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Home > State Performance Plan > Technical Assistance
update: 04/23/09 dd
Technical Assistance For SPP IndicatorsTechnical assistance is available from a wide variety of sources through the education community.
The list below is partitioned by indicator measurement area. To find technical assistance resources concerning a particular SPP indicator or subject area, select the indicator/subject area below and review the resources available. Sites that are Applicable to Multiple SPP indicators
Continuous Improvement and Monitoring Program (CIMP) Documents
Febraury 23, 2009 Webinar - Presentation Slides (PowePoint Slide Show) - Link to Webinar video
Click on the above link, the site will open and automatically start. (Lower the volume on your speakers before clicking on the link). If this is the first time to the site, WebEx APF player will automatically install on your system. This may require that you enable an ActiveX control in your browser during the download. The recording is best viewed with broadband service. Administrator rights may be needed to install programs on you computer. Check with your IT department with any questions. Instructions for downloading the the Webinar recording are also available.
Link to Informational Letter # 63 (CIMP introduction 2/12/2009), Link to Informational Letter # 80 (CIMP update 3/27/2009)
Maine’s Continuous Improvement and Monitoring Program (CIMP) - (MS Word), (PDF) Three Step Process to Achieve Improved Educational Results for Children with Disabilities Self-Assessment Plan Part C and Part B - Birth to 20 - (MS Word), (PDF) The Self-Assessment Plan is designed to provide each School Administrative Unit (SAU), including Child Development Services (CDS) sites, the opportunity to use its Performance Profile and its SAU Data to measure its progress towards meeting the State’s Annual State Performance Plan Targets. The results of the self-assessment must be submitted by SAUs 5-20 to the State Performance Plan Indicator Response and Improvement Team (SPPIRIT) and by CDS sites to the General Supervision System Team (GSST) for review as outlined in the Continuous Improvement and Monitoring Program/General Supervision Process and will then inform the development of the SAU’s Improvement/Corrective Action Plan.
In-depth Indicator Self-Assessments
Improvement/Corrective Action Plan Development - https://www.4pcamaine.org
Local Determination Levels Assistance and Enforcement Actions - (PDF) All SAUs will receive and review on a yearly basis a letter with their determination status, this determination rubric, and the SAU
Challenges to Determination Levels and Withholding of Funds - (PDF) If a School Administrative Unit (SAU) believes that a specific data element in the profile it received is inaccurate, it may request reconsideration of the assigned Determination Level. Hearing Request Form (MS Word) Request for Reconsideration Form (MS Word)
Pupil Record Audit Forms (PRAF) - Student Records (MSWord), (PDF), Suspension/Expulsion/Summary of Performance (MSWord), Out-of-Unit Placments (MSWord) Pupil Record Audit Form (PRAF) - In-Service Guide - (MS Word), (PDF) PRAF Tally Sheet - (MS Word), (PDF)
Acronyms Frequently Used in Special/Gifted Education SPECIAL EDUCATION & REHABILITATIVE SERVICES National Dissemination Center for Children with Disabilities (NICHCY), A to Z Topics http://www.nichcy.org/ Topical Index: The Information Specialists at the regional and federal resource centers have assembled here selected resources in areas of high interest. These links and documents have been reviewed for accuracy and quality. Topics will be added as needed, and the contents of each collection will be updated regularly Northeast Regional Resource Center, http://www.rrfcnetwork.org/content/blogsection/6/52/ Part B State Performance Plan (SPP) and Annual Performance Report (APR) Part B Indicator Measurement Table Response to Intervention information PBS Parents: Inclusive Communities Commissioner informational letter on new IDEA 2004 with links to TA Admin Letter 32 MEDMS codes, user guide, etc., http://www.maine.gov/education/medms/ https://www.medms.maine.gov/MEDMS/usermanual/usingmedms.htm Online user guide http://www.maine.gov/sos/cec/rules/05/chaps05.htm DOE Rules, however many are under revision, 101, 127, 180 National Dissemination Center for Children with Disabilities Keeping Quality Teachers, by Karen Mikkelsen, NERRC Program Associate (and other Authors), Spring 2005 http://www.rrfcnetwork.org/content/view/76/115/ [Links for Alternate Assessment; Cultural & Linguistic Diversity (CLD)/Disproportionality; Data Management; Information Services & Resources for the High Tech Researcher; NERRC Reports; Newsletters; No Child Left Behind (NCLB)/Individuals with Disabilities Education Act (IDEA); Teacher Recruitment & Retention
IDEA Part B, Indicator 1
In-depth Indicator Self Assessment for B-1 and B-2 - Each LEA with a determination of Needs Assistance or lower will be required to complete an in-depth self-assessment of this indicator.
Institute for the Study of Students at Risk, College of Education, and Human Development, University of Maine Improving the Graduation Rate for All Maine Students, including Those Students with Disabilities: Analysis of Most Current Data (September 1, 2005-August 31, 2006) by Davis, William, and Lee, Roxanne (2006, August). Resource web site: Academy for Educational Development and the Annenberg Institute for School Reform at Brown University Building a System of Excellent High Schools: A Framework and Tool for Discussion and Action byFiest, Michelle, Joselowsky, Francine, Nichols-Solomon, Rochelle, and Raynor, Alethea (2007). Washington, DC: The Academy for Educational Development and the Annenberg Institute for School Reform at Brown University. Resource web site: http://scs.aed.org/publications/43730AED.pdf National High School Center, American Institutes for Research Variety of resources on high schools, graduation rates, and high school improvement. Dolejs, Chris (2006, October). Report on Key Practices and Policies of Consistently Higher Performing High Schools. Washington, DC: National High School Center, American Institutes for Research. Resource web site:http://www.betterhighschools.org/docs/ReportOfKeyPracticesandPolicies_10-31-06.pdf
The National Governor’s Association (NGA) Center for Best Practices' Action Agenda for Improving America's High Schools. Many articles on the topics of Secondary education and graduation. Student Asset and Risk Factor Rubric National Center on Educational Outcomes, Special Topic Area: Graduation Requirements for Students with Disabilities. http://education.umn.edu/nceo/TopicAreas/Graduation/gradTopic.htm Letters from the Commissioner: http://www.maine.gov/education/edletrs/2006/ilet/06ilet136.htm Graduation change in procedures for collecting and reporting graduation data http://www.maine.gov/education/edletrs/2004/adlet/04adlet27.htm Assessment and Graduation for Students with disabilities, December 2003 Maine Dept. of Education rules for assessment, diploma, Chapter 127 Learning Results, http://www.maine.gov/education/lres/lres.htm Diplomas Count: An Essential Guide to Graduation Policy and Rates http://www.edweek.org/ew/toc/2006/06/22/index.html Regional Resource & Federal Center Network (RRFC) – “These topics are addressed as Indicators 1, 2, & 4 in the Part B SPP and APR. The issues of graduation, dropout, and expulsion are closely connected to student achievement and the future social and economic well-being of all students.” IDEA Part B, Indicator 2
In-depth Indicator Self Assessment for B-1 and B-2 - Each LEA with a determination of Needs Assistance or lower will be required to complete an in-depth self-assessment of this indicator.
Institute for the Study of Students at Risk, College of Education, and Human Development, University of Maine Resource web site: http://www.umaine.edu/issar/documents/MDPG%20Complete%2005062006.pdf What Works Clearinghouse Dropout Prevention Topic Report (2007).Princeton, NJ: Author. Resource web site: http://ies.ed.gov/ncee/wwc/reports/dropout/topic/ National Dropout Prevention Center for Students with Disabilities, Clemson University The Center has a variety of resources on dropouts and dropout prevention. Bost, Loujeana (2007). Building Effective Dropout Prevention Programs – Some Practical Strategies from Research and Practice. Clemson, SC: National Dropout Prevention Center for Students with Disabilities, Clemson University. Resource web site: National Dropout Prevention Center for Students with Disabilities (2007, June). Dropout Prevention for Students with Disabilities: Recommendations for Teachers. PowerPoint presentation at the 2007 OSEP Project Directors Meeting, Washington, DC. Resource web site: Institute for the Study of Students at Risk, College of Education, and Human Development, University of Maine Resource web site: http://www.umaine.edu/issar/documents/MDPG%20Complete%2005062006.pdf What Works Clearinghouse Dropout Prevention Topic Report (2007).Princeton, NJ: Author. Resource web site: http://ies.ed.gov/ncee/wwc/reports/dropout/topic/ National Dropout Prevention Center for Students with Disabilities, Clemson University The Center has a variety of resources on dropouts and dropout prevention. Bost, Loujeana (2007). Building Effective Dropout Prevention Programs – Some Practical Strategies from Research and Practice. Clemson, SC: National Dropout Prevention Center for Students with Disabilities, Clemson University. Resource web site: National Dropout Prevention Center for Students with Disabilities (2007, June). Dropout Prevention for Students with Disabilities: Recommendations for Teachers. PowerPoint presentation at the 2007 OSEP Project Directors Meeting, Washington, DC. Resource web site: Maine DOE website; Technical Assistance for the Development of the Dropout Prevention Plan. Dropout Prevention Plan Evaluation Rubric High School dropouts are defined as any students who have withdrawn or been expelled from high school before graduation or completion of a program of studies and who have not enrolled in another educational institution http://www.maine.gov/education/tdae/maine_hs_completion_rates.htm Commissioner’s 2006 Administrative Letter 10, regarding Fall School Statistical Report (EF-M-40) and Report of Public/Selected Private School System Part II - Dropouts (EF-M-35a) http://www.maine.gov/education/edletrs/2006/adlet/06adlet010.htm Keeping Maine’s Children Connected, http://www.maine.gov/education/speced/kmcc/faqs.htm Edweek Charts: The High School Pipeline http://www.edweek.org/ew/articles/2006/06/22/41s_patterns-pipeline.h25.html?sec=lost1 National Dropout Prevention Centers University of Maine, Institute for the Study of Students at Risk: Dropout Prevention. Kids Legal Aid of Maine website. http://www.mainelse.org/kla/professionals/ National Center on Secondary Education and Transition (NCSET) - Increasing Rates of School Completion, Moving From Policy and Research to Practice,A Manual for Policymakers, Administrators, and Educatorshttp://www.ncset.org/publications/essentialtools/dropout/default.asp Students with Disabilities who Drop Out of School—Implications for Policy and Practice Regional Resource & Federal Center Network (RRFC) – “These topics are addressed as Indicators 1,2,& 4 in the Part B SPP and APR. The issues of graduation, dropout, and expulsion are closely connected to student achievement and the future social and economic well-being of all students.” The What Works Clearinghouse (WWC) review of dropout prevention examines secondary school (middle school, junior high school, and high school) as well as community-based interventions designed to help students stay in school and/or complete school. These interventions can include services and activities such as incentives, counseling, monitoring, school restructuring, curriculum design, literacy support, or community-based services to mitigate factors impeding progress in school.
