| | Series: | | | Author: | | | Publication Date: | 2007 | | Abstract: | This document presents a seven-step process for developing IEPs that are aligned with state academic grade-level content standards. Each step is followed by guiding questions for the IEP team to consider in making data-based decisions. This process can help school personnel to: (a) consider each student’s strengths and needs to develop goals focused on closing the gaps between the student’s levels of academic achievement and grade-level standards; and (b) use data to make decisions, including selecting the most appropriate assessment option. The goal is to support IEP teams to develop documents that, when implemented, provide access to the general curriculum and enable students to demonstrate academic achievement linked to grade-level content. This document is a companion to the “Standards-based IEP Examples” tool found at: www.projectforum.org/documents.cfm?publicationid=39. | | Publisher: | Project Forum | | Pages: | 2 | | Format: | PDF | | Target Age: | | | Intended Audience: | | | HTML Version: | | | PDF Version: | http://www.projectforum.org/docs/SevenStepProcesstoCreatingStandards-basedIEPs.pdf |
| | Series: | Quick Turn Around (QTA) | | Author: | Muller, Eve; Ahearn, Eileen | | Publication Date: | 2002 | | Abstract: | This Quick Turn Around (QTA) summarizes data collected on state policies concerning accountability for students with disabilities receiving special education in public or private settings outside of district K-12 school buildings. These settings include state-operated programs, public and private day and residential settings, cooperative and area programs operated jointly by groups of school districts, home and hospital programs, juvenile justice programs and similar programs. This study focuses specifically on participation in assessments and the reporting of assessment results. | | Publisher: | Project Forum, National Association of State Directors of Special Education (NASDSE) | | Pages: | 4 | | Format: | PDF | | Target Age: | | | Intended Audience: | | | HTML Version: | | | PDF Version: | http://www.projectforum.org/docs/out_of_district_accountability.pdf |
| | Series: | NCEO Synthesis Report: Number 38 | | Author: | Thompson, Sandra J.; Thurlow, Martha L.; Quenemoen, Rachel F.; Esler, Amy; Whetstone, Patti | | Publication Date: | 2001 | | Abstract: | The purpose of this study was to examine state Individualized Education Program (IEP) forms to determine the extent to which they include documentation of standards and assessments. All 50 states were asked to send their IEP forms and to indicate whether they were required, recommended, or simply sample forms. Out of the 41 states with IEP forms, only 5 states specifically addressed educational standards on their forms; 31 states addressed the general curriculum on their IEP forms. IEP forms in 30 states listed three or more options for assessment participation, including standard participation in general state or district assessments, accommodated participation, and alternate assessment participation. Because IEP forms are a primary source of information to guide decisions during IEP team meetings, the way in which information appears on them is very important. We make several recommendations for IEP forms that will provide decision-making guidance to IEP teams. | | Publisher: | National Center on Educational Outcomes (NCEO) | | Pages: | | | Format: | HTML | | Target Age: | | | Intended Audience: | Local School Administrators State Administrators | | HTML Version: | http://cehd.umn.edu/nceo/OnlinePubs/Synthesis38.html | | PDF Version: | |
| | Series: | | | Author: | Lange, Cheryl M.; Sletten, Sandra J. | | Publication Date: | 2002 | | Abstract: | This report is a review of the alternative education literature, which is scattered across three topic areas: (1) dropout prevention, (2) special education, and (3) at-risk youth. Each of these areas provide insight into alternative education. Books and articles for this review were chosen to provide a view of the literature from the beginning of the modern alternative movement, generally considered to be the 1960s, to the present, and to show the progression of research and literature to the present day. | | Publisher: | Project Forum | | Pages: | 40 | | Format: | PDF | | Target Age: | | | Intended Audience: | | | HTML Version: | | | PDF Version: | http://www.projectforum.org/docs/alternative_ed_history.pdf |
| | Series: | Quick Turn Around (QTA) | | Author: | Ahearn, Eileen | | Publication Date: | 2004 | | Abstract: | This QTA provides a synthesis of publications from the Minnesota project and explores some additional emerging issues for alternative schools related to the requirements of the No Child Left Behind Act (NCLB). The specific documents issued by the Minnesota project that were synthesized include: Alternative Schools and Students with Disabilities: Perceptions of State Directors of Special Education and Alternative Schools: Policy and Legislation Across the United States. The purpose of this QTA is to identify areas for possible state policy development. | | Publisher: | Project Forum | | Pages: | 7 | | Format: | PDF | | Target Age: | | | Intended Audience: | | | HTML Version: | | | PDF Version: | http://www.projectforum.org/docs/alternative_schools.pdf |
| | Series: | | | Author: | Küpper, Lisa (Ed.) | | Publication Date: | 2008 | | Abstract: | The training curriculum has five overarching themes with multiple training modules beneath each theme. Additional themes are planned for the future, including those addressing early childhood, administration of IDEA, and monitoring and supervision.
