• About CalSTAT
• Contact Staff
• Core Messages
• Additional Resources
• Online Learning Center
• Home

• Training
  • State Leadership Institute
  • Regional Institutes
  • Online Conferencing
  • CA Cadre of Best Trainers
  • Effective Reading Interv Academy Training
• Technical Assistance
• Publications, Podcasts & the RiSE Library
  • Publications
  • Podcasts
  • RiSE Library
• Family Partnerships
  • CalSTAT Online Library
  • Parent to Parent Organization
• Leadership Site Award Program
• Evaluation, Results & TED
  • Reports
  • CST Proficiency Charting
  • Special Reports
  • SIG II Evaluation Plan
  • TED
• Improving Special Education Services (ISES) Stakeholder Group
  • SPDG & SIG
  • IHE Leadership Team
• Site Map
• Search CalSTAT

 

IDEA 2004 Related Websites

Improving Education Results for Children with Disabilities

• www.ed.gov/inits/commissionsboards/whspecialeducation/reports/index.html Findings of the President's Commission on Excellence in Special Education, entitled A New Era: Revitalizing Special Education for Children and Their Families, presents on the state of special education and provides recommendations to improve the system.

• www.sonoma.edu/cihs/cihs/earlychildhood.html
  This resource guide describes innovative projects designed to improve the performance of children who are young and/or may have disabilities.

Encouraging Innovative Approaches to Parental Involvement and Parental Choice

• www.cde.ca.gov/sp/se/fp/documents/ecfaminvl.pdf
  This handbook gives service providers an understanding of what families need in order to be effective in their involvement with their children, their children’s education, and the community.

• http://edworkforce.house.gov/issues/109th/education/idea/ideafaq.pdf
  These frequently asked questions and answers, developed by the House Committee on Education and the Workforce, outline services and activities that encourage parental involvement and choice.

• www.ed.gov/programs/titleiparta/parentinvguid.doc
  Guidance on parent involvement, as related to NCLB, is offered through this United States Department of Education publication.

• www.ncpie.org/Resources/ParentsFamilies.cfm
  This site offers a listing of resources to improve the involvement of parents and families in their children's education and to foster relationships between home, school, and community to enhance the education of young people.

Addressing the Needs of Home-schooled Children

• www.cde.ca.gov/sp/ps/rq/psaffedcode.asp
  California Education Code (EC) sections 33190, 33191, 44237, and 48222 are outlined which include laws related to home-schooled children.

Ensuring Equitable Participation for Students in Private Schools

• www.nichcy.org/reauth/PrivateSchool.doc
  This is one document in a series, prepared by the Office of Special Education and Rehabilitative Services (OSERS) of the United States Department of Education, on the new law. This document addresses provisions, which took effect on July 1, 2005, regarding children with disabilities enrolled by their parents in private schools.

• http://edworkforce.house.gov/issues/109th/education/idea/ideafaq.pdf
  These frequently asked questions and answers, developed by the House Committee on Education and the Workforce, outline equitable participation in special education of parentally placed students in private schools.

• www.usccb.org/education/fedasst/ideafinal.pdf
  Catholic bishops report on the status of special education in parochial schools.

Improving Early Intervention Strategies

• www.nichcy.org/reauth/EIServices.doc
  This is one document in a series, prepared by the Office of Special Education and Rehabilitative Services (OSERS) of the United States Department of Education, on the new law. This document addresses provisions, which took effect on July 1, 2005, regarding early intervening service.

• www.reading.org/downloads/resources/IDEA_RTI_report.pdf
  The memorandum explores changes in the definition of learning disabilities and the new option for schools to use a response to intervention model.

• www.nasdse.org/publications/specific_learning_disability.pdf
  The National Association of State Directors of Special Education (NASDSE) discusses different methods of identifying learning disabilities.

• www.wested.org/nerrc/rti.htm
  This topical page that provides links to resources on response to intervention (RtI).

