Area: Assessment Process
Item: 2-1-1.8
Slide 1 of 2
REFERENCES
Procedural Handbook, p.19
34 CFR 300.305 (a) (l)
30 EC 56321 (e)
30 EC 56381 (a) (l)
5 CCR 3022

The assessment process
must contain a description
of any recent assessments,
including any available
independent assessments
and any information the
parent requested to be
considered
We will address our barriers to compliance by: _____________________________
Sonoma SELPA SESR: 12-13 Training
TOPIC: Assessment
Area: Assessment Process
Item: 2-1-1.8
Slide 2 of 2

Data to develop the AP may
be obtained from pre-referral
activities such as the SST
process, and review of the
following SELPA IEP forms:

REFERENCES
Procedural Handbook, p.19
34 CFR 300.305 (a) (l)
30 EC 56321 (e)
30 EC 56381 (a) (l)
5 CCR 3022


Referral form
Request for Parent Information
for IEP Meeting (#45)
General Education Teacher
Input for the IEP (#46 )
We will address our barriers to compliance by: _____________________________
Sonoma SELPA SESR: 12-13 Training

TOPIC: Assessment
Area:
Assessment
s
Item: 2-1-1.9
Proces
Slide 1 of 2
Based on a review of existing
evaluation info & input from the
parents, the assessment process
must identify whether additional
data are needed to determine:



REFERENCES
Procedural Handbook, p.18
34 CFR 300.305 (a) (2)
30 EC 56381 (b) (2)

eligibility
present levels of performance
the child’s need for special
education services
any modifications needed to enable
the child to meet the goals and to
participate in the general
curriculum
We will address our barriers to compliance by: _____________________________
Sonoma SELPA SESR: 12-13 Training

TOPIC: Assessment
Area: Assessment Process
Item: 2-1-1.9
Slide 2 of 2
This data may be obtained
from pre-referral activities
such as the SST process,
and review of the following
SELPA forms:

REFERENCES
Procedural Handbook, p.18
34 CFR 300.305 (a) (2)
30 EC 56381 (b) (2)


Referral for Special
Education and Related
Services (#21A)
Request for Parent
Information for IEP Meeting
(#45)
General Education Teacher
Input for the IEP (#46 )
We will address our barriers to compliance by: _____________________________
Sonoma SELPA SESR: 12-13 Training
TOPIC: Assessment
Area: IEEs
Item: 2-1-2.2
Slide 1 of 2
REFERENCES
Procedural Handbook,
p.23-25
34 CFR 300.504
30 EC 56506 (c)

The District must provide
evidence that the LEA
informs parents of their
right to obtain, at public
expense, an Independent
Educational Evaluation
(IEE) if the parent
disagrees with the
assessment conducted by
the LEA
We will address our barriers to compliance by: _____________________________
Sonoma SELPA SESR: 12-13 Training
TOPIC: Assessment
Area: IEEs
Item: 2-1-2.2
Slide 2 of 2
REFERENCES
Procedural Handbook,
p.23-25
34 CFR 300.504
30 EC 56506 (c)

Documentation is recorded
on:

SELPA form 6a, Signature
and Parent Consent
 Direct the parent to initial
the box next to the
statement “Parent has
received a copy of the
Procedural Safeguards”
We will address our barriers to compliance by: _____________________________
Sonoma SELPA SESR: 12-13 Training
TOPIC: Assessment
Area: Assessment Report
Item: 2-3-1.4
Slide 1 of 3
REFERENCES

The Assessment Report must
include information related to
enabling the student to be
involved in and progress in the
general education curriculum
or, for preschool students, to
participate in appropriate
activities
 This statement may be the
same or similar to the
statement required on
SELPA IEP form #1,
Eligibility
We will address our barriers to compliance by: _____________________________
Sonoma SELPA SESR: 12-13 Training

TOPIC: Assessment
Area: Assessment Report
Item: 2-3-1.4
Slide 2 of 3
REFERENCES
Write a statement which
describes the disability and its
impact such as:

