[FV-Talk] New documents on Reading First, Standards Based IEPs, and disproportionality

[Guest guest]

The following new Project Forum documents were recently prepared

under US DOE OSEP Federal ative Agreements H326F00001 and H326F050001:

Reading First and Special Education: Examples of

State-Level Collaboration

http://projectforum.org/docs/ReadingFirstandSpEd-ExamplesofStateLevelColloboration.pdf

This In-Brief Policy Analysis

introduces the Reading First provisions in Title I of the No Child Left Behind

Act of 2001. Examples of state-level collaboration were collected through

interviews with six states and describe the background and elements of their

collaboration, local-level collaboration, fiscal and human resources, outcomes,

lessons learned, and next steps. Recommendations for improving collaboration

between Reading First and special education staff are included.

Standards-Based Individualized Education Program

Examples

http://projectforum.org/docs/Standards-BasedIEPExamples.pdf

This document presents a

seven-step process to be used in developing a standards-based IEP. Each step is

followed by guiding questions for the IEP team to consider in making data-based

decisions. Two student examples are provided to illustrate application of the

components of a standards-based IEP. One student example leads to the decision

that the student should take an alternate assessment based on modified academic

achievement standards (MAAS), while the other leads to a decision that the

student should take the general assessment with accommodations. Readers might

use this tool to think about how the contextual characteristics of a school

setting might influence the creation and implementation of a student’s IEP. The

companion document, “A

Seven-Step Process to Creating Standards-based IEPs” provides the steps and

guiding questions in a brief two-page document. http://projectforum.org/docs/SevenStepProcesstoCreatingStandards-basedIEPs.pdf

State Definitions of Significant Disproportionality

http://projectforum.org/docs/StateDefinitionsofSignificantDisproportionality.pdf

This In-Brief Policy Analysis

describes states’ definitions of significant disproportionality as described

under Section 618 of the Individuals with Disabilities Act 2004. Data was

collected through a survey with states and jurisdictions. Responses indicate

that although some states’ definitions are not complete, most states have

developed procedures to analyze significant disproportionality with respect to

identification. Fewer states have procedures in place to analyze this with

respect to the other two areas: placement and discipline. An appendix with

sample definitions in each of the three areas is included.

Please

feel free to include the above short summaries in any pertinent organization’s

newsletter.

Additional

copies are available from NASDSE; however, there are no restrictions on copying

because these documents were produced with federal funds. These documents are

available for downloading at www.projectforum.org. Additionally,

Project Forum’s site has over 100 documents available for download. The website

has a strong Boolean search engine to find any Project Forum document. Please

take a moment to visit and bookmark this site and send to others on your staff.

a

J. Burdette, Ph.D., Project Forum, NASDSE, 1800 Diagonal Rd Suite 320,

andria, VA 22314, (703) 519-3800 x 335, fax (703) 519-3808

Sent

to you by Autin, Region I Parent TA Center @ SPAN

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