Modules in the Curriculum
Using the five themes, Building the Legacy gives you 19 training modules on separate topics. Materials for each module include: a PowerPoint presentation for use in training, detailed background text and explanation for trainers, handouts for participants, and supplemental resources for trainers.
Theme A: Welcome to IDEA
1: The Top 10 Basics of Special Education
2: Overview of Key Changes in IDEA 2004
Theme B: IDEA and General Education
3: NCLB in Brief
4: State and District Assessments
5: Disproportionality and Overrepresentation
6: Early Intervening Services and Response to Intervention
7: Highly Qualified Teachers
8: NIMAS
Theme C: Evaluating Children for Disability
9: Introduction to Evaluation
10: Initial Evaluation and Reevaluation
11: Identification of Children with Specific Learning Disabilities
Theme D: Individualized Education Programs (IEPs)
12: The IEP Team: Who is a Member?
13: Content of the IEP
14: Meetings of the IEP Team
15: LRE Decision Making
16: Children Enrolled by Their Parents in Private Schools
Theme E: Procedural Safeguards
17: Introduction to Procedural Safeguards
18: Options for Dispute Resolution
19: IDEA's Discipline Provisions
Additional Materials
Quotes 1-25
Quotes 26-50 | | Publisher: | National Dissemination Center for Children with Disabilities (NICHCY) | | Pages: | | | Format: | | | Target Age: | | | Intended Audience: | | | HTML Version: | http://www.nichcy.org/training/contents.asp | | PDF Version: | |
| | Series: | NICHCY General Resources, GR3, 1-6. | | Author: | National Dissemination Center for Children with Disabilities (NICHCY) | | Publication Date: | 2002 | | Abstract: | This information sheet gives a general overview of the 13 disabilities defined by the Individuals with Disabilities Education Act, as amended in 2004. An earlier edition of this publication is available in Spanish and reflects the definitions within IDEA 1997. | | Publisher: | National Dissemination Center for Children with Disabilities (NICHCY) | | Pages: | 6 | | Format: | PDF | | Target Age: | | | Intended Audience: | Educators Families General Public | | HTML Version: | http://www.nichcy.org/Disabilities/Categories/Pages/Default.aspx | | PDF Version: | http://www.nichcy.org/InformationResources/Documents/NICHCY%20PUBS/gr3.pdf |
| | Series: | inForum Brief Policy Analysis | | Author: | Müller, Eve | | Publication Date: | 2007 | | Abstract: | The purpose of this document is to identify the features of four successful collaborative partnerships between state education agencies (SEAs) and parent training and information centers (PTIs) and describe how these collaborative partnerships are improving SEA outcomes on Indicator B8 of the state performance plans (SPPs)—i.e., “Percent of parents with a child receiving special education services who report that schools facilitated parent involvement as a means of improving services and results for children with disabilities” [20 U.S.C. §1416(a)(3)(A)]. Although a similar Part C indicator exists, this study focuses on the Part B indicator since most Part C programs exist outside the SEA. This document elaborates on an earlier document published by Project Forum and the Technical Assistance Alliance for Parent Centers (ALLIANCE) (Brick & Markowitz, 2004). Project Forum completed this document as part of its cooperative agreement with the U.S. Department of Education’s Office of Special Education Programs (OSEP). | | Publisher: | Project Forum | | Pages: | 9 | | Format: | PDF | | Target Age: | | | Intended Audience: | | | HTML Version: | | | PDF Version: | http://www.projectforum.org/docs/CollaborativePartnershipsBetweenSEAsandPTIs.pdf |