“Auditory processing deficits
adversely impact the
student’s ability to complete
activities within the general
education setting”
 “Significant speech and
language deficits interfere
with the student’s ability to
interact with other students
in the preschool setting”
We will address our barriers to compliance by: _____________________________
Sonoma SELPA SESR: 12-13 Training
TOPIC: Assessment
Area: Assessment Report
Item: 2-3-1.4
Document this information
on the appropriate SELPA
form:
Slide 3 of 3



REFERENCES
Psycho-Educational
Assessment Report, SELPA
form #43a R
Assessment Report, SELPA
form #43b R
We will address our barriers to compliance by: _____________________________
Sonoma SELPA SESR: 12-13 Training

TOPIC: IEP
Area: IEP Timeline
Item: 3-1-1

REFERENCES
Procedural Handbook, p. 29
EC 56043(d)

An IEP must be developed
and implemented for each
student at least once each
year, in accordance with
federal and state statutes
The IEP team shall review
the pupil’s IEP periodically,
but not less frequently than
annually
The current IEP must be
contained in the student’s
record
We will address our barriers to compliance by: _____________________________
Sonoma SELPA SESR: 12-13 Training

TOPIC: IEP
Area: IEP Contents
Item: 3-2-3
REFERENCES
Procedural Handbook, p. 28
CCR, Title 5; 3040
SESR Worksheets: Ed
Benefit Protocol & Ed Benefit
Review Process

The IEP shall show a direct
relationship between the present
levels of performance, the goals
and objectives, and the specific
educational services to be provided
There must be a logical
consistency between the
Assessment Report, the student’s
present levels of performance, the
goals and objectives, and the
specific educational services to be
provided
Note: Consider using Ed. Benefit
worksheets from SESR process as
a training tool
We will address our barriers to compliance by: _____________________________
Sonoma SELPA SESR: 12-13 Training
TOPIC: IEP
Area: IEP Contents
Item: 3-2-5
The IEP should include a
description of the program
modifications and supports for
school personnel that will be
provided to enable the child to
advance toward annual goals; to
be involved in and progress in
the general curriculum.
REFERENCES
Procedural Handbook, p. 26
CCR, 20 USC
1414(d)(1)(A)(i)(IV)(aa), (bb),
and (cc), 34 CFR 300.320(a)
(4), 30 EC 56345(a)(4)(A)(B)(C).
We will address our barriers to compliance by: _____________________________
Sonoma SELPA SESR: 12-13 Training

TOPIC: IEP
Area: Progress Reporting
Item: 3-2-7

REFERENCES
Procedural Manual, p.26
20 USC 1414(d)(1)(A)(i)(III),
34 CFR 300.320 (3) (ii),
30 EC 56345(a)(3).
The IEP includes:
a) a description of how the
student's progress toward
meeting the annual goals
described will be measured,
b) a description of when periodic
reports on the progress will be
provided
c) a statement of how the
student's parents will be
regularly informed by such
means as periodic report cards
at least as often as are parents
of nondisabled students
regarding progress toward
annual goals
We will address our barriers to compliance by: _____________________________
Sonoma SELPA SESR: 12-13 Training
TOPIC: IEP
Area: IEP Notification
Item: 3-3-5, 3-3-5.1, 3-35.2
REFERENCES
CCR, Title 5; 3040
SESR Worksheets: Ed
Benefit Protocol & Ed Benefit
Review Process
The district notification to parents
must indicate the purpose, time,
and location of the meeting and
who will be in attendance.
It must also indicate that the parent
has the right to invite other
individuals who have knowledge
or special expertise regarding
the child including related
services personnel as
appropriate. The determination
of the knowledge or special
expertise of any individual
described shall be made by the
parent who invited the individual
to be a member of the IEP.
We will address our barriers to compliance by: _____________________________
Sonoma SELPA SESR: 12-13 Training

The IEP team shall include
one or both of the pupil’s
parents, a representative
selected by a parent, or both

Each LEA shall take steps to
ensure that the parents or
guardians are present at
each IEP meeting, or are
afforded the opportunity to
participate
TOPIC: IEP
Area: IEP TeamParent
Participation
Slide 1 of 3
Item: 3-4-1.1
REFERENCES
Procedural Handbook, p. 31
EC 56341; EC 56341.5
We will address our barriers to compliance by: _____________________________
Sonoma SELPA SESR: 12-13 Training