Reducing Over-Identification/Misidentification of Non-disabled Children, Including Minority Youth

• www.nichcy.org/reauth/Disproportionality.doc
  This is one document in a series of documents prepared by the Office of Special Education and Rehabilitative Services (OSERS) of the United States Department of Education, on the new law. This document addresses provisions, which took effect on July 1, 2005, regarding disproportionate representation of minority students in special education.

• www.emstac.org/registered/topics/disproportionality/intro.htm
  This Web page offers a general discussion on the disproportionate representation of racial and ethnic minorities in special education.

• www.emstac.org/registered/topics/disproportionality/faqs.htm
  These frequently asked questions and answers clarify issues surrounding the disproportionate representation of racial and ethnic minorities in special education.

• www.nasponline.org/culturalcompetence/dispropissues.pdf
  This bibliography delineates resources on the disproportionate representation of racial and ethnic minorities in special education.

• www.nccrest.org/CA_PPT/CA_Calif_Picture.ppt
  The PowerPoint presentation provides a glimpse of the issues surrounding the disproportionate representation of racial and ethnic minorities in California’s special education programs.

• http://edworkforce.house.gov/issues/109th/education/idea/ideafaq.pdf
  These frequently asked questions and answers, developed by the House Committee on Education and the Workforce, highlight the disproportionate representation of racial and ethnic minorities in special education.

Strengthening Accountability Measures for States

• http://www.nichcy.org/idealist.htm#assessment
  This is one document in a series, prepared by the Office of Special Education and Rehabilitative Services (OSERS) of the United States Department of Education, on the new law. This document addresses provisions, which took effect on July 1, 2005, regarding new accountability measures.

• www.nichcy.org/reauth/State-DistrictAssessments.doc
  This is the second document in a series, prepared by the Office of Special Education and Rehabilitative Services (OSERS) of the United States Department of Education, on the new law. This document addresses provisions, which took effect on July 1, 2005, regarding new accountability measures.

• www.nichcy.org/reauth/NCLB.doc
  This is the third document in a series, prepared by the Office of Special Education and Rehabilitative Services (OSERS) of the United States Department of Education, on the new law. This document addresses provisions, which took effect on July 1, 2005, regarding new accountability measures.

• www.wested.org/cs/we/view/pg/2
  Assessment & Standards Development Services (ASDS) focusing on student performance from school into the world of work.

• http://edworkforce.house.gov/issues/109th/education/idea/ideafaq.pdf
  These frequently asked questions and answers, developed by the House Committee on Education and the Workforce, discuss new accountability measures.

Giving teachers and schools greater discretion to exercise reasonable discipline and ensure safety for all students.  

• www.nichcy.org/reauth/discipline.doc
  This is one document in a series, prepared by the Office of Special Education and Rehabilitative Services (OSERS) iofn the United States Department of Education, on the new law. This document addresses provisions, which took effect on July 1, 2005, regarding discipline.

• www.nasponline.org/advocacy/pbs_resources.pdf
  This bibliography delineates resources on positive behavioral supports.

Restoring Trust and Reducing Litigation

• www.nichcy.org/reauth/1-ProcSafeguards.doc
  This is one document in a series, prepared by the Office of Special Education and Rehabilitative Services (OSERS) of the United States Department of Education, on the new law. This document addresses new procedural safeguards provisions, which took effect on July 1, 2005, regarding surrogates, notice, and consent.

• www.nichcy.org/reauth/2-ProcSafeguards.doc
  This is the second document in a series, prepared by the Office of Special Education and Rehabilitative Services (OSERS) iofn the United States Department of Education, on the new law. This document addresses new procedural safeguards provisions, which took effect on July 1, 2005, regarding mediation and resolution sessions.

