Definition of Success

Learners with disabilities receive high-quality instruction in the least restrictive environment (LRE), leading to strong academic growth, increased independence, and preparation for postsecondary success. Families are genuine partners in their children’s education, supported by transparent processes and clear information about available services and their rights.

Strategic Initiatives

• Improve IEP quality: Improve the quality, timeliness, and implementation of Individualized Education Programs (IEP)  by strengthening how educators access and use student data to write effective IEPs and monitor progress toward IEP goals.
• Meet student needs through the Least Restrictive Environment (LRE): Build LEA capacity to serve more students with disabilities in general education settings by expanding access to training, specialized staffing support, and technical assistance. Track progress through LRE placement data and ensure that the push toward inclusion does not result in inappropriate placements for students whose needs require more intensive settings. 
• Ensure children from birth through age five have access to quality learning experiences: Expand the capacity of early childhood settings, including child development facilities and community-based programs, to support children with disabilities and developmental delays from birth through age five. This includes improving access to specialized services, strengthening partnerships with families and health providers, and helping families navigate the early intervention system.
• Support seamless transitions for learners with disabilities: Strengthen transitions at key points in a student’s education—from early intervention to school-based services, from elementary to secondary, and from high school to postsecondary life—through better coordination between families, LEAs, child development facilities, and DC agencies.
• Strategic use of funds to support student needs: Leverage federal and local funding to advance quality, accountability, and innovation in special education.

Outcome Measures – How we’ll measure progress 

• Percent of learners with disabilities completing all requirements to transition from early intervention to school-based services.
• Percent of learners with disabilities demonstrating proficiency on English Language Arts and math statewide assessments.
• Percent of learners with disabilities graduating from high school in four or five years.
• Percent of learners with disabilities enrolling, persisting, and completing degree programs in two- or four-year institutions; enrolling and completing workforce training, credential, or apprenticeship programs; and/or securing employment.