Topic Index

The Information Specialists at the regional and federal resource centers have assembled here selected resources in areas of high interest. These links and documents have been reviewed for accuracy and quality. Topics will be added as needed, and the contents of each collection will be updated reqularly, so please check back! After visiting each collection, hit your "back button" to return to this index page.

Annual Performance Report (APR)

• Copy to Come

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. Federal guidance on assessment Word PDF.

Adequate Yearly Progress (AYP)

• Copy to Come
  

Behavior

• For students with disabilities, IDEA 2004 specifically addresses the issue of discipline and requires the development of a Functional Behavioral Assessment (FBA) and a Behavioral Intervention Plan (BIP). Several agencies have implemented these procedures and provide useful models for states and districts in the process of developing their guidelines. Federal guidance on discipline in Word PDF

Child find

• Copy to Come

Disproportionality

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Early childhood outcomes

• With the passage of IDEA 2004, states are now required to report early childhood outcomes in their SPPs and APRs.

Graduation/Dropouts/Suspension and Expulsion

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LEA Accountability (and public reporting of data)

• Copy to Come

LRE and Inclusion

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Parent involvement

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Progress Monitoring

• Copy to Come

Post school outcomes

• States now need to collect and use data on postsecondary education and employment status of youth with disabilities. While some states have such systems in place, others do not and are seeking guidance on how to collect those data, as well as how to analyze, and use them to improve programs and outcomes. To support states in those activities, and assist them in meeting reporting requirements, OSEP has funded the National PSO Center to:
  • Develop practical, efficient, cost-effective, and sustainable strategies for collecting and using data to improve secondary, transition, and post-secondary outcomes for youth with disabilities.
  • Identify state needs and provide technical assistance that will result in improved systems for post-school outcome data collection and use

Resolution sessions

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Response to Intervention (RTI)

• Response to Intervention is a way of providing services and documenting results. It’s a process for monitoring student progress and using the data to make decisions about instructional needs and modifications. This process is useful in managing early intervening services, and information from this process can be used as part of the process for determination of learning disabilities.

Sampling

• Copy to Come

Teacher certification /Highly Qualified Teachers

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Transition

Secondary transition

• Secondary transition refers to activities meant to prepare students with disabilities for adult life. This can include developing postsecondary education and career goals, getting work experience while still in school, setting up linkages with adult service providers such as the vocational rehabilitation agency--whatever is appropriate for the student, given his or her interests, preferences, skills, and needs. Statements about the student’s transition needs must be included in the IEP after the student reaches a certain age.

Early childhood transition

• The IEP

 

Last Updated ( Wednesday, 16 November 2005 )