| | Series: | NICHCY Parent Guide, PA9, 1-24. | | Author: | Rebhorn, Theresa; Kupper, Lisa | | Publication Date: | 2002 | | Abstract: | Throughout a child’s school years, there is often a need to communicate in writing with school teachers, administrators, and others concerned with the child’s education. Letters provide both parents and the school staff with a record of requests, ideas, concerns, and suggestions. This Parent Guide gives a general overview of the rights of parents and children with disabilities and identifies points in times when parents may want or need to write to the school. Topics include: discussing a problem; requesting an initial evaluation for special education services; requesting an independent evaluation (IEE); requesting a meeting to review the IEP; requesting a change of placement; requesting a child’s records; requesting prior written notice; requesting mediation; letting the school know that parents intend to place their child in a private school at public expense; requesting a due process hearing; filing a complaint with the state; writing a follow-up letter; and giving positive feedback. Sample letters for addressing these issues are included. This publication is also available in Spanish. | | Publisher: | National Dissemination Center for Children with Disabilities (NICHCY) | | Pages: | 24 | | Format: | PDF | | Target Age: | | | Intended Audience: | Families | | HTML Version: | | | PDF Version: | http://www.nichcy.org/InformationResources/Documents/NICHCY%20PUBS/pa9.pdf |
| | Series: | NICHCY Parent Guide, PA9SP, 1-9. | | Author: | Rebhorn, Theresa; Kupper, Lisa | | Publication Date: | 2005 | | Abstract: | A través de los anos escolares de un niño es necesario comunicarse por medio de cartas con los maestros, administradores y otros sobre la educación del niño. Las cartas proveen un archivo de solicitudes, ideas, preocupaciones y sugerencias para los padres y el personel escolar. Esta Guia para Padres provee un repaso de los derechos de los padres y niños con discapacidades, e identifica situaciones en las que sería conveniente que los padres intercambiasen correspondencia con la escuela. Se incluyen ejemplos de cartas sobre como: discutir un problema, pedir una evaluacion inicial para servicios de educacion especial, pedir una evaluacion independiente (IEE), solicitar una reunion para repasar el PEI (IEP en ingles), solicitar un cambio de ubicacion, pedir los archivos del nino, solicitar notificacion previa por escrito, solicitar mediacion, informar a la escuela que los padres tienen la intencion de poner al nino en una escuela privada, solicitar un proceso legal debido, registrar una queja con el estado y escribir una carta que provea comentarios positivos. Esta publicacion tambien esta disponible en ingles.
Throughout a child’s school years, there is often a need to communicate in writing with school teachers, administrators, and others concerned with the child’s education. Letters provide both parents and the school staff with a record of requests, ideas, concerns, and suggestions. This Parent Guide gives a general overview of the rights of parents and children with disabilities and identifies points in times when parents may want or need to write to the school. Topics include: discussing a problem; requesting an initial evaluation for special education services; requesting an independent evaluation (IEE); requesting a meeting to review the IEP; requesting a change of placement; requesting a child’s records; requesting prior written notice; requesting mediation; letting the school know that parents intend to place their child in a private school at public expense; requesting a due process hearing; filing a complaint with the state; writing a follow-up letter; and giving positive feedback. Sample letters for addressing these issues are included. A 1991 edition of this publication is also available in English. | | Publisher: | Centro Nacional de Diseminacion de Informacion para Ninos con Discapacidades (NICHCY), en ingles National Dissemination Center for Children with Disabilities | | Pages: | | | Format: | HTML | | Target Age: | Preschool Elementary School Middle School Secondary School | | Intended Audience: | Families | | HTML Version: | http://www.nichcy.org/Documents/Spanish%20pubs/pa9stxt.htm | | PDF Version: | |
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