Before leaving feedback, please take a moment to tell us who you are:
We will only request this information once. We recognize you may belong to more than one of these groups; please select the role that feels most relevant to you as you are providing your feedback. If you would like to make note of other roles you carry, please do so in the comments section of the resources. No further information will be required allowing your feedback to remain anonymous.

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Teachers

Thank you for exploring this site and providing feedback. We know how valuable your role is in the lives of students with disabilities and want to know how the resources of this initiative support you in providing alternative means of expression within content instruction.

Understanding the Role of General Education and Special Education

Collaboration between special education and general education teachers is critical in the instruction of students with disabilities. Giving students with disabilities alternative methods to demonstrate proficiency in their learning can enhance core teaching practices and strengthen teachers’ expertise in providing a variety of assessment methods, including performance tasks.

Please share your insights about:

  • A resource’s effectiveness in facilitating alternative means of expression for students
  • How well the tools and strategies support collaborative teaching efforts between special and general education teachers
  • Any gaps or challenges you encounter while using these resources in your teaching practice
  • Suggestions for improving the accessibility and usefulness of these tools for both educators and students
  • How useful these tools and resources are for decision-making, both generally in instruction and specifically when defining support for students within their IEP meeting.

Review and provide feedback on the practice briefs linked below and review the High-Level Guidance Overview Page. 

  • To what degree is the guidance provided in these resources useful to your subject area?

Explore the content and course examples most relevant to your work. Review and provide feedback on the following:

  • To what degree have big ideas been unpacked well and in alignment to the frameworks and standards? 
  • To what degree are alternative means of expression (where applicable) useful in identifying whether students have met proficiency levels?

Explore content and course examples for coursework outside the content you usually focus on to provide feedback on the following:

  • The degree big ideas have been clearly unpacked.
  • The degree alternate means options are clear and actionable. 

Additionally, please consider adding your own examples of viable alternative means options that satisfy the requirements of big ideas you teach in the Bring Your Own Task (BYOT) section of each big idea.

Thank you for your important role and continued partnership in shaping an educational landscape where every student can thrive.

Learn more:

Click the link below to download this document. Click the “comment” and the “thumb up / thumb down” buttons above to leave feedback upon completion of your review.

Integrating Alternative Means of Expression as Assessment Options in Units and Lessons: Guidance for Educators

The document provides guidance for educators on integrating alternative means of expression into assessments for students with disabilities, emphasizing the importance of collaboration between general and special education teachers. It outlines a framework for understanding course requirements, identifying appropriate assessment methods, and ensuring that students can demonstrate their learning effectively while maintaining academic rigor. The ultimate goal is to create inclusive assessments that support equitable access to a standard high school diploma for all students, particularly those with unique learning needs.

Integrating Alternative Means of Expression as Assessment Options in Units and Lessons

High-Level Guidance

The document provides guidance for educators on integrating alternative means of expression into assessments for students with disabilities, emphasizing collaboration between general and special education teachers to ensure equitable access to graduation requirements while maintaining academic rigor.

Comment

Click the link below to download this document. Click the “comment” and the “thumb up / thumb down” buttons above to leave feedback upon completion of your review.

Documenting Alternative Means of Expression in the IEP: A Resource for Students, Their Families, and Their IEP Teams

The document outlines the importance of documenting alternative means of expression in Individualized Education Programs (IEPs) for students with disabilities, emphasizing their right to demonstrate proficiency in coursework required for earning a diploma. It provides guidance on how IEP teams can identify and implement various assessment methods tailored to each student’s strengths and needs, ensuring collaboration among team members, including families and educators. Ultimately, the resource aims to empower students by promoting inclusive educational practices that accommodate diverse learning styles and support successful outcomes.

Documenting Alternative Means of Expression in the IEP

High-Level Guidance

The document provides guidance for IEP teams on how to effectively document and implement alternative means of expression in IEPs to support students with disabilities in demonstrating proficiency and achieving their educational goals.

Comment

Click the link below to download this document. Click the “comment” and the “thumb up / thumb down” buttons above to leave feedback upon completion of your review.

Practice Brief: The Role of English Language Development Standards in Amplifying Language and Literacy

The document discusses the challenges faced by multilingual learners (ML) with disabilities in accessing inclusive instruction and developing English language proficiency while learning grade-level content. It emphasizes the importance of integrating California English Language Development (ELD) Standards into teaching practices to support these students through alternative means of expression, ensuring they can demonstrate their understanding effectively. Additionally, it highlights the need for teachers to provide tailored support based on students’ proficiency levels and to create engaging, collaborative learning environments that foster both language and content knowledge development.