IDEA Part B, Indicator 3 A. Percent of districts meeting AYP Assessment and Accountability Comprehensive Center Funded by the U.S. Department of Education, the Center has a variety of resources on assessments and accountability. National Alternate Assessment Center Funded by the Office of Special Education Programs, U.S. Department of Education the Center has a variety of resources on alternate assessments as well as teacher and parent resources related to instruction and assessment of students with significant cognitive disabilities. General web site: http://www.naacpartners.org/ National Center on Educational Outcomes Funded by the Office of Special Education Programs, U.S. Department of Education the Center has a variety of resources on designing and building educational assessments and accountability systems and outcomes. General web site: http://cehd.umn.edu/nceo U.S. Department of Education Teacher Workshops A variety of free, on-line workshops are available on reading, mathematics, instruction, assessments, and classroom management. General web site: http://www.t2tweb.us/Workshops/ Iris Center, Vanderbilt University Funded by the U.S. Department of Education, Office of Special Education Programs, the Center has a variety of professional development modules on assorted topics (e.g., reading, mathematics, instructional topics). General web site: http://iris.peabody.vanderbilt.edu Reading Rockets Reading Rockets is national multimedia project offering information and resources on how young children learn to read, why so many struggle, and how caring adults can help. The Reading Rockets project is comprised of PBS television programs, available on videotape and DVD; online services, including the web sites ReadingRockets.org and ColorinColorado.org; and professional development opportunities. Reading Rockets is an educational initiative of WETA, the flagship public television and radio station in the nation's capital, and is funded by a major grant from the U.S. Department of Education, Office of Special Education Programs. General web site: http://www.readingrockets.org/ National Institute for Literacy Adler, R. (Ed.). (2001). Put Reading First. Washington, DC: National Institute for Literacy. This is a 64-page booklet summarizing the findings of the National Reading Panel Report for teachers of kindergarten through third grade students. Organized by the five components of reading, it suggests ways to translate the Panel's findings into teaching practices and answers frequently asked questions. Resource web site: http://www.nifl.gov/partnershipforreading/publications/reading_first1.html Florida Center for Reading Research The Center has a variety of resources for parents, teachers, coaches, and administrators on reading. General web site: http://www.fcrr.org/ Torgesen, Joseph & Hayes, Linda (no date). Diagnosis of Reading Difficulties Following Inadequate Performance on State Level Reading Outcome Measures. Tampa, FL: Florida State University, Florida Center for Reading Research. This brief article suggests a set of procedures that schools might use to identify the critical instructional needs for students who have failed to meet state performance standards on a group administered test of reading comprehension. Resource web site: http://www.fcrr.org/publications/publicationspdffiles/Diagnostic_article.pdf Principal Reading Walk Through Checklists The Principal Walkthrough checklists provide principals of kindergarten through fifth grade schools with a tool to effectively structure classroom visits in order to observe effective reading instruction. The tools provides a snapshot of classroom organization, instruction, and learning opportunities in the reading classroom. Indicators focus on the learning environment and include instructional strategies essential for reading including phonemic awareness, phonics, fluency, vocabulary and comprehension. There are checklists for each grade level.
General web site: http://www.k8accesscenter.org Access Center (2005). Components of an Effective Reading Program. Washington, DC, American Institutes for Research, Access Center. This brief presents an overview of each of the five essential components of reading identified by the National Reading Panel that includes definitions, key findings, guidelines for assessment, considerations for instructional design, key elements of instructional strategies, and references and links for additional resources. Resource web site: http://www.k8accesscenter.org/training_resources/effectivereadingcomponents.asp Montague, Marjorie (2005). Math Problem Solving for Primary Elementary Students with Disabilities. Washington, DC: The American Institutes for Research, Access Center. This brief addresses mathematics problem solving for students in kindergarten through grade 3, especially students with learning disabilities. Resource web site: Montague, Marjorie (2005). Math Problem Solving for Upper Elementary Students with Disabilities. Washington, DC: The American Institutes for Research, Access Center. This brief provides an overview of math problem-solving processes and discusses how students with disabilities can successfully acquire and develop problem-solving skills. Maccini, Paula and Gagnon, Joseph (2004). Mathematics Strategy Instruction (SI) for Middle School Students with Learning Disabilities. Washington, DC, American Institutes for Research, Access Center. This brief focuses on the use of strategy instruction with middle school students with l learning disabilities. Resource web site: Montague, Marie (2004). Math Problem Solving for Middle School Students with Disabilities. Washington, DC, American Institutes for Research, Access Center. This brief focuses on teaching middle school students how to solve mathematical problems through a number of processes and strategies. The brief also discusses Solve It! which is designed to teach the necessary cognitive and metacognitive process and strategies that good problem solvers use. Resource web site: Gagnon, Joseph (2005). Effective Math Instruction for Students with High Incidence Disabilities. Washington, DC: American Institutes for Research, Access Center. This PowerPoint presentation provides information on standards-based reform in mathematics, the characteristics of students with learning and emotional/behavioral disabilities, and effective strategies in real world applications and technology, student groupings, instructional sequence and strategies, graphic organizers, instructional adaptations, and additional resources. Resource web site http://www.k8accesscenter.org/documents/AIRpresentationOctober305.ppt
Reading Assessment Database, Southwest Educational Development Laboratory A searchable database describes in details information on early reading assessment tools for grades PreK to 3. Resource web site: http://www.sedl.org/reading/rad/ National Center on Student Progress Monitoring – Reading and Mathematics National Center on Student Progress Monitoring (2007, December). Review of Progress Monitoring Tools in Reading and Mathematics. Washington, DC: Author, American Institutes for Research. The Center provides a summary of information on progress monitoring tools in reading that includes whether the tools met the reliability and validity standards, included alternate forms, was sensitive to student improvement, could be used for Adequate Yearly Progress benchmarks, provided information on improvement of student learning or teacher planning, and provided rates of improvement. Details include information on costs; resources and accommodations needed, services and support available, purposes and other implementation information, and usage and reporting information. Center on Instruction, RMC Research Corporation – Reading and Mathematics Funded by the U.S. Department of Education, the Center has a variety of resources on reading, writing, mathematics, and special education. General web site: http://www.centeroninstruction.org/ Reading/Literacy Resources Torgesen, Joseph (2006). A Comprehensive K-3 Reading Assessment Plan: Guidance for School Leaders. Portsmouth, NH: RMC Research Corporation, Center on Instruction. Resource web site: http://www.centeroninstruction.org/files/May%202007%20COI%20Today.pdf Torgesen, Joseph (2007). Teaching All Students to Read in Elementary School: A Guide for Principals. Portsmouth, NH: Center on Instruction, RMC Research Corporation. This "quick start" guide for elementary school-level instructional leaders is based on scientific research on reading and reading instruction as well as on studies of successful schools and interviews with successful principals. It includes critical elements of an effective reading program in elementary school, critical tasks for principals as literacy leaders, and special considerations for reading instruction after third grade. Resource web site: Torgesen, Joseph (2006). A Comprehensive K-3 Reading Assessment Plan: Guidance for School Leaders. Portsmouth, NH: RMC Research Corporation, Center on Instruction. A comprehensive assessment plan is a critical element of an effective school-level plan for preventing reading difficulties. This guide provides valuable information for school leaders Resource web site: http://www.centeroninstruction.org/files/May%202007%20COI%20Today.pdf This report summarizes available data on the effects of