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6. Requires reporting.
[The state] will annually report to the secretary and the public on the progress of the state, and of children with disabilities in the state, toward meeting the goals established under Section 612(a)(15)(A) of IDEA, that may include elements of the reports required under Section 1111(h) of ESEA. [612(a)(15)(C) of IDEA]

Dialogue Starter - Cross-stakeholder

Reaction Questions

  1. IDEA addresses annual reports to the secretary and public on progress of children with disabilities toward meeting the goals. Why is this strategy important?
    • in human terms?
    • in terms of programs and resources?

  2. What are your experiences in examining the progress of children with disabilities toward meeting established standards in your school/district/state?
    • Does your school/district/state conduct routine progress monitoring?
    • What impact might progress monitoring have on the strategies used by systems?
    • What impact might progress monitoring have on the kinds of reporting used by systems?

  3. Many schools, districts and states are looking for continuous improvement in their approach to school performance. If a school is following a continuous improvement model, why is the useful to report strategies for achieving adequate yearly progress (AYP)?

  4. Why should an annual report of outcomes and specific strategies be linked to achieving AYP and other NCLB requirements? How might they be linked?

  5. What strategies have made a positive impact on adequate yearly progress (AYP) of students with disabilities in your (school/district/state)? If you do not know, how can you find out?

  6. How will the time devoted to progress monitoring impact the quality of instruction?
    How will data reporting impact the quality of instruction?

Application Questions

  1. How might educators respond to addressing more specific progress monitoring?

  2. Recall from your experience a specific strategy for monitoring and reporting progress. Drawing on your experience,
    • how might specific intervention strategies serve to preempt special education referrals ?
    • how might specific intervention strategies serve to positively impact outcomes?

  3. What kind of training will be useful in helping educators and families become more comfortable with progress monitoring?
    • With data reporting?
    • With data interpreting?

    These questions were developed by the following stakeholders working together:

    Role: Administrator
    Location: Illinois

    Role: Family Member / University Faculty
    Location: Florida

    Role: Family Member
    Location: Michigan

    Role: State Policymaker
    Location: Maryland

    Role: Family Member
    Location: Florida

    Role: Technical Assistance Provider
    Location: District of Columbia

    Role: Family Member
    Location: Delaware

    Role: Policymaker
    Location: Colorado

    Role: Policymaker
    Location: Virginia