Practice Brief: The Role of English Language Development Standards in Amplifying Language and Literacy

English (ELA/ELD)

Grades 9 and 10*

Comment

Click the link below to download this document. Click the “comment” and the “thumb up / thumb down” buttons above to leave feedback upon completion of your review.

Practice Brief: Defining Alternative Means of Expression for English Language Arts/English Language Development-Based Content

The document emphasizes the importance of providing alternative means of expression in English Language Arts (ELA) and English Language Development (ELD) to create inclusive, culturally, and linguistically responsive learning environments for students, particularly those with disabilities. It advocates for diverse assessment methods that allow students to demonstrate their understanding through various mediums, such as verbal responses, visual arts, multimedia projects, and performance-based assessments, thereby honoring their cultural backgrounds and individual strengths. By integrating these practices into education, teachers can enhance student engagement, motivation, and achievement while ensuring equitable access to learning opportunities.

Practice Brief: Defining Alternative Means of Expression for English Language Arts/English Language Development-Based Content

English (ELA/ELD)

Grades 9 and 10*

Comment

Click the link below to download this document. Click the “comment” and the “thumb up / thumb down” buttons above to leave feedback upon completion of your review.

Practice Brief: Selecting and Scaffolding Complex Texts

This practice brief emphasizes the importance of selecting and scaffolding complex texts to enhance student learning in alignment with California’s ELA/ELD Framework. It provides practical recommendations for teachers on how to choose diverse, engaging texts that cater to students’ interests and needs while incorporating alternative means of expression to support all learners, including those with disabilities. By understanding text complexity and employing effective strategies, educators can foster critical thinking, engagement, and comprehension among high school students.

Practice Brief: Selecting and Scaffolding Complex Texts

English (ELA/ELD)

Grades 9 and 10*

Comment

Click the link below to download this document. Click the “comment” and the “thumb up / thumb down” buttons above to leave feedback upon completion of your review.

Practice Brief: Identifying Viable Alternative Means of Expression

This document is a decision-making tool for IEP teams in California to identify alternative means of expression for students with disabilities, allowing them to meet coursework requirements personalized to their strengths and needs. It emphasizes the importance of understanding course requirements, collaborating between general and special education teachers, and elevating the role of supplementary aids and services. The document provides guidance on how to determine if individualized alternative means of expression are necessary and offers a flowchart for decision-making.

Practice Brief: Identifying Viable Alternative Means of Expression

High-Level Guidance

This document provides guidance for IEP teams in California to identify alternative means of expression for students with disabilities.

Comment

Click the link below to download this document. Click the “comment” and the “thumb up / thumb down” buttons above to leave feedback upon completion of your review.

Practice Brief: The Importance of Alternative Means to Express Proficiency in Graduation Requirements

This document emphasizes the importance of alternative means to express proficiency in graduation requirements, particularly for students with disabilities. It highlights that alternative means of expression provide equitable opportunities for students to demonstrate their knowledge and skills, promoting inclusivity and accommodating diverse learning preferences. The document also discusses the distinction between alternative means of expression and alternate standards, emphasizing that alternative means do not compromise the validity of assessing proficiency. Overall, it underscores the need for educators to offer flexible options that align with individual abilities while maintaining rigor in coursework assessments.

Practice Brief: The Importance of Alternative Means to Express Proficiency in Graduation Requirements

High-Level Guidance

This document emphasizes the importance of alternative means for students with disabilities to express proficiency in graduation requirements.

Comment

Step 1: Pick your path

Start at one of two entry points to explore different routes to fulfilling graduation-based coursework

VIEWPOINT
Explore CA’s High-Level Guidance Overview

Option 1: Explore New State Recommended Guidance
Increase your understanding of the state-recommended big picture guidance to provide rigorous and standard-based instruction that still meets the child-centered learning needs of students with disabilities.

SUMMIT TRAIL
Explore the Sample Courses

Option 2: Discover Sample Coursework
Access coursework, performance tasks, and other tools developed by subject experts that help students meet graduation requirements by showing what they know in flexible ways.

Funded by the California Department of Education, Special Education Division

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