extensive reading interventions (comprising at least 100 instructional sessions) and related implications for practice. Resource web site: Torgesen, J., Houston, D., Rissman, L., Decker, S., Roberts, G., Vaughn, S., Wexler, J., Francis, D., Rivera, M., & Lexaux, N. (2007). Academic Literacy Instruction for Adolescents: A Guidance Document from the Center on Instruction. Portsmouth, NH: RMC Research Corporation, Center on Instruction. This document makes recommendations for improving literacy-related instruction in the content areas or across the entire school day, interventions for students reading below grade level, and recommendations for supporting literacy development in adolescent English language learners. Also included are comments from experts in response to questions about methods for improving academic literacy in adolescents and examples of state activities in support of improved adolescent literacy in California, Florida, Rhode Island, and Washington. Resource web site: Torgesen, Joseph. Adolescent Literacy: An Overview of Skill and Knowledge Requirements. PowerPoint presentation for K-12 Literacy Seminar for Regional Centers, sponsored by Center on Instruction. Portsmouth, NH: RMC Research Corporation, Center on Instruction. Presented at the K-3 and Adolescent Literacy Workshop February 14-15, 2006, by Dr. Joseph K. Torgesen, Florida Center for Reading Research at Florida State University. Resource web site: Torgesen, Joseph (2007). Improving Literacy Instruction in Middle and High Schools: A Guide for Principals. Portsmouth, NH: RMC Research Corporation, Center for Instruction. This "quick start" guide for principals of both middle and high schools identifies three goals for secondary school literacy initiatives and provides elements of instruction required to meet these goals. It then outlines the critical elements of a school-level literacy action plan. Resource web site: Scammacca, Nancy, Roberts, Greg, Vaughn, Sharon, Edmonds, Meaghan, Wexler, Jade, Reutebuch, Colleen, & Torgesen, Joseph (2007). Interventions for Adolescent Struggling Readers: A Meta-Analysis with Implications for Practice. Portsmouth, NH: RMC Research Corporation, Center on Instruction. Results of this meta-analysis provide guidance for intervening with adolescent struggling readers, outlining major implications for practice. The report focuses on interventions designed to improve students' use of reading comprehension strategies. It also considers the impact of interventions that target improved reading vocabulary, accurate decoding of unfamiliar words in text, and increased reading fluency. Boardman, Alison, Roberts, Greg, Vaughn, Sharon, Wexler, Jade, Murray, Christy, & Kosanovich, Marcia (2008). Effective Instruction for Adolescent Struggling Readers: A Practice Brief. Portsmouth, NH: RMC Research Corporation, Center on Instruction. The practice brief takes the meta-analysis a step further and focuses on the implications of this research for educators and decision-makers working in the field. It addresses the five reading components (word study, fluency, vocabulary, comprehension, and motivation), provides comparisons of successful and struggling readers’ behaviors, and describes effective school-based instructional practices. Resource web site: http://www.centeroninstruction.org/files/Practice%20Brief-Struggling%20Readers1.pdf
Mathematics Resources Gersten, Russell, Baker, Scott, and Chard, David (2006, November). Effective Instructional Practices for Students with Difficulties in Mathematics: Findings from a Research Synthesis. Presented at the Center on Instruction Mathematics Summit. Portsmouth, NH: RMC Research Corporation, Center on Instruction. This PowerPoint, presented at the November 13-14, 2006, Math Summit: Providing Evidence-Based Practices and Implications of NCTM Focal Points, provides a review of meta-analysis findings on effective instructional practices for elementary and middle school students in the delivery of mathematics instruction. Resource web site: Bryant, Diane and Brian Bryant (no date). An Emerging Model: Three-Tier Mathematics Intervention Model. Presentation. Portsmouth, NH: RMC Research Corporation, Center on Instruction This presentation, delivered at the State ISC (Information Sharing Community) Meeting on October 3 and 4, 2005 by Dr. Diane Bryant of The University of Texas at Austin, describes one example of a multi-tiered intervention model for math in grades K - 2. Resource web site: Steckler, Pamela. (2006, November). Progress Monitoring for Elementary Mathematics. Presentation at the Center on Instruction Mathematics Summit. Portsmouth, NH: RMC Research Corporation, Center on Instruction. This PowerPoint, presented at the November 13-14, 2006, Math Summit: Providing Evidence-Based Practices and Implications of NCTM Focal Points, provides an overview of progress monitoring systems that can be used to track student growth in elementary mathematics. Resource web site: Gersten, Russell, Clarke, Benjamin, Jordan, Nancy (2007). Screening for Mathematics Difficulties in K-3 Students. Portsmouth, NH: RMC Research Corporation, Center on Instruction. This report looks at the effectiveness of existing early screening measures and discusses the key features needed to screen kindergarten through third grade students for difficulties in mathematics. Resource web site:
Florida Department of Education - Reading Teaching Students with Moderate Disabilities to Read: Insights from Research The document’s purpose is to provide information about teaching reading to students with moderate disabilities, such as moderate mental retardation, autism-spectrum disorders, and significant language impairments. It provides an overview of reading development and research and its implications for students with moderate disabilities. Resource web site: http://www.cpt.fsu.edu/ese/pdf/ESE_Read.pdf What Works Clearinghouse – Reading and Mathematics Funded by the U.S. Department of Education, the Clearinghouse has a variety of resources including: What Works Clearinghouse Topic Report on Beginning Reading. What Works Clearinghouse (2007, July). Elementary School Math Topic Report. Princeton, NJ: Author. The Elementary School Math What Works Clearinghouse (WWC) reviews focus on math curricula for students in grades K-5 that are designed to increase student outcomes related to mathematics achievement. Resource web site: http://ies.ed.gov/ncee/wwc/reports/topic.aspx?tid=04 What Works Clearinghouse (2007, July). Middle School Math Topic Report. Princeton, NJ: Author. The Middle School Math What Works Clearinghouse (WWC) reviews focus on math curricula for students in grades 6-9 that are designed to increase student outcomes related to mathematics achievement. Resource web site: http://ies.ed.gov/ncee/wwc/reports/topic.aspx?tid=03
National Association of Secondary School Principals - Literacy Creating a Culture of Literacy: A Guide for Middle and High School Principals This 2005 report describes research-based practices that can be used to create a secondary school literacy instructional plan that not only targets the literacy of all students but also encourages postsecondary education and the enhancement of future employability. It also includes descriptions of schools that have implemented these practices. Resource web site: http://www.principals.org/s_nassp/sec.asp?CID=62&DID=62
Alliance for Excellent Education - Literacy Heller, Rafael & Greenleaf, Cynthia (2007, June). Literacy Instruction in the Content Areas: Getting to the Core of Middle and High School Improvement. Washington, DC: Alliance for Excellent Education. This report describes issues that must be addressed as students move beyond achieving basic reading fluency, vocabulary, and comprehension skills to more advanced literacy skills that will enable them to succeed in academic content areas. Resource web site: http://www.all4ed.org/publication_material/reports/literacy_instruction_content_areas
Stupski Foundation - Literacy McPeak, Leslie & Trygg, Lisa (2007). The Secondary Literacy Instruction and Intervention Guide: Helping School Districts Transform into Systems that Produce Life-Changing Results for All Children. Mill Valley, CA: Stupski Foundation. This 2007 guide provides an overview of the Content Literacy Continuum (CLC), a replicable district-level model of instruction to meet the differentiated needs of struggling adolescents. Resource web site: http://www.stupski.org
Council of Chief State School Officers - Literacy Adolescent Literacy Toolkit. The toolkit includes a variety of resources for States and districts on adolescent literacy, including PowerPoint presentations, a professional development module, and a variety of resources for teachers (including content area lesson rubric, content area literacy guide, literacy Q&A, literacy self-assessment rubric, and literacy self-assessment planning tool).
National Center for Improving Student Learning and Achievement in Mathematics and Science (NCISLA) Variety of resources, including professional development resources, reports, research briefs, articles and chapters, posters, and presentations, for K-12 teachers. General web site: http://www.wcer.wisc.edu/NCISLA/teachers/index.html
Maine Mathematics and Science Alliance Operates a variety of projects and has a variety of resources and products available on their web site.
