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4 Ways Students can Participate in their IEP Meetings

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4 Ways Students can Participate in their IEP Meetings

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1.  Introductions-All ages
Introduce family and familiar staff
2. Share Best Work/Portfolio-All ages
Present their best work and describe how it felt to accomplish the project/assignment.
3. Discuss Beneficial Accommodations and Supports-Middle/High School
Discuss which accommodations they used in the classroom and which were most helpful.
4. Contribute to Goal Setting-Middle/High School
A student could also pinpoint skills from their content area classes or daily life skills where they would like to make additional gains, which can form the foundation of their new IEP goals.

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Students are the primary stakeholder in their individualized education program, and they can play a role in annual meetings from an early age.

For students with an individualized education program (IEP), the annual review meeting is an essential part of the process. Each year, members of the IEP team collaborate to discuss a student's progress and revise the official document. Although family members, teachers, specialists, and other stakeholders are a part of the IEP team, the most important team member is the student.

Although students can attend their IEP meetings, many students do not participate in these annual sessions. Participation in IEP meetings helps students build self-advocacy skills, develop a more in-depth understanding of their classification, and gain awareness of the modifications and accommodations they are receiving. Through student-led IEP meetings, students can take a more active role in the meeting and with their IEP.

When bringing students into an active role in their IEP meeting, it is vital to encourage students to participate in a way that works for them. Every student has different strengths, needs, and comfort levels, so adjusting their role to match their preferences is important.

Make the Introductions

For younger students or students just beginning their journey in the IEP meeting process, a straightforward way to bring students into the conversation is to have them introduce the people in the room. They can introduce their family members and explain their relationship to the staff members present in the room. If a student is already working on communication or social skills goals, these introductions provide an opportunity to practice in those areas.

For students who may be hesitant to begin actively participating in their meetings, making an introduction offers a way to start to contribute and increase their comfort in sharing their voice in a meeting. Even shorter contributions, like sharing future goals or aspirations, allow students to begin sharing in meetings while building their confidence.

For students who may not be able to verbalize these introductions, speaking could be substituted using an augmentative and alternative communication (AAC) device. They could also identify the individual being introduced by gesturing. For example, as the case manager lists the individuals present in the room, the student could point or nod toward them as an adaptation of a verbal introduction.

Share Best Work or a Portfolio

During meetings, teachers typically take out artifacts from the classroom to show student progress. To gain a student-centered focus, students can share classroom assignments and activities that highlight their skills. For students attending their first IEP meeting, they may find a single task, explain it, and discuss why they felt they were successful in the task's completion.

Students who may feel more comfortable can assemble a slide presentation or showcase elements of a portfolio of their work throughout the year. They can take pictures of their work or link digital artifacts to show their progress over time. As students gain more experience in their IEP meetings, they can link their portfolio or artifacts in a presentation to their specific goals.

Students who may not be able to explain their artifacts can still curate their favorite assignments from the year. A fill-in-the-blanks template can be provided to the students, where they can express their feelings about each assignment by filling in a word or image if they're using a picture exchange communication system (PECS).

Discuss Beneficial Accommodations and Supports

Even before my students started attending their IEP meetings, I always spent time with them discussing their current accommodations. These conversations offered me the chance to see which supports students believed were beneficial in their success.

These conversations could easily be brought into the actual IEP meeting. Students can review their list of accommodations and indicate whether the supports were used in the classroom and to what extent they felt the supports were helpful to their class performance. This conversation can ensure that the accommodations listed in the IEP are meaningful and impactful.

For example, one of my students was provided the opportunity to dictate their open-ended responses to the teacher aloud instead of writing. During our discussion, the student indicated that they felt this support was not as beneficial and that they felt separated from their peers in the inclusion setting. Instead, the student asked to revise the accommodation to allow for the use of voice typing through the computer, which they found to be a more favorable support.

An alternative to this strategy would be to discuss each accommodation in the IEP. The student could then use an AAC device or another technology tool to select whether they would like to keep this accommodation in their IEP.

Contribute to Goal Setting

Annual goals and objectives are an important part of the IEP. As a student gets older, gaining their input can ensure that their goals match their future aspirations. When a student assumes a more active role in their meetings, they can contribute to creating or revising these goals and objectives.

When the meeting shifts to goal discussions, the student could reflect on their perceived progress toward their objectives. Alongside the data collected in class, the student can identify areas where they have successfully met a goal and areas where they still may need additional support. A student could also pinpoint skills from their content area classes or daily life skills where they would like to make additional gains, which can form the foundation of their new IEP goals.

For students who may need support verbalizing their ideas for goals, they can select an assignment from their class where they felt like they struggled. This selection could be used as the foundation for developing new goals based on student-identified needs.

Although student participation in their IEP meeting may look different, giving them an active role is an important part of the annual review process.

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4 Ways Students Can Take an Active Role in Their IEP Meetings

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Students are the primary stakeholder in their individualized education program, and they can play a role in annual meetings from an early age.

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Five Levels Working Toward Managing Your Own IEP Meeting

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Five Levels Working Toward Managing Your Own IEP Meeting

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Progression of Steps to Manage Your Own IEP Meeting

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Importance of Scaffolded Participation

Scaffolded instruction refers to the process of teaching with supports. (Picture how a building scaffold provides temporary supports to workers or structures during construction.) Scaffolded participation in the student-led IEP process allows students to take one step at a time toward their learning goals, ensuring they are academically and emotionally ready at each stage.

Examples of IEP participation scaffolds:

Visual cues

Sentence starters

Rehearsal

Pre-recorded statements

Using these supports helps teachers guide students toward self-advocacy at a pace that matches their ability and readiness. The process feels good to students, parents, and teachersâ€"and it works.

On the contrary, if a student is pushed to achieve a learning objective before being academically or emotionally ready, they are more likely to experience frustration, disappointment, and even embarrassment instead of confidence and success. IEP case managers should provide scaffolded supports to students at every levelâ€"no matter the age or ability level. Even older students in advanced classes need guidance as they take steps toward lifelong leadership and advocacy skills.

Student-Led IEP Process

Below is a description of the five levels on which a special education team may model its scaffolded participation for the student-led IEP process.

Level one

Level One is the first level of participation and it is centered on the student learning of the IEP process and a broad overview of setting goals. To start, teachers and parents work together to help students learn what an IEP is in a developmentally appropriate way. Try using definitions like â€œlearning planâ€ or â€œspecial plan to help you learn at schoolâ€ to describe the IEP. Depending on the student, it may also be appropriate to educate the student about the name and nature of their disability. Always check with the studentâ€™s parent before approaching this conversation. When talking with students about their disabilities, remember to use language that is clear, concise, and age appropriate.

In Level One, students learn about goal setting and work with their teacher to create a meaningful goal. At this early stage, studentsâ€™ goals may or may not be directly related to their academic or therapeutic goals on the IEP. The more important objective is to help students gain an understanding of what it means to create a goal and then track their progress as they work toward achievement.

Students in Level One may wish to share their goals with the IEP team. This can happen at the IEP meeting if they are emotionally ready, or they may share their goal in a short video that can be viewed during the IEP meeting. The student might say:
â€œHi, my name is Michelle. I have a special learning plan called an IEP. My goal is to read one new book from the red bin every day.â€
Level Two

Students in Level Two become more aware of their strengths and challenges as they relate to school. They become better able to answer reflective questions like:
What are you good at? What is hard for you?
When prompted with multiple choices or sample scenarios, a student in Level Two can identify what types of supports or strategies are helpful. For example, a student with a reading disability may be able to articulate that her teacherâ€™s read-aloud of the text in a small-group or one-to-one setting is very helpful but a read-aloud from an audiobook is less helpful. The IEP team should consider the studentâ€™s input when reviewing the accommodations section of the IEP.

Students at Level Two may choose to share their strengths and challenges via video or at the live IEP meeting. If the student attends the meeting, they may be able to respond to questions from the team if they have had a chance to view and practice their response in advance.

Level Three

As students progress to Level Three, they are more ready to learn about the different parts of the IEP. The teacher helping the student prepare for their upcoming IEP meeting may highlight a few of the key sections, such as Goals, Present Levels of Performance, and Supplementary Aids and Services.

With appropriate pre-planning and practice, a student at Level Three can share more detailed information about their goals, possibly reporting updates about progress toward one or more and explaining why the goal is important or necessary. With teacher support, students at Level Three may also discuss in greater detail what kinds of supports are helpful to them in the classroom. This is an excellent opportunity for the student to practice self-advocating for additions or revisions to their IEP.

Level Four

Level Four in the progress of participation describes students who can more clearly explain how a specific IEP goal helps them make progress in their academic or therapeutic content area. They may lead certain parts of the meeting, such as providing an update about progression toward specific goals. Students may also provide input about how they use different testing accommodations. For example, if a student has the flexible scheduling accommodation for testing, they may explain to the team how they use this service during exams:
â€œI know I do my best work in the morning. I talk with Mr. Hathaway to find a day that works for him to come to his classroom early in the morning before Homeroom starts, and I take my test during that time. I feel I can show what I know using this accommodation.â€
Level Five

At Level Five, students take more ownership of the IEP meeting. Students may co-lead and facilitate some or all of the meeting. They give greater input into their present levels of performance. This may mean providing a narrative overview of assessments, sharing work samples, and explaining how they have grown academically, socially, and emotionally. Students may also help write part of the updated present levels of performance statement as well as goals and work with the team to analyze data. For example, if a student did not perform well on a certain standard or did not make progress in one of their goal areas, they may be able to offer some insight into why.