TOPIC: IEP
Documentation:

Area: IEP TeamParent
Participation
Slide 2 of 3
Item: 3-4-1.1
Mail SELPA IEP form # 24, Notice of
Meeting; Individualized Education
Plan, at least 2 weeks, if not more,
prior to the meeting

Document in writing all attempts made
to ensure that the parent will attend
e.g.: Meeting Notice, phone calls,
letters. Keep a copy of such
documentation in the pupil’s file.
On SELPA IEP form #6, Signature and
Parent Consent, direct the parent to
initial the box to the right of the
statement “As a means of improving
REFERENCES
services and results for your child, did
Procedural Handbook, p. 31
the school facilitate parent
EC 56341; EC 56341.5
involvement?“. To facilitate this, ask
“Do you have any additional input to
add?” frequently throughout the IEP
meeting
We will address our barriers to compliance by: _____________________________

Sonoma SELPA SESR: 12-13 Training

Documentation (Con’t):

TOPIC: IEP
Area: IEP TeamParent
Participation
Slide 2 of 3
Item: 3-4-1.1
Participate by phone

‘Skype’ IEP meeting

Other?
Remember to document!


REFERENCES
Procedural Handbook, p. 31
EC 56341; EC 56341.5
If parent can not attend the meeting
and efforts have been made to
schedule the meeting at a mutually
convenient time, offer alternative
means for parent participation, such as
On SELPA IEP form #6, Signature and
Parent Consent, direct the parent to
initial the box to the right of the
statement “As a means of improving
services and results for your child, did
the school facilitate parent
involvement?“. To facilitate this, ask
“Do you have any additional input to
add?” frequently throughout the IEP
meeting
We will address our barriers to compliance by: _____________________________
Sonoma SELPA SESR: 12-13 Training

TOPIC: IEP
Area:Required members
of the IEP Team:
Gen Ed
Teacher requirement
s
Item: 3-4-1.2

Not less than one gen ed teacher,
if the pupil is, or may be,
participating in the gen ed
environment
The gen ed teacher shall, to the
extent appropriate, –


REFERENCES
Procedural Handbook, p. 31
EC 56341(2)

participate in the development, review,
and revision of the IEP
assist in the determination of
appropriate positive behavioral
interventions and supports as
appropriate, and
help determine strategies,
supplementary aids and services,
modifications, and supports for school
personnel for the pupil
We will address our barriers to compliance by: _____________________________
Sonoma SELPA SESR: 12-13 Training

TOPIC: IEP
Area: IEP Team
Item: 3-4-4
Slide 1 of 3
REFERENCES
Procedural Handbook,
p. 32-33
EC 56341(f); (g)
An IEP team member shall
not be required to attend an
IEP meeting, in whole or in
part, if the parent and the
LEA agree that the member’s
attendance is not necessary,
as the member’s area is not
being discussed
OR…
We will address our barriers to compliance by: _____________________________
Sonoma SELPA SESR: 12-13 Training
TOPIC: IEP
Area: IEP Team
Item: 3-4-4
Slide 2 of 3

When the meeting involves a
discussion of the member’s
area, the member may be
excused if 

REFERENCES
Procedural Handbook,
p. 32-33
EC 56341(f); (g)

1) The parent and the LEA
consent to the excusal after
conferring with the member, and
2) The member submits in
writing to parent and IEP team,
input into the development of
the IEP prior to the meeting
3) The parent’s consent shall
be in writing
We will address our barriers to compliance by: _____________________________
Sonoma SELPA SESR: 12-13 Training
NOTE:
TOPIC: IEP
Area: IEP Team
Item: 3-4-4
Slide 3 of 3
REFERENCES
Procedural Handbook,
p. 32-33
EC 56341(f); (g)
The best practice is for the team members to
participate in the entire IEP. A general
education teacher who just comes in and
reports on how the student is doing in
class is not really participating in the
development of the IEP by listening to the
student’s skills and needs, and
contributing ideas as to how and if skills
can be addressed in the general
education setting.
And if the teacher does come in and leave
before the end of the meeting, again, you
must get a signed excusal form
We will address our barriers to compliance by: _____________________________
Sonoma SELPA SESR: 12-13 Training