National Mathematics Advisory Panel U.S. Department of Education (2008). The Final Report of the National Mathematics Advisory Panel. Washington, DC: National Mathematics Advisory Panel. On March 13, 2008, the National Mathematics Advisory Panel presented its Final Report. The core report includes a summary of the key recommendations made by the panel advisers. The website also contains the five Task Group reports which provide extensive material on each of the major topics addressed: Core Knowledge and Concepts Necessary to Succeed in Algebra, Relevant Research on Learning Processes (i.e. how students learn mathematics), Instructional Practices, Teachers and Teacher Development, and Assessment. Resource web site: http://www.ed.gov/about/bdscomm/list/mathpanel/index.html
National Research Council - Mathematics Kilpatrick, Jeremy and Swafford, Jane (Eds.). (2002). Helping Children Learn Mathematics. Washington, DC, National Research Council, National Academy Press. Helping Children Learn Mathematics provides comprehensive and reliable information that will guide efforts to improve school mathematics from pre--kindergarten through eighth grade. The authors explain the five strands of mathematical proficiency and discuss the major changes that need to be made in mathematics instruction, instructional materials, assessments, teacher education, and the broader educational system and answers some of the frequently asked questions when it comes to mathematics instruction. The book concludes by providing recommended actions for parents and caregivers, teachers, administrators, and policy makers. Resource Web site: http://books.nap.edu/catalog.php?record_id=10434 Kilpatrick, Jeremy, Swafford, Jane, and Bradford Findell (Eds). (2001). Adding It Up: Helping Children Learn Mathematics. Washington, DC, National Research Council, National Academy Press. Adding it Up explores how students in pre-K through 8th grade learn mathematics and recommends how teaching, curricula, and teacher education should change to improve mathematics learning during these critical years. Resource Web site:
Kentucky Center for Mathematics Kentucky Center for Mathematics (2007). Assessment List with Brief Overviews of Assessments. Highland Heights, KY: Kentucky Center for Mathematics, Northern Kentucky University. The list summarizes an overview of mathematics assessments, grade levels, scoring, and types of questions, as well as web sites. Resource web site: http://www.kentuckymathematics.org/resources/assessmentmaterials.asp Kentucky Center for Mathematics. Developing Quality Open Response and Multiple Choice Items for the Classroom. Highland Heights, KY: Kentucky Center for Mathematics, Northern Kentucky University. The purpose of the manual is to help teachers develop and incorporate questions similar to those on the Kentucky Core Content Test. The manual guides teachers through the basic steps of developing multiple choice and open-ended responses, including planning, writing questions, question types, developing a scoring guide, classroom practices for improving student responses, and writing a multiple choice question. Resource web site: http://www.kentuckymathematics.org/resources/assessmentmaterials.asp Kentucky Center for Mathematics (2007). Considerations for Selecting a Primary Grades Supplemental Mathematics Diagnostic Intervention Program. Highland Heights, KY: Kentucky Center for Mathematics, Northern Kentucky University. This document presents useful criteria for an informal evaluation of a diagnostic intervention program in mathematics and may be used as a general selection guide. Resource web site: http://www.kentuckymathematics.org/intervention/doc/2007/Considerations%20for%20Selecting%20a%20Primary%20Grades%20DI%20Program%20DEC%2007.doc
California Department of Education- Mathematics California Department of Education. (2005). Guiding Principles and Key Components of an Effective Mathematics Program. Sacramento, CA: California Department of Education. This document presents a general overview of principles and components of an effective mathematics program, including goals for teachers and students, achieving balance, connecting skills, and key components. Resource web site: http://www.cde.ca.gov/ci/ma/cf/documents/math-ch1.pdf
National Council of Teachers of Mathematics National Council of Teachers of Mathematics. Creating or Selecting Intervention Programs. Washington, DC: Author. The National Council of Teachers of Mathematics has a variety of resources on creating or selecting intervention programs, including articles on interventions, and intervention issues. Resource web site: http://www.nctm.org/intervention.aspx
Technology in Action- Mathematics Murray, Boo, Silver-Pacuilla, Heidi, and Helsel, Fiona (February, 2007). Improving Basic Mathematics Instruction: Promising Technology Resources for Students with Special Needs. Technology in Action, 2(5), 1-8. This article describes how educators can use technology to help students with disabilities succeed in standards-based mathematics instruction. The article focuses on three effective teaching mathematics practices and how technology can be used in implementing these practices. Resource web site: http://www.cited.org/library/site/039%20TAM-TIA-Feb-07-21.pdf
David Chard, University of Oregon - Mathematics Chard, David (2004). Preventing Mathematics Difficulties in Young Children. PowerPoint presentation. Resource web site: Preventing Early Mathematic Difficulties: Evidenced Based Principles. Resource web site: http://www.proflearn.edsw.usyd.edu.au/proceedings_resources/papers/ChardD_06_EarlyMathsDifficulties_SLC.pdf
CAST - Mathematics Dolan, Robert, Murray, Elizabeth, Strangman, Nicole (2006, April). Mathematics Instruction and Assessment for Middle School Students in the Margins: Students with Learning Disabilities, Students with Mild Mental Retardation, and Students who are English Language Learners. Literature Review. Wakefield, MA: CAST. This literature review summarizes findings from research on grades 6-8 mathematics instruction and assessments for English Language Learners and students with mild mental retardation and learning disabilities. Resource web site:
WestEd - Mathematics Zimmerman, Joy (Ed), Huebner, Tracy, and Corbett, Grace (2005). Rethinking High School: Supporting All Students to be College Ready in Math. San Francisco, CA: WestEd. This report profiles three high schools supported by the Bill & Melinda Gates Foundation that have successfully implemented mathematics programs that prepare all students for college. Resource web site: http://www.wested.org/cs/we/view/rs/871 Maine Standards and Assessment, http://www.maine.gov/education/standassesslinks.htm Maine's Comprehensive Assessment System (MeCAS), http://www.mecas.org/ State of Maine Grade Level Expectations (GLEs) for Reading and Mathematics Grades 3-8 Maine’s Alternate Assessment System, http://www.mecas.org/paap/ or http://www.maine.gov/education/lsalt/paap/index.html Learning Results, http://www.maine.gov/education/lres/lres.htm Letters from the Commissioner: MEA testing and LEP students Maine changes in Learning Results - Learning Results Simplification The Intersection of Access and Outcomes, A Joint Project of the NEA and NASDSE Providing Policy Guidance to State Leadership (November 2004) Powerpoint presentation http://www.nasdse.org/docs/IDEANCLBIntersections%20final%202004.pdf Assistive Technology Related Links, http://www.maine.gov/education/speced/atlinks.htm Public Law for Learning Results Simplification National Council of Teachers of Mathematics Current Maine DOE rules for assessment, diploma Series of documents prepared by the Office of Special Education and Rehabilitative Services (OSERS) in the U.S. Department of Education. http://www.maine.gov/education/speced/mater02.htm#IDEA_Reathorization Great Maine Schools Project “Why Replacing Maine’s 11th Grade Assessment with the SAT is a Good Idea…” Promising Futures, http://www.maine.gov/education/cse/promisin.pdf#xml=http://192.168.1.28/texis/search/pdfhi.txt?query=promising+futures&pr=maine&prox=paragraph&rorder=500&rprox=500&rdfreq=250&rwfreq=500&rlead=750&rdepth=125&sufs=1&order=r&mode=&opts=&uq=http%3A//www.maine.gov/education%25&cq=&sr=&id=44120c1d1c Reading First, http://www.maine.gov/education/rf/homepage.htm “Maine CITE is a statewide program designed to help make assistive and universally designed technology more available to Maine children and adults who have disabilities.” Instructional Programs and Practices: Examine specific teaching methods that have proven to be effective in teaching students with disabilities. http://www.k8accesscenter.org/training_resources/programsandpractices.asp Identifying and Implementing Educational Practices Supported By Rigorous Evidence: A User Friendly Guide, http://www.ed.gov/rschstat/research/pubs/rigorousevid/rigorousevid.pdf The Link Between Access to the General Education Curriculum and Performance on State Assessments, http://www.k8accesscenter.org/training_resources/teachingmatters.asp Tool Kit on Teaching and Assessing Students with Disabilities http://www.osepideasthatwork.org/toolkit/index.asp Working Together: Teacher-ParaEducator Collaboration, http://www.k8accesscenter.org/training_resources/documents/Tchr-ParaCollaboration_000.doc Northwest Evaluation Association (NWEA) - a national non-profit organization. Provides research-based assessments, professional training, and consulting services to improve teaching and learning. http://www.nwea.org/index.asp PBS TeacherSource: Adapting the Curriculum to Meet the Needs of Diverse Learners LD Online: Teaching and instruction for students with learning disabilities Tools for Schools: Differentiated Instruction, Checklist for Self-Assessment www.emsc.nysed.gov/ciai/sate/resourcesdiffinstr.pdf National Education Association (NEA) - Inclusion Response to Intervention (RTI): Office of Special Education Programs (OSEP): Positive Behavioral Supports (PBS) http://www.pbis.org/main.htm National Association of School Psychologists (NASP) Center, PBS University of Minnesota: Positive Approaches to Challenging Behavior for Young Children with Disabilities, http://education.umn.edu/ceed/projects/preschoolbehavior/ University of Maine (UM) Growing Ideas: Behavior Communicates CAST – “…a nonprofit organization that works to expand learning Council for Exceptional Children (CEC), Evidence-based Practices http://www.cec.sped.org/AM/Template.cfm?Section=Evidence_based_Practice&Template=/TaggedPage/TaggedPageDisplay.cfm&TPLID=24&ContentID=4710 National School Public Relations Association - News Release May 9, 2006. Research shows link between strong school communication and student success http://www.nspra.org/WhitePaperRelease.htm Wright’s Law: http://www.wrightslaw.com/ Peer Assisted Learning (PALS) http://kc.vanderbilt.edu/pals/ Using Peer Tutoring to Facilitate Access http://www.k8accesscenter.org/training_resources/documents/PeerTutoringFinal.doc Classwide Peer Tutoring, Information for Families http://cecp.air.org/familybriefs/docs/PeerTutoring.pdf National Center on Student Progress Monitoring http://www.studentprogress.org/ What Works Clearinghouse (WWC) collects, screens, and identifies studies of effectiveness of educational interventions (programs, products, practices, and policies).
