|Grant Program:||Special Education Policy, Finance, and Systems|
Dr. Katherine Taylor
Intervention and education for students with disabilities typically require the coordination of a variety of programs and services. Systems-level factors – including organizational resources and priorities at the school, district, and state levels (e.g., training, leadership, policies) – play a key role in supporting the implementation and sustainability of such interventions. However, little rigorous research has examined either direct causal relations or indirect associations between various systemic or organizational strategies and student outcomes. Originally three separate topics (Individualized Education Programs (IEP), Response to Intervention (RtI), and Assessment for Accountability), NCSER consolidated these topics in 2008 into the Policy/Systems program to support research more broadly on systemic processes, procedures, and programs that may be directly or indirectly linked to student outcomes. Research projects funded by this program have made contributions to our understanding of the accessibility and validity of standardized and alternate assessments for students with disabilities, the efficacy of RtI models in early childhood and elementary school, and professional development programs that improve IEP quality and implementation and student outcomes.
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