TOPIC: Transitions
Area: ITPs: Courses
of Study
Item: 3-6-1
Slide 1 of 2
From the time the student is
16, or younger as
appropriate, each annual
IEP must include courses of
study focusing on improving
the academic and functional
achievement to facilitate the
student’s movement from
school to post school
REFERENCES
We will address our barriers to compliance by: _____________________________
Sonoma SELPA SESR: 12-13 Training

TOPIC: Transitions
Area: ITPs: Courses
of Study
Item: 3-6-1
Slide 2 of 2


REFERENCES
A course of study must be included
to help the student meet transition
goals
Course of study includes those
classes that support students in
completing their Transition goals.
For example, Sam wants to be an
auto mechanic. Course of studyROP auto shop
For students who will be obtaining
their diploma, course of study
includes high school credits
earned, and courses pending
We will address our barriers to compliance by: _____________________________
Sonoma SELPA SESR: 12-13 Training

TOPIC: Transitions
Area: Transition Services
Item: 3-6-2
Slide 1 of 2

REFERENCES
Transition Services must be
indicated focusing on
academic and functional
achievement.
Check the appropriate box
on the ITP form for the
Transition Services(s) that
support the post secondary
goals and describe the
activities that fall under that
Transition Service
We will address our barriers to compliance by: _____________________________
Sonoma SELPA SESR: 12-13 Training

TOPIC: Transitions
Area: Transition Services
Item: 3-6-2
Slide 2 of 2
Examples of Transition Services
and activities:
Transition Service
College Awareness
Career Awareness
Job Coaching
Agency Linkages
REFERENCES
Other Transition
Services
Activity
Enroll in an SAT prep
course
Meet with adult
employed in field of
interest
Participate in job
shadowing
Visit adult service
providers in the
community
Enroll in a Driver’s
Ed class
Open a bank account
We will address our barriers to compliance by: _____________________________
Sonoma SELPA SESR: 12-13 Training

