Appendix C: Table of Recommendations from the Three Special Education Reports Written by Thomas Hehir & Associates, Organized by the Three Focus Areas for Intervention Full reports can be found at: Identification Least Restrictive Environment (Placement) Access (Child Find) Intervene in districts that evidence Monitor and intervene in districts in Interventions in districts should Report 1: Report 1: Report 1: highly disproportionate levels of enrollment of which there is inordinate use of substantially focus on requiring better practices in low-income students in special education (pp. separate settings for students with disabilities general education (pp. 33-35) 13-14, 20-21, 33) (pp. 25-28, 33) Promote adoption of a Response to Promote the adoption of Identify high performing Report 1: Report 1 and 3: Report 2: Intervention (RTI) model in kindergarten principles of Universal Design for Learning vocational schools that have been through grade three to promote early literacy (pp. 34-35) successful in educating diverse development (pp. 34-35) populations of students with disabilities (pp. 11-13) Encourage school districts that Promote universally designed Ensure equal access to Report 1: Report 1 and 3: Report 2: identify large numbers of students with behavior supports and improve general vocational education (pp. 7, 13-14) disabilities to examine their practices for education approaches to discipline and special education determination (pp. 12-15, 35) behavior (Report 1 pp. 34-35; Report 3 pp. Work with the Legislature to Consider expanding the Report 3: Report 2: restructure the Circuit Breaker to directly capacity for providing high quality support the expenses related to children with vocational education in areas where there complex needs (pp. 43-46, 55) is high demand (pp. 11-14) Improve high school options Report 3: for students with disabilities (pp. 25-28, 50-53) Establish a stronger system to Report 3: promote interagency coordination and to resolve interagency disputes (pp. 35-39, 53-54) Create increased opportunities Report 3: for private schools and public schools to collaborate to support students in a more
Appendix C: Table of Recommendations from the Three Special Education Reports Written by Thomas Hehir & Associates, Organized by the Three Focus Areas for Intervention Full reports can be found at: Identification (Child Find) Least Restrictive Environment (Placement) Access Report 1: Intervene in districts that evidence highly disproportionate levels of enrollment of low-income students in special education (pp. 13-14, 20-21, 33) Report 1: Monitor and intervene in districts in which there is inordinate use of substantially separate settings for students with disabilities (pp. 25-28, 33) Report 1: Interventions in districts should focus on requiring better practices in general education (pp. 33-35) Report 1: Promote adoption of a Response to Intervention (RTI) model in kindergarten through grade three to promote early literacy development (pp. 34-35) Report 1 and 3: Promote the adoption of principles of Universal Design for Learning (pp. 34-35) Report 2: Identify high performing vocational schools that have been successful in educating diverse populations of students with disabilities (pp. 11-13) Report 1: Encourage school districts that identify large numbers of students with disabilities to examine their practices for special education determination (pp. 12-15, 35) Report 1 and 3: Promote universally designed behavior supports and improve general education approaches to discipline and behavior (Report 1 pp. 34-35; Report 3 pp. Report 2: Ensure equal access to vocational education (pp. 7, 13-14) Report 3: Work with the Legislature to restructure the Circuit Breaker to directly support the expenses related to children with complex needs (pp. 43-46, 55) Report 2: Consider expanding the capacity for providing high quality vocational education in areas where there is high demand (pp. 11-14) Report 3: Improve high school options for students with disabilities (pp. 25-28, 50-53) Report 3: Establish a stronger system to promote interagency coordination and to resolve interagency disputes (pp. 35-39, 53-54) Report 3: Create increased opportunities for private schools and public schools to collaborate to support students in a more
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