A primary focus of the IDRC is to make monitoring tools accessible and available to LEAs as they observe and inform changes within their corporations. Utilizing data, observations, and assessments, schools are better equipped to address disproportionality and inequality and implement new policies and practices to create long-term change. The IDRC, hence, provides tools, resources, as well as technical assistance, to corporations as they address sources of inequality, including those that are rooted in existing policies, practices, and procedures. These resources address specific issues related to culturally responsive change, and offer practical, evidence-based solutions that LEAs can implement for long-term change.
Success Gap Tool
This tool is designed to help your school district identify gaps in performance between groups or subgroups of students. It can help guide reflections of LEA staff on the most important factors that contribute to disproportionality as they review their policies, practices, and procedures. This analysis enables LEAs to identify areas of concern and guide the allocation of resources to those areas of concern.
Goal Attainment Scaling
One tool that LEAs may utilize in their day-to-day supervision of special education students is goal attainment scaling. This tool allows for monitors to set individual goals for students based on their needs, and provide a measurable rating scale to evaluate how well the student is progressing toward that goal. The tools are best utilized by teams of professionals and parents who are able to speak to the needs of the student, and who can support the progress of the student over time.
CEIS Guidelines and Tools
Please see The Office of Special Education Programs Guidance to States. The guidance offers information regarding the use of funds provided under Part B of the Individuals with Disabilities Education Act by local educational agencies (LEAs) to develop and implement coordinated early intervening services (CEIS) for students who are currently not identified as needing special education, students with disabilities, and preschool children with and without disabilities.