Special education teachers' practice is influenced by an understanding of special education policy and knowledge of implementation practice. This study examined the perceptions of nine special education teachers related to their interpretation of assessment, progress monitoring, and transition mandates in a large urban district. Qualitative…

In this practice brief, we describe several current examples of approaches that are aimed at improving outcomes for students entering high school. Additionally, we present strategies to disrupt the negative trajectory for students with EBD, who seldom receive coordinated, individualized supports during the critical transition from middle to high…

The Individuals With Disabilities Education Act (IDEA; 2006) requires schools to develop transition plans for students with disabilities, beginning at age 16, if not before. For students with autism spectrum disorder (ASD), the transition planning process includes unique considerations. This article describes five steps for developing effective…

Lakeview High School is a medium sized high school in a rural farming community. The staff at Lakeview meets at the beginning of each school year to discuss building-level professional development plans. This year, Lakeview's special education team has requested to focus its professional development time on improving special education services for…

In this report, the Rennie Center for Education Policy & Research focuses on Individualized Learning Plans (ILPs) as a key tool that districts and schools can use to prepare students for college and career success, as well as the costs districts incur to implement ILPs. In Massachusetts some public school districts have utilized ILPs to pursue…