Provide Support and Guidance

While it is exciting to see a student grow in self-advocacy and leadership skills, it is important to remember that even the most emotionally mature, organized, and practiced students will need support and adult guidance during the meeting. Leading an IEP meeting can be challenging for trained adult professionals. Be careful not to put too much pressure on the student.

Students at every level of cognitive and physical ability can take on a leadership role throughout the IEP process. Students with severe cognitive disabilities can and should still participate in an appropriate and meaningful way. Donâ€™t underestimate the power of sharing knowledge with a student about their disability and the options they have as they learn. Leading through observation and passive participation is still a vital skill for students. Showing up is important!

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Student Leadership throughout the IEP Process Progression of Participation

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Use five stages of participation to help learners master student-led IEPs with this article from n2y.

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Explore resources to help you on your self-determination journey.

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A place for youth to get started with information, resources and upcoming events. Meet our youth leaders or apply to be a youth leader!

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A Prezi can be used to create a presentation, video, or infographic by a student to be presented during the IEP.

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GOAL! Student Led IEP Transition Goals I want to eventuall Transition Goals I want to live... My Goals My Life My Disability How it effects me in daily life...

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I'm Determined Slideshow Template for Student Involvement

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I'm Determined Slideshow Template for Student Involvement

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This is a Google Slides template designed for middle and high school students to use to create their IEP presentation.

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Explore resources that can help you encourage self-determined habits in your school or classroom!

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Video Series - Student Involvement in the IEP Process

Have you ever wondered how to get students more involved in their education? The IEP process is a wonderful place to start, and with the help of our tools, you'll see how easy it is to bring student voice to the forefront, resulting in a plan that better represents the student.

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As teachers, administrators, and educational professionals, you can play a crucial role in a young person's journey toward self-determination.

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The One-Pager is a simple tool to help provide important information about you.

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The Toolbox for Self-Determination is a resource for parents to learn more about self-determination. It walks parents through the ways they can help their child become self-determined, and shows examples of the One-Pager, Good Day Plan and Goal Plan templates that can be used to aid in self-determination.

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The One-Pager is a simple tool to help provide important information about you, focusing on four areas: Strengths, Interests, Preferences, and Needs.

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The Good Day Plan is a simple tool to help you identify the factors that play a role in whether or not you have a good day.

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The Toolbox for Self-Determination is a resource for parents to learn more about self-determination. It walks parents through the ways they can help their child become self-determined, and shows examples of the One-Pager, Good Day Plan and Goal Plan templates that can be used to aid in self-determination.

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The Good Day Plan is a simple tool used to help you identify the factors that play a role in whether or not you have a good day.

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High Leverage Practices for Special Education

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High Leverage Practices for Special Education

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The HLPs are organized around four aspects of practice:

Collaboration

Assessment

Social/emotional/behavioral

Instruction

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The East County SELPA Resources include family events, IEP Resources, and Alternative Dispute Resolution information.

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The East County Special Education Local Plan. Area (SELPA) partners with families by providing support, parent workshops and family events, and resources for East County families.

Family Events

SUPPORT FOR FAMILIES

The East County SELPA is committed to supporting parents and school districts with options when disagreements arise around special education issues by offering Alternative Dispute Resolution (ADR) services. These services include parent-to-parent support, intake consultation, facilitated IEPs, and solutions meetings.

Parents and school staff may access these services through the online referralor by contacting us by phone 858-298-2214 or email eastcoselpa@sdcoe.net.

More to Explore

Most students with individualized education programs (IEPs) are served within general education classrooms for at least some of their school days. Students with disabilities are getting different needs met in different environments with different services throughout the day.

The student's IEP is based on their unique needs - not on their disability category. Knowing more about IEPs, IEP meetings, and how to work together with your school team can ensure a student's needs are being met and they are poised for independence and success.

Tips to Prepare for an IEP MeetinG

Request Advance Copies

Being familiar with the format and vocabulary of an IEP document can help you feel more prepared for an IEP meeting. You can ask that copies of any draft assessment reports as well as draft IEP forms be provided to you prior to the scheduled meeting. While schools are not legally required to provide these documents, most teams will try to accommodate a family if they can. It can even be helpful to view a blank IEP form to have an idea of what items the team will need to complete.

Bring a Support Person

You are welcome to bring another person who will help support you during your meeting. Some families will have both parents attend, while others will bring a close friend or an outside professional who knows the needs of the student.

Share Your Concerns

Every IEP document has a section to record your concerns about your child's education, and you can draft your list of concerns as well as share them in advance with your child's case manager. These concerns can be anything you want the IEP team to consider including, academic or functional skills, social-emotional or safety issues, or IEP services or supports.

Communicate

The final but most important tip is to provide the school with the kind of communication you would like to receive. When you are candid about your concerns, the school can invite appropriate school personnel to the meeting. When you ask questions, the school can provide information and data before the meeting. When you and the school team communicate about your child's needs and skills, the focus of the meeting stays on the student.

Team Members in IEP Meetings

In order to hold an IEP meeting, the school district must have at least the following members:

Parent or guardian

Special education teacher

School administrator

If one of these key members cannot participate, then the meeting must be rescheduled. It's important to note, if your child is accessing general education settings and peers, then a general education teacher must participate.

You should receive a meeting notice of who will be attending the IEP meeting. The notice will have staff titles, date, time, and location of the meeting.

Student Involvement

Talk to the IEP team about how to include your child's input, how to have your child attend, and - eventually - how your child can take on some of the leadership of their own IEP meetings. By at least age 16, students should be invited to attend IEP meetings and by age 18, most students will be making decisions about their own IEPs.

Other Meeting Team Members

The IEP team may also include other people with special knowledge of the student or their educational needs such as:

Professionals who have assessed or provide services to the student

Staff who are knowledgeable about programs or policies at the school

It is common for some of the school team members to attend only a portion of the IEP team meeting. But this does not apply to the key team members (special education teacher, the school administrator, and if applicable, the general education teacher).
If you believe that a particular team member needs to be present for the entire meeting, then please talk to your case manager in advance.

Families and Their Invited Participants

Parents or caregivers are vital members of the IEP team. They know their child best and can talk about strengths and needs
Parents or caregivers can also invite a support person to help navigate the process or someone who has knowledge of the student and can benefit the IEP team discussion.

Waiver Excusal Forms

Sometimes an IEP team member will not be able to attend the meeting because of unexpected circumstances. Using an excusal form, the school should document when team members are not able to participate. Parents or caregivers can choose to excuse the team member or request that the meeting be rescheduled.

Seven Facts About Receiving Special Education Services

The process of whether your child qualifies for special education can be confusing. Here are seven facts about receiving special education services with more details in the video.

1. The only way to receive special education is through the assessment process.

2. There are three ways that schools learn about students' need for assessment.

3. The school will conduct appropriate assessment in all areas of suspected disability.

4. The first IEP meeting that a family has with a school will be to review this assessment.

5. The determination of eligibility requires that three questions are considered by the IEP team.

6. Even if a student is found eligible, that doesn't mean that the parent or guardian must consent to all services offered.

7. If a student is found not eligible, that doesn't mean that the school will not offer assistance to your child.

Alternative Dispute Resolution

Alternative dispute resolution (ADR) describes any way that families and schools resolve disagreements about special education that happens outside of, and preferably before, any formal procedures.

ADR can address disagreements about special education eligibility, assessments, goals, services, and placement. ADR can also help facilitate communication between families and schools. It is free, voluntary, and confidential.

It is different than filing for due process, requesting formal mediation, or sending a compliance complaint.

Because there are fewer people and less paperwork involved in ADR, it can be a faster way to resolve disagreements. If you don't reach agreement, families still have all of the same rights and protections.

However, ADR may not be the best option if you want a judge to decide or if you want to be able to share the outcome with others. At any time with ADR, a parent or guardian can change their mind and choose another option.

ADR Options Available from the East County SELPA

There are several options for support from the East County SELPA that can be tried on in any way that best suits the needs of your family:

Confidential parent-to-parent support by an Exceptional Family Resource Center (EFRC) parent program specialist

Confidential intake consultation, which is a conversation with the East County SELPA's ADR coordinator

A facilitated IEP meeting with a neutral facilitator provided at no cost to your family

A solutions meeting which is similar mediation, but can be less stressful (see next section on Solutions Meetings)

Parents or guardians can also request ADR through their school or district.

A solutions meeting is an informal version of mediation that is part of ADR. For families in districts that are part of the East County SELPA, a third-party, neutral mediator is contracted who can facilitate the solution meeting at no cost to families. Neutral means that the mediator is not an employee of your school district.

ADR is about communication - not about debate and judgment. The solutions meeting focuses on the child's needs their future versus what may or may not have happened in the past.You can request a solutions meeting through your school, the Exceptional Family Resource Center, or East County SELPA.

Solutions meetings are intentionally kept to a small number with only the parent or guardian, one or two school representatives, and a neutreal facilitator. Families can invite an additional support person similar to IEP meetings.

The meetings are held at a date and time that works for everyone, with the parent or guardian's preference on whether it is virtual or in-person.