TOPIC: Transitions
Area: ITP goals
Item 3-6-2.1.2
Slide 1 of 7



REFERENCES
Measurable Post-secondary
Goals (MPSG), based on
age appropriate transition
assessments, must be
developed for:
1. Education
2. Employment
3. If appropriate,
Independent Living Skills –
traditionally for students with
mod to severe disabilities,
but consider them for all
(e.g., budgeting for SLD
student)
We will address our barriers to compliance by: _____________________________
Sonoma SELPA SESR: 12-13 Training
TOPIC: Transitions
Area: ITP goals
Item: 3-6-2.1.2
Slide 2 of 7
REFERENCES
Examples of MPSGs:
 Education/Training (required):
“Billy will enroll at Santa Rosa
Junior College and complete
requirements to receive his AA
degree.”
“Within 1 year of completing
high school, Susan will
complete a program to receive
a beautician’s license.”
We will address our barriers to compliance by: _____________________________
Sonoma SELPA SESR: 12-13 Training
TOPIC: Transitions
Area: ITP goals
Item: 3-6-2.1.2
Slide 3 of 7
REFERENCES
Examples of MPSG cont…
 Employment (required):
“Upon completion of high
school, Susan will work parttime in her aunt’s shop as a
receptionist to gain
experience in the beauty
salon industry.”
We will address our barriers to compliance by: _____________________________
Sonoma SELPA SESR: 12-13 Training
TOPIC: Transitions
Area: ITPs goals
Item: 3-6-2.1.2
Slide 4 of 7
REFERENCES
Examples of MPSG cont…
 Independent Living (if
appropriate):
“Upon completion of high
school, Martin will live semiindependently with a
roommate in an assisted
living apartment with
supports through Disability
Services.”
We will address our barriers to compliance by: _____________________________
Sonoma SELPA SESR: 12-13 Training
TOPIC: Transitions
Area: ITPs goals
Item: 3-6-2.1.2
Slide 4 of 7
Examples of MPSG cont…
 Independent Living for
higher skilled student:
“Upon completion of high
school, Mary will manage
her finances, paying all bills
on time”
REFERENCES
We will address our barriers to compliance by: _____________________________
Sonoma SELPA SESR: 12-13 Training
TOPIC: Transitions
Area: ITP goals
Item: 3-6-2.1.2
Slide 5 of 7
Note: Avoid terms like
“explore”, “try”, or
“enroll” (without the
student completing a
program). There must be a
measurable outcome; the
goal should not just reflect
a process
REFERENCES
We will address our barriers to compliance by: _____________________________
Sonoma SELPA SESR: 09-10 Training
TOPIC: Transitions
Area: ITP goals
Items: 3-6-2.1.2
Slide 6 of 7
REFERENCES
MPSGs must be based on:
 age appropriate transition
assessment information from
one or more sources
 the student’s needs, and
 the student’s strengths,
preferences or interests
regarding the postsecondary
goals
We will address our barriers to compliance by: _____________________________
Sonoma SELPA SESR: 12-13 Training
TOPIC: Transitions
Area: ITP goals
Items: 3-6-2.1.2
Slide 7 of 7
REFERENCES
Examples of Assessments:
Informal:
*Interviews and questionnaires
*Curriculum-based assessments
*Transition planning inventories
Formal:
*Achievement or aptitude tests
*Interest inventories
*Intelligence tests
*Career development measures
We will address our barriers to compliance by: _____________________________
Sonoma SELPA SESR: 12-13 Training
•
TOPIC: Transitions
Area:Transition
Services documentati
on
Items: 3-6-2.4, 3-6-2.5
REFERENCES:
•
ITPs must include transition
services based on the student’s
needs, preferences and interests
Transition Service Codes are
listed on the On-line SELPA IEP
form 1a (800 numbers. See next
slide for Transition Code #s.)
At least one service must be
selected for:
• Education/Training and
Employment
• And if appropriate, Independent
Living
We will address our barriers to compliance by: _____________________________
Sonoma SELPA SESR: 12-13 Training
TOPIC: Transitions
Area: Transition
Services
Codes
Items: 3-6-2.4, 3-6-2.5
REFERENCES: CASEMIS
Technical Assistance Guide
Transition Service Codes:
820- College awareness
860- Mentoring
830- Vocational Assessment,
counseling & guidance
840- Career awareness
850- Work experience ed
855- Job coaching
865- agency linkages
890- Other transition service
We will address our barriers to compliance by: _____________________________
Sonoma SELPA SESR: 12-13 Training
TOPIC: Transitions
Area:Transition
Services
Documentatio
n
Items: 3-6-2.4, 3-6-2.5
Transition Service Codes
must also be entered on
the Services page of the
IEP
REFERENCES
We will address our barriers to compliance by: _____________________________
Sonoma SELPA SESR: 12-13 Training
TOPIC:
Preschool
Area: IEP Part C to B
Transitions
Item: 7-4-1
REFERENCE
ECSE Series Handbooks
CDE website:
http://www.cde.ca.gov/sp/se/fp/ecseries.asp
All children transitioning
from Part C to Part B:

MUST have an
IEP developed and
implemented no later
than their third birthday

NOTE: School breaks
are not an acceptable
reason to delay
implementation
We will address our barriers to compliance by: _____________________________
Sonoma SELPA SESR: 12-13 Training

TOPIC:
Preschool
Spe
cial
Education
Area: IEP
Team
Members
Item: 7-4-3
Document that at least one gen
ed teacher attends each IEP
when a student is or may be
participating in a gen ed
environment


REFERENCE
ECSE Series Handbooks
CDE website:
http://www.cde.ca.gov/sp/se/fp/ecseries.asp
If the child attends a preschool
speech program (not an SDC),
a gen ed teacher need not
attend
If the child attends a SDC, then
a gen ed teacher must attend.
 The gen ed teacher must be a
preschool teacher unless the
student is transitioning into
Kindergarten
We will address our barriers to compliance by: _____________________________
Sonoma SELPA SESR: 12-13 Training

The IEP team must consider results of
the child’s performance on statewide
assessments and consider the language
needs of English Learners as those
needs relate to the IEP

