Organizational variables, including policies, practices, collaborations, and funding mechanisms resulting in high performance in integrated employment, were described through case study research in 3 states. Findings address how contextual factors, system-level strategies, and goals of the system are related as well as how they sustain systems…

This paper highlights several current collaborative activities of the National Early Childhood Technical Assistance Center (NECTAC). There are many specific examples of TA (Technical Assistance) collaborations that take place on a regular basis; the seven examples presented here were selected to represent different types of collaboration. The…

The Individuals with Disabilities Education Act (IDEA) of 2004 established a requirement that all states develop and submit to the U.S. Department of Education, Office of Special Education Programs (OSEP) a performance plan designed to move the state from its current level of compliance with the statutory and regulatory requirements of the law and…

The National Dropout Prevention Center for Students with Disabilities (NDPC-SD) was assigned the task of analyzing and summarizing Indicator 1--Graduation--from the 2006-07 Annual Performance Reports (APRs) and amended State Performance Plans (SPPs), which were submitted by states to the Office of Special Education Programs (OSEP) in February of…

This statewide "Report Card to the Public" is published in accordance with Alaska Statute 14.03.120 for the school year 2013-2014. Under state law, each school district is required to report information about its performance. Public knowledge of the school system is an important part of Alaska's school accountability system. This report…

The National Dropout Prevention Center for Students with Disabilities (NDPC-SD) was assigned the task of compiling, analyzing, and summarizing the data for Indicator 2--Dropout--from the FFY 2009 Annual Performance Reports (APRs) and the revised State Performance Plans (SPPs), which were submitted to the Office of Special Education Programs (OSEP)…

A study of nine family support services delivered by 133 public and private agencies in New York State revealed that problems of service identification and definition and variations in location, type, auspice, size, and structure of service agencies affected availability and accessibility of family support services statewide. (Author/CL)

The National Dropout Prevention Center for Students with Disabilities (NDPC-SD) was assigned the task of compiling, analyzing, and summarizing the data for Indicator 1--Graduation--from the FFY 2010 Annual Performance Reports (APRs) and amended State Performance Plans (SPPs), which were submitted by states to the Office of Special Education…

All students, including students with disabilities, must be included in state accountability systems as required by law. In April 2007, federal regulations provided states the flexibility to offer another assessment option--an Alternate Assessment based on Modified Achievement Standards (AA-MAS) for some students with disabilities. The AA-MAS is…

The reauthorization of the Individuals with Disabilities Education Improvement Act, December 3, 2004, (IDEA '04) and its implementing federal regulations, October 13, 2006, prompted the need to revise Virginia's special education regulations. Input was received from a Stakeholders Group that included school personnel, parents, consumers,…

For years "Exceptional Parent" ("EP") has been offering educational information and support to those challenged with disabilities and takes an equally pro-active role in disseminating vital information that could potentially prevent disabilities. This is evidenced by its past and ongoing efforts in being a proponent and champion for comprehensive…

The Arts in Special Education Project of Pennsylvania (ASE) works cooperatively with intermediate units to make arts inservice workshops and special events available at regional and local sites. Descriptions of ASE efforts in inservice, information, assistance and resource materials, and presentations are given along with a list of ASE…

The author answers seven commonly asked questions regarding the provision of early childhood-exceptional educational need (EC-EEN) programing for children under the age of 6 as required by P.L. 94-142 (the Education for All Handicapped Children Act) and Chapter 115 of the Wisconsin Statutes. (SBH)

In April 2007, Federal No Child Left Behind regulations were finalized that provided states with additional flexibility for assessing some students with disabilities. The regulations allowed states to offer another assessment option, alternate assessments based on modified academic achievement standards (AA-MAS). States are not required to have…

The document contains profile sheets on seven programs serving handicapped preschoolers under the auspices of the Arizona Department of Education. Each sheet contains information on the project title, director, address, contact person, and a brief description. Sheets are provided on programs which include the Pendergast Developmental Preschool,…