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July 15, 2010

This policy forum proceedings document contains a short introduction section that describes the current status of virtual public school programs in general and special education programs in particular. Next, this document provides a state-of-the-nation report that describes the exponential growth these programs and the evolving policy issues for students with disabilities, including access, funding and quality. The next section document is a description of what has been found to work in the area of virtual special education from the federal, state, rural, parent and related service provider perspectives. Findings from the policy forum are discussed as key issues and recommendations. The major points emphasized during the forum concern personnel quality and preparation; accessibility for students with disabilities; accountability, preparing and implementing quality IEPs; roles and responsibilities; and financial issues. (Click here to download Adobe Acrobat Reader for free.)

June 15, 2010

This brief policy analysis was designed to update the May 2006 Project Forum document based on staff interviews in 18 states about their use of standards-based individualized education programs (IEPs). In March 2010, Project Forum surveyed all states to examine their current practices in this area. A definition for standards-based IEPs and a discussion of this approach to IEPs is given. Also, a discussion of the influence of assessments on IEPs is provided. Survey findings include that 33 out of the 42 responding states are using or planning to use standards-based IEPs. A description of these states’ adoption rationales is given. Observations conclude the document. (Click here to download Adobe Acrobat Reader for free.)

June 1, 2010

This brief policy analysis was designed to identify collaborative strategies that states have implemented to address the needs of students with disabilities whose IEP transition services specify postsecondary career and technical education, vocational rehabilitation and/or immediate employment upon departure from secondary school. Project Forum collaborated with staff from the other organizations and agencies to identify eight states and interviewees. Findings describe states’ policies, definitions of competitive employment, vocational rehabilitation and career technical education entry criteria, funding/resources used, professional staff development and other key areas. Barriers and recommendations are discussed. (Click here to download Adobe Acrobat Reader for free.)

April 30, 2010

This in-depth policy analysis is an update to previous state funding formula documents from 2000-2009 by AIR and NASDSE. This document reports on the formulas used by states in 2008-2009. Within the document, the reader will find a table laying out the general types of funding formulas in 2009 for each state, followed by a few examples of unique complexities within formulas. Other sections of the document describe a number of changes in formulas over the years and on what states are allowed to spend their special education funds. Each state’s special education funding formula, as reported, is provided in the appendix. (Click here to download Adobe Acrobat Reader for free.)

April 30, 2010

This brief policy analysis describes how personnel preparation programs in six states currently incorporate RTI into their curricula. In the programs interviewed, school psychology and special education programs require familiarity with RTI on the part of their graduates. Several general education and other programs also require RTI-related coursework. Many special education and school psychology programs also require an RTI-related field placement experience. In addition to teaching courses that address RTI, many faculty members provide leadership to state- and local-level RTI initiatives and offer inservice trainings to LEA staff. Challenges to the implementation of successful RTI curricula include lack of buy-in on the part of general education faculty. Interviewees identified program strengths and recommendations for other personnel preparation programs planning to integrate RTI into their curricula. (Click here to download Adobe Acrobat Reader for free.)

April 30, 2010

This brief policy analysis describes state-level efforts to recruit, hire, train and retain highly qualified personnel for preschool children with disabilities. Survey findings are shared in the areas of policy, practices, funding, documentation and reporting, outcomes, barriers and needed resources. Sample findings include:

• Most states have not adopted a specific policy to address this personnel group.
• Most states are addressing the needs of inservice providers to support the availability of qualified personnel in the area of preschool special education.
• Most states support this work with the use of IDEA 619 funds.
• Most states report their effort in this area through grant reports.
• Many respondents feel that through their efforts, they have fewer personnel shortages than in the past.
• Barriers reported included few current highly qualified personnel, lack of funds, and few programs to train more personnel.

(Click here to download Adobe Acrobat Reader for free.)