Report on the Iowa School for the Deaf, Council Bluffs, Iowa for the year ended June 30, 2009

Report on the Iowa School for the Deaf, Council Bluffs, Iowa for the year ended June 30, 2009

Report on the Iowa Braille and Sight Saving School, Vinton, Iowa, for the year ended June 30, 2009

Report on the Iowa Braille and Sight Saving School, Vinton, Iowa, for the year ended June 30, 2009

School Leader Update, August 2010

Monthly newsletter produced by Iowa Department of Education

School Leader Update, September 2010

Monthly newsletter produced by Iowa Department of Education

Report on a special investigation of the Clinton Community School District for the period July 1, 2005 through February 28, 2010

Report on a special investigation of the Clinton Community School District for the period July 1, 2005 through February 28, 2010

Placement of Students Ages 3-21 with Disabilities Under the Individuals with Disabilities Education Act (IDEA): A Policy Discussion, May 2010

The provision of free appropriate public education (FAPE), an Individualized Education Program (IEP), and the least restrictive environment (LRE) have been important cornerstones of educating students with disabilities since the enactment of the Education of All Handicapped Children Act (EAHCA), Public Law 94-142, in 1975, and its subsequent reauthorizations, the Individuals with Disabilities Education Act (IDEA) in 1990, 1997, and 2004. It is impossible to consider any one of these cornerstones without the others, when determining an appropriate educational placement for a student with a disability. The Iowa Department of Education has identified several practice issues regarding the interplay between FAPE, LRE, and the IEP in placement decisions for students with disabilities. To that end, this document will provide guidance for administrators of local education agencies (LEAs) and area education agencies (AEAs), as well as IEP teams (or other placement teams) within Iowa LEAs and AEAs when making placement decisions for eligible children with disabilities. This guidance will specifically discuss ten LRE and FAPE placement/program policy questions that have been identified by the Iowa Department of Education as needing attention. The policy discussions are consistent with the legal provisions of the 2004 reauthorization of IDEA (IDEA 2004) and its 2006 final federal implementing regulations issued by the U.S. Department of Education, Office of Special Education Programs (OSEP). This document is also consistent with the Iowa Administrative Rules of Special Education (2007) [hereinafter “Iowa Rules”]. In addition, the term local education agency (LEA) is used interchangeably for school district throughout this document. Prior to the discussion of specific policy questions, a federal and state legal framework for providing FAPE for students with disabilities within the LRE is briefly outlined. Pertinent FAPE and LRE court decisions that impact Iowa LEAs and AEAs are also included within Section II.

Letter to the Colo-Nesco Community School District as a result of reaudit procedures performed at the request of the Superintendent pursuant to Chapter 11.6(4)(a)(2) of the Code of Iowa for the period July 1, 2007 through June 30, 2008

Letter to the Colo-Nesco Community School District as a result of reaudit procedures performed at the request of the Superintendent pursuant to Chapter 11.6(4)(a)(2) of the Code of Iowa for the period July 1, 2007 through June 30, 2008

School Leader Update, November 2010

Monthly newsletter produced by Iowa Department of Education

School Leader Update, October 2010

Monthly newsletter produced by Iowa Department of Education

Audit report on Clarke Community School District in Osceola, Iowa for the year ended June 30, 2010

Audit report on Clarke Community School District in Osceola, Iowa for the year ended June 30, 2010

School Leader Update, December 2010

Monthly newsletter produced by Iowa Department of Education

Addressing elementary school teachers' professional stressors: Practical suggestions for schools and adminstrators

Purpose: Given the preponderance of education reform since the No Child Left Behind Act (U.S. Department of Education, 2001), reform efforts have shaped the nature of the work and culture in schools. The emphasis on standardized testing to determine schools' status and student performance, among other factors, has generated stress, particularly for teachers. Therefore, district and school administrators are encouraged to consider the contextual factors that contribute to teacher stress to address them and to retain high-performing teachers. Research Methods/Approach: Participants were recruited from two types of schools in order to test hypotheses related to directional responding as a function of working in a more challenging (high-priority) or less challenging (non-high-priority) school environment. We employed content analysis to analyze 64 suburban elementary school teachers' free-responses to a prompt regarding their stress as teachers. We cross-analyzed our findings through external auditing to bolster trustworthiness in the data and in the procedure. Findings: Teachers reported personal and contextual stressors. Herein, we reported concrete examples of the five categories of contextual stressors teachers identified: political and educational structures, instructional factors, student factors, parent and family factors, and school climate. We found directional qualities and overlapping relationships in the data, partially confirming our hypotheses. Implications for Research and Practice: We offer specific recommendations for practical ways in which school administrators might systemically address teacher stress based on the five categories of stressors reported by participants. We also suggest means of conducting action research to measure the effects of implemented suggestions.

Audit report on Sheldon Community School District in Sheldon, Iowa for the year ended June 30, 2010

Audit report on Sheldon Community School District in Sheldon, Iowa for the year ended June 30, 2010

School Leader Update, February 2011

Monthly newsletter produced by Iowa Department of Education