In this webinar, Drs. Tessie Rose Bailey and Zach Weingarten from the National Center on Intensive Intervention and the PROGRESS Center, as well as Thom Jones from the Wyoming Department of Education and Justine Essex from Freedom Elementary School in Cheyenne, Wyoming shared how to set ambitious goals for students by selecting a valid, reliable progress monitoring measure, establishing baseline performance, choosing a strategy, and writing a measurable goal.

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This webinar challenges current thinking about how to set appropriately ambitious and measurable behavioral goals in light of the 2017 Endrew F. v. Douglas County School District decision by the United States Supreme Court. Dr. Teri A. Marx from the National Center on Intensive Intervention and the PROGRESS Center, as well as Dr. Faith G. Miller from the University of Minnesota—Twin Cities, share how to set ambitious behavioral goals for students by using a valid, reliable progress monitoring measure, and how to write measurable and realistic goals focused on the replacement behavior.

This resource from the TIES Center highlights a process to help schools consider how IEP goals can be addressed in both school and home environments. The 5C Process is a five-step process focused on building continuity across lifelong learning priorities, the annual IEP goals, the inclusive environments (at school or at home), and instructional support for students with significant cognitive disabilities. The process outlines a plan for transitioning instruction between school and home during periods of distance learning.

The Individuals with Disabilities Education Act (IDEA) is a federal law that requires each state to ensure that a free appropriate public education (FAPE) is available to all eligible children with disabilities residing in that state. The information in this booklet explains the provisions related to, and benefits available to, children with disabilities who are enrolled by their parents in private schools, including religious schools, when the provision of FAPE is not at issue.

The Office of Special Education and Rehabilitative Services (OSERS) is issuing this guidance to provide charter schools, States, State educational agencies (SEAs), local educational agencies (LEAs), other public agencies, parents, and other stakeholders with information regarding the rights of children with disabilities attending charter schools and their parents under the Individuals with Disabilities Education Act (IDEA or Act).

This document is designed to help parents, students, and the charter school community better understand the rights of students with disabilities under Federal disability-related laws. This includes information about Section 504 of the Rehabilitation Act of 1973 (Section 504) and the Individuals with Disabilities Education Act (IDEA).

The purpose of this brief is to summarize some of the past exclusionary practices that resulted from low expectations for students with disabilities, and how those were addressed in policies related to standards-based reform. The brief highlights answers to critical questions about expectations for students with disabilities, including those with the most significant cognitive disabilities, answers that have been developed over time based on lessons learned.

This section from the Training Manual: Collaborative Problem Solving and Dispute Resolution in Special Education, focuses on communication skills which are essential for effective collaboration, including collaborating with parents and families within the development and implementation of high-quality educational programming. This section of the training manual covers types of communication, receiving information, sharing information, and barriers to effective communication.

A Tale of Two Conversations is a two-part video, originally developed by the Office for Dispute Resolution in Pennsylvania, showing actors playing a parent of a child with a disability and a school administrator. The meeting was requested by the parent and takes place in the administrator’s office. Take One shows the parent and administrator talking about the child’s special education program. They are talking, but not listening. Their communication is unproductive.