The individual education program (IEP) is of critical importance to educators, parents, and students. Through the IEP process school-based teams (a) assess the educational needs of a student, (b) develop meaningful and measurable goals that direct the student's program, (c) develop and implement a program of special education and related services,…

Providing children with special educational needs with individual education plans (IEPs) was advocated in the 1994 code of practice for SEN, and retained in the 2000 code. Specifically as it relates to mainstream secondary schools, this has proved highly controversial: many SENCos report that the writing and implementing of IEPs is a bureaucratic…

This document provides guidance for establishing a tiered instructional approach to support the achievement of all students in Maryland public school, particularly those not demonstrating mastery of grade level content. The framework includes student screening, identification of specific learning needs, provision of appropriate instruction aligned…

The No Child Left Behind Act was designed primarily to ensure educational accountability through schools producing positive results or outcomes for educational efforts. With this policy change, a need exists to provide parents information that describes the evidence basis for curriculum materials and interventions that are being used in special…