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IDEA

IDEA was first enacted in 1965 and reauthorized in 2004 to ensure that children with disabilities are given access to an education that maximizes their unique abilities and provides them with the tools to be successful, productive members of our communities. IDEA governs how states and public educational agencies provide special education. The program, administered by the U.S. Department of Education (ED), makes formula grant funding available to State Education Agencies (SEAs), then to Local Education Agencies (LEAs), to provide financial assistance to a large group of children with diverse disabilities—more than 6.5 million students from birth to age 21.

CTB Products Meeting IDEA Requirements
Download brochure detailing how each product meets IDEA requirements. (PDF, 1205 KB)

 

Requirements for FundingHow CTB Products Meet These Requirements

IDEA, as aligned to NCLB, holds LEAs and schools accountable for all students, including those with disabilities, to achieve proficiency in math, reading/language arts, and science, through Adequate Yearly Progress (AYP), by the end of 2013-2014. AYP measures annual progress for students in Grades 3-8 and one time for students in Grades 10-12 to arrive at the 2013-2014 achievement goals.

LEAs, schools, administrators, and teachers use CTB’s extensive portfolio of assessments and instructional resources to assess, monitor, instruct, and report on the academic progress of all students, including those in special education programs funded through IDEA.

Many CTB assessments disaggregate results for individual students and subgroups of students, align results with an individual state’s NCLB accountability system, and measure progress.

CTB assessments, instructional resources, and data analysis are used to move students and help them be successful in academic progress.

  • Acuity® InFormative Assessment™ solutions provide interim and formative assessments (Grades 3–8) in reading/language arts, mathematics, and science.
  • The TerraNova® family of assessments–TerraNova, Third Edition, based on 2007 norms (Grades K–12), TerraNova Online (Grades 3–10), and SUPERA® (Grades K–10), the Spanish version of TerraNova—promotes student improvement and learning with a full range of research-based standardized achievement tests, reports, and services. Subjects include reading, language, mathematics, science, and social studies.
  • Writing Roadmap™ (Grades 3–12), an online writing program, helps students in need of targeted writing assistance.
  • Yearly ProgressPro™ (Grades 1–8) is an online curriculum-based progress monitoring solution for reading/language arts and mathematics.
  • The new Web-based CTB Online Reporting System provides educators using TerraNova, Third Edition and the LAS Links® K–12 Assessments for English language learners, with the ability to quickly and easily aggregate and disaggregate data to meet local instructional needs.

The Individual Education Plan (IEP) is the "keystone" of the special education system. IDEA requires LEAs and other public agencies* to develop an IEP for every eligible child with disabilities and report on progress toward annual goals.

The IEP team, which includes educators and parents and charged with the development of the student's educational program, develops each IEP.

The IEP team must:

  • Determine which state NCLB assessment a disabled student will take based on his or her individualized needs
  • Consider language needs and how those needs relate to the student's IEP
  • Measure the academic achievement of each child

*IDEA regulations use the term "public agency," which includes LEAs, SEAs, educational service agencies, nonprofit public charter schools, and any other political subdivisions of the state responsible for providing education to children with disabilities. States must also provide a free appropriate public education for students with disabilities attending private schools. (Source: L Manasevit, C. Plagata-Neubauer, T. Winters. 2010. IDEA: New Expectations for Schools and Students, 4th ed. Washington, D.C., Thompson Publishing.)

CTB solutions can assist the IEP team in utilizing assessments and instructional resources to help their students achieve IEP goals and accurately report on IDEA programs. In addition to Acuity and TerraNova:

  • The First Performances (Grades Pre-K–3) suite helps teachers assess children, provides targeted instruction, and monitors student progress to promote success in basic literacy and mathematics skills.
  • LAS Links (Grades K–12), an integrated suite of English language proficiency assessments, addresses language assessment and instructional needs and evaluates and reports on progress of English language learners.
  • LAS Links Español (Grades K–12) assesses Spanish language ability and proficiency.
  • PreLAS® 2000 (Grades Pre-K–1) assesses oral language proficiency and pre-literacy skills and helps identify instructional placement.

