Response to Intervention (RTI) is an instructional framework through which schools can provide early intervention for students experiencing academic and behavioral difficulties. It is also promoted as an alternative to the IQ-discrepancy model for identifying students with learning disabilities. Most states have developed, or are developing,…

This report describes how California is providing direct intervention to improve structures and processes in districts, which is intended over time to improve curriculum, instruction, and student achievement at the school level. For districts subject to federal Corrective Action under NCLB, California's approach is "top down" in that…

This non-regulatory guidance updates and expands upon the "LEA and School Improvement Non-Regulatory Guidance" issued on January 7, 2004. The revised guidance addresses new issues raised by State and local officials in light of their experiences in administering and carrying out the "School Restructuring" provisions authorized…

Five years ago the No Child Left Behind Act (NCLB) launched a revolution in our education system by insisting that all students should be proficient in reading and math by 2014 and demanding comprehensive reforms to reach this national goal, including strong assessment and accountability systems, a highly qualified teacher in every classroom, more…

This brief report provides an analysis of survey data collected from 45 states and territories about policies, procedures, and guidelines related to Functional Behavioral Assessment (FBA), plans to develop or revise policy in this area, and technical assistance needs related to FBA, especially for students who exhibit behavior that interferes with…

The No Child Left Behind Act of 2001 (NCLBA) requires districts with schools that have not met state performance goals for 3 consecutive years to offer their low-income students supplemental educational services (SES), such as tutoring, if these schools receive Title I funds. SES are provided outside of the regular school day by a state-approved…

This report presents the first product of a comprehensive 5-year evaluation of a major federal effort, the School-to-Work Opportunities Act (1994), which provides 5-year federal grants as "seed money" to design systems involving work-based learning, school-based learning, and connecting activities. The report is based on extensive site…

This monograph presents a synthesis of the solutions and strategies generated during a June 1995 national forum of state, territorial, and tribal child care administrators on the inclusion of children with disabilities in community-based child care settings. The monograph is organized into sections focused on the five major issue areas discussed…