2. Before IDEA One in five children with disabilities was educated. One in five children with disabilities was educated. More than 1 million children with disabilities were excluded from the education system. More than 1 million children with disabilities were excluded from the education system. Another 3.5 million children with disabilities did not receive appropriate services. Another 3.5 million children with disabilities did not receive appropriate services.

3. Impact of IDEA Today, 6.5 million children with disabilities are served. Today, 6.5 million children with disabilities are served. 96% of students with disabilities are now served in regular school buildings. 96% of students with disabilities are now served in regular school buildings. Services for children birth to three have increased more than 6 fold in the past 25 years. Services for children birth to three have increased more than 6 fold in the past 25 years.

4. Impact of IDEA High School Graduation Rates: Increased from 51.9% in 1994 to 57.4% in 1999 High School Graduation Rates: Increased from 51.9% in 1994 to 57.4% in 1999 Increased College Enrollment: In 1978, under 3% of college freshman reported they had a disability, while in 1998, the figure was 9% Increased College Enrollment: In 1978, under 3% of college freshman reported they had a disability, while in 1998, the figure was 9% Parent Involvement: More than 85% of parents are involved in planning their child’s services and making educational decisions. Parent Involvement: More than 85% of parents are involved in planning their child’s services and making educational decisions.

5. Challenges Increase high school graduation rates. Increase high school graduation rates. Raise post-secondary enrollment and completion rates. Raise post-secondary enrollment and completion rates. Expand opportunities for competitive, meaningful, integrated employment. Expand opportunities for competitive, meaningful, integrated employment.

6. The IDEA Amendments of 1997: Focus on Accountability for Results State Performance Goals and Indicators Consistent with Goals and Standards for All Children State Performance Goals and Indicators Consistent with Goals and Standards for All Children Access to, Participation in, and Progress in the General Curriculum Access to, Participation in, and Progress in the General Curriculum Inclusion in State and District Assessments Inclusion in State and District Assessments Alternate Assessments Alternate Assessments

7. The No Child Left Behind Act On January 8, 2002, President Bush signed into law the No Child Left Behind Act (NCLB) On January 8, 2002, President Bush signed into law the No Child Left Behind Act (NCLB) Most sweeping reform of the Elementary and Secondary Education Act since its enactment in 1965 Most sweeping reform of the Elementary and Secondary Education Act since its enactment in 1965 Redefines the federal role in K-12 education Redefines the federal role in K-12 education Requires accountability for all children, including student groups based on poverty, race and ethnicity, disability and limited English proficiency (LEP) Requires accountability for all children, including student groups based on poverty, race and ethnicity, disability and limited English proficiency (LEP) Will help close the achievement gap between disadvantaged, disabled and minority students and their peers Will help close the achievement gap between disadvantaged, disabled and minority students and their peers

8. The No Child Left Behind Act Based on Four Principles Based on Four Principles Stronger accountability for results Stronger accountability for results Increased flexibility and local control Increased flexibility and local control Expanded options for parents Expanded options for parents Focusing on what works Focusing on what works

9. The No Child Left Behind Act Stronger Accountability for Results States must implement statewide accountability systems covering all public schools and students based on: States must implement statewide accountability systems covering all public schools and students based on: Challenging State standards in reading and math (science in 2005-2006) Challenging State standards in reading and math (science in 2005-2006) Annual testing for all students in grades 3-8 and at least once in grades 10-12 Annual testing for all students in grades 3-8 and at least once in grades 10-12 Annual statewide progress objectives ensuring that all groups of students reach proficiency within 12 years Annual statewide progress objectives ensuring that all groups of students reach proficiency within 12 years

10. The No Child Left Behind Act Stronger Accountability for Results Assessments must provide accommodations for students with disabilities as defined in the Individuals with Disabilities Education Act (IDEA) Assessments must provide accommodations for students with disabilities as defined in the Individuals with Disabilities Education Act (IDEA) School districts and schools that fail to make adequate yearly progress (AYP) toward statewide proficiency goals will, over time, be subject to improvement, corrective action, and restructuring measures School districts and schools that fail to make adequate yearly progress (AYP) toward statewide proficiency goals will, over time, be subject to improvement, corrective action, and restructuring measures Schools that meet or exceed AYP will be eligible for State Academic Achievement Awards Schools that meet or exceed AYP will be eligible for State Academic Achievement Awards Assessments must be accessible and valid with the widest possible range of students. Assessments must be accessible and valid with the widest possible range of students.

