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Under the NCLB Act, schools and districts must demonstrate adequate yearly progress (AYP) toward ensuring that every child achieves the proficient level of the state's standards by the 2013-2014 school year. Students with disabilities are no exception. NCLB requires that students with disabilities as a subgroup demonstrate AYP toward the state's goals. The Individuals with Disabilities Education Improvement Act of 2004 (IDEA) includes specific provisions to help schools and districts develop programs to support students with disabilities. Guidance, Regulations, Legislation, and Announcements Guidance Non-Regulatory Guidance, Alternate Achievement Standards for Students with the Most Significant Cognitive Disabilities (Word) Provides states with detailed information about how best to use and implement alternate achievement standards. Non-Regulatory Guidance, Alternate Achievement Standards for Students with the Most Significant Cognitive Disabilities (Word) Guidance addresses only the implementation of the December 9, 2003 regulation on alternate achievement standards for students with the most significant cognitive disabilities. It does not address the proposed “2 percent” policy or the issue of “modified” achievement standards. Regulations Final Regulations-Assistance to States for the Education of Children With Disabilities and Preschool Grants for Children With Disabilities (PDF) Legislation Final Legislation, Public Law print of PL 107-110, the No Child Left Behind Act of 2001; Title 1, Sec. 1001 (2) —STATEMENT OF PURPOSE Announcements IDEA Reauthorizaton Moves Forward in U.S. Congress (May 2004) Additional Guidance Offered to States to Help Students with Significant Cognitive Disabilities (March 2004) New No Child Left Behind Provision Gives Schools Increased Flexibility While Ensuring All Children Count, Including Those With Disabilities (December 2003) Paige Releases Principles for Reauthorizing Individuals with Disabilities Education Act (IDEA) (February 2003) U.S. Department Of Education Releases New Special Education Guidelines, Details Workable, "Common-Sense" Policy to Help States Implement No Child Left Behind (May 2005) Secretary of Education Letter on Raising Achievement of Students with Disabilities, Greater Flexibility Available for States, Schools (November 2005) U.S. Department of Education Offers States New Resource for Teaching and Assessing Students with Disabilities (April 2006) Secretary of Education Announces New Special Education Regulations (August 2006) Related Resources from SchoolsMovingUp Useful Links California Services for Technical Assistance and Training (CalSTAT) Offers information related to collaboration between general education and special education, technical assistance, family partnership projects, leadership institutes, regionally coordinated training programs, and many other resources. A project of the Special Education Division of the California Department of Education. Center for Applied Special Technology (CAST) Highlights CAST's research and development Universal Design for Learning (UDL), a new paradigm for teaching, learning, and assessment as related to learning differences, and relevant professional development, policy and practice, products, and publications. Center for Prevention & Early Intervention 
Provides information about nationally recognized training and technical assistance, staff development, related websites, and numerous early intervention resources. Center on Positive Behavioral Interventions and Supports (PBIS) Provides PowerPoint presentations, materials, conference information, and an online library to assist schools identifying, adapting, and sustaining effective school-wide disciplinary practices. IDEA Practices Web Site Offers useful and timely information to help professionals and families understand and implement IDEA '97. A service of the ASPIIRE and ILIAD IDEA Partnership Projects. National Association of State Directors of Special Education (NASDSE) Includes publications, events, government relations, and resource links to help state agencies promote and support specially designed instruction and related services for children and youth with disabilities. National Dissemination Center for Children with Disabilities (NICHCY) Provides information on IDEA and on effective practices, programs, and services for infants, children, and youth with disabilities. NCEO's Accountability for Students with Disabilities Provides an overview of the issues of accountability under NCLB for students with disabilities, links to state accountability policies, and a list of reports and other resources that focus on designing and building educational assessments and accountability systems taking into account students with disabilities. Developed by the National Center on Educational Outcomes. Northeast Regional Resource Center (NERRC)
Provides information to State Education Agencies (SEAs) on their services, links and reports related to special education, information for parents, and more. NERRC, one of six such centers that help states improve special education, is a project of Learning Innovations at WestEd. Special Connections Provides tools and resources that support students with special needs in general education settings. The Access Center Connects states, districts, and schools with each other and with research-based practices, tools, videos and readings that can help build state and local capacity to improve access to the general education curriculum for students with disabilities. Funded by the Office of Special Education Programs (OSEP) of the US Department of Education. Tips to Go Full Inclusion Helps All Students Special education teachers team with general education teachers to raise achievement for all students at a California high school. Events Standards-Based Instruction: Is It Possible for Students with Disabilities? (Encore Presentation) July 18, 2007 How can we close the achievement gaps that seem to be persistent or widening for special education students? Research-based, systematic standards-focused instruction has tremendously improved outcomes for general education students, but how can this same approach facilitate closing the achievement gap for special education students? Due to the popularity of this event in April of 2006 and the interest in this topic, Silvia DeRuvo, Special Education Resources Development Specialist for the California Comprehensive Center at WestEd, will present this session again with added information about a standards-based IEP Web module. Response to Intervention (RtI) and the Connections to Neurodevelopment February 7, 2007 In this interactive presentation, Leigh Burgess, Implementation Manager for All Kinds of Minds, will showcase the connections between RtI and neurodevelopment by highlighting multiple programs and their potential impact on student learning. Each program will be viewed through a neurodevelopmental lens, including: Schools Attuned, Differentiated