There are three possible outcomes in a solutions meeting:

Agreement

No agreement

Agree to schedule another meeting

Agreements are more likely to occur when parents or guardians and the school approach the solutions meeting with a creative and flexible mindset.

No matter what, the outcome is decided by the parent or caregiver and the school.

Cal-ABLE is a savings and investment plan offered by the state of California to individuals with disabilities, where eligible individuals, family, friends and employers can contribute up to $16,000 a year without affecting the account beneficiary's public disability benefits. Cal-ABLE account owners who work can contribute even more to their accounts. Best of all, earnings on qualified withdrawals from a Cal-ABLE account are federal and California state tax-free.

IEP Parent Institute

Free webinar series that covers everything you need to know about the Individualized Education Program (IEP) process.

Gain tools and knowledge to effectively participate in your child's IEP and earn a certificate of completion. Contact Hinda Nadif with questions or more information.
Register for the link to join

VI Parent Night

Hosted by: East County SELPA VI Department

From 5 to 7 p.m. March 15

Parents and guardians of students with visual impairments are invited to hear from other parents and former students with visual impairments at VI Parent Night. The panel members will share their experiences, successes, and challenges. The resource fair includes the San Diego Center for the Blind, Ride Above Disability, the California School for the Blind and more.

5 to 6 p.m. Student and Parent Panel

6 to 7 p.m. Resource Fair and Networking

RSVP Today!
This event is open to parents of students in one of the 11 local educational agencies in the southeast quarter of San Diego County that make up the East County SELPA: Alpine Union, Barona Indian Charter, Cajon Valley Union, Dehesa, Grossmont Union High, Jamul-Dulzura Union, Lakeside Union, La Mesa-Spring Valley, Lemon Grove, Mountain Empire Unified, and Santee.

contact us

East County SELPA Office
924 E Main Street
El Cajon, CA 92021
858-298-2214

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Partnering with Families - San Diego County Office of Education

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Partnering with Families - SDCOE serves our county's most vulnerable students and supports school leaders, teachers, and students across the county.

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State Minimum High School Graduation Requirements

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State Minimum High School Graduation Requirements

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Beginning in the 1986-87 school year, California Education Code (EC) Section 51225.3 has specified a minimum set of courses to meet state requirements to graduate from high school and receive a diploma. The governing boards of local education agencies (LEAs) have the authority to supplement the state minimum requirements at the local level.

EC Section 51225.3 states that all pupils receiving a diploma of graduation from a California high school must have completed all of the following courses, while in grades nine to twelve, inclusive:

Unless otherwise specified, each course shall have a duration of one school year:

Three courses in English

Two courses in mathematics, including one year of Algebra I (EC Section 51224.5)

Two courses in science, including biological and physical sciences

Three courses in social studies, including United States history and geography; world history, culture, and geography; a one-semester course in American government and civics, and a one-semester course in economics

One course in visual or performing arts, world language, or commencing with the 2012-13 school year, career technical education. For the purpose of satisfying the minimum course requirement, a course in American Sign Language shall be deemed a course in foreign language

Two courses in physical education, unless the pupil has been exempted pursuant to the provisions of EC Section 51241

One semester of Ethnic Studies, commencing with pupils graduating in the 2029-30 school year (a course based on the model curriculum developed pursuant to Section 51226.7; an existing ethnic studies course; an ethnic studies course taught as part of a course that has been approved as meeting the A-G requirements; or a locally developed ethnic studies course approved by the governing board of the school district or charter school). Other coursework adopted by the local governing board of the LEA.

The local governing board of the LEA with the active involvement of parents, administrators, teachers, and pupils, shall adopt alternative means for pupils to complete the prescribed course of study, which may include:

Practical demonstration of skills and competencies

Supervised work experience or other outside school experience

Career technical education classes offered in high schools

Courses offered by regional occupational centers or programs

Interdisciplinary study

Independent study

Credit earned at a postsecondary institution

Requirements for graduation and specified alternative modes for completing the prescribed course of study shall be made available to pupils, parents, and the public.

Beginning January 1, 2010, students in foster care who transfer to a new school while in grades eleven or twelve may be able to graduate from high school without meeting the local graduation requirements that exceed the state minimum course requirements. In these cases, the district would need to conclude that the student would not reasonably be able to complete the additional local graduation requirements during the student's remaining time in high school. See the California Department of Education Foster Youth Resources webpage for additional information.

High School Graduation Frequently Asked Questions
Frequently asked questions regarding high school graduation requirements.

Courses Required for California Public University
The University of California and the California State University systems have established a uniform minimum set of courses required for admission as a freshman.

The entire California Education Code may be found in the California Law library.

Questions: High School Innovations and Initiatives Office | HSIIO@cde.ca.gov | 916-319-0893

Last Reviewed: Monday, October 30, 2023

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State Minimum High School Graduation Requirements

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Minimum set of courses required for high school graduation.

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High School Math Requirements for Graduation

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High School Math Requirements for Graduation

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1. Q. During the stay-at-home order due to the coronavirus and the shift to distance learning, must local educational agencies (LEAs) continue to implement their Mathematics Placement Policy pursuant to Education Code (EC) Section 51224.7?

A. The Mathematics Placement Act of 2015 , set forth in EC Section 51224.7, requires that governing boards or bodies of LEAs that serve pupils entering grade nine have a mathematics placement policy in place, with specified elements, for pupils entering grade nine.

The decision of how a LEA is to implement its Mathematics Placement Policy is a local one. During this time of distance learning, each governing board or body of a LEA will need to determine what action(s), if any, to take regarding its Mathematics Placement Policy for mathematics course placement for the 2020-21 school year. As equity is at the heart of the Mathematics Placement Act, it is pertinent to note that each policy is required to have a checkpoint within the first month of the school year.

2. Q. When does the Algebra I requirement actually go into effect?
A. "Commencing with the 2003-04 school year" refers to the beginning of the school year. The requirement applies to the graduating class of the 2003-04 school year, which includes any students who graduate during the school year.

3. Q. Do special education students have to meet this requirement?
A. Special education students have to meet the Algebra I/Mathematics I graduation requirement. In order to earn a high school diploma, students in special education are required to pass a course or combination of courses based on all Algebra I or Mathematics I content standards. The Algebra I or Mathematics I content standards are the same for all students; however, some students in special education may require accommodations or modifications to instruction. The individualized education program (IEP) team determines the type of instruction appropriate for each student. For students whose IEP team has determined they are pursuing an alternative diploma pathway as described in 51225.31, they are required to pass coursework for Algebra I or Mathematics 1 coursework aligned to the state standards.

4. Q. Can a waiver be filed for special education students with regards to the Algebra I/Mathematics I graduation requirement?
A. Under California Education Code ( EC) Section 56101, the governing board of a district or county office of education or a Special Education Local Plan Area may request the State Board of Education (SBE) to grant a waiver for individual students from all or part of the Algebra I/Mathematics I graduation requirement . However, the review and approval of these waivers will be stringent. For additional information, including the online waiver process, see the Specific Waiver Request web page and Waiver Process for the State Board of Education.

5. Q. Do students who graduate through an adult school program have to meet this requirement?
A. Students who graduate through an adult school program within a K-12 local educational agency must meet the same graduation requirements as any other graduate in the district as stated in EC Section 52504.

6. Q. Does "complete the course," mean "pass the course?"

A. Completing the course is the same as passing the course.

7. If a student passes Algebra I or Mathematics I prior to grade nine, is the Algebra I/Mathematics I graduation requirement met?
A. EC Section 51224.5(c) provides that the Algebra I/Mathematics I graduation requirement is met if a student, prior to enrollment in grade nine, completes a course in Algebra I or Mathematics I, or mathematics courses of equal or greater rigor, that is aligned to the content standards adopted by the SBE.

8. Q. Must students take two mathematics courses in grades nine through twelve?

A. Under EC Section 51225.3(a)(1)(B), students in grades 9 through 12 must take two unique mathematics courses regardless of whether they took Algebra I/Mathematics I prior to grade nine. A local board of education can establish specific mathematics courses, e.g., Mathematics I and Mathematics II, or Algebra I and Geometry, as graduation requirements.

If the time to complete a course is extended, such that only a portion of the standards are covered within a school year and the rest are completed during a second year, the student has only completed ONE course.

9. Q. Can "course" be interpreted to mean one semester of Mathematics I or Algebra I?
A. The requirement is that the course "meets or exceeds the rigor of Algebra I or Mathematics I that is aligned to the content standards adopted by the state board pursuant to Sections 60605.8 and 60605.11." The intent of the law is for students to complete a full course of Algebra I, Mathematics I, or a mathematics course of equal or greater rigor, as modeled in the Mathematics Framework for California Schools: Kindergarten Through Grade Twelve.

10. Q. If a student passes the first semester of a one-year Algebra I course and then changes to a two-year Algebra I course, will this meet the Algebra I/Mathematics I graduation requirement?
A. The Algebra I/Mathematics I graduation requirement is only met if a student has completed a full course in Algebra I or Mathematics I, or mathematics course of equal rigor, that is aligned to the content standards adopted by the state board pursuant to EC Sections 60605.8 and 60605.11. All standards of Algebra I or Mathematics I must be addressed in the course(s).

11. Q. If a student is in an integrated pathway (Mathematics I, Mathematics II, and Mathematics III), what course(s) fulfills the Algebra I graduation requirement?
A. The requirement is that the course "meets or exceeds the rigor of Algebra I or Mathematics I that is aligned to the content standards adopted by the state board pursuant to Sections 60605.8 and 60605.11".

