Retrieved fro ideas that work 2018 april

(2), 100–110. Retrieved from
IDEAs That Work. (2018, April). High expectations and appropriate supports: The importance of IEPs . IDEAs
That Work Symposium Series. Retrieved from -
expectations-and-appropriate-supports-importance-ieps
Individuals with Disabilities Education Act, 20 U.S. Code § 1400 et seq. (2004)
Individuals with Disabilities Education Act Regulations, 34 C.F.R. § 300.1 et seq.
Kansas State Department of Education. (2017, March). Present levels of academic achievement and
functional performance (PLAAFP) statements . Retrieved from
Kansas State Department of Education. (n.d.). Present levels of academic achievement and functional
performance (PLAAFP) statements: Components of the PLAAFP . Retrieved from
Kirby v. Cabell County Board of Education , 46 IDELR 156 (S.D. W.V. 2006)
M.C. v. Antelope Valley School District , 852 F.3d 840, 858 F.3d 1189 (9th Cir. 2017)
Office of the State Superintendent of Education, Division of Special Education. (2011, January). Least
restrictive environment (LRE) toolkit . Washington, DC: District of Columbia Office of the State
Superintendent of Education. Retrieved from -
environment-toolkit
U.S. Department of Education, Code of Federal Regulation, 1999, Appendix C, Question 36
U.S. Department of Education, Federal Register, Vol. 71 No. 176, 46665
U.S. Department of Education, Office of Special Education and Rehabilitative Services. (2012, February).
Dear colleague: Preschool LRE. Letter . Retrieved from

Wright, P. W. D., & Wright, P. D. (2006). Chapter 12: Smart IEPS. In Wrightslaw: From emotions to advocacy
(pp. 115–130). Hartfield, VA: Harbor House Law.
Yell, M. L. (2019). The law and special education (5th ed.). New York: Pearson.
Yell, M. L., & Bateman, D. F. (2017). Endrew F. v. Douglas County School District (2017). FAPE and the U.S.
Supreme Court. TEACHING Exceptional Children, 49 (6), 420–428. Retrieved from
Yell, M. L., Katsiyannis, A., Parks Ennis, R., Losinski, M., & Christle, C. A. (2016). Avoiding substantive errors
in individualized education program development. TEACHING Exceptional Children, 49 (1), 31–40.
Retrieved from
• Additional Resources
Articles
Freeman, J., Yell, M. L., Shriner, J. G., & Katsiyannis, A. (2019). Federal policy on improving outcomes for students
with emotional and behavioral disorders: Past, present, and future. Behavioral Disorders, 44 (2), 67–69.
In 1991, a group of researchers assembled and published a series of recommendations designed to improve
the learning outcomes for students with emotional and behavioral disorders (EBD). In this special
issue of Behavioral Disorders, researchers, educators, and policy makers came together to discuss
why those recommendations failed to create significant change among students with EBDs and
what the future might hold in terms of further research and education policy.