Data-driven instruction, based on accurate assessment and scoring results, provides insight into the progress of each student with an IEP. CTB's easy-to-read and understand reports show assessment results at the student, class, school, or district level. These reports inform teaching strategies to better understand student progress within an IEP, prepare students for state exams, and help to improve student achievement overall.

The Individual Education Plan (IEP) team must determine which state NCLB assessment a student will take based on his or her individualized needs:

  • Regular assessment participation without accommodations
  • Regular assessment with accommodations
  • Alternative assessments against:
    • Grade-Level Standards
    • Alternative Achievement Standards
    • Modified Achievement Standards

Progress reports regarding annual goals are also a required IEP element.

CTB has developed three categories of accommodations to help IEP teams determine which accommodation their students may need to take state AYP tests.

  • Category 1 accommodations do not influence the student's performance "in a way that alters the standard interpretation of either criterion- or norm-referenced test scores." An example is providing students with a separate environment in which to take a test.
  • Category 2 accommodations might affect the student's performance but not what is being measured. An example is giving students extra time to take a timed test.
  • Category 3 accommodations are likely to change what is being measured because the accommodations are related to the knowledge, skills, or ability of the student and are specific to the test content. An example is letting students use calculators for mathematics computation tests, which would change what is being measured from the ability to subtract to the ability to perform subtraction on a calculator.

For more information on how CTB supports student accommodations in testing, download the research paper, Inclusive Test Administration.

Local Educational Agencies (LEAs) must submit an annual plan to the State Educational Agency (SEA) to establish eligibility for IDEA, Part B funding. The funding has federal and state reporting requirements and may include use of IDEA and NCLB funds for schoolwide programs that include children with disabilities.

The use of schoolwide programs is growing. The programs address the needs of all children in the school, especially those of low achieving children and those at risk of not meeting the state academic content standards.

CTB has many options to help administrators and teachers develop their annual IDEA plan and/or satisfy data requirements of schoolwide programs.

Local Educational Agencies (LEAs) must submit an annual plan to the State Educational Agency (SEA) to establish eligibility for IDEA, Part B funding. The funding has federal and state reporting requirements and may include use of IDEA and NCLB funds for schoolwide programs that include children with disabilities.

The use of schoolwide programs is growing. The programs address the needs of all children in the school, especially those of low achieving children and those at risk of not meeting the state academic content standards.

CTB has many options to help administrators and teachers develop their annual IDEA plan and/or satisfy data requirements of schoolwide programs.

Response to Intervention (RTI), an Early Intervention Services (EIS) model, is an intervention strategy for all students used in most states. Up to 15 percent of IDEA funds can be used for RTI. Assessments are a critical component of RTI with universal screening, diagnostics, and progress monitoring. Many states and LEAs use a three-tier approach to RTI.

CTB products support RTI early intervention initiatives with a research-based suite of proven assessment solutions that span the three tiers of most intervention requirements:-Tier 1: universal screening and classroom intervention

  • Tier 2: progress monitoring and instructional resources
  • Tier 3: highly targeted needs-based intervention
    • Acuity Predictive Assessments provide support for Tier 1 and 2.
    • Writing Roadmap supports Tiers 1 and 2.
    • Yearly ProgressPro supports Tiers 2 and 3.

For more information, please visit the CTB Library of White Papers to download the white paper, Response to Intervention: Integrating Assessment and Intervention to Improve Student Achievement.

IDEA calls for "appropriately and adequately prepared and trained personnel" who deliver services and instruction to eligible students with disabilities, according to the concept of "free and appropriate public education" (FAPE). Special education personnel must also have "content knowledge and skills to serve children with disabilities" – an NCLB-derived requirement.

CTB's assessments, instructional resources, data analysis, and reporting services have professional development components. These components enable special education administrators and teachers to:

  • Effectively use the products and services
  • Collect and understand multiple levels of data
  • Integrate assessment results into data analysis for reporting purposes, lesson planning, classroom instruction, and assessment preparation and administration

LEAs and schools must keep parents or guardians apprised of their children's educational progress through strict notice and participation requirements

CTB products provide a variety of reports and resources that provide parents information on the academic progress of their special education children. These reports and resources enable parents to be involved in the educational process and help their children learn and progress throughout their educational program.

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