In order to comply with the Individuals with Disabilities Education Act of 2004, States must collect valid data as needed to report annually to the Secretary of Education.  The purpose of this guide is to discuss several factors that have caused difficulties with States’ data collection on dropout and graduation indicators, and suggest some practical solutions.  The content is designed for State education agency personnel, including special education directors, data managers, and program developers.  (Located at Clemson University in South Carolina, the National Dropout Prevention Center for Students with Disabilities is funded by the U.S. Department of Education’s Office ...

These video clips feature leaders from the federal Office of Special Education Programs who discuss provisions of the final Part B regulations implementing IDEA 2004.  The topics are (a) children enrolled by their parents in private schools; (b) discipline; (c) early intervening services/response to intervention; (d) highly qualified teachers; (e) individualized education program (IEP) -- Changes in initial evaluation and re-evaluation; (f) monitoring and enforcement; (g) National Instructional Materials Accessibility Standard (NIMAS); and (h) procedural safeguards.  A series of webcasts on the regulations is available on the same page.