As required by 20 U.S.C. 1407 and 34 C.F.R. § 300.199, the Ohio Department of Education is identifying in writing to local educational agencies and the United States Department of Education the state-imposed special education rules, regulations, and policies adopted by the State Board of Education that are not required by Part B of the Individuals…

This resource describes new reporting requirements and measurement changes to Part B State Performance Plan and Annual Performance Report (SPP/APR) Indicator 3. The majority of students with disabilities participate in regular statewide assessments, and a small percentage of students with the most significant disabilities participate in alternate…

The purpose of this study was to investigate the effects of adapted materials paired with evidence-based strategies during literacy instruction for high school students with moderate to severe disabilities. Historically, students with severe disabilities have been denied consistent and quality literacy instruction in the educational setting. If…

What are today's best methods for teaching literacy skills to students with complex support needs--including autism, intellectual disability, and multiple disabilities? This comprehensive guidebook has up-to-date, evidence-based answers for pre- and in-service educators. Developed by Copeland and Keefe, the experts behind the landmark book…

Student graduation from high school with a regular high school diploma is an important indicator of school success and one of the most significant indicators of student college and career readiness. In addition, there are substantial economic benefits to high school completion. For example, according to the U.S. Department of Education's National…

State accountability systems have been a primary school reform initiative in the US for the past 20 years, but often produce unintended negative consequences. In 2004, the Texas Education Agency (TEA) implemented the Performance Based Monitoring and Analysis System (PBMAS), which included an accountability indicator focused on the percentage of…

This report is part of a five-report series on the Individuals with Disabilities Education Act (IDEA) that examines the Every Student Succeeds Act's (ESSA's) amendments to IDEA, explains their likely impact on students with disabilities as ESSA implementation progresses, and provides recommendations. The National Council on Disability conducted…

Special education, for students ages 3 to 21, is guided by federal and state requirements. The federal requirements are referred to as the Individuals with Disabilities Education Act (IDEA). The state requirements are referred to as the Ohio Operating Standards for the Education of Children with Disabilities (Ohio Operating Standards). This guide…

Special education, for students ages 3 to 21, is guided by federal and state requirements. The federal requirements are referred to as The Individuals with Disabilities Education Act (IDEA). The state requirements are referred to as the Ohio Operating Standards for the Education of Children with Disabilities (Ohio Operating Standards). The Ohio…

The reauthorization of Individuals with Disability Education Act (IDEA) in 2004 mandated that students with disabilities be educated in the least restrictive environment (LRE), which is also known as inclusion of the student. The purpose of this qualitative study was to investigate innovative strategies implemented in an inclusive classroom to…

North Carolina Department of Public Instruction (NCDPI) is focused on improving the 5-year graduation rates for all students with disabilities. To make progress toward the state-identified measurable result (SIMR), the state recognized that a single evidence-based practice (EBP) would not address the diverse needs of all the local entities across…

In 2012 Washington became the 42nd state in the nation to adopt a charter school law. Charter schools in Washington are autonomous public schools operated by a nonprofit organization rather than a school district. As a local education agency, each school must follow many of the same compliance and reporting requirements that traditional districts…

To evaluate interim progress toward the State-identified Measurable Result (SIMR), states require access to high-quality data from local education agencies (LEAs) and early intervention service providers. In a review of 2017 Phase III State Systemic Improvement Plans (SSIP), 43 Part C states noted limitations or concerns related to data and…

Purpose: Speech sound disorders (SSDs) can have a negative impact on literacy development, social-emotional well-being, and participation across the life span. Despite this, many public schools do not provide appropriate or timely services to this population of children. In large part, this is a result of variation in how state and local agencies…

Graduation rates and requirements for earning a regular diploma are topics of increasing interest as states focus on ensuring that their students are college and career ready when they leave school with a diploma. To ensure that states are gauging the rates at which students are graduating in a consistent way, the Elementary and Secondary…