12. Q. Can a Computer Science course count as a mathematics course for the graduation requirement?

A. UnderEC Section 51225.35, if the governing board of a school district requires more than two courses in mathematics for graduation, the governing board of the school district may award a pupil up to one mathematics course credit for successful completion of a "category C" approved computer science course. As used here, "category C" refers to the "A-G" admission requirements for the California State University and the University of California.

Questions: Professional Learning Support & Monitoring Office | plsmo@cde.ca.gov | 916-323-5847

Last Reviewed: Tuesday, July 11, 2023

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Algebra I/Mathematics I Graduation Requirements

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Frequently asked questions for Algebra I graduation requirements.

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Parents Helping Parents will empower you at every stage of your child’s life, from birth through adulthood. Together, we will create a plan that will help you, your child, and your entire family thrive!

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Connections California: Transition to Adulthood can make it a little easier! You'll find important information in Connections California #cca. We want to help YOU create the smoothest transition to adulthood possible alongside your loved one!

Connections California: Transition to Adulthood is a FREE and COMPREHENSIVE program from Parents Helping Parents - San Jose. Get 24/7 access to relevant info about the transition to adulthood for you and your loved one with a disability. #cca includes LIVE webinars, 100+ e-learning videos, and more!

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Get information, find resources, and build parent support for children and adults with disabilities in San Jose & Silicon Valley.

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Parents Helping Parents lo empoderará en cada etapa de la vida de su hijo, desde el nacimiento hasta la edad adulta. ¡Juntos, crearemos un plan que lo ayudará a usted, a su hijo y a toda su familia a prosperar!

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Explore resources and events that will help you support your child along their journey.

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Tools Just For You We know that family members need support just as much as their youth do. These resources are here to help you.

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Parent Organizations and the California Department of Education

The California Department of Education (CDE), Special Education Division, works closely with federal- and-state-funded parent organizations to increase parent participation and collaboration between parents and educators to improve the educational system.
Senate Bill 511, Family Empowerment Centers Parent Training and Information Center California Community Parent Resource Centers
Senate Bill 511, Family Empowerment Centers

Background

The Family Empowerment Centers (FECs) were established in 2001 by enactment of Chapter 690 of the Statutes of 2001 (Senate Bill 511, Alpert), enacted as Education Code ( EC) 56400-56415. The FECs provide services to families with children with disabilities ages three to twenty-two. The intent of the legislature is to ensure that parents, guardians, and families of children and young adults with disabilities have access to accurate information, specialized training, and peer-to-peer support. Each FEC is a non-profit 501 (c)(3). Funding for the FECs is based upon a specific formula. A rate of $246,000.00 is allocated annually to each center to provide the basic services. Additional funding for each FEC is determined according to school enrollment of the region served.

The FECs provide training and information to families of children and young adults with disabilities, between the ages of 3 and 22. These parent-led nonprofit organizations offer specialized training, peer-to-peer support, information and referral services. They aim to assist parents to better understand their child's educational and developmental needs, effectively communicate with service providers, serve as a resource for the individual education plan process, participate in school reform and improvement activities, promote alternative dispute resolution, and support positive relationships between parents and professionals. Services available through each FEC vary based on the needs of the community.

As a condition of funding, each FEC shall do all of the following as required in EC Section 56408(a):

(1) Provide training and information that meets the training and information needs of parents and families of children and young adults with disabilities living in the area served by the center, particularly those families and individuals who have been underserved.

(2) Work with community-based organizations, including community advisory committees established pursuant to Article 7 (commencing with Section 56190) of Chapter 2, parent advisory committees of one or more local educational agencies in their service region established pursuant to Sections 52063 and 52069, and state and local agencies serving children with disabilities.

(3) Train and support parents and families of children and young adults with disabilities to do all of the following:

(A) Better understand the nature of their children's disabilities and their children's educational and developmental needs, including the benefits of inclusion in a least restrictive educational environment.

(B) Participate in activities to address disparities in opportunities and improve outcomes for children and young adults with disabilities.

(C) Advocate for the child's needs in a manner that promotes alternative forms of dispute resolution and positive relationships between parents and professionals.

(4) Support parents with how to access language access support, including interpretation and translation of written materials, that is additional to language access support required to be provided by local educational agencies.

(5) Support parents in navigating referrals for services, such as support for pupil and family needs, respite services, physical and mental health services, and other necessary services depending on family circumstances.

(6) Assist parents in accessing support through other programs, such as the Foster Youth Services Coordinating Program and programs administered by the State Department of Developmental Services and the Department of Rehabilitation.

(7) Support parents in communicating effectively with personnel responsible for providing special education, early intervention, and related services.

(8) Serve as a resource to parents and families in decision making processes and the development of individualized education programs.

(9) Provide parents appropriate information regarding the range of options, programs, services, and resources available to assist children and young adults with disabilities and their families.

(10) Subject to the availability of resources and upon parental request, attend individualized education program development meetings that include parents and personnel responsible for assessing pupil eligibility for special education and early intervention services.

(11) Submit data annually, in accordance with the data template established by the department pursuant to subdivision (b) of Section 56411, no later than a date selected by the Superintendent. The Superintendent shall select this date by June 30, 2022.

FEC Contact and Service Information

Parent Training and Information Center

Background

Each Parent Training and Information Center (PTIC) is a parent-directed non-profit 501(c)(3) organization funded and managed by the Office of Special Education Programs at the U.S. Department of Education, under the Individuals with Disabilities Education Act (IDEA). The California Department of Education coordinates with the PTICs on initiatives and opportunities for parent support statewide.

The PTICs provide a variety of direct services for children and youth with disabilities, families, professionals, and other organizations that support them. Some of the activities include:

Working with families of infants, toddlers, children, and youth with disabilities, birth to twenty-six

Helping parents participate effectively in their children's education and development

Partnering with professionals and policy makers to improve outcomes for all children with disabilities

PTIC Contact Information

559-229-2000
559-229-2956 (Fax)

4440 North First Street,
Fresno, CA 93726
info@epuchildren.org

510-644-2555
(TDD Available)
510-841-8645 (Fax)
800-348-4232

3075 Adeline Street, Suite 210,
Berkeley, CA 94703

415-884-3535
415-884-3555 (Fax)
800-578-2592

94 Galli Drive, Suite C
Novato, CA 94949
info@matrixparents.org

408-727-5775
825-727-5775 (toll free)
408-286-1116 (Fax)

1400 Parkmoor Avenue, Suite 100
San Jose, CA 95126
info@php.com

415-282-7494
415-282-1226 (Fax)

1663 Mission Street, Suite 700
San Francisco, CA 94103
info@supportforfamilies.org

California Community Parent Resource Centers

Background

The Community Parent Resource Center (CPRC), are managed and funded by the Office of Special Education Programs (OSEP) and, as described in 20 United States Code 1472, will help ensure that underserved parents of children, ages birth through twenty-six with disabilities, including low-income parents, parents of limited English-proficient children, and parents with disabilities, have the training and information the parents need to enable the parents to participate effectively in helping their children with disabilities.

Each CPRC shall:

provide training and information that meets the training and information needs of parents of children with disabilities,

carry out the activities required of PTICs, and

be designed to meet the specific needs of families who experience significant isolation from available sources of information and support.

CPRC Contact Information

Other Resources

Reasons for Concern
If you suspect that your child or a child in your care may have a disability or special need(s) that may be affecting their academic, behavioral or developmental progress, there are state and local resources in place for assistance and guidance.

Rights of Parents and Children

State Compliance Complaint Support Unit

The CDE Special Education State Compliance Complaint Support Unit provides technical assistance information and resources for parents, school districts, advocates, agencies, and others of procedural safeguards regarding students between ages 3 and 21 with disabilities and their educational rights.

Rights of Parents and Children

Special Education Rights of Parents and Children Under the Individuals with Disabilities Education Act, Part B, and the California Education Code.

Parents' Rights
A brief summary of Procedural Safeguards for students with disabilities receiving special education services.

To file for mediation or a due process hearing, contact:
Office of Administrative Hearings
Special Education Division
2349 Gateway Oaks, Suite 200
Sacramento, CA 95833-4231
Telephone: 916-263-0880
Fax: 916-376-4207
Secure Electronic Filing

Last Reviewed: Wednesday, October 25, 2023

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List of California non-profit agencies providing resources and support for families of children and youth with disabilities.

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Get facts and information on common mental health concerns for teens.

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Children's Mental Health Matters

Just as you can help prevent a child from catching a cold or breaking a bone, you can help prevent a child from having mental health problems. We know what it takes to keep a child physically healthy-nutritious food, exercise, immunizations - but the basics for good mental health aren't always as clear. The first "basic" is to know that children's mental health matters. We need to treat a child's mental health just like we do their physical health, by giving it thought and attention and, when needed, professional help.
Download the Children's Mental Health Matters Factsheet (PDF)
Consequences of Mental Illness May Be Prevented

Although there can be a genetic or biological component to mental illness, and many children live in unsafe environments that put them "at-risk" of developing mental health problems, the consequences of mental illness may often be prevented through early intervention. At the very least, it is possible to delay mental illness and/or lessen symptoms. The best way to promote children's mental health is to build up their strengths, help to "protect" them from risks and give them tools to succeed in life.

