The purpose of this document is twofold. First, it provides a brief summary of states' Federal Fiscal Year 2015 (FFY2015) IDEA Part B Indicators 1: graduation rates, 2: dropout rates, 13: transition components of the IEP, and 14: post-school outcomes. These Indicators pertain only to students with disabilities and are reported yearly to the Office…

Every child is unique and learns in different ways. Some children are identified as needing special education services to support his or her learning at school. Parents can play a major role in shaping the services a child receives. This guidebook has been written for parents, guardians, and surrogate parents of a child (ages 3 to 21 or…

The mandated transition content of Individualized Educational Programs for 68 Arkansas high school students with disabilities was rated using a checklist of outcomes and life skills. Many plans were unclear regarding residential, postsecondary education, and employment goals, and important skill areas were overlooked. The checklist is presented…

The transition to adult life for students with reading and writing challenges is an area that is not often addressed. The purpose of this article is to relate the informal assessment process to the broader context of high stakes assessment, high school exit exams, diploma options, and transition planning; identify the competencies needed for a…

This document is a synthesis of literature from 1997-2002 on the individualized education program (IEP), a core component of federal and state laws on the education of students with disabilities. The first section identifies the significant changes related to the IEP in the Individuals with Disabilities Education Act Amendments of 1997. The…

This digest summarizes the reauthorized Individuals with Disabilities Education Act Amendments of 1997 (IDEA 97) with emphasis on changes in the new law. First, it highlights principal changes in the law. These changes include participation of children and youth with disabilities in state and districtwide assessment programs; the way in which…

In 1997, the Individuals with Disabilities Education Act (IDEA) was reauthorized and new regulations took effect May 11, 1999. Several sections of the regulations pertain to the transition of students with disabilities from school to adult life. This policy update presents the regulatory language and describes potential implications in 11 areas…

This report describes how the National Center on Educational Outcomes (NCEO) Framework for Educational Accountability, which specifies outcomes and indicators for six developmental levels (ages three and six, grades four, eight, and twelve, and post-school), can be used to implement parts of the National Association of State Directors of Special…

This digest summarizes changes in the Individuals with Disabilities Education Act (IDEA) in the reauthorization and amendments of 1997, Public Law 105-17. These changes include: participation of students with disabilities in state and district-wide assessment programs, development and review of the individualized education program (IEP), enhanced…

The National Center on Educational Outcomes (NCEO) has developed a framework for educational accountability that specifies outcomes and indicators for six developmental levels (ages three and six, grades four, eight, and twelve, and post-school). The framework is designed to be used for the development or revision of district and states assessment…

This document describes a set of indicators that the Division for Early Childhood (DEC) Task Force on Recommended Practices recommends for early intervention and early childhood special education (EI/ECSE) programs for infants and young children with special needs and their families. The indicators are designed to be used by professionals in…