CADRE’s Exemplar Initiative: Identifying, Profiling and Showcasing Resources from High-Performing State Special Education and Early Intervention Dispute Resolution Systems
State System Profiles Between Fall 2008 and Summer 2010, CADRE undertook a process to identify state special education and early intervention dispute resolution systems that are particularly effective and to characterize those systems and their components in ways that would be useful to other states that are considering improvement activities. Four state systems - Iowa, Oklahoma, Pennsylvania and Wisconsin - were identified as exemplary following the application of a broad array of criteria to their systems. Profiles were developed (link is external) so that these states’ dispute resolution systems could be viewed in their entirety and used as potential models.
Video Resources CADRE’s Director, Marshall Peter (now retired), had the opportunity to interview system managers from each of the four exemplar states. Interviews were conducted with Dee Ann Wilson (Iowa), Patricia Williams (Wisconsin), Kerry Smith (Pennsylvania) and JoAnne Blades (Oklahoma). Exemplar Interviews
Fundamental Attributes of Exemplary State Special Education Dispute Resolution Systems Analysis of common features across these systems identified a number of elements as being fundamental to their success. These features are detailed in this one page document. CADRE's Attributes of Exemplary Systems
TOP TIPS for State Dispute Resolution System Managers In September 2009, CADRE brought together Dee Ann Wilson of Iowa, Jo Anne Pool Blades of Oklahoma, Kerry Smith of Pennsylvania, and Jack Marker of Wisconsin. This document captures a rich discussion in which these seasoned veterans compiled their most valuable advice for other state dispute resolution system managers. CADRE's Top Tips
The Exemplar Collection was developed by CADRE, a project of Direction Service pursuant to Cooperative Agreement CFDA H326D080001 with the Office of Special Education Programs, United States Department of Education. The opinions expressed and materials contained herein do not necessarily reflect the position or policy of the United States Department of Education.