A significant feature of both the 1997 re-authorization of the Individuals with Disabilities Education Act (IDEA) and the No Child Left Behind Act (NCLB) is the fundamental shift toward ensuring that all students—including those with disabilities—make “adequate yearly progress” (AYP) toward achieving rigorous curriculum standards. Most educators support the spirit of NCLB—ensuring that all children make progress toward achieving high standards. However, many school leaders struggle with knowing just how to reach that goal.