Instruction, Understanding by Design, and Critical Friends Groups. This Online Event also will highlight how RtI is being used in several states and how each of the highlighted programs complement a neurodevelopmental understanding of learning variation among struggling learners. Differentiated Instruction: An Overview and One Classroom’s Transformation January 30, 2007 Differentiated Instruction allows all students to access the same classroom curriculum by providing entry points, learning tasks, and outcomes that are tailored to students’ needs.1 In this interactive presentation, Melissa Storm, Technical Assistance Liaison at the Access Center, and Lori Centerbar, veteran secondary teacher, will provide participants with an overview of differentiated instruction, offer an introduction to differentiation strategies, and present the story of a classroom that has been transformed through differentiation. IDEA and Literacy April 27, 2006 The recent reauthorization of the Individuals with Disabilities Education Improvement Act of 2004 (IDEA) includes several important components related to literacy instruction, including early intervention, the use of a response to intervention (RTI) model in providing services, and the implementation of research based strategies. In this interactive presentation, Catherine Christo, professor of school psychology at California State University, Sacramento, will focus on strategies for fostering reading success that are aligned with IDEA 2004. Topics will include the characteristics of research-based interventions and essential elements of a response to intervention model. Keeping Quality Teachers: The Art of Retaining General and Special Education Teachers May 25, 2005 In this interactive presentation, Karen Mikkelsen, Program Associate with the Northeast Regional Resource Center at WestEd, will provide an overview of Keeping Quality Teachers: The Art of Retaining General and Special Education Teachers. This powerful, user-friendly tool provides school leaders with resources to address retention of all teachers, but especially those in special education. It contains a framework for action that includes practice that, if implemented, will promote the retention of quality teachers. School and district leaders at all levels can use the resources and strategies to strengthen their efforts to ensure that students learn with quality teachers. Tools Building Level Indicators of Effective Practices This tool is a straightforward self-assessment for school leaders to rate their own school in order to inform improvement. Author: Milligan, S., Fink, D., Delconte, V., Korenich, R., Salisbury, C., et al. Publication Date: 2000 Publisher: Principal's Project Least Restrictive Environment (LRE) Guide to Self-Assessment Tool Guide for using the LRE Self-Assessment Tool to examine site practices for serving students with disabilities in general education environments. This guide was developed by the California Department of Education in collaboration with the LRE Resources Project at WestEd. This guide was developed to be used in conjunction with the self-assessment tool. See the related tool listed below this guide in our Determine Needs list of tools, or go directly to the Least Restrictive Environment Guide to Self-Assessment Tool. Author: WestEd Publisher: California Department of Education Least Restrictive Environment (LRE) Self-Assessment Tool The LRE Self-Assessment Tool is used to examine site practices for students with disabilities in general education environments. This tool was developed by the California Department of Education in collaboration with the LRE Resources Project at WestEd. The LRE Self-Assessment Tool comes with a guide for using the tool. See the guide listed above this tool in our Determine Needs list of tools, or go directly to the Least Restrictive Environment Guide to Self-Assessment Tool. Author: WestEd Publisher: California Department of Education Tool Kit on Teaching and Assessing Students with Disabilities This U.S. Department of Education tool kit provides and helps states fully implement the accountability provisions of No Child Left Behind for students with disabilities. It also includes a set of technical assistance products that offer practical, research-based approaches to the challenges schools are facing in the areas of assessment, instruction, behavioral interventions, and use of accommodations for students with disabilities. Author: Hager, J.H., Johnson, H. Publication Date: 2006, April Publisher: U.S. Department of Education Readings 2005 State Special Education Outcomes: Steps Forward in a Decade of Change Author: Thompson, S. J., Thurlow, M. L., Johnstone, C. J., Altman, J. R. Publication Date: 2005, November Publisher: National Center on Educational Outcomes (NCEO) A Study of MCAS Achievement and Promising Practices in Urban Special Education: Report of Field Research Findings Publication Date: 2004, October Publisher: University of Massachusetts Donahue Institute Curricular and Instructional Considerations for Teaching Students with Disabilities in General Education Classrooms Author: Giangreco, M. F., Doyle, M. B. Publication Date: 2000 Publisher: Lawrence Erlbaum Associates Determining Policy Support for Inclusive Education Author: Strieker, T., Salisbury, C., Roach, V. Publication Date: 2001 Publisher: Consortium on Inclusive Schooling Practices Differentiated Instruction and Implications for UDL Implementation Author: Hall, T., Strangman, N., & Meyer, A. Publication Date: 2003 Publisher: CAST (Center for Applied Special Technology) Effective Instruction for Adolescent Struggling Readers Author: Center on Instruction Publication Date: 2007-2008 Publisher: Center on Instruction Expecting Success: Self-Assessment and Resource Guide for Improving Service Delivery Author: Council of Chief State School Officers Publication Date: 2002, August Publisher: Council of Chief State School Officers Focus on Special Education Publication Date: 2004 Publisher: WestEd Pathways to Inclusive Education Author: Salisbury, C., Strieker, T., Roach, V., McGregor, G. Publication Date: 2001 Publisher: Consortium on Inclusive Schooling Practices Principals of Inclusive Schools Author: Salisbury, C., McGregor, G. Publication Date: 2005, November Publisher: National Institute of Urban School Improvement Response to Intervention: Policy Considerations and Implementation Author: Batsche, G., Elliott, J., Graden, J.L., Grimes, J., Kovaleski, J.F., Prasse, D., et al. Publication Date: 2005 Publisher: National Association of State Directors of Special Education, Inc. Tales from a Fourth-Grade Classroom: Collaboration Brings Personal Satisfaction, Improves Scores Author: Boswell, S. Publication Date: 2005, February Publisher: American Speech-Language-Hearing Association Other Resources CEC Resources on "Highly Qualified" Requirements for Special Education Teachers Author: Council for Exceptional Children Publication Date: 2005 |
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