Document on SELPA forms:
TOPIC: ELL
Area: CELDT (Testing)
Item: 10-2-3



REFERENCES
34 CFR 300.324 (a)



Psycho-Educational Assessment, #43a
Assessment Report, #43b
Present Levels of Academic Achievement
and Functional Performance, #2
Special Factors, #3a
Statewide Assessment, #3b
IEP Notes, #7
We will address our barriers to compliance by: _____________________________
Sonoma SELPA SESR: 12-13 Training

The IEP must include a
determination of whether the
CELDT is administered with or
without modifications,
accommodations, or through
an alternate means

Write the documentation on the
following SELPA forms:
TOPIC: ELL
Area: CELDT (Testing)
Item: 10-2-4
REFERENCES
34 CFR 300.320
5 CCR 11516


Statewide Assessments, form 3b,
page 2
Notes, form #7 (if further
explanation is needed)
We will address our barriers to compliance by: _____________________________
Sonoma SELPA SESR: 12-13 Training
TOPIC: ELL
Area: CELDT (Testing),
:
Linguistically App
ropriate Goals
Item: 10-2-5
Slide 1 of 19


REFERENCES
34 CFR 300.320
5 CCR 3001
EC 56345(b)
The IEP must include
linguistically appropriate goals,
objectives, programs, and
services including English
language development
activities which lead to English
proficiency
The IEP team must include
staff members who have
expertise in English language
development and can interpret
the results of the CELDT
testing and primary language
testing, when applicable
We will address our barriers to compliance by: _____________________________
Sonoma SELPA SESR: 12-13 Training

TOPIC: ELL
Area: Development of
the
IEP :
Linguistically Appropr
iate Goals
Item: 10-2-5
Slide 2 of 19
REFERENCES
34 CFR 300.320
5 CCR 3001
EC 56345(b)
Linguistically Appropriate Goals
and Objectives (LAGOS) shall:






Be appropriate for the cognitive
level of the student
Be appropriate for the linguistic
level of the student
Match the developmental level of
the student’s primary (L1) or
secondary (L2) language
Match the student’s general
education transition criteria and
reclassification policy (I.e., from EL
to FEP)
Access the student’s prior
knowledge and experiences
Affirm the student’s cultural
heritage
We will address our barriers to compliance by: _____________________________
Sonoma SELPA SESR: 12-13 Training
TOPIC: ELL
Area: Development of
the IEP :
Linguistically Appropr
iate Goals
Item: 10-2-5
Slide 3 of 19

LAGOS should be aligned
to the California English
Language Standards

Available for download at
www.cde.ca.gov/be/st/ss/ind
ex.asp
REFERENCES
34 CFR 300.320
5 CCR 3001
EC 56345(b)
We will address our barriers to compliance by: _____________________________
Sonoma SELPA SESR: 12-13 Training
TOPIC: ELL
Area: Development of
the IEP :
Linguistically Appropr
iate Goals
Item: 10-2-5
Slide 4 of 19
REFERENCES
34 CFR 300.320
5 CCR 3001
EC 56345(b)

“Students who enter CA
schools in grades K-12 not
literate in their primary
language need to be
taught the ELD literacy
standards for earlier grade
levels, including those
standards related to
phonemic awareness,
concepts of print, and
decoding skills” (CDE
ELD Standards document)
We will address our barriers to compliance by: _____________________________
Sonoma SELPA SESR: 12-13 Training
TOPIC: ELL
Area: Development of
the IEP :
Linguistically Appropr
iate Goals
Item: 10-2-5
Slide 5 of 19
REFERENCES
34 CFR 300.320
5 CCR 3001
EC 56345(b)
If the EL student is
taught using
alternative-curriculum
that focuses on ‘life
skills’, a minimum of
two (2) benchmarks
or objectives must be
developed
We will address our barriers to compliance by: _____________________________
Sonoma SELPA SESR: 12-13 Training

TOPIC: ELL
Area: Development of
the IEP :
Linguistically Appropr
iate Goals
Item: 10-2-5
Slide 6 of 19
REFERENCES
34 CFR 300.320
5 CCR 3001
EC 56345(b)
Structure of a linguistically
appropriate goal (Domain,
Strand, Sub-strand, Level,
Grade):
Sample 1 of Goal Structure:
 Domain: Listening &
Speaking
 Strand: Strategies and
Applications
 Sub-strand: Comprehension
 Level: Beginning
 Grade: K-2
We will address our barriers to compliance by: _____________________________
Sonoma SELPA SESR: 12-13 Training