Rates of suspension and expulsion A. Percent of districts identified by the state as having a significant discrepancy in the rates of suspensions and expulsions of children with disabilities for greater than 10 days in a school year; B. Percent of districts identified by the state as having a significant discrepancy in the rates of suspensions and expulsions of great than 10 days in a school year of children with disabilities by race and ethnicity.
In-depth Indicator Self Assessment for B-4 - Each LEA with a determination of Needs Assistance or lower will be required to complete an in-depth self-assessment of this indicator.
National Technical Assistance Center on Positive Behavioral Interventions and Supports The National Technical Assistance Center on Positive Behavioral Interventions and supports provides a variety of resources (on-line library, newsletters, PowerPoint presentations, articles, video clips, manuals, and tools) as well as conferences and networks. The Center is funded by the U.S. Department of Education, Office of Special Education Programs. General web site: http://www.pbis.org/main.htm Center on Positive Behavioral Interventions and Supports (2004). School-wide Positive Behavior Support (SW-PBS)t: Implementer’s Blueprint and Self Assessment. Eugene, OR: University of Oregon, Center on Positive Behavioral Interventions and Supports. The Blueprint provides a rationale for adopting school-wide positive behavior support (SW-PBS), describes the key features, and illustrates processes, structures and supports. Includes: PBS Self-Assessment Checklist, Sample template for District Action Planning, and School Team Implementation Checklist. Resource web site: http://www.nichcy.org/toolkit/pdf/SchoolwideBehaviorSupport.pdf Sugai, George, Horner, Rob, & Todd, Anne (2003). Effective Behavior Support (EBS) Survey: Assessing and Planning Behavior Support in Schools. Version 2.0. Eugene, OR: Educational and Community Supports. The purpose of the survey is to assist school staff in examining the status and need for improvement of four behavior support systems: (1) school-wide discipline systems, (b) non-classroom management systems, (c) classroom management systems, and (d) systems for individual students engaging in chronic problem solving. The survey summary is used to develop an action plan for implementing and sustaining effective behavioral support systems throughout a school. Resource web site: http://www.uoregon.edu/~ivdb/doc/comb_ass_survey.pdf
Best Practice of Youth Violence Prevention: A Sourcebook for Community Action Funded by the Center for Disease Control and Prevention, the sourcebook examines the effectiveness of specific violence prevention practices in four key areas: parents and families, home visiting, social and conflict resolution skills, and mentoring. The Sourcebook documents the research behind each practice and offers a comprehensive directory of resources about the programs and practices. Resource web site: http://www.cdc.gov/ncipc/dvp/bestpractices.htm
Blueprints for Violence Prevention – Center for Study and Prevention of Violence The Center for the Study and Prevention of Violence has identified eleven model violence prevention programs, called Blueprints. Another 18 programs have been identified as promising programs. To date more than 600 programs have been reviewed. Resource web site: http://www.colorado.edu/cspv/blueprints/index.html School Characteristics Related to the Use of Suspension - University of Kentucky Christie, Christine, Nelson, C. Michael, Jolivette, Kristine (no date). School Characteristics Related to the Use of Suspension. University of Kentucky. Research study of two high schools. Resource web site: http://www.kysafeschools.org/pdfs&docs/clearpdf/issuesbriefs/EDJJresearch.pdf Zero Tolerance, Zero Evidence: An Analysis of School Disciplinary Practice Skiba, Russell (2000, August). Zero Tolerance, Zero Evidence: An Analysis of School Disciplinary Practice. Bloomington, IN: Indiana Education Policy Center, Indiana University. Resource web site: http://www.indiana.edu/~safeschl/ztze.pdf State of Maine websites: U.S. Office of Special Education Programs (OSEP) Positive Behavioral Supports (PBS) http://www.pbis.org/main.htm National Association of School Psychologists (NASP) Center, PBS Family Village School, http://www.familyvillage.wisc.edu/education/pbs.html University of Minnesota: Positive Approaches to Challenging Behavior for Young Children with Disabilities, http://education.umn.edu/ceed/projects/preschoolbehavior/ Growing Ideas: Behavior Communicates Association for Supervision and Curriculum Development (ASCD) - a nonprofit, nonpartisan organization that represents 175,000 educators from more than 135 countries and more than 60 affiliates.” Differentiating Instruction Resources PBS TeacherSource: Adapting the Curriculum to Meet the Needs of Diverse Learners LD Online: Teaching and instruction for students with learning disabilities Adaptations & Accommodations for Students with Disabilities http://www.nichcy.org/pubs/bibliog/bib15txt.htm Tools for Schools: Differentiated Instruction, Checklist for Self-Assessment www.emsc.nysed.gov/ciai/sate/resourcesdiffinstr.pdf Accessibility to All: Universal Design in Early Care & Education National Education Association (NEA) - Inclusion Response to Intervention (RTI): University of Maine (UM) , Institute for the Study of Students at Risk: Dropout Prevention. Many articles under Major Publications that discuss Dropout Prevention.
IDEA Part B, Indicator 5 A. Removed from regular class less than 21% of the day.
In-depth Indicator Self Assessment for B-5 and B-6 - Each LEA with a determination of Needs Assistance or lower will be required to complete an in-depth self-assessment of this indicator.
National Center for Culturally Responsive Educational Systems California Department of Education and WestEd Center for Prevention and Early Intervention California Department of Education (2005). California Least Restrictive Environment (LRE) Self Assessment and Continuous Improvement Activities: School Level. Sacramento: Author. California Department of Education (2005). California Least Restrictive Environment (LRE) Self Assessment and Continuous Improvement Activities: District Level. California Department of Education, Special Education Division (2005). Inclusive Education Starter Kit. Manual 1: Strategies for Districts and Schools. Produced under a contract with the WestEd Center for Prevention and Early Intervention. Sacramento, CA: Author. California Department of Education, Special Education Division (2005). Inclusive Education Starter Kit. Manual 2: Classroom-Based Strategies. Produced under a contract with the WestEd Center for Prevention and Early Intervention. Sacramento, CA: Author.
Institute on Community Integration, University of Minnesota Resource web site: http://www.ici.umn.edu/beacons/pdf/Beacons_pdf/Leadership.pdf
National Alternate Assessment Center Clayton, J., Denham, A., & Schnittker, A. (2006, April) Stepwise process to access grade level content standards and curriculum. Paper presented at the annual meeting of the Council for Exceptional Children, Salt Lake City, UT. Browder, Diane, Wakeman, Shawnee, & Jimenez, Bree (2006, June). Creating access to the general curriculum with links to grade level content for students with significant cognitive disabilities. Presentation at the OSEP Leadership Conference, Washington, D.C.
