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These include integrated oversight and transparent evaluation, a continuum of dispute-resolution options with upstream supports, role-based standards with training and technical assistance, public outreach and stakeholder involvement, and ongoing collection, analysis, and reporting of evaluation data for continuous quality improvement.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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was the purpose of CADRE’s analysis of state dispute resolution systems?","Question",{"text":63,"@type":64},"CADRE analyzed state special education dispute resolution systems to identify particularly effective systems and to create a resource that other states could use when improving their own activities.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Which states were identified as having exemplary dispute resolution systems and practices?",{"text":68,"@type":64},"Four states—IA, OK, PA, and WI—were identified as having exemplary systems and practices, and profiles were developed for them.",{"name":70,"@type":61,"acceptedAnswer":71},"What core elements were found to be fundamental to the success of these systems?",{"text":72,"@type":64},"The systems emphasized integrated oversight and transparent evaluation, a continuum of upstream and entry-point options, role-based standards with training and technical assistance, outreach and stakeholder involvement, and continuous quality 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2008 and Summer 2010, CADRE analyzed state special education dispute resolution systems and their components, with the objective of identifying particularly effective systems and creating a resource that other states could draw on when considering improvement activities. Four states with exemplary systems and practices were identified (IA, OK, PA and WI), profiles were developed and a database of resources from these state systems was created. Analysis of common features across these systems identified a number of elements as being fundamental to their success, including the following:  \n􀂃 Oversight Guided by a Clear and Integrated Vision of the System  \no Management structure that includes a specific individual or group having responsibility and authority for coordination and performance of the system  \no Reliable financial and personnel resources adequate to support all system components  \no Transparency in the design, implementation, performance and evaluation of the system  \no Use of evaluation data to guide continuing system improvement efforts  \no Active and meaningful engagement of a broadly representative group of system stakeholders in planning, promotion, evaluation and improvement activities  \n􀂃 A Continuum of Dispute Resolution Options and Practices  \no Preventative or “upstream” dispute resolution approaches, including early informal assistance and resources, offering alternatives to due process and formal complaint procedures  \no A single “point of entry” for families, including personal assistance to provide information, help identify and resolve issues, or suggest an appropriate dispute resolution option  \no Educational materials comparing dispute resolution procedures and describing how to use them effectively  \no Information and training in collaborative strategies, including dispute prevention skills, available to educators and parents  \n􀂃 Standards, Training and Technical Assistance  \no Relevant experience, education and training requirements are in place and utilized for each role and position in the dispute resolution system  \no Clearly articulated standards and guidance for performance, practice and expected results for all personnel  \no Continuing education and professional development opportunities that respond to identified dispute resolution and prevention training needs  \no Technical assistance at the state and local level that leads to improved performance in specific activities and in overall system functioning  \n􀂃 Public Awareness, Outreach and Stakeholder Involvement  \no The state education agency/lead agency and stakeholder organizations (i.e. , PTIs, CPRCs) collaborate on resource development to ensure understandability and relevance for the widest audience possible  \no Documentation of dispute resolution options and practices are readily available to the public in accessible formats  \no The system makes use of a wide range of outreach activities and information dissemination methods  \no Educational materials that compare dispute resolution procedures and describe how to use them effectively are available  \no A cross-section of individual and organizational resources are used to support outreach to stakeholders  \n􀂃 Collection, Analysis and Reporting of Evaluation Data for Continuous Quality Improvement  \no Standards that incorporate benchmarks and assess against “best performance” measures  \no Mechanisms for data collection and tracking that provide systematic information about individual dispute resolution practices and practitioners, as well as the performance of the system as a whole  \no Procedures for assessing how well the standards, personnel guidance, training and technical assistance are achieving the organizational mission  \nApril 2013","cbCaipDnsCdnAniJ","https://ap.wps.com/l/cbCaipDnsCdnAniJ","pdf",266217,"English","# Overview of the CADRE Analysis\n## Identified Exemplary States\n# Fundamental Attributes Across Exemplary Systems\n## Oversight and Integrated Vision\n## Continuum of Dispute Resolution Options\n## Standards, Training and Technical Assistance\n## Public Awareness, Outreach and Stakeholder Involvement\n## Evaluation Data Collection, Analysis and Reporting","[{\"question\":\"What was the purpose of CADRE’s analysis of state dispute resolution systems?\",\"answer\":\"CADRE analyzed state special education dispute resolution systems to identify particularly effective systems and to create a resource that other states could use when improving their own activities.\"},{\"question\":\"Which states were identified as having exemplary dispute resolution systems and practices?\",\"answer\":\"Four states—IA, OK, PA, and WI—were identified as having exemplary systems and practices, and profiles were developed for them.\"},{\"question\":\"What core elements were found to be fundamental to the success of these systems?\",\"answer\":\"The systems emphasized integrated oversight and transparent evaluation, a continuum of upstream and entry-point options, role-based standards with training and technical assistance, outreach and stakeholder involvement, and continuous quality improvement through evaluation data collection and reporting.\"}]","Fundamental Attributes of Exemplary State Special Education Dispute Resolution Systems - Elements and Practices | PDF",1792043126]