• http://edworkforce.house.gov/issues/109th/education/idea/ideafaq.pdf
  Frequently asked questions and answers, developed by the House Committee on Education and the Workforce, discuss new procedural safeguard provisions

Reducing Frivolous Lawsuits and Addressing Attorney's Fees: Attorneys who file frivolous lawsuits under IDEA may be responsible for the costs. In addition, the prevailing party, including parents and school districts, in an IDEA dispute may collect the cost of attorney's fees.

• www.nichcy.org/reauth/3-ProcSafeguards.doc
  This is the third document in a series, prepared by the Office of Special Education and Rehabilitative Services (OSERS) of the United States Department of Education, on the new law. This document addresses new procedural safeguards provisions, which took effect on July 1, 2005, regarding surrogates, notice, and consent.

• http://edworkforce.house.gov/issues/109th/education/idea/ideafaq.pdf
  These frequently asked questions and answers, developed by the House Committee on Education and the Workforce, discuss new procedural safeguard provisions.

Reducing the Paperwork Burden on Teachers

• www.nichcy.org/reauth/IEPteam.doc
  This is one document in a series, prepared by the Office of Special Education and Rehabilitative Services (OSERS) of the United States Department of Education, on the new law. This document addresses provisions, which took effect on July 1, 2005, regarding individualized education program (IEP) team meetings and changes to the IEP.

• http://edworkforce.house.gov/issues/109th/education/idea/ideafaq.pdf
  These frequently asked questions and answers, developed by the House Committee on Education and the Workforce, discuss paperwork reduction provisions of the new law.

Supporting General Education and Special Education Teachers

• www.cde.ca.gov/sp/se/sr/documents/sstodrfrm.pdf
  This resource, published by the California Department of Education, describes strategies to ensure that all students can be successful in the general education program.

• http://edworkforce.house.gov/issues/109th/education/idea/ideafaq.pdf
  Frequently asked questions and answers, developed by the House Committee on Education and the Workforce, discuss professional development in special education.

Defining What It Means to be a "Highly Qualified" Special Education Teacher

• www.nichcy.org/reauth/HQT.doc
  This is one in a series of documents on the new law prepared by the Office of Special Education and Rehabilitative Services (OSERS) in the United States Department of Education. This document addresses provisions regarding highly qualified teacher requirements that took effect on July 1, 2005.

• http://edworkforce.house.gov/issues/109th/education/idea/ideafaq.pdf
  These frequently asked questions and answers, developed by the House Committee on Education and the Workforce, discuss highly qualified teacher provisions of the new law.

Simplifying Special Education Finance and Building on Funding Increases

• www.nichcy.org/reauth/StateFunding.doc
  This is one document in a series, prepared by the Office of Special Education and Rehabilitative Services (OSERS) of the United States Department of Education, on the new law. This document addresses financing of special education provisions, which took effect on July 1, 2005.

• http://edworkforce.house.gov/issues/109th/education/idea/ideafaq.pdf
  These frequently asked questions and answers, developed by the House Committee on Education and the Workforce, discuss special education funding provisions of the new law.

• http://edworkforce.house.gov/issues/109th/education/idea/fundingfacts.htm
  The House Committee on Education and the Workforce produced this fact sheet, which outlines federal funding of special education increases as outlined in IDEA, as amended in 2004.

• www.cbo.gov/showdoc.cfm?index=4188&sequence=0
  The Congressional Budget Office authored this summary of the costs associated with IDEA, as amended in 2004.

• www.csef-air.org/
  This is a Web page authored by the American Institutes for Research and offers resources on various special education financing issues.

Giving Local Communities More Control

• www.nichcy.org/reauth/LEAfunding.doc
  This is one document in a series, prepared by the Office of Special Education and Rehabilitative Services (OSERS) iofn the United States Department of Education, on the new law that took effect on July 1, 2005. This document addresses local use of federal monies to support special education.

Reauthorization of the IDEA 2004

• www.cde.ca.gov/sp/se/lr/ideareathztn.asp
  This page provides links to important references and resources on the Reauthorization of the Individuals with Disabilities Education Act.