Providing New Access to the General Curriculum: Universal Design for Learning Hitchcock, Chuck, Meyer, Anne, Rose, David, & Jackson, Richard (2002). Providing New Access to the General Curriculum: Universal Design for Learning. Teaching Exceptional Children, 35(2), 8-17. Resource web site: http://www.cec.sped.org/Content/NavigationalMenu/AboutCEC/International?StepbyStep/Providing%20New%20Access%20-%20VOL.35NODEC2002%20TEC.pdf
Access to the General Curriculum for Students with Disabilities: A Brief for Parents and Teachers. CAST
Best Practices that Promote Learning of General Education Curriculum Content for Students with the Most Significant Disabilities – University of New Hampshire
Strategies to Improve Access to the General Education Curriculum - Access Center
Maine CITE is a statewide program designed to help make assistive and universally designed technology more available to Maine children and adults who have disabilities. http://www.mainecite.org/ Assistive Technology Related Links, http://www.maine.gov/education/speced/atlinks.htm CAST Universal Design for Learning: Technologies Supporting Curriculum Access for Students with Disabilities, http://www.cast.org/publications/ncac/ncac_techsupport.html University of Maine (UM) Accessibility to All: Universal Design in Early Care & Education National Education Association (NEA) - Inclusion Strategies to Improve Access to the General Education Curriculum http://www.k8accesscenter.org/documents/InstructionalMethodsandPractices_3-16.doc Working Together: Teacher-ParaEducator Collaboration, http://www.k8accesscenter.org/training_resources/documents/Tchr-ParaCollaboration_000.doc Association for Supervision and Curriculum Development (ASCD) - a nonprofit, nonpartisan organization that represents 175,000 educators from more than 135 countries and more than 60 affiliates.” Differentiating Instruction Resources National School Public Relations Association - News Release May 9, 2006. Research shows link between strong school communication and student success http://www.nspra.org/WhitePaperRelease.htm National Dissemination Center for Children with Disabilities (NICHCY): NICHCY Connections...to Behavior Assessment, Plans, and Positive Supports National Directors of State Directors of Special Education (NASDE) Wright’s Law: http://www.wrightslaw.com/
PBS TeacherSource: Adapting the Curriculum to Meet the Needs of Diverse Learners University of the State of New York: Tools for Schools: Differentiated Instruction - Checklist for Self-Assessment, www.emsc.nysed.gov/ciai/sate/resourcesdiffinstr.pdf Educational Issues for Students with Disabilities, http://ncam.wgbh.org/publications/adm/education.html CAST Universal Design for Learning: Technologies Supporting Curriculum Access for Students with Disabilities, http://www.cast.org/publications/ncac/ncac_techsupport.html National Association of School Psychologists (NASP) Center, Positive Behavior Support (PBS) PBS for Students with Behavior Disorders Family Village School – PBS, http://www.familyvillage.wisc.edu/education/pbs.html Positive Approaches to Challenging Behavior for Young Children with Disabilities Growing Ideas: Behavior Communicates Teachers Can Benefit From Inclusion, Too KIDS TOGETHER, Inc., Rights to Regular Education Coalition of Essential Schools (CES): Inclusion Research at Work at Boston Arts Academy NEA: Works4Me Tips Library - Managing Your Classroom - Inclusion New Horizons for Learning is an international, nonprofit 501 (c) (3): Inclusion of Students with Special Needs: Teaching and Learning, University of Maine (UM) Growing Ideas: Behavior Communicates Inclusion Research at Work at Boston Arts Academy KIDS TOGETHER, Inc. WGBH Boston: Educational Issues for Students with Disabilities Tools for Schools: Differentiated Instruction, Checklist for Self-Assessment www.emsc.nysed.gov/ciai/sate/resourcesdiffinstr.pdf Maine IEP Guidelines OSEP’s model IEP form, http://www.ed.gov/policy/speced/guid/idea/modelform-iep.doc Parent Educational Advocacy Training Center (PEATC) Checklist for Effective IEPs http://www.peatc.org/checklist.htm Using a Universal Design Approach to Find Barriers and Solutions in the Curriculum http://www.k8accesscenter.org/training_resources/documents/UDLBarriersExercise_002.doc Regional Resource and Federal Center Network: Topical Link Collections / Child Find – Indicators C #5,6, B #11 / Federal Guidance What Works Clearinghouse (WWC) Intervention: Caring School Community “…the program aims to promote core values, prosocial behavior, and a schoolwide feeling of community. The program consists of four elements originally developed for the Child Development Project: class meeting lessons, cross-age “buddies” programs, “Homeside” activities, and schoolwide community.” http://whatworks.ed.gov/InterventionReportLinks.asp?iid=103&tid=12
IDEA Part B, Indicator 6
In-depth Indicator Self Assessment for B-5 and B-6 - Each LEA with a determination of Needs Assistance or lower will be required to complete an in-depth self-assessment of this indicator.
Maine Child Development Services, http://www.maine.gov/education/speced/cds/index.htm AccessMaine: Early Intervention Toolkit University of Maine (UM): Accessibility to All: Universal Design in Early Care & Education National Early Childhood Technical Assistance Center www.nectac.org Literacy Rich Environments Regional Resource and Federal Center Network: Topical Link Collections / Child Find – Indicators C #5,6, B #11 / Federal Guidance Early Childhood Outcomes (ECO) Center, http://www.fpg.unc.edu/~eco/index.cfm
IDEA Part B, Indicator 7 A. Positive social-emotional skills
Maine’s Early Childhood Learning Guidelines, http://www.maine.gov/dhhs/occhs/learning.doc California Dept. of Education: Handbook on Assessment and Evaluation Literacy Rich Environments National Institute for Literacy: Early Childhood http://www.nifl.gov/nifl/early_childhood.html Accessing Skills Toward Successful Writing Development http://www.k8accesscenter.org/training_resources/successfulwritingdevelopment.asp Early Childhood Outcomes (ECO) Center, http://www.fpg.unc.edu/~eco/index.cfm Regional Resource and Federal Center Network: Topical Link Collections / Early Childhood Outcomes - Indicators C #3, B #7 http://www.rrfcnetwork.org/component/option,com_bookmarks/Itemid,28/mode,0/catid,44/navstart,0/search,*/ National Early Childhood TA Center (NECTAC): Child and Family Outcomes http://www.nectac.org/topics/quality/childfam.asp#ex What Works Clearinghouse “… focuses first on early childhood education interventions (curricula and practices) designed for use in center-based settings with 3- to 5-year-old children who are not yet in kindergarten or children who are in preschool, with a primary focus on cognitive and language competencies associated with school readiness (language, literacy, math, and cognition). Interventions and studies with a primary focus on socio-emotional development and approaches to learning may be addressed in a subsequent phase of the review. The review also includes a focus on center-based early childhood education interventions designed to improve the school readiness skills of preschool children with developmental delays or diagnosed disabilities. These may be inclusive interventions used with all children or targeted interventions designed specifically for children with developmental delays or diagnosed disabilities.” http://whatworks.ed.gov/Topic.asp?tid=13&ReturnPage=default.asp
IDEA Part B, Indicator 8
Maine Parent Federation and Maine Parent Information and Resource Center
National Alliance Technical Assistance Center – PACER Center Collaborating With Families: IRIS Center and the PACER Center Southwest Educational Development Laboratory – National Center for Family and Community Connections with Schools Henderson, Anne and Mapp, Karen. (2002). A New Wave of Evidence: The Impact of School, Family, and Community Connections on Student Achievement. Annual Synthesis. Austin, TX: National Center for Family and Community Connections with Schools, SEDL. Resource web site: http://www.sedl.org Family and Community Engagement Self Assessments for Schools or Districts Epstein’s Framework of Six Types of Involvement. Center for the Social Organization of Schools, Johns Hopkins University Keeping Maine’s Children Connected: Parent Organizations in Maine http://www.maine.gov/education/speced/kmcc/parentorginmaine.htm Learning Disabilities Association of Maine www.ldame.org Frequently Asked Questions, http://www.mpf.org/SPIN/FAQ.html Parent Educational Advocacy Training Center (PEATC) is Virginia’s parent education, support, training, and information center is committed to helping children with disabilities, their families and the professionals who serve them. A useful website, providing a wealth of information and resources in an easy to understand manner. PEATC has produced 'Next Steps,' a guide to planning the transitional steps to adult life for students with disabilities. http://www.peatc.org/ AccessMaine: Early Intervention Toolkit Early Childhood Outcomes (ECO) Center Families and Positive Behavioral Supports (PBS) http://www.pbis.org/families.htm#FamiliesInvolvedinPBS PBSParents: Inclusive Communities Washington Protection & Advocacy System - IEP Checklist for Parents SchwabLearning.org - A Parent's Guide to Helping Kids With Learning Difficulties: National Dissemination Center for Children with Disabilities (NICHCY) Information on: disabilities in infants, toddlers, children, and youth, IDEA, which is the law authorizing special education, No Child Left Behind (as it relates to children with disabilities), and All Kinds of Minds - A non-profit Institute. Parents Toolkit http://www.allkindsofminds.org/ptk/index.aspx LD OnLine is a national educational service of WETA-TV, the PBS station in Washington, D.C.: LD Basics http://www.ldonline.org/ldbasics PBS Parents: Inclusive Communities National School Public Relations Association - News Release May 9, 2006. Research shows link between strong school communication and student success http://www.nspra.org/WhitePaperRelease.htm Parent Educational Advocacy Training Center, http://www.peatc.org/index.htm Classwide Peer Tutoring, Information for Families http://cecp.air.org/familybriefs/docs/PeerTutoring.pdf Families and Advocates Partnership for Education http://www.fape.org/ KENT SCHOOL DISTRICT, Special Education Process: Does my child have a disability?