11. The No Child Left Behind Act Stronger Accountability for Results State and School District Report Cards State and School District Report Cards Student academic achievement on statewide tests disaggregated by subgroup Student academic achievement on statewide tests disaggregated by subgroup Comparison of students at basic, proficient and advanced levels of achievement Comparison of students at basic, proficient and advanced levels of achievement High school graduation rates (drop outs) High school graduation rates (drop outs) Number and names of schools identified for improvement Number and names of schools identified for improvement Professional qualifications of teachers Professional qualifications of teachers Percentage of students not tested Percentage of students not tested

12. The No Child Left Behind Act Stronger Accountability for Results To receive subgrants under NCLB, the local education agency (LEA) plan must be coordinated with other federal programs, including IDEA To receive subgrants under NCLB, the local education agency (LEA) plan must be coordinated with other federal programs, including IDEA Must coordinate and integrate services under Title I with other education services such as services for students with disabilities to Must coordinate and integrate services under Title I with other education services such as services for students with disabilities to Increase program effectiveness Increase program effectiveness Reduce duplication Reduce duplication Reduce fragmentation of instructional program Reduce fragmentation of instructional program

13. The No Child Left Behind Act Stronger Accountability for Results Alternate Alternate Assessments Alternate assessment must yield results for the grade in which the student is enrolled. Alternate assessment must yield results for the grade in which the student is enrolled. NPRM issued by Secretary Paige is currently out for comment. NPRM issued by Secretary Paige is currently out for comment.

14. The No Child Left Behind Act Stronger Accountability for Results Alternate Assessments Alternate Assessments IEP team determines if child cannot participate in all or part of the State assessments, even with accommodations. IEP team determines if child cannot participate in all or part of the State assessments, even with accommodations. Even with accommodations, the State must provide for one or more alternate assessments for a child with a disability. Even with accommodations, the State must provide for one or more alternate assessments for a child with a disability.

15. The No Child Left Behind Act Increased Flexibility & Local Control Provides unprecedented new flexibility for states and local school districts in use of federal education funds under four major state grant programs Provides unprecedented new flexibility for states and local school districts in use of federal education funds under four major state grant programs Teacher Quality Teacher Quality Educational Technology Educational Technology Safe and Drug-Free Schools Safe and Drug-Free Schools NCLB Title I NCLB Title I Up to 50% of federal non-Title I funds can be targeted to programs with positive impact on students served, including students with disabilities Up to 50% of federal non-Title I funds can be targeted to programs with positive impact on students served, including students with disabilities

16. The No Child Left Behind Act Expanded Options for Parents Supplemental services for students attending Title I schools that fail to meet state standards for at least 3 of 4 years Supplemental services for students attending Title I schools that fail to meet state standards for at least 3 of 4 years Tutoring Tutoring After school services After school services Summer school from provider selected by parents from state-approved list Summer school from provider selected by parents from state-approved list Services for children with disabilities must be consistent with goals in child’s individualized education program (IEP) Services for children with disabilities must be consistent with goals in child’s individualized education program (IEP) May transfer student enrolled in failing school to a better public school, including public charter school May transfer student enrolled in failing school to a better public school, including public charter school

17. The No Child Left Behind Act Expanded Options for Parents Supplemental Services for Students with Disabilities Supplemental Services for Students with Disabilities Must be consistent with the student’s IEP Must be consistent with the student’s IEP Are not considered a part of the IEP Are not considered a part of the IEP Parental consent required before developing the supplemental services agreement Parental consent required before developing the supplemental services agreement Some providers must be able to serve students with disabilities. Some providers must be able to serve students with disabilities.

18. The No Child Left Behind Act Focusing on What Works Emphasis on Proven Teaching Methods Emphasis on Proven Teaching Methods Reading First program: Research-based reading instruction in grades K-3 to children who Reading First program: Research-based reading instruction in grades K-3 to children who Have reading difficulties Have reading difficulties Are at-risk of referral to special education based on reading difficulties Are at-risk of referral to special education based on reading difficulties Have been evaluated but not identified under IDEA Have been evaluated but not identified under IDEA Are served under IDEA based on severe learning disability related to reading Are served under IDEA based on severe learning disability related to reading Are deficient in essential components or reading skills Are deficient in essential components or reading skills Are limited English proficient Are limited English proficient