Mental Health Promotion

Promoting a child's mental health means helping a child feel secure, relate well with others and foster their growth at home and at school. We do this by helping to build a child's confidence and competence - the foundation of strong self-esteem. This can be achieved by providing a child with a safe and secure home; warmth and love; respect; caring and trusting relationships with family, friends, and adults in the community; opportunities to talk about experiences and feelings; time to play, learn, and succeed; encouragement and praise; and consistent and fair expectations with clear consequences for misbehavior.

Know the signs

If there is concern that a child may be experiencing a mental health problem, it is important for adults to seek help from a doctor or mental health professional. Just like with physical illness, treating mental health problems early may help to prevent a more serious illness from developing in the future. Consider consulting a professional if a child you know:

Feels very sad, hopeless or irritable

Feels overly anxious or worried

Is scared and fearful; has frequent nightmares

Is excessively angry

Uses alcohol or drugs

Avoids people; wants to be alone all of the time

Hears voices or sees things that aren't there

Can't concentrate, sit still, or focus attention

Needs to wash, clean things, or perform certain rituals many times a day

Talks about suicide or death

Hurts other people or animals; or damages property

Has major changes in eating or sleeping habits

Loses interest in friends or things usually enjoyed

Falls behind in school or earns lower grades

Unsure? Try a mental health screen.

Taking a mental health screening at www.MHAscreening.org is one of the quickest and easiest ways to determine whether you or a loved one are experiencing symptoms of a mental health condition.

The Parent Test is for parents of young people to determine if their child's emotions, attention, or behaviors might be signs of a problem.

The Youth Test is for young people (age 11-17) who are concerned that their emotions, attention, or behaviors might be signs of a problem.

What Parents Can Do

Care for your children's mental health just as you do for their physical health.

Pay attention to warning signs, and if you're concerned there might be a problem seek professional help.

Let your children know that everyone experiences pain, fear, sadness, worry, and anger and that these emotions are a normal part of life; encourage them to talk about their concerns and to express their emotions.

Be a role model-talk about your own feelings, apologize, don't express anger with violence, and use active problem-solving skills.

Encourage your children's talents and skills, while also accepting their limitations. Celebrate your children's accomplishments.

Give your children opportunities to learn and grow, including being involved in their school and community and with other caring adults and friends.

Think of "discipline" as a form of teaching, rather than as physical punishment; set clear expectations and be consistent and fair with consequences for misbehavior; make sure to acknowledge both positive and negative behaviors.

What Teachers Can Do

Think about mental health as an important component of a child being "ready to learn;" if a child is experiencing mental health problems, he or she will likely have trouble focusing in school.

Know the warning signs of mental illness and take note of these in your students and seek consultation from the school mental health professional when you have concerns; psychological and/or educational testing may be necessary.

Use the mental health professional(s) at your school as resources for: preventive interventions with students, including social skills training; education for teachers and students on mental health, crisis counseling for teachers and students following a traumatic event, and classroom management skills training for teachers.

Allow your students to discuss troubling events at school or in the community; encourage students to verbally describe their emotions.

What Doctors Can Do

Recognize that mental health is part of a child's overall health.

Be informed about mental health issues in children and know the warning signs of mental illness.

Become familiar with mental health screening tools. Use these when a "red flag" is raised or routinely screen for illness, asking both children and parents about a child's emotions and behaviors-especially substance use, depression symptoms, school performance, and talk of suicide.

Be familiar with the most effective pharmacologic and non-pharmacologic treatment options.

Make referrals for mental health care when appropriate and follow-up with parents after a referral is made.

Learn more about specific mental health conditions and children

Further reading on youth mental health

Free Back to School Toolkit

MHA's Back to School Toolkit - developed each year and released in mid-August in anticipation of the start of the new school year - provides free resources, tools, tips, and information on early identification themes and Before Stage 4 messaging.
Learn more about MHA's Back to School Toolkit
Help is Available

Mental disorders in children are treatable. Early identification, diagnosis and treatment help children reach their full potential and improve the family dynamic. Children's mental health matters! To learn more, talk to a doctor, mental health professional or visit one of the websites below.

Take the parent screen to determine if your child's emotions, attention, or behaviors might be signs of a problem.

Resources

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Just as you can help prevent a child from catching a cold or breaking a bone, you can help prevent a child from having mental health problems. We know what it takes to keep a child physically healthy-nutritious food, exercise, immunizations - but the basics for good mental health aren't always as clear.

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Managing Behaviors in the Home Article-English

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Managing Behaviors in the Home Article-English

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A guide to more confident, consistent and effective parenting.

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Managing Problem Behavior at Home - Child Mind Institute

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Respond effectively to child behavior problems at home. The Child Mind Institute teaches effective parenting skills and behavior management at home.

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Cómo manejar los comportamientos problemáticos en el hogar

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Cómo manejar los comportamientos problemáticos en el hogar

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Guía para una crianza más segura, constante y efectiva.

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Uno de los mayores desafíos que enfrentan los padres es manejar el comportamiento difícil o desafiante por parte de los niños. Ya sea que se nieguen a ponerse sus zapatos o que hagan enormes berrinches, es posible que usted se sienta desorientado respecto a encontrar una manera efectiva de responder.

Para los padres que están desesperados, las técnicas de terapia conductual pueden proporcionar un mapa que los guíe hacia formas más tranquilas y consistentes de manejar los problemas de comportamiento, y ofrecer la oportunidad de ayudar a los niños a adquirir las habilidades de desarrollo que necesitan para regular su conducta.

Para entender y responder eficazmente al comportamiento problemático, debe pensar tanto en lo que pasó antes como en lo que sucederá después. Hay tres aspectos importantes en cualquier comportamiento:

Antecedentes: Factores previos que hacen que sea más o menos probable que ocurra un comportamiento. Otro término más familiar para esto es desencadenantes. Aprender y anticipar los antecedentes es una herramienta extremadamente útil para prevenir el mal comportamiento.

Comportamientos: Las acciones específicas que usted intenta alentar o desalentar.

Consecuencias: Los resultados que natural o lógicamente siguen después de un comportamiento. Las consecuencias, positivas o negativas, afectan la probabilidad de que un comportamiento se vuelva recurrente. Y cuanto más inmediata es la consecuencia, es más poderoso el efecto.

El primer paso para un buen plan de manejo del comportamiento es identificar los comportamientos objetivo. Estos comportamientos deben ser específicos (para que todos tengan claro lo que se espera), observables y medibles (para que todos puedan estar de acuerdo en si el comportamiento ocurrió o no).

Un ejemplo de comportamiento mal definido es "ser malo" o "ser bueno". Un comportamiento bien definido sería correr por la habitación (malo) o comenzar la tarea a tiempo (bueno).

Los antecedentes vienen en muchas formas. Algunos son la base del mal comportamiento, otros son herramientas útiles que ayudan a los padres a manejar comportamientos potencialmente problemáticos antes de que comiencen y refuerzan el buen comportamiento.

Asumir que han sido comprendidas las expectativas: No asuma que los niños saben lo que se espera de ellos, ¡explíquelo! Las demandas cambian de una situación a otra y cuando los niños no están seguros de lo que se supone que deben hacer, es más probable que se comporten mal.

Llamar la atención desde lejos: Asegúrese de dar las instrucciones importantes a sus hijos cara a cara. Es menos probable que las cosas gritadas a lo lejos sean recordadas y entendidas.

Hacer una transición sin previo aviso: Las transiciones pueden ser difíciles para los niños, especialmente cuando están en medio de algo que están disfrutando. Recibir un aviso les da la oportunidad de encontrar un buen momento para detener una actividad, y hace que la transición sea menos complicada.

Hacer preguntas rápidas o dar una serie de instrucciones: Hacer na serie de preguntas o dar muchas instrucciones a los niños limita la probabilidad de que escuchen, respondan preguntas, recuerden las tareas y hagan lo que se les ha pedido que hagan.

Estos son algunos antecedentes que pueden reforzar el buen comportamiento:

Tener en cuenta la situación: Considere y aborde los factores ambientales y emocionales: el hambre, la fatiga, la ansiedad o las distracciones pueden hacer que sea mucho más difícil para los niños controlar su comportamiento.

Adaptar el entorno: Cuando sea la hora de la tarea, por ejemplo, elimine distracciones como pantallas de video y juguetes, proporcione refrigerios, establezca un lugar organizado para que los niños trabajen y asegúrese de programar algunos descansos: la atención no es infinita.

Asegurarse de que las expectativas sean claras: Usted recibirá una mejor cooperación si tanto usted como su hijo tienen claro lo que se espera. Siéntese con él y presente la información verbalmente. Incluso si él "debería" saber lo que se espera, aclarar las expectativas al comienzo de una tarea ayuda a evitar malentendidos en el futuro.

Proporcionar cuentas regresivas para las transiciones: Siempre que sea posible, prepare a los niños para una próxima transición. Por ejemplo, avíseles cuando les queden 10 minutos antes de que tengan que ir a cenar o comenzar su tarea. Luego, recuérdeles cuando queden 2 minutos. La transición es tan importante como la cuenta regresiva.

Permitir que los niños tengan una opción: A medida que crecen, es importante que opinen sobre su propio horario. Darles una opción estructurada "¿quieres ducharte después de cenar o antes?", puede ayudarlos a sentirse empoderados y estimularlos a estar más autorregulados.