IDEA Part B, Indicator 9
National Research Council Panel on Minority Students in Special and Gifted Education The report from the National Research Council summarizes responses to four questions, provides conclusions, and provides recommendations for special education eligibility, gifted and talented eligibility, school context and student performance, biological and risk factors in early childhood, and improving the data collection and expanding the research base. Resource web site: http://www.nap.edu/catalog.php?record_id=10128
Addressing the Disproproportionate Representation of Culturally and Linguistically Diverse Students in Special Education Through Culturally Responsive Education Systems Klingner, J., Artiles, A., Kozleski, E., Harry, B., Zion, S., Tate, W., Duran, G., & Riley, D. (2005). Addressing the Disproportionate Representation of Culturally and Linguistically Diverse Students in Special Education through Culturally Responsive Educational Systems. Education Policy Analysis Archives, 13(38), 1-40. The article presents a conceptual framework base on research for addressing the disproportionate representation of culturally and linguistically diverse students in special education. Resource web site: http://www.nccrest.org/publications/framework.html
National Center for Culturally Responsive Educational Systems The National Center for Culturally Responsive Educational Systems (NCCRESt), a project funded by the U.S. Department of Education's Office of Special Education Programs, provides technical assistance and professional development to close the achievement gap between students from culturally and linguistically diverse backgrounds and their peers, and reduce inappropriate referrals to special education. The project targets improvements in culturally responsive practices, early intervention, literacy, and positive behavioral supports. Disproportionate Representation of Culturally and Linguistically Diverse Students in Special Education: Measuring the Problem by Coutinho, Martha, and Oswald, Donald (2004). Resource web site: http://www.nccrest.org/Briefs/students_in_SPED_Brief.pdf?v_document_name=students%20in%20SPED%20Brief The document is designed to help State and Local Educational Agencies address institutional and systems issues that may impact students from culturally and linguistically diverse populations. The tool addresses four standards: core functions, instructional services, individualized education, and accountability. Resource web site: http://www.nccrest.org/PDFs/district_rubric.pdf?v_document_name=District%20Rubric Richards, Heraldo, Artiles, Alfredo, Klingner, Janette, and Brown, Ayanna. (2005). Equity in Special Education Placement: A School Self-Assessment Guide for Culturally Responsive Practice. Denver, CO: National Center for Culturally Responsive Educational Systems. Form A of the self-assessment is designed to assist elementary school administrators in creating schools that are culturally responsive in their programming and instruction for all students from culturally and linguistically backgrounds. Form B of the self assessment is designed for teachers and school support staff to use. The tool addresses five areas: (1) school governance, organization, policy, and climate; (2) family involvement; (3) curriculum; (4) organization of learning, and (5) special education referral process and programs. Resource web site: http://www.nccrest.org/publications/tools/assessment.html Weiner, Kevin (2004). Legal Rights: The Overrepresentation of Culturally and Linguistically Diverse Students in Special Education. Denver, CO: National Center for Culturally Responsive Educational Systems. This brief provides an overview of the laws that protect individuals with disabilities and individuals from racial and language discrimination. It discusses the differences between the Individuals with Disabilities Education Act and Section 504 of the Rehabilitation Act. It describes the complaint process for the Office of Civil Rights. Resource web site: http://www.nccrest.org/Briefs/Legal_Brief.pdf?v_document_name=Legal%20Brief Artiles, Alfredo and Harry, Beth (2004). Addressing Culturally and Linguistically Diverse Students: Overrepresentation in Special Education: Guidelines for Parents. Denver, CO: National Center for Culturally Responsive Educational Systems. The guidelines answer the questions: (1) how can you tell if there is overrepresentation; and (2) why is it a problem and what are the causes. The document concludes with actions parents can take. Resource web site: http://www.nccrest.org/Briefs/Parent_Brief.pdf?v_document_name=Parent%20Brief Garcia, S. & Ortiz, A. (2006). Preventing disproportionate representation: Culturally and linguistically responsive prereferral interventions. Denver, CO: National Center for Culturally Responsive Educational Systems. This brief highlight four key elements of culturally- and linguistically-responsive prereferral intervention for culturally and linguistically diverse students: (1) preventing school underachievement and failure; (2) early intervention for struggling students; (3) diagnostic/prescriptive teaching; and (4) availability of general education problem-solving support systems. Resource web site: http://www.nccrest.org/Briefs/Pre-referral_Brief.pdf?v_document_name=Pre-Referral%20Brief Drakeford, William (2004). Racial Disproportionality in School Disciplinary Practices. Denver, CO: National Center for Culturally Responsive Educational Systems. The brief present background information on the problem, discusses the current trends in zero discipline policies and negative procedural, practical, and perceptual factors, and makes recommendations. Collection and Use of Evidence. (2004). Understanding Culture and Cultural Responsiveness (2004) This module explores culture and diversity as it applies to educators and education, by exploring the influence of culture on everyday activity, on individual identity development, and as it relates to systems of power and privilege in our education systems. In education, what works for some students may not work for others. By understanding the lives of the students and what they bring to their education, we can build on those strengths. To do this, we must become culturally responsive and get to know all students on an individual basis, with openness and respect Resource web site: http://www.nccrest.org/professional/understanding_culture.html Collaborative Leadership Teams in Culturally Responsive Systems (2005). The academies in this module promote inclusive systems and schools by coaching Collaborative Leadership Team members in both leadership skills and team collaboration Resource web site: http://www.nccrest.org/professional/leadership_teams.html
Iris Center’s Teachers at the Loom: Weaving Together Culture, Family and Instruction for Culturally and Linguistically Diverse Exceptional Students This module examines curricular considerations, teacher bias, and the roles of general education teachers in the education of culturally diverse students. The module includes case studies, activities, class discussions, and info briefs. National Center for Culturally Responsive Education Systems www.nccrest.org OSEP Topical Brief: Disproportionality and Overidentification Education Commission of the States: Addressing the Disproportionate Number of Minority Students in Special Education, http://www.ecs.org/clearinghouse/48/90/4890.htm How Access Pertains to Disproportionality and English Language Learners (ELL) http://www.k8accesscenter.org/training_resources/documents/Finalpresentation-bauman_002.ppt National Center for Culturally Responsive Educational Systems (NCCRES): Creating Opportunities to Learn: A Forum for Addressing Disproportionality. Provides technical assistance and professional development to close the achievement gap between students from culturally and linguistically diverse backgrounds and their peers, and reduce inappropriate referrals to special education. The project targets improvements in culturally responsive practices, early intervention, literacy, and positive behavioral supports. http://www.nccrest.org/events/events_2006/disproportionality.html Response to Intervention (RtI). Core Concepts of RTI http://www.nrcld.org/html/research/rti/concepts.html Wisconsin Continuous Improvement Focused Monitoring system, CESA Disproportionality Grant, http://www.wi-rsn.org/grant.htm Education Commission of the States: Addressing the Disproportionate Number of Minority Students in Special Education, http://www.ecs.org/clearinghouse/48/90/4890.htm Methods for Assessing Racial/Ethnic Disproportionality in Special Education: A Technical Assistance Guide www.ideadata.org/docs/Disproportionality%20Technical%20Assistance%20Guide.pdf Addressing the Disproportionate Representation of Minority Students in Special Education Harvard University/ Civil Rights Project/ Community Tools Civil Rights Action Kits provide basic information for understanding, detecting, and fighting discriminatory attitudes and actions in your school's policies and practices. http://www.civilrightsproject.harvard.edu/resources/action_kits/special_ed2.php http://www.civilrightsproject.harvard.edu/resources/community_tools.php#kits Racial Inequity in Special Education. The evidence suggests that black overrepresentation is substantial in state after state. The studies reveal wide differences in disability identification between blacks and Hispanics and between black boys and black girls that cannot be explained in terms of social background or measured ability. http://gseweb.harvard.edu/~hepg/introduction.html Minority Disproportionality and the Achievement Gap: Common Issues, Shared Solutions Teleconference CEC: Reducing the Disproportionate Representation of Minority Students in Special Education CEC: Selected Resources: Identification and Assessment of Culturally and Linguistically Diverse Students with Disabilities, 1993-1996 http://ericec.org/minibibs/marchives/eb3.html Elementary and Middle School Technical Assistance Center (EMSTAC) Regional Resource and Federal Center Network website. Response to Intervention (RtI). Core Concepts of RTI http://www.nrcld.org/html/research/rti/concepts.html Intervention: ALAS (Achievement for Latinos through Academic Success) http://whatworks.ed.gov/InterventionReportLinks.asp?iid=322&tid=06
IDEA Part B, Indicator 10
National Center for Culturally Responsive Education Systems www.nccrest.org OSEP Topical Brief: Disproportionality and Overidentification Education Commission of the States: Addressing the Disproportionate Number of Minority Students in Special Education, http://www.ecs.org/clearinghouse/48/90/4890.htm How Access Pertains to Disproportionality and English Language Learners (ELL) http://www.k8accesscenter.org/training_resources/documents/Finalpresentation-bauman_002.ppt National Center for Culturally Responsive Educational Systems (NCCRES): Creating Opportunities to Learn: A Forum for Addressing Disproportionality. Provides technical assistance and professional development to close the achievement gap between students from culturally and linguistically diverse backgrounds and their peers, and reduce inappropriate referrals to special education. The project targets improvements in culturally responsive practices, early intervention, literacy, and positive behavioral supports. http://www.nccrest.org/events/events_2006/disproportionality.html Wisconsin Continuous Improvement Focused Monitoring system, CESA Disproportionality Grant, http://www.wi-rsn.org/grant.htm Education Commission of the States: Addressing the Disproportionate Number of Minority Students in Special Education, http://www.ecs.org/clearinghouse/48/90/4890.htm Methods for Assessing Racial/Ethnic Disproportionality in Special Education: A Technical Assistance Guide www.ideadata.org/docs/Disproportionality%20Technical%20Assistance%20Guide.pdf Addressing the Disproportionate Representation of Minority Students in Special Education Harvard University/ Civil Rights Project/ Community Tools Civil Rights Action Kits provide basic information for understanding, detecting, and fighting discriminatory attitudes and actions in your school's policies and practices. http://www.civilrightsproject.harvard.edu/resources/action_kits/special_ed2.php http://www.civilrightsproject.harvard.edu/resources/community_tools.php#kits Racial Inequity in Special Education. The evidence suggests that black overrepresentation is substantial in state after state. The studies reveal wide differences in disability identification between blacks and Hispanics and between black boys and black girls that cannot be explained in terms of social background or measured ability. http://gseweb.harvard.edu/~hepg/introduction.html Minority Disproportionality and the Achievement Gap: Common Issues, Shared Solutions Teleconference CEC: Reducing the Disproportionate Representation of Minority Students in Special Education CEC: Selected Resources: Identification and Assessment of Culturally and Linguistically Diverse Students with Disabilities, 1993-1996 http://ericec.org/minibibs/marchives/eb3.html Elementary and Middle School Technical Assistance Center (EMSTAC) Regional Resource and Federal Center Network website. Response to Intervention (RtI). Core Concepts of RTI http://www.nrcld.org/html/research/rti/concepts.html Intervention: ALAS (Achievement for Latinos through Academic Success) http://whatworks.ed.gov/InterventionReportLinks.asp?iid=322&tid=06
IDEA Part B, Indicator 11
National Center for Special Education Accountability Monitoring www.monitoringcenter.isuhsc.edu Regional Resource and Federal Center Network: Topical Link Collections / Child Find – Indicators C #5,6, B #11 / Federal Guidance “This site offers information and resources related to the earliest possible identification of young children and their families who may benefit from early intervention or education services.” http://www.childfindidea.org/ OSEP’s model form for Prior Written Notice http://www.ed.gov/policy/speced/guid/idea/modelform-notice.doc Kent School District Special Education Process: Does my child have a disability? Oregon Dept. of Education: Response to Intervention (RTI) http://www.ode.state.or.us/search/page/?id=315 IDEA–Reauthorized Statute, CHANGES IN INITIAL EVALUATION AND REEVALUATION, http://www.directionservice.org/cadre/stat_evalchange.cfm
IDEA Part B, Indicator 12
Maine Child Development Services (CDS) http://www.maine.gov/education/speced/cds/index.htm AccessMaine: Early Intervention Toolkit California Dept. of Education: Handbook on Assessment and Evaluation National Early Childhood Technical Assistance Center www.nectac.org
IDEA Part B, Indicator 13
In-depth Indicator Self Assessment for B-13 - Each LEA with a determination of Needs Assistance or lower will be required to complete an in-depth self-assessment of this indicator.
