In this article, we describe the exploration of the content and quality of annual goals included in the Individualized Education Programs (IEPs) of students with disabilities in one rural U.S. school district. We utilized content analysis to understand the district's service delivery model comprehensively. Findings revealed disparities between…

The purpose of this qualitative descriptive study was to explore how parents of students with intellectual disabilities (ID) perceive the significance of LRE in IEPs and inclusion models at the elementary level in six school districts in northern Colorado. The sample included 13 parents of children with ID in grades K-5. The theory of…

Educational leaders across the country are catching on to the idea that traditional grading practices and standardized tests do not adequately capture the scope of what young people know and can do. These schools and districts are experimenting with new models for assessing learning and communicating results with students and families. This…

This guide was developed for PreK-12 leaders interested in exploring innovative approaches to evaluating student learning. Specifically, the authors sought to identify promising practices in evaluating critically important learning outcomes that infrequently get evaluated, such as career readiness skills, social and emotional competencies, and…

The discussion of enrollment of students with disabilities in charter schools focuses on fundamental questions related to equal access and has not typically explored the quality of special education programming available. However, absent quality support and services, access to charter schools is essentially a hollow promise. This report examines…

Students with emotional and behavioral disabilities (EBD) are among the most marginalized group of students in our schools. In essence, students with EBD are often denied their civil right to a free and appropriate public education (FAPE) which is a social justice issue. Teachers who become social justice allies are more likely to create a…

The U.S. Supreme Court ruling, of March 2017, favored the plaintiff, Endrew F. in the "Endrew F. v. Douglas County School District" case. This decision strengthens the Rowley decision of 1982 and has raised the bar requiring an increased responsibility for Districts to provide programs to eligible students with disabilities the…