No todas las consecuencias son iguales. Algunas son una manera excelente de crear estructura y ayudar a los niños a entender la diferencia entre los comportamientos aceptables y los inaceptables, mientras que otras tienen el potencial de hacer más daño que bien. Como padre, comprender cómo usar las consecuencias de manera inteligente y constante puede marcar la diferencia.

Dar atención negativa: Los niños valoran tanto la atención de los adultos importantes en su vida que cualquier atención, positiva o negativa, es mejor que ninguna. La atención negativa, como levantar la voz o pegarles, en realidad aumenta el mal comportamiento con el tiempo. Además, responder a los comportamientos con críticas o gritos afecta negativamente la autoestima de los niños.

Consecuencias retrasadas: Las consecuencias más efectivas son inmediatas. Cada momento que pasa después de un comportamiento, es menos probable que su hijo relacione su comportamiento con la consecuencia. Se convierte en castigo por el simple hecho de castigar, y es mucho menos probable que cambie el comportamiento.

Consecuencias desproporcionadas: Comprensiblemente, los padres se frustran mucho. A veces, pueden estar tan frustrados que reaccionan de forma exagerada. Una gran consecuencia puede ser desmoralizante para los niños y pueden renunciar incluso a tratar de portarse bien.

Consecuencias positivas: Cuando un niño pierde el tiempo en lugar de ponerse los zapatos o recoger los bloques y, frustrado, usted lo hace por él, aumenta la probabilidad de que vuelva a perder el tiempo la próxima vez.

Las consecuencias que son más efectivas comienzan con una atención generosa a los comportamientos que desea fomentar.

Atención positiva para comportamientos positivos: Darle a su hijo un refuerzo positivo por buena conducta ayuda a mantener el buen comportamiento continuo. La atención positiva mejora la calidad de la relación, mejora la autoestima y se siente bien para todos los involucrados. La atención positiva ante un comportamiento valiente también puede ayudar a atenuar la ansiedad y ayudar a los niños a ser más receptivos a las instrucciones y al establecimiento de límites.

Ignorar activamente: Esto se debe usar SOLO con malos comportamientos menores, NO con la agresividad y NO con un comportamiento muy destructivo. La ignorancia activa implica la retirada deliberada de la atención cuando un niño comienza a portarse mal (cuando usted esté ignorando, espere hasta que se reanude el comportamiento positivo). Usted querrá prestar atención positiva tan pronto como comience el comportamiento deseado. Al retener su atención hasta que su hijo tenga un comportamiento positivo, le está enseñando qué comportamiento hace que usted se involucre.

Menús de recompensa: Las recompensas son una forma tangible de dar a los niños comentarios positivos sobre los comportamientos deseados. Una recompensa es algo que un niño gana, un reconocimiento de que está haciendo algo que es difícil para él. Las recompensas son más eficaces como motivadores cuando el niño puede elegir entre una variedad de cosas: tiempo extra en el iPad, un regalo especial, etc. Esto ofrece control al niño y reduce la posibilidad de que una recompensa pierda su atractivo con el tiempo. Las recompensas deben estar vinculadas a comportamientos específicos y siempre entregadas de manera constante.

Tiempos fuera: Los tiempos fuera son una de las consecuencias más efectivas que los padres pueden usar, pero también una de las más difíciles de hacer correctamente. Lea una guía rápida con estrategias efectivas para los tiempos fuera.

Sea claro: Establezca qué comportamientos llevarán a tiempos fuera. Cuando un niño muestra este comportamiento, asegúrese de que el tiempo fuera correspondiente sea relativamente breve y que de inmediato siga un comportamiento negativo.

Sea consistente: La administración aleatoria de tiempos fuera cuando usted se siente frustrado socava el sistema y dificulta que el niño conecte comportamientos con consecuencias.

Establezca reglas y sígalas: No debe hablar con el niño hasta que termine el tiempo fuera. El tiempo fuera debe terminar solamente cuando el niño haya calmado y callado brevemente para que aprenda a asociar el término del tiempo fuera con este comportamiento deseado.

Regresar a la tarea: Si se usó un tiempo fuera por no cumplir con una tarea, una vez que finalice el tiempo fuera, se le debe indicar al niño que complete la tarea. De esta manera, los niños no comenzarán a ver los tiempos fuera como una estrategia de escape.

Al llevar a la práctica el manejo de herramientas de comportamiento en el hogar, los padres pueden hacer que sea un lugar mucho más tranquilo para estar.

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Cómo manejar los comportamientos problemáticos en el hogar - Child Mind Institute

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Lea cómo manejar los comportamientos problematicos de sus hijos a través de estrategias sencillas de llevar a cabo en el hogar.

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Mental Health Information for Youth and Parents

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Mental Health Information for Youth and Parents

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Build a Healthy CA for All
Improve Lives of CA's Most Vulnerable
Advance the Well-Being of Children and Youth

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Youth Mental Health Resources Hub - California Health and Human Services

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Mental Health Resources for Youth We all need help sometimes. You are not alone. It's okay to not feel okay. We all feel sad, anxious, upset or angry sometimes. If you, your family or friends need someone to talk to, contact any of the following organizations: Suicide & Crisis Lifeline Operating Hours: 24/7 If you ...

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Required Participants of the IEP Meeting include parents, general education teacher, a special education teacher, a representative of the agency, a member to interpret evaluation results, and parental advocates at parents' discretion.  Other designated service team members are also required to attend if the child qualifies for those services.  

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Required Participants of the IEP Meeting include parents, general education teacher, a special education teacher, a representative of the agency, a member to interpret evaluation results, and parental advocates at parents' discretion.  Other designated service team members are also required to attend if the child qualifies for those services.  

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Individuals with Disabilities Education Act

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300.321 IEP Team.

(a) General. The public agency must ensure that the IEP Team for each child with a disability includes-

(1) The parents of the child;

(2) Not less than one regular education teacher of the child (if the child is, or may be, participating in the regular education environment);

(3) Not less than one special education teacher of the child, or where appropriate, not less than one special education provider of the child;

(4) A representative of the public agency who-

(i) Is qualified to provide, or supervise the provision of, specially designed instruction to meet the unique needs of children with disabilities;

(ii) Is knowledgeable about the general education curriculum; and

(iii) Is knowledgeable about the availability of resources of the public agency.

(5) An individual who can interpret the instructional implications of evaluation results, who may be a member of the team described in paragraphs (a)(2) through (a)(6) of this section;

(6) At the discretion of the parent or the agency, other individuals who have knowledge or special expertise regarding the child, including related services personnel as appropriate; and

(7) Whenever appropriate, the child with a disability.

(b) Transition services participants.

(1) In accordance with paragraph (a)(7) of this section, the public agency must invite a child with a disability to attend the child's IEP Team meeting if a purpose of the meeting will be the consideration of the postsecondary goals for the child and the transition services needed to assist the child in reaching those goals under §300.320(b).

(2) If the child does not attend the IEP Team meeting, the public agency must take other steps to ensure that the child's preferences and interests are considered.

(3) To the extent appropriate, with the consent of the parents or a child who has reached the age of majority, in implementing the requirements of paragraph (b)(1) of this section, the public agency must invite a representative of any participating agency that is likely to be responsible for providing or paying for transition services.

(c) Determination of knowledge and special expertise. The determination of the knowledge or special expertise of any individual described in paragraph (a)(6) of this section must be made by the party (parents or public agency) who invited the individual to be a member of the IEP Team.

(d) Designating a public agency representative. A public agency may designate a public agency member of the IEP Team to also serve as the agency representative, if the criteria in paragraph (a)(4) of this section are satisfied.

(e) IEP Team attendance.

(1) A member of the IEP Team described in paragraphs (a)(2) through (a)(5) of this section is not required to attend an IEP Team meeting, in whole or in part, if the parent of a child with a disability and the public agency agree, in writing, that the attendance of the member is not necessary because the member's area of the curriculum or related services is not being modified or discussed in the meeting.

(2) A member of the IEP Team described in paragraph (e)(1) of this section may be excused from attending an IEP Team meeting, in whole or in part, when the meeting involves a modification to or discussion of the member's area of the curriculum or related services, if-

(i) The parent, in writing, and the public agency consent to the excusal; and

(ii) The member submits, in writing to the parent and the IEP Team, input into the development of the IEP prior to the meeting.

(f) Initial IEP Team meeting for child under Part C. In the case of a child who was previously served under Part C of the Act, an invitation to the initial IEP Team meeting must, at the request of the parent, be sent to the Part C service coordinator or other representatives of the Part C system to assist with the smooth transition of services. [71 FR 46753, Aug. 14, 2006, as amended at 72 FR 61307, Oct. 30, 2007]

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Sec. 300.321 IEP Team - Individuals with Disabilities Education Act

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300.321 IEP Team. (a) General. The public agency must ensure that the IEP Team for each child with a disability includes- (1) The parents of the child; (2) Not less than one regular education teacher of the child (if the child is, or may be, participating in the regular education environment); (3) Not less than...

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The Goal Plan is a visual representation of the steps needed to accomplish an identified goal.

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The Toolbox for Self-Determination is a resource for parents to learn more about self-determination. It walks parents through the ways they can help their child become self-determined, and shows examples of the One-Pager, Good Day Plan and Goal Plan templates that can be used to aid in self-determination.