TOPIC: ELL
Area: Development of
the IEP :
Linguistically Appropr
iate Goals
Item: 10-2-5
Slide 7 of 19
REFERENCES
34 CFR 300.320
5 CCR 3001
EC 56345(b)
Linguistically Appropriate
Goal Sample:
Goal 1: By (date), (student) will
respond to simple directions
and questions in English by
using physical actions and
other means of non-verbal
communication (e.g.,
matching objects, pointing to
an answer, drawing
pictures) with 80% accuracy
on 3 consecutive trials as
demonstrated by classroom
data
We will address our barriers to compliance by: _____________________________
Sonoma SELPA SESR: 12-13 Training

TOPIC: ELL
Area: Development of
the IEP :
Linguistically Appropr
iate Goals
Item: 10-2-5
Slide 8 of 19
REFERENCES
34 CFR 300.320
5 CCR 3001
EC 56345(b)
Goal Explanation:
Goal 1 is written at the
‘beginning’ level of EL
development and is
appropriate for a student
whose CELDT score is at
the beginning level in
listening
(Goal adapted from the CA ELD
Standards, 1999)
We will address our barriers to compliance by: _____________________________
Sonoma SELPA SESR: 12-13 Training

TOPIC: ELL
Area: Development of
the IEP:
Linguistically Appropr
iate Goals
Item: 10-2-5
Slide 9 of 19
REFERENCES
34 CFR 300.320
5 CCR 3001
EC 56345(b)
Structure of a linguistically
appropriate goal:
Sample 2 of Goal Structure:
 Domain: Reading
 Strand: Word Analysis
 Sub-strand: Concepts About
Print, Phonemic Awareness,
and Vocabulary and
Concept Development
 Level: Early Intermediate
 Grade: 3-5
We will address our barriers to compliance by: _____________________________
Sonoma SELPA SESR: 12-13 Training

TOPIC: ELL
Area: Development of
the IEP:
Linguistically Appropr
iate Goals Item: 102-5
Slide 10 of 19
REFERENCES
34 CFR 300.320
5 CCR 3001
EC 56345(b)

Linguistically Appropriate Goal
Sample:
Goal 2:
By (date), (student) while
reading aloud a short
passage of 8-10 lines at
grade level, will recognize
and produce English
phonemes that do not
correspond to phonemes
s/he already hears and
produces with 80% accuracy
on 2 consecutive trials as
demonstrated by data
tracking records
We will address our barriers to compliance by: _____________________________
Sonoma SELPA SESR: 12-13 Training

TOPIC: ELL
Area: Development of
the IEP:
Linguistically Appropr
iate Goals
Item: 10-2-5
Slide 11 of 19
REFERENCES
34 CFR 300.320
5 CCR 3001
EC 56345(b)
Goal Explanation:
Goal 2 is written at the ‘early
intermediate’ level of EL
development and would be
appropriate for a student
whose CELDT score is at the
beginning to early intermediate
level in reading word analysis
(Goal adapted from the CA ELD
Standards, 1999)
We will address our barriers to compliance by: _____________________________
Sonoma SELPA SESR: 12-13 Training

TOPIC: ELL
Area: Development of
the IEP:
Linguistically Appropr
iate Goals
Item: 10-2-5
Slide 12 of 19
REFERENCES
34 CFR 300.320
5 CCR 3001
EC 56345(b)
Structure of Linguistically
Appropriate Goal:
Sample 3 of Goal Structure:





Domain: Writing
Strand: Fluency & Systemic
Vocabulary Development
Sub-strand: Vocabulary & Concept
Development
Level: Intermediate
Grade: 6-8
We will address our barriers to compliance by: _____________________________
Sonoma SELPA SESR: 12-13 Training

