Special Education Rules and Regulations Home Page
State rules not required by IDEA or Federal Regulations
Commissioner's Rules, Currently in Effect
Individual Education Plan (IEP) Annual Goal Development Q and A
Progress Monitoring IEP Goals: An Overview for Administrators
IEP Implementation and Progress Monitoring Administrative Considerations
Writing Culturally Relevant IEPs
This is a free online course open to all educators. It focuses on the portion of the ARD process related to developing a student's Present Levels of Academic Achievement and Functional Performance (PLAAFP), using the PLAAFP to create enrolled grade level measurable annual academic goals, and progress monitoring.
Click here to register
10 Keys for Scheduling
Needs Assessment - Systemic Inclusion Support
Worksheet for Scheduling Collaboration and Co-Teaching
Worksheet for Scheduling Co-Teaching-CODES
The basic premise within Universal Design for Learning is that flexibility in curriculum must be available to accommodate the diverse differences in student learners. Thus, the UDL framework encompasses three overarching principles that aim to minimize barriers and maximize learning.
A universally designed curriculum includes:
How can UDL be supported in educational environments?
Administrators are ultimately held responsible for the teaching and learning process that occurs in schools.
The resources on this page are intended to assist campus administrators to quickly locate special education information, contacts, and training material to support their daily interaction with students receiving special education services, the parents of these students and the team that supports these students.
Glossary of Terms
Glossary of Acronyms
Index of Products and Resources
Literacy Instruction for Students with Disabilities
Project Manager, Progress in the General Curriculum Network
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