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The Goal Plan is a visual representation of the steps needed to accomplish an identified goal, the steps needed to get there, and those who can support along the way.

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Assistive Technology for Non-Verbal Students

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Our AAC app family has two new members supporting children and parents on their AAC journey.

Built from the ground up with an easy-to-use layout, step-by-step guidance and support, you can easily make communication with AAC a part of your everyday life.

Try AssistiveWare Proloquo and Proloquo Coach free of charge for one month.

You'll love how this symbol-based app helps users learn how to express themselves. Proloquo2Go puts the user's development first, with innovative features based on clinical knowledge and user research.

It's also one of the few AAC apps designed to support all users, from beginning to advanced. Completely customizable and designed for a range of fine-motor and visual skills, the app's versatility makes it useful for non-speaking people with autism, Down syndrome, cerebral palsy, and a range of other diagnoses or speech impediments like apraxia and dysarthria.

Grow and develop

Communicate with ease

Core words stay in the same place throughout the vocabulary to aid motor planning.

Customizable folder organization. You can also create your own folders easily, based on thematic templates.

Designed for a range of fine-motor and visual skills with options like 23 pre-programmed grid sizes and accessibility settings which support scanning and Apple's VoiceOver.

Use it your way

"
The app continues to grow with us, and each update brings only greater utility and reward. Rupert is seventeen now, and I can't see us ever using any other communication format.

Proloquo2Go lets you be you. Choose from 100 voices, ranging from friendly adult voices to genuine children's voices and bilingual voices. The voices are created using real recorded speech, making them feel surprisingly natural. For some languages, you even have multiple options.

Exploring insurance options for Proloquo2Go? We've got you covered.

Our partner, AbleNet, specializes in guiding people through the insurance process for AAC apps and devices. AbleNet works with ALL speech-language pathologists, regardless of their experience with speech devices.

Visit AbleNet's site or contact our support team and get Proloquo2Go the hassle-free way.

Proloquo2Go

AAC Essentials Bundle

Proloquo2Go

Help & Support

Join the community

Ask our Support team

Make every environment set up for quick access to AAC. These printable communication boards are handy to use across different environments. This is very helpful when the device is not available. Using core word boards means you can make AAC always available.
Quick communication boards (new!)
More words to communicate with. Read how to use the Quick communication boards.
Core word boards

Gateway to Language & Learning is an efficient core word vocabulary offering user vocabularies for children, teens, and adults.

Proloquo2Go has the CrescendoTM core word vocabulary built-in. The Gateway to Language and Learning© vocabulary is available as an in-app purchase.

Learn more about Crescendo and Gateway

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Proloquo2Go - AAC app with symbols - AssistiveWare

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You'll love how this symbol-based app helps users learn how to express themselves. Proloquo2Go puts the user's development first, with innovative features based on clinical knowledge and user research.

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SEL 101: What are the core competencies and key settings?

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Fostering General Education Teachers' Connection to the IEP Process

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Fostering General Education Teachers' Connection to the IEP Process

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It is important to foster the general education teachers' connection to the IEP process.  So often, the Gen. Ed. teacher is an afterthought in the IEP process.  They are often invited, but input isn't requested until the actual meeting where they are asked to describe how the student is doing in the class and then dismissed from the meeting.   I have developed a Google Form to ask for teacher input ahead of the meeting and for their input on potential accommodations/modifications.  I also added in the Google Form, potential topics the Gen. Ed. teacher can discuss this in the meeting, so they feel prepared.

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Assistive Technology for Non-Verbal Students

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The store will not work correctly in the case when cookies are disabled.

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A customizable AAC app that includes core words and curriculum communication pages

Product Features:

Instant access to a page set of core words commonly used in daily communication

Based on Project CORE research from UNC Center for Literacy and Disability Studies

Includes adjustable page layouts, customizable navigation, and text-to-speech capabilities

Provides flexibility to import sounds and images from the internet or your camera

Pages may be backed-up, restored or shared via Dropbox or iTunes

Offers four page styles for communication: standard, scene, express, keyboard

Stores an unlimited number of messages

If your district uses an MDM system to distribute apps, please check with your IT Department before purchasing iPad apps.

Maximum quantity of 50 licenses per purchase.

Resale of activation codes is prohibited.

Access codes are licensed for activation on a single device.

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widget type="Swissup\Easybanner\Block\Placeholder" placeholder="10" type_name="EasyBanner: Placeholder"}}Product Features:Instant access to a page set of core words commonly used in daily communicationBased on Project CORE research from UNC Center for Literacy and Disability StudiesIncludes adjustable page layouts, customizable navigation, and text-to-speech capabilitiesProvides flexibility to import sounds and images from the internet or your

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A framework creates a foundation for applying evidence-based SEL strategies to your community.

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Foster knowledge, skills, and attitudes across five areas of social and emotional competence;

Establish equitable learning environments and coordinate practices across four key settings that support students' social, emotional, and academic development.

Download more information on the framework (available in and Spanish).

Use our reflection protocol to facilitate a discussion on implementation efforts in your school, district, or other setting.

Read more about the 2020 update to our framework, which highlighted the potential of SEL in promoting educational equity and excellence.

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Communities

Communities. Community partners often provide safe and developmentally rich settings for learning and development, have deep understanding of community needs and assets, are seen as trusted partners by families and students, and have connections to additional supports and services that school and families need. Community programs also offer opportunities for young people to practice their social and emotional skills in settings that are both personally relevant and can open opportunities for their future. To integrate SEL efforts across the school day and out-of-school time, school staff and community partners should align on common language and coordinate strategies and communication around SEL-related efforts and initiatives.
Learn more: CASEL Guide to Schoolwide SEL - Community Partnerships

Families & Caregivers

Families & Caregivers. When schools and families form authentic partnerships, they can build strong connections that reinforce students' social and emotional development. Families and caregivers are children's first teachers, and bring deep expertise about their development, experiences, culture, and learning needs. These insights and perspectives are critical to informing, supporting, and sustaining SEL efforts. Research suggests that evidence-based SEL programs are more effective when they extend into the home, and families are far more likely to form partnerships with schools when their schools' norms, values, and cultural representations reflect their own experiences. Schools need inclusive decision-making processes that ensure that families-particularly those from historically marginalized groups-are part of planning, implementing, and continuously improving SEL.

Schools can also create other avenues for family partnership that may include creating ongoing two-way communication with families, helping caregivers understand child development, helping teachers understand family backgrounds and cultures, providing opportunities for families to volunteer in schools, extending learning activities and discussions into homes, and coordinating family services with community partners. These efforts should engage families in understanding, experiencing, informing, and supporting the social and emotional development of their students.
Learn more: CASEL Guide to Schoolwide SEL - Family Partnerships

Schools

Schools. Effectively integrating SEL schoolwide involves ongoing planning, implementation, evaluation, and continuous improvement by all members of the school community. SEL efforts both contribute to and depend upon a school climate where all students and adults feel respected, supported, and engaged.

Because the school setting includes many contexts-classrooms, hallways, cafeteria, playground, bus-fostering a healthy school climate and culture requires active engagement from all adults and students. A strong school culture is rooted in students' sense of belonging, with evidence that suggests that it plays a crucial role in students' engagement. SEL also offers an opportunity to enhance existing systems of student support by integrating SEL goals and practices with universal, targeted, and intensive academic and behavioral supports. By coordinating and building upon SEL practices and programs, schools can create an environment that infuses SEL into every part of students' educational experience and promotes positive social, emotional, and academic outcomes for all students.
Learn more: CASEL Guide to Schoolwide SEL

Classrooms

Classrooms. Research has shown that social and emotional competence can be enhanced using a variety of classroom-based approaches such as: (a) explicit instruction through which social and emotional skills and attitudes are taught and practiced in developmentally, contextually, and culturally responsive ways; (b) teaching practices such as cooperative learning and project-based learning; and (c) integration of SEL and academic curriculum such as language arts, math, science, social studies, health, and performing arts. High-quality SEL instruction has four elements represented by the acronym SAFE: Sequenced - following a coordinated set of training approaches to foster the development of competencies; Active - emphasizing active forms of learning to help students practice and master new skills; Focused - implementing curriculum that intentionally emphasizes the development of SEL competencies; and Explicit - defining and targeting specific skills, attitudes, and knowledge.

SEL instruction is carried out most effectively in nurturing, safe environments characterized by positive, caring relationships among students and teachers. To facilitate age-appropriate and culturally responsive instruction, adults must understand and appreciate the unique strengths and needs of each student and support students' identities. When adults incorporate students' personal experiences and cultural backgrounds and seek their input, they create an inclusive classroom environment where students are partners in the educational process, elevating their own agency. Strong relationships between adults and students can facilitate co-learning, foster student and adult growth, and generate collaborative solutions to shared concerns.
Learn more: CASEL Guide to Effective SEL Programs

Self-Awareness

Self-awareness: The abilities to understand one's own emotions, thoughts, and values and how they influence behavior across contexts. This includes capacities to recognize one's strengths and limitations with a well-grounded sense of confidence and purpose.

Such as:

Integrating personal and social identities

Identifying personal, cultural, and linguistic assets

Identifying one's emotions

Demonstrating honesty and integrity

Linking feelings, values, and thoughts

Examining prejudices and biases

Experiencing self-efficacy

Having a growth mindset

Developing interests and a sense of purpose

Check out this video from PBS Learning Media for more information.