The Maine Committee on Transition (COT) is an interagency committee established by the Maine Legislature that supports youth with disabilities in the transition to adult life. http://www.mainetransition.org/index.html Maine IEP Guidelines: NSTTAC has developed a checklist to assist states in collecting data on Indicator 13; a draft is available to view at www.nsttac.org. NSTTAC is in discussion with OSEP staff to obtain approval for the proposed Indicator 13 Checklist as a tool states may use for data collection. There also will be an interactive web-based version available to complete online or printed out; providing definitions and examples for each item. U.S. Office of Special Education Programs (OSEP) model IEP form, http://www.ed.gov/policy/speced/guid/idea/modelform-iep.doc OSEP Topical Brief: IEP National Alliance for Secondary Education and Transition, Transition Tool Kit for Systems Improvement. http://www.nasetalliance.org/toolkit/index.htm National Dissemination Center for Children with Disabilities (NICHCY): A Student's Guide to the IEP. This guide is intended to help students with disabilities participate in planning and writing their own IEP. The guide tells students what an IEP is, why they need to be part of their IEP team, how to help write the IEP, and much more. http://www.nichcy.org/stuguid.asp#set1 Parent Educational Advocacy Training Center (PEATC) Checklist for Effective IEPs http://www.peatc.org/checklist.htm Wright’s Law: Least Restrictive Environment (LRE), http://www.wrightslaw.com/info/lre.index.htm National Secondary Transition Technical Assistance Center: http://www.nsttac.org/ LD Online: Transition to Work, http://www.ldonline.org/indepth/transition National Center on Secondary Education and Transition (NCSET) was established to create opportunities for youth with disabilities to achieve successful futures. http://www.ncset.org/websites/default.asp IDEA (2004) Regulations Related to Secondary Transition; on August 14, 2006, the U.S. Department of Education released the official regulations for Part B of the Individuals with Disabilities Education Improvement Act (IDEA, 2004). http://www.ed.gov/policy/speced/guid/idea/idea2004.html#final-regs
IDEA Part B, Indicator 14
National Post School Outcomes Center’s mission is to help state education agencies establish practical and rigorous data collection systems that will measure and profile the post-school experiences of youth with disabilities. State profiles as well as tools and products available at: http://www.psocenter.org/
The Maine Committee on Transition (COT) is an interagency committee established by the Maine Legislature that supports youth with disabilities in the transition to adult life. http://www.mainetransition.org/index.html Parent Educational Advocacy Training Center (PEATC) “Planning the Next Steps to Adult Life for Students with Disabilities” http://www.peatc.org/NEXT_STEPS/rsahome.htm National Center on Secondary Education and Transition (NCSET) was established to create opportunities for youth with disabilities to achieve successful futures. http://www.ncset.org/websites/default.asp National Governors Association website. Many articles on the topics of Secondary education and graduation. The Maine Committee on Transition (COT) is an interagency committee established by the Maine Legislature that supports youth with disabilities in the transition to adult life. http://www.mainetransition.org/index.html National Alliance for Secondary Education and Transition, Transition Tool Kit for Systems Improvement. http://www.nasetalliance.org/toolkit/index.htm LD Online: Transition to Work, http://www.ldonline.org/indepth/transition National Center on Secondary Education and Transition (NCSET) was established to create opportunities for youth with disabilities to achieve successful futures. http://www.ncset.org/websites/default.asp
IDEA Part B, Indicator 15 A. Percent of non-compliances related to monitoring priority areas and indicators
OSEP Topical Brief: Mediation and Resolution Sessions National Center for Special Education Accountability Monitoring www.monitoringcenter.isuhsc.edu
IDEA Part B, Indicator 16 IDEA laws, regulations, procedures and model forms http://www.ed.gov/policy/speced/guid/idea/idea2004.html Prior Written Notice (model form) http://www.ed.gov/policy/speced/guid/idea/modelform-notice.doc Individualize Education Program (model form) Consortium for appropriate dispute resolution in special education, http://www.directionservice.org/cadre/
IDEA Part B, Indicator 17
IDEA 2004 includes a new mandatory “resolution session” that provides families or schools involved in dispute resolution with an opportunity to resolve their disputes before the due process hearing. http://www.rrfcnetwork.org/component/option,com_bookmarks/Itemid,28/mode,0/catid,62/navstart,0/search,*/ IDEA–Reauthorized Statute, PROCEDURAL SAFEGUARDS: DUE PROCESS HEARINGS http://www.rrfcnetwork.org/images/stories/onePagers/tb-safeguards-3.doc IDEA laws, regulations, procedures and model forms http://www.ed.gov/policy/speced/guid/idea/idea2004.html Prior Written Notice (model form) http://www.ed.gov/policy/speced/guid/idea/modelform-notice.doc Individualized Education Program (model form) Consortium for appropriate dispute resolution in special education, http://www.directionservice.org/cadre/
IDEA Part B, Indicator 18
Regional Resource and Federal Center Network: IDEA 2004 includes a new mandatory “resolution session” that provides families or schools involved in dispute resolution with an opportunity to resolve their disputes before the due process hearing. http://www.rrfcnetwork.org/component/option,com_bookmarks/Itemid,28/mode,0/catid,62/navstart,0/search,*/ IDEA–Reauthorized Statute, PROCEDURAL SAFEGUARDS: MEDIATION AND RESOLUTION SESSIONS http://www.rrfcnetwork.org/images/stories/onePagers/tb-safeguards-2.doc IDEA laws, regulations, procedures and model forms http://www.ed.gov/policy/speced/guid/idea/idea2004.html Prior Written Notice (model form) http://www.ed.gov/policy/speced/guid/idea/modelform-notice.doc Individualize Education Program (model form) Consortium for appropriate dispute resolution in special education, http://www.directionservice.org/cadre/
Percent of mediations resulting in mediation agreements.
IDEA laws, regulations, procedures and model forms http://www.ed.gov/policy/speced/guid/idea/idea2004.html Prior Written Notice (model form) http://www.ed.gov/policy/speced/guid/idea/modelform-notice.doc Individualize Education Program (model form) IDEA–Reauthorized Statute, PROCEDURAL SAFEGUARDS: MEDIATION AND RESOLUTION SESSIONS http://www.rrfcnetwork.org/images/stories/onePagers/tb-safeguards-2.doc Consortium for appropriate dispute resolution in special education, http://www.directionservice.org/cadre/
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