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Improving Special Education Services (ISES)

November 16, 2010

Workgroup Descriptions

Purpose of Workgroup Discussions:

1. Assessment

Participation and performance of children with individualized education programs (IEPs) on statewide assessments:

A. Percent of the districts with a disability subgroup that meets the State’s minimum “n” size that meet the State’s Adequate Yearly Progress (AYP) targets for the disability subgroup.

B. Participation rate for children with IEPs.

C. Proficiency rate for children with IEPs against grade level, modified, and alternate academic achievement standards.

Percent of preschool children with IEPs who demonstrate improved:

A. Positive social-emotional skills (including social relationships);

B. Acquisition and use of knowledge and skills (including early language/communication and early literacy); and

C. Use of appropriate behaviors to meet their needs.

2. Least Restrictive Environment (LRE)

Percent of children with IEPs aged 6 through 21 served:

Percent of preschool children with IEPs who received special education and related services in settings with typically developing peers (i.e., early childhood settings, home, and part-time early childhood/part-time early childhood special education settings)


3. Due Process

Percent of adjudicated due process hearing requests that were adjudicated within the 45-day timeline or a timeline that is properly extended by the hearing officer at the request of either party or in the case of an expedited hearing, within the required timelines.

Percent of hearing requests that went to resolution sessions that were resolved through resolution session settlement agreements.

Percent of mediations held that resulted in mediation agreements.

 


IDEAS that Work!

Project READ is a California Department of Education, Special Education Division project funded through a federal competitively-awarded State Personnel Development Grant to California (#H323A120019) provided from the U.S. Department of Education Part D of the Individuals with Disabilities Education act (IDEA), Office of Special Education Programs (OSEP). Opinions expressed herein are those of the authors and do not necessarily represent the position of the U.S. Department of Education.