19. The No Child Left Behind Act Focusing on What Works Emphasis on Proven Teaching Methods Emphasis on Proven Teaching Methods Reading First Program (K-3) Reading First Program (K-3) $6 billion over next several years $6 billion over next several years $900 million in 2002 $900 million in 2002 6-year formula grants to States 6-year formula grants to States Competitive grants to LEAs to Competitive grants to LEAs to Administer screening and diagnostic tests Administer screening and diagnostic tests Provide professional development Provide professional development

20. The No Child Left Behind Act Focusing on What Works Emphasis on Teacher Quality Emphasis on Teacher Quality Train teachers to teach and address needs of students with different learning styles, particularly students with disabilities or with LEP Train teachers to teach and address needs of students with different learning styles, particularly students with disabilities or with LEP Coordinate professional development activities under other federal, state and local programs Coordinate professional development activities under other federal, state and local programs Train early childhood educators to meet educational needs of child, including children with disabilities or with LEP Train early childhood educators to meet educational needs of child, including children with disabilities or with LEP

21. The No Child Left Behind Act Focusing on What Works Improving Teacher Quality State Grants Program ($4 Billion in 2002) Improving Teacher Quality State Grants Program ($4 Billion in 2002) Using scientifically based practices to prepare, train and recruit high-quality teachers Using scientifically based practices to prepare, train and recruit high-quality teachers Core academic subjects taught by high qualified teachers by 2006 school year Core academic subjects taught by high qualified teachers by 2006 school year Must demonstrate annual progress toward goal Must demonstrate annual progress toward goal

22. The No Child Left Behind Act Focusing on What Works Highly Qualified Teachers and Special Education Highly Qualified Teachers and Special Education Special education teachers teaching core academic subjects must meet “highly qualified” requirements. Special education teachers teaching core academic subjects must meet “highly qualified” requirements. All special education personnel must meet IDEA personnel-standards requirements. All special education personnel must meet IDEA personnel-standards requirements. States have flexibility in how standards are met. States have flexibility in how standards are met.

23. The No Child Left Behind Act Focusing on What Works Higher Qualifications for Paraprofessionals Higher Qualifications for Paraprofessionals Paraprofessionals hired after 1/8/2002 to work in Title I funded programs must have Paraprofessionals hired after 1/8/2002 to work in Title I funded programs must have Completed 2 years of study at an IHE Completed 2 years of study at an IHE Obtained associate’s or higher degree OR Obtained associate’s or higher degree OR Met rigorous standard of quality Met rigorous standard of quality Demonstrated ability to instruct in reading, writing and mathematics (through State or local academic assessment) Demonstrated ability to instruct in reading, writing and mathematics (through State or local academic assessment) Paraprofessionals hired before 1/8/2002 to work in Title I funded programs must meet requirements in 4 years. Paraprofessionals hired before 1/8/2002 to work in Title I funded programs must meet requirements in 4 years.

24. Administration’s Principles for Reauthorizing the IDEA Stronger Accountability for Results Stronger Accountability for Results Simplify Paperwork for States and Communities and Increase Flexibility for All Simplify Paperwork for States and Communities and Increase Flexibility for All Doing What Works Doing What Works Increase Choices and Meaningful Involvement for Parents Increase Choices and Meaningful Involvement for Parents

25. Improving Education Results for Children with Disabilities Act H.R. 1350, Education Reform Subcommittee, U.S. House Committee on Education & the Workforce H.R. 1350, Education Reform Subcommittee, U.S. House Committee on Education & the Workforce Calls for reforms to : Calls for reforms to : Strengthen accountability and improve education results for children with disabilities Strengthen accountability and improve education results for children with disabilities Reduce the IDEA paperwork burden for teachers Reduce the IDEA paperwork burden for teachers Provide greater flexibility for local school districts to improve early intervention strategies Provide greater flexibility for local school districts to improve early intervention strategies

26. Improving Education Results for Children with Disabilities Act Reduce overidentification/misidentification of nondisabled children, including minority youth Reduce overidentification/misidentification of nondisabled children, including minority youth Restore trust between parents and school districts Restore trust between parents and school districts Support general education and special education teachers Support general education and special education teachers

27. Improving Education Results for Children with Disabilities Act Education reforms to: Education reforms to: Encourage innovative approaches to parental involvement and parental choice Encourage innovative approaches to parental involvement and parental choice Reform special education finance and funding Reform special education finance and funding Ensure school safety Ensure school safety