ALIGNMENT WITH THE NO CHILD LEFT BEHIND (NCLB) ACT - Regulations

7. Require reporting.

[The State] must 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 ยง300.157(a) for the performance of children with disabilities in the State, that may include elements of the reports required under Section 1111(h) of the ESEA.
[34 CFR 300.157(c)] [20 U.S.C. 1412(a)(15)(C)]

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 requirement important?
    • During the time that this reporting has been required, have you observed any impact on students?
    • On their families?
    • On your local school?
    • On the community?
    • What data in the report seems to be most helpful?


  2. In monitoring the progress of children with disabilities toward meeting established standards in your school/district/state, what have you determined as positive/negative?
    • Does your school/district/state conduct routine progress monitoring?
    • What impact might progress monitoring have on the programmatic strategies used by your district?
    • What impact might progress monitoring have on the kinds of reporting used by your district?
    • How has progress monitoring involved students, families and communities?


  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 it useful to report strategies for achieving adequate yearly progress (AYP)?


  4. What programs/instructional methods are included in progress monitoring under this section in your district?


  5. Why should an annual report of outcomes and specific strategies be linked to achieving AYP and other NCLB requirements
    • How might they be linked?
    • How does this linkage benefit students?


Application Questions

  1. How might educators address the specific progress monitoring procedures?


  2. What process will be needed in order to ensure students, families and the community are involved in reviewing and evaluating the current progress monitoring system?


  3. What strategies have improved adequate yearly progress (AYP) of students with disabilities in your school/district/state?


  4. How might the time devoted to progress monitoring impact the quality of instruction? How might data reporting impact the quality of instruction?


  5. Recalling from your experience a specific strategy for monitoring and reporting progress, how did this the strategy inform instruction?
    • How might specific intervention strategies serve to avert special education referrals?
    • How might specific intervention strategies impact outcomes for students with disabilities?


  6. What training might be useful to assist educators and families in becoming more informed with state data reporting and interpretation?


  7. What data will be included in the annual report?
    • What office is responsible for generating the report?
    • How will the report be disseminated?

    These questions were developed by the following stakeholders working together:

    Role: TA Provider
    Location: California

    Role: Teacher
    Location: Florida

    Role: General Education Administrator
    Location: Illinois

    Role: Family Member
    Location: West Virginia

    Role: Related Service Provider
    Alaska

    Role: General Education Administrator
    Location: Wyoming

    Role: Special Education Administrator
    Florida

    Role: Higher Education
    Location: Indiana

    Role: Related Service Provider
    Location: Kentucky

    Role: Special Education Administrator
    Location: Georgia