App F Crosswalk

Att_Appendix F.Crosswalk of Research Questions.0916.doc

Individuals with Disabilities Education Act (IDEA) 2004 National Assessment Implementation Study (NAIS)

App F Crosswalk

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Crosswalk of Research Questions, Individual Survey Items and Survey Topics, by Study Area

TOPIC 1: IDENTIFICATION

Survey Topics

Extant Data

State Part B Administrator Surveys

State 619 Coordinators

State Part C Coordinators

District Part B Administrators

1. How do rates of identification of children for early intervention or special education vary according to the different disability definitions used by states?

Identification rates for early intervention

Child Count files for Part C and Part B from IDEADATA.ORG


ED Facts


NECTAC Notes 21







Identification rates for special education

Child Count files for Part B from IDEADATA.ORG


ED Facts


NECTAC Notes 24


NASDSE summary of Part B


SEA websites

12, 13

16, 17, 18



Referrals to special education





31

Newly identified students





31

2. How does each state determine, under IDEA 2004, significant disproportionalities by race and ethnicity in the identification of students for special education for the districts within the state, and to what extent have districts been so identified?

Significant disproportionality definitions and procedures

Part B Annual Performance Review, Indicators 9 & 10

1, 2, 3,4





3. Which early intervening and/or Response to Intervention (RtI) strategies do districts use at various grade levels prior to the identification of children for special education?

Early Intervening policies and procedures, strategies and supports


5,6, 7



1, 2, 3, 4, 5, 6, 7, 8

Response to Intervention policies and procedures, strategies and supports


8,9, 10, 11

19, 20


9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30,

4a. How do rates of identification for special education vary according to the use of different early intervening or RtI strategies? (Analysis question)

4b. How do rates of identification for special education vary according to whether districts are required to adopt Early Intervening Services because of significant disproportionalities? (Analysis question)


Crosswalk of Research Questions, Individuals Survey Items and Survey Topics, by Study Area

TOPIC 2: PART C IMPLEMENTATION

Survey Topics

Extant Data

State Part B Administrator Surveys

State 619 Coordinators

State Part C Coordinators

District Part B Administrators

5. Across states, what are the different models of service delivery for the Part C program supported through IDEA, and of coordination among the various early intervention and special education services provided through Part C and Part B?

Part C models of service delivery





1, 2, 3, 7, 11, 12, 13, 14, 15, 16, 17, 18


Finance/Funding




19, 20, 21, 22, 23


Service Coordination Models




8, 9, 10


Transition



14, 15

33


Eligibility

Part C Update (2007, p 37)


NECTAC summary



24, 25


Part B/Part C Coordination

Part C Annual Performance Review, Indicator 8


Part B Annual Performance Review, Indicator 12


1,2,3, 4,5, 6, 7, 8, 9, 10, 11, 12, 13

4, 5, 6, 26, 27, 28, 29, 30, 31, 32



Crosswalk of Research Questions, Individuals Survey Items and Survey Topics, by Study Area

TOPIC 3: ACADEMIC STANDARDS AND PERSONNEL QUALIFICATIONS1

Survey Topics

Extant Data

State Part B Administrator Surveys

State 619 Coordinators

State Part C Coordinators

District Part B Administrators

6. Do state or district policies explicitly reference state academic standards, and do these policies require that goals and objectives on IEPs reference those standards?

Policies on IEP/IFSP requirements regarding academic/developmental standards

SEA websites

22, 23, 24,25,26, 27, 28

21, 22, 23, 24, 25, 26, 27, 28

34, 35, 36, 37, 38, 39, 40, 41, 42

35, 36, 37, 38, 39, 40

Policies regarding use of accommodations

SEA websites

29, 30



41, 42, 43

7. What are states and districts doing in terms of certification, professional development, and compensation for special education teachers to promote compliance with the “highly qualified teacher” provisions of IDEA and No Child Left Behind?

Highly qualified personnel definitions for teachers


SEA websites


Education Commission of the States (2006)






Qualified personnel definitions for early intervention providers

SEA websites






Policies, procedures, strategies and supports for meeting HQ requirements and personnel needs

Schools and Staffing Survey, Various items from both the public school and public school teacher surveys


Integrated Postsecondary Education Data System (IPEDS), program type and award level


Center to Inform Personnel Preparation Policy and Practice in Early Identification and Preschool Education

14, 15, 16, 17, 18

29, 30, 31, 32

43, 44, 45, 46, 47

44, 45, 46, 51, 52

Numbers of qualified special education and early intervention personnel

ED Facts




47, 48, 49, 50

8. How do the efforts of states and districts to provide a sufficient number of qualified early intervention and special education personnel for children with disabilities vary with state definitions of “highly qualified teacher” under NCLB? (Analysis question)


Crosswalk of Research Questions, Individuals Survey Items and Survey Topics, by Study Area

TOPIC 4: DISPUTE RESOLUTION AND MEDIATION

Survey Topics

Extant Data

State Part B Administrator Surveys

State 619 Coordinators

State Part C Coordinators

District Part B Administrators

9. Over time, have there been changes in the incidence of disputes between early intervention personnel and parents/guardians on issues related to identification for early intervention?

Incidence rates of disputes




53, 55, 56, 57, 60, 62


Topics of disputes




54, 58, 61, 63


10. How does the incidence of disputes between early intervention or education personnel and parents/guardians regarding identification for early intervention vary with the use of mediation by states and districts? (Partly an analysis question)

Use of various dispute resolution procedures




52, 53, 55, 56, 57, 59, 60, 62



Use of mediation




53, 55


11. Over time, have there been changes in the incidence of disputes between special education personnel and parents/guardians on issues related to special education services?

Incidence rates of disputes

SLIIDEA state, Items 17, 18, 21, 22, 25, 27


SLIIDEA district, Items 28

31, 32, 34, 35, 36, 37, 39, 40, 42

37, 38, 40, 41, 42, 43, 46, 48, 50


54, 55, 58, 60

Topics of disputes

SLIIDEA state, Items 26, 28


SLIIDEA district, Item 29

33, 38, 41, 43

39, 44, 47, 49


56, 57, 59, 62

12. How does the incidence of disputes between special education personnel and parents/guardians regarding special education services vary with the use of mediation by states and districts? (Partly an analysis question)

Use of various dispute resolution procedures


31, 32, 34, 35, 36, 37, 39, 40, 42

36, 37, 38, 40, 41, 42, 43, 45, 46, 48


53. 54, 55, 58, 60,61

Use of mediation


31, 32, 33, 34, 37

37, 38, 39, 40, 43


54, 55, 58, 60, 61


Crosswalk of Research Questions, Individuals Survey Items and Survey Topics, by Study Area

CONTEXTUAL INFORMATION

Survey Topics

Extant Data

State Part B Administrator Surveys

State 619 Coordinators

State Part C Coordinators

District Part B Administrators

Demographic information


CCD Data, Region, Size, Urbanicity, Enrollment, Special Education Enrollment, Race/Ethnicity, FRPL percentages


ED Facts





Parent/Family Involvement activities

Part D funded Parent Information Centers

19, 20, 21

33, 34, 35

48, 49, 50, 51

32, 33, 34




1 This is really now two topics, alignment with NCLB, and personnel, which overlap.

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File TitleCrosswalk of Research Questions, Individual Survey Items and Survey Topics, by Study Area
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File Modified2008-09-18
File Created2008-09-18

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