Links Directory
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| Access best practices and evidence-based information you can use! These information collections are the result of collaborative efforts of the information specialists at the six regional resource centers. |
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| Assessment | The No Child Left Behind Act of 2001 requires states to develop and implement a single, statewide accountability system. The intent is a seamless system in which state assessments are standards-based and provide for the participation of all students, including students with disabilities.
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| | Behavior | Student behavior that interferes with the educational process has been a continuing concern and source of frustration for educators. Teachers, parents, and other professionals working with children who display challenging behaviors need information, training, and the support of school and district-wide programs.
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| | Disproportionate Representation - Indicator B 9&10 | Researchers have examined the degree to which students from culturally and linguistically diverse backgrounds are disproportionately represented in particular disability categories and in particular kinds of special education placement. These links provide technical assistance and data resources for states and districts as they work toward improvement.
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| | Early Childhood and Early Intervention | Early Childhood Special Education (Part B section 619 of IDEA) and Early Intervention (Part C of IDEA) all states provide services for children from birth to Kindergarten age who qualify according to state and federal law.
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| | Graduation-Dropout-Suspension-Expulsion | These topics are addressed as Indicators 1,2,& 4 in the Part B SPP and APR. The issues of graduation, dropout, and expulsion are closely connected to student achievement and the future social and economic well-being of all students. For this reason, data for these three areas are collected for reports required under NCLB and IDEA. This data is also important in creating strategies for schoolwide improvement.
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| | Inclusion | While the term “inclusion” has not been formally defined in IDEA 2004, courts and advocates agree that the intent of the law is to engage students with disabilities in relationships with their peers to the largest degree possible, and to separate students with disabilities from their peers to the least degree necessary. Data related to the placement of students is reported under Indicator B5, Least Restrictive Environment (LRE) in the Annual Performance Report.
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| | Individualized Education Program (IEP) | An Individualized Education Program (IEP) is a written statement for each child with a disability. The IEP represents, at its heart, the promise of IDEA from the beginning, of the partnership between parents and schools. The 2004 update of the Individuals with Disabilities Education Act (IDEA 2004) made several significant changes to the IEP. This section includes federal guidance, state guidance, information on standards-based IEPs and facilitated IEPs, and annotated and focused links relating to these changes affecting IEPs.
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| | Parent Involvement and Family Outcomes- C#4, B#8 | Parents are an integral part of the IFSP/IEP/IIIP team, which also includes teachers, school administrators, related services personnel, and sometimes the student. As part of this team, parents ensure that their child receives appropriate early intervention and educational opportunities and services.
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| | Procedural Safeguards and Due Process Hearings | When Congress enacted Public Law 94-142 as the Education for All Handicapped Children's Act in 1975, they included a system of procedural safeguards designed to protect the rights of children with disabilities and their parents. During subsequent reauthorizations of the law, now known as the Individuals with Disabilities Education Act, reauthorized in 2004, Congress maintained and added to these safeguards. This section contains a variety of resources of interests to parents as well as states and districts.
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| | Responsiveness to Intervention | Responsiveness to intervention (RtI), also referred to as response to intervention, is a process for systematically monitoring student progress and making decisions about the need for instructional modifications or increasingly intensified services using progress monitoring data.
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| | Secondary Transition Part B Indicator #13 | Secondary transition refers to activities meant to prepare students with disabilities for movement from school to post-school activities. Statements about the student's transition needs must be included in the IEP after the student reaches a certain age. Annual Performance Report Indicator - Percent of youth aged 16 and above with an IEP that includes coordinated, measurable, annual IEP goals and transition services that will reasonably enable the child to meet the post-secondary goals. [20 U.S.C. 1416(a)(3)(B)])
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