The Early Childhood Technical Assistance Center created this resource based on the "U. S. Department of Health and Human Services and the U. S. Department of Education Policy Statement on Inclusion of Children with Disabilities in Early Childhood Programs." It is intended as a tool for States to develop policy/guidance in order to…

There is no question that students who experience homelessness, like all students, are entitled to be educated. A federal law, known as the McKinney-Vento Homeless Assistance Act, requires states to provide homeless children and youth with the same access to free appropriate public education as is available to other students. The Act also requires…

This Quick Reference Document has been prepared by the Regional Resource Center Program Fiscal Priority Team to aid RRCP State liaisons and other Technical Assistance (TA) providers in understanding the general context of State questions surrounding Maintenance of State Financial Support (MFS) and Local Educational Agency (LEA) Maintenance of…

This guide is designed as a reference for District and School personnel working with English learners (ELs). The content of the guide represents a compilation of information, examples, and resources. This guide is a living document and subject to frequent updates. It is recommended to review the document online rather than printing a hard copy.

This report explains the transfer of legal rights to students with disabilities at age 18 in Oregon. Sections of the report address: (1) the rights that transfer to the student; (2) the rights that parents keep; (3) school district notice requirements; (4) alternatives to the transfer of rights, including the appointment of a surrogate parent by…

This manual is designed to help advocates, including parents, obtain special education for children with disabilities residing in New Jersey. It explains the requirements of the federal statute governing special education--the Individuals with Disabilities Education Act (IDEA)--and the federal regulations implementing IDEA, as well as the state…

Intended for Minnesota legislators, this report compares special education requirements under Minnesota special education legislation and federal legislation. It is divided into two parts. Part 1 compares Minnesota special education law and federal special education requirements under the Individuals with Disabilities Education Act (IDEA). Part 2…

This bulletin provides information to Missouri school districts on grading, credits, and graduation for students with disabilities. It reviews the difference between the Individuals with Disabilities Education Act and Section 504 of the Rehabilitation Act of 1973, and discusses discrimination toward students with disabilities and its prohibition…

This food manual for small Idaho residential child care institutions with 10-15 students and no full-time cook, is designed to help directors serve meals that promote healthy eating behavior in their residents, serve meals that meet the USDA's Healthy School Meals Initiative, and manage the food service to assure the fiscal integrity of the…

This manual is designed to assist Minnesota school districts in implementing surrogate parent programs under federal law (the Individuals with Disabilities Education Act) and federal and state regulations. An introduction notes that Minnesota special education rules expand on the federal law by clarifying what school districts must do, including…

This paper is intended to assist school districts in Florida in the implementation of the 1999 Sunshine State Standards for Special Diploma. First, the specific state rules related to student performance standards, course descriptions, and graduation requirements are cited. Twenty-five questions and answers present the guidelines, which address:…

This document, designed to support Arizona's special education state plan, establishes minimum standards for Individualized Education Programs (IEPs), provides a measurement tool for determining compliance with federal and state requirements, and establishes criteria for determining appropriate placement in the least restrictive environment. The…

These two technical assistance papers are designed to provide further clarification to Florida school districts regarding the completion of matrices for students with disabilities and on the documentation of the amount of services a student receives on an Individualized Education Program (IEP). The "Matrix of Services" is used to…

This report is designed to assist states and districts as they consider the issues surrounding the use of non-approved testing accommodations for students with disabilities, including changes in test setting, timing, scheduling, presentation, or response. Recommendations are provided for ways to use and report data from assessments taken with…

The purpose of this document is to assist Florida school districts in implementing the General Educational Development (GED) Exit Option Model for students at risk of not completing high school. Students must be at least 16 years of age and currently enrolled in high school to take the GED tests through the GED Exit Option Model. In addition, the…