Self-Management

Self-management: The abilities to manage one's emotions, thoughts, and behaviors effectively in different situations and to achieve goals and aspirations. This includes the capacities to delay gratification, manage stress, and feel motivation and agency to accomplish personal and collective goals.

Such as:

Managing one's emotions

Identifying and using stress management strategies

Exhibiting self-discipline and self-motivation

Setting personal and collective goals

Using planning and organizational skills

Showing the courage to take initiative

Demonstrating personal and collective agency

Check out this video from PBS Learning Media for more information.

Social Awareness

Social awareness: The abilities to understand the perspectives of and empathize with others, including those from diverse backgrounds, cultures, and contexts. This includes the capacities to feel compassion for others, understand broader historical and social norms for behavior in different settings, and recognize family, school, and community resources and supports.

Such as:

Taking others' perspectives

Recognizing strengths in others

Demonstrating empathy and compassion

Showing concern for the feelings of others

Understanding and expressing gratitude

Identifying diverse social norms, including unjust ones

Recognizing situational demands and opportunities

Understanding the influences of organizations and systems on behavior

Check out this video from PBS Learning Media for more information.

Responsible Decision-Making

Responsible decision-making: The abilities to make caring and constructive choices about personal behavior and social interactions across diverse situations. This includes the capacities to consider ethical standards and safety concerns, and to evaluate the benefits and consequences of various actions for personal, social, and collective well-being.

Such as:

Demonstrating curiosity and open-mindedness

Learning how to make a reasoned judgment after analyzing information, data, and facts

Identifying solutions for personal and social problems

Anticipating and evaluating the consequences of one's actions

Recognizing how critical thinking skills are useful both inside and outside of school

Reflecting on one's role to promote personal, family, and community well-being

Evaluating personal, interpersonal, community, and institutional impacts

Check out this video from PBS Learning Media for more information.

Relationship Skills

Relationship skills: The abilities to establish and maintain healthy and supportive relationships and to effectively navigate settings with diverse individuals and groups. This includes the capacities to communicate clearly, listen actively, cooperate, work collaboratively to problem solve and negotiate conflict constructively, navigate settings with differing social and cultural demands and opportunities, provide leadership, and seek or offer help when needed.

Such as:

Communicating effectively

Developing positive relationships

Demonstrating cultural competency

Practicing teamwork and collaborative problem-solving

Resolving conflicts constructively

Resisting negative social pressure

Showing leadership in groups

Seeking or offering support and help when needed

Standing up for the rights of others

Check out this video from PBS Learning Media for more information.

Social & Emotional Learning

Social and emotional learning (SEL) is an integral part of education and human development. SEL is the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions.

SEL advances educational equity and excellence through authentic school-family-community partnerships to establish learning environments and experiences that feature trusting and collaborative relationships, rigorous and meaningful curriculum and instruction, and ongoing evaluation. SEL can help address various forms of inequity and empower young people and adults to co-create thriving schools and contribute to safe, healthy, and just communities.

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Our SEL framework, known to many as the "CASEL wheel," helps cultivate skills and environments that advance students' learning and development.

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Common Core Standard SL. 9-10.4-Speaking and Listening

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Common Core Standard SL. 9-10.4-Speaking and Listening

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Standard Identifier: SL.9-10.4

Content Area: English Language Arts

Subject Area: English Language Arts (6-12)

Domain: Speaking and Listening

Cluster: Presentation of Knowledge and Ideas

Standard:
Present information, findings, and supporting evidence clearly, concisely, and logically (using appropriate eye contact, adequate volume, and clear pronunciation) such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose (e.g., argument, narrative, informative, response to literature presentations), audience, and task. CA a. Plan and deliver an informative/explanatory presentation that: presents evidence in support of a thesis, conveys information from primary and secondary sources coherently, uses domain specific vocabulary, and provides a conclusion that summarizes the main points. (9th or 10th grade) CA b. Plan, memorize, and present a recitation (e.g., poem, selection from a speech or dramatic soliloquy) that: conveys the meaning of the selection and includes appropriate performance techniques (e.g., tone, rate, voice modulation) to achieve the desired aesthetic effect. (9th or 10th grade) CA

Questions: Curriculum Frameworks and Instructional Resources Division | CFIRD@cde.ca.gov | 916-319-0881

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CA Content Standards (CA Dept of Education)

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HLP 1: COLLABORATE WITH PROFESSIONALS TO INCREASE STUDENT SUCCESS.

Collaboration with general education teachers, paraprofessionals, and support staff is necessary to support students’ learning toward measurable outcomes and to facilitate students’ social and emotional well-being across all school environments and instructional settings (e.g., co-taught). (https://highleveragepractices.org/four-areas-practice-k-12/collaboration).

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For special education teachers, constantly working with a wide range of people-other teachers, school staff, families, and caregivers―is more than part of the job description. Working with these various groups and collaborating with them is essential and ultimately provides many benefits for the children we work to support. Implementing collaboration practices builds effective relationships and creates a better understanding of students' needs, which allows them to succeed.

HLP 1: Collaborate with professionals to increase student success.

Collaboration with general education teachers, paraprofessionals, and support staff is necessary to support students' learning toward measurable outcomes and to facilitate students' social and emotional well-being across all school environments and instructional settings (e.g., co-taught). Collaboration with individuals or teams requires the use of effective collaboration behaviors (e.g., sharing ideas, active listening, questioning, planning, problem solving, negotiating) to develop and adjust instructional or behavioral plans based on student data, and the coordination of expectations, responsibilities, and resources to maximize student learning.

HLP 2: Organize and facilitate effective meetings with professionals and families.

Teachers lead and participate in a range of meetings (e.g., meetings with families, individualized education program [IEP] teams, individualized family services plan [IFSP] teams, instructional planning) with the purpose of identifying clear, measurable student outcomes and developing instructional and behavioral plans that support these outcomes. They develop a meeting agenda, allocate time to meet the goals of the agenda, and lead in ways that encourage consensus building through positive verbal and nonverbal communication, encouraging the sharing of multiple perspectives, demonstrating active listening, and soliciting feedback.

HLP 3: Collaborate with families to support student learning and secure needed services.

Teachers collaborate with families about individual children's needs, goals, programs, and progress over time and ensure families are informed about their rights as well as about special education processes (e.g., IEPs, IFSPs). Teachers should respectfully and effectively communicate considering the background, socioeconomic status, language, culture, and priorities of the family. Teachers advocate for resources to help students meet instructional, behavioral, social, and transition goals. In building positive relationships with students, teachers encourage students to self-advocate, with the goal of fostering self-determination over time. Teachers also work with families to self-advocate and support their children's learning.

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Common Core Standard SL-11-12.4 Speaking and Listening

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Common Core Standard SL-11-12.4 Speaking and Listening

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Standard Identifier: SL.11-12.4

Content Area: English Language Arts

Subject Area: English Language Arts (6-12)

Domain: Speaking and Listening

Cluster: Presentation of Knowledge and Ideas

Standard:
Present information, findings, and supporting evidence (e.g., reflective, historical investigation, response to literature presentations), conveying a clear and distinct perspective and a logical argument, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. Use appropriate eye contact, adequate volume, and clear pronunciation. CA a. Plan and deliver a reflective narrative that: explores the significance of a personal experience, event, or concern; uses sensory language to convey a vivid picture; includes appropriate narrative techniques (e.g., dialogue, pacing, description); and draws comparisons between the specific incident and broader themes. (11th or 12th grade) CA b. Plan and present an argument that: supports a precise claim; provides a logical sequence for claims, counterclaims, and evidence; uses rhetorical devices to support assertions (e.g., analogy, appeal to logic through reasoning, appeal to emotion or ethical belief); uses varied syntax to link major sections of the presentation to create cohesion and clarity; and provides a concluding statement that supports the argument presented. (11th or 12th grade) CA

Questions: Curriculum Frameworks and Instructional Resources Division | CFIRD@cde.ca.gov | 916-319-0881

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CA Content Standards (CA Dept of Education)

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I think the best way to encourage collaboration between teachers electronically is to use what they already know/use.  There are lots of great technology programs out there but if you have to learn a whole new program, everyone is less likely to participate in the collaboration.  Google is a program that most are familiar with and use every day.  Gmail, Google Docs, Drive, Forms, Hangouts, Calendar, and Google+.  Google+ is an upcoming social media platform that can be set up as a controlled network for the school environment.

https://elearningindustry.com/the-5-best-free-collaboration-tools-for-teachers

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Standard Identifier: W.9-10.2

Content Area: English Language Arts

Subject Area: English Language Arts (6-12)

Cluster: Text Types and Purposes

Standard:
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. a. Introduce a topic or thesis statement; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. CA b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic. c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the disciplines in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

Questions: Curriculum Frameworks and Instructional Resources Division | CFIRD@cde.ca.gov | 916-319-0881

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CA Content Standards (CA Dept of Education)

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Standard Identifier: W.11-12.2

Content Area: English Language Arts

Subject Area: English Language Arts (6-12)

Cluster: Text Types and Purposes

Standard:
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. a. Introduce a topic or thesis statement; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. CA b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic. c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

Questions: Curriculum Frameworks and Instructional Resources Division | CFIRD@cde.ca.gov | 916-319-0881

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CA Content Standards (CA Dept of Education)