20 Indicators for Success: Parent Involvement in the State Performance Plan SPP Part BReportar como inadecuado




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The Individuals with Disabilities Education Act (IDEA 2004), the latest revision to federal special education law, includes new additions intended to enhance meaningful parent involvement in their child's special education program. The purpose for this brochure is to provide parents and educators general information about the State Performance Plan (SPP) and possible parent involvement strategies in the SPP. The SPP is made up of 20 indicators or areas that States need to collect data to determine their level of performance, set targets for improvement, and develop improvement strategies to improve State performance for students with disabilities. The U.S. Department of Education requests broad public input on the development and implementation of the SPP. Parent perspectives and experiences reflected in the SPP is deemed critical to this input on the following indicators: (1) Improving graduation rates for students with disabilities; (2) Decreasing dropout rates for students with disabilities; (3) Ensuring all students with disabilities participate in statewide or alternate assessments; (4) Reducing suspension and expulsion rates for students with disabilities; (5) Providing services for students with disabilities in the least restrictive environment; (6) Providing preschool children with disabilities services in the least restrictive environment; (7) Improving cognitive and social outcomes for preschool children with disabilities; (8) Improving parent involvement in their child's special education program; (9) Reducing disproportionality of cultural groups in special education; (10) Reducing the number of students from other cultures in certain disability categories; (11) Improving efforts to locate and serve students, with disabilities; (12) Ensuring a smoother transition from preschool programs to school-based programs; (13) Improving transition services for students with disabilities at the secondary level; (14) Improving the outcomes for students moving from secondary to postsecondary activities; (15) Making sure school districts correct noncompliance areas in their special education program within one year; (16) Ensuring complaints filed by parents and other agencies are completed in a 60-day period; (17) Ensuring due process hearings are completed in a 45-day period; (18) Increasing the use of resolution sessions to resolve due process hearings; (19) Increasing the use of mediation to resolve differences with the school; and (20) Making sure the data used by the State is timely and accurate. Suggested strategies for parent involvement include: (1) Completion and submission of the parent survey that addresses parent involvement; (2) Asking local school district about their efforts around the SPP indicators; (3) Serving on school and State-level committees or task forces that are addressing certain indicators; (4) Providing public comment at the State special education advisory panel meetings; (5) Involving the Parent Training Information Center (PTI) on relevant improvement strategies; (6) Visiting the State education office website to see how the State is doing on relevant indicators; (7) Becoming actively involved in one's child's special education program; (8) Trying to resolve any differences with the school through methods like mediation and resolution sessions; and (9) Working as a partner with the local school district.

Descriptors: Disabilities, Parent Participation, Parent School Relationship, State Standards, Educational Planning, Educational Policy, Educational Indicators, Change Strategies, Special Education, Position Papers

Mountain Plains Regional Resource Center. 1780 North Research Parkway Suite 112, Logan, UT 84341. Tel: 435-752-0238; Fax: 435-753-9750; Web site: http://www.rrfcnetwork.org/mprrc









Autor: Mountain Plains Regional Resource Center MPRRC

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=5926&id=ED498544



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