TOPIC: ELL
Area: Development of
the IEP:
Linguistically Appropr
iate Goals
Item: 10-2-5
Slide 13 of 19
REFERENCES
34 CFR 300.320
5 CCR 3001
EC 56345(b)
Linguistically Appropriate Goal
Sample:
Goal 3:
By (date), (student) will develop a
clear purpose in a short essay
(two to three paragraphs) by
appropriately using the
rhetorical devices of quotations
and facts with 80% accuracy on
3 consecutive trials as
demonstrated by a written
response to a prompt
We will address our barriers to compliance by: _____________________________
Sonoma SELPA SESR: 12-13 Training

TOPIC: ELL
Area: Development of
the IEP:
Linguistically Appropr
iate Goals
Item: 10-2-5
Slide 14 of 19
REFERENCES
34 CFR 300.320
5 CCR 3001
EC 56345(b)
Explanation of Goal:
Goal 3 is written at the
‘intermediate’ level of English
language development and
would be appropriate for a
student whose CELDT score is
at the early intermediate level in
writing
(Goal adapted from the CA ELD
Standards, 1999)
We will address our barriers to compliance by: _____________________________
Sonoma SELPA SESR: 12-13 Training

TOPIC: ELL
Area: Development of
the IEP :
Linguistically Appropr
iate Goals
Item: 10-2-5
Slide 15 of 19
REFERENCES
34 CFR 300.320
5 CCR 3001
EC 56345(b)
Structure of a Linguistically
Appropriate Goal:
Sample 4 of Goal Structure:
 Domain: Reading
 Strand: Fluency & Systemic
Vocabulary Development
 Sub-strand: Vocabulary &
Concept Development
 Level: Early Advanced
 Grade: 9-12
We will address our barriers to compliance by: _____________________________
Sonoma SELPA SESR: 12-13 Training

TOPIC: ELL
Area: Development of
the IEP:
Linguistically Appropr
iate Goals
Item: 10-2-5
Slide 16 of 19
REFERENCES
34 CFR 300.320
5 CCR 3001
EC 56345(b)
Linguistically Appropriate Goal
Sample:
Goal 4:
By (date), (student) will use a
standard dictionary to
determine the meaning of a
list of 20 unknown words
(e.g., idioms and words with
multiple meanings) with 80%
accuracy on 3 consecutive
trials as demonstrated by
classroom written records
We will address our barriers to compliance by: _____________________________
Sonoma SELPA SESR: 12-13 Training

TOPIC: ELL
Area: Development of
the IEP:
Linguistically Appropr
iate Goals
Item: 10-2-5
Slide 17 of 19
REFERENCES
34 CFR 300.320
5 CCR 3001
EC 56345(b)
Goal Explanation:
Goal 4 is written at the ‘early
advanced’ level of EL
development and would be
appropriate for a student
whose CELDT score is at the
intermediate level in reading
vocabulary
(Goal adapted from the CA ELD
Standards, 1999)
We will address our barriers to compliance by: _____________________________
Sonoma SELPA SESR: 12-13 Training

TOPIC: ELL
Area: Development of
the IEP:Accommodati
ons
Item: 10-2-5
Slide 18 of 19
REFERENCES
34 CFR 300.320
5 CCR 3001
EC 56345(b)
Sample accommodations that
may support EL students:
 Primary language support to
assist with academics
 Translation devices
 Extra time on tests and
assignments
 Use of reference materials
with visuals to aide
comprehension
 Bilingual dictionary if
applicable to second language
We will address our barriers to compliance by: _____________________________
Sonoma SELPA SESR: 12-13 Training

TOPIC: ELL
Area: Development of
the IEP: Modifications
Item: 10-2-5
Slide 19 of 19
REFERENCES
34 CFR 300.320
5 CCR 3001
EC 56345(b)
Sample modifications that
may support EL students:
 Tests provided or
adapted to be more
“comprehensible”
 Tests and assignments
modified in length and
content
 Alternative testing
formats such as use of
visuals, drawings, etc.
We will address our barriers to compliance by: _____________________________
Sonoma SELPA SESR: 12-13 Training
TOPIC: Completion of
Training
Area:
The End!
Item:
0
REFERENCES: Your
smiling face as you walk
out of the room
We will address our barriers to compliance by: _____________________________