OSERS' Office of Special Education Programs
New Questions and Answers Regarding Inclusion of English Learners with Disabilities in English Language Proficiency Assessments and Title III Annual Measurable Achievement Objectives.
This guidance document is on the inclusion of English Learners (ELs) with disabilities in English language proficiency (ELP) assessments under Titles I and III of the Elementary and Secondary Education Act of 1965, as amended (ESEA). These are assessments designed to measure the progress of ELs in attaining English language proficiency. The Office of Elementary and Secondary Education (OESE) administers the ESEA and the Office of Special Education and Rehabilitative Services (OSERS) administers Part B of the Individuals with Disabilities Education Act (IDEA). OESE and OSERS are issuing the guidance to help states and LEAs understand how Part B of the IDEA and Titles I and III of the ESEA address the inclusion of ELs with disabilities in annual state ELP assessments. The 2014 guidance was amended by the 2015 Addendum.
July 2015 Addendum
OSERS Blog: Including Young Children with Disabilities in High-Quality Early Childhood Programs
The U.S. Department of Education and the U.S. Department of Health and Human Services are proposing to release a policy statement on inclusion of young children with disabilities in high-quality inclusive early childhood programs. It is the purpose of this blog to request comments on the proposed statement. Please go to the blog to review the draft policy statement and provide comments no later than 6:00pm EDT, Friday, May 22, 2015.
National Center for Systemic Improvement
OSEP supports a grant for the Center for Systemic Improvement (CSI) to provide support to states as they work to improve results for infants, toddlers, children and youth with disabilities. The award was made under the FY 2014 CFDA 84.326R to a consortium led by WestEd and including the AIR, NASDSE, CCSSO, SRI International, and the National Parent Technical Assistance Centers (NPTACs). The goals of the center are to:
Increase the capacity of state educational agencies (SEAs) and lead agencies (LAs) to implement their State Systemic Improvement Plans (SSIPs);
Increase SEAs' and LAs' utilization of evidence-based practices (EBPs);
Improve SEA and LA infrastructure and coordination for delivering effective technical assistance (TA);
Increase the use of effective dissemination strategies;
Increase the effectiveness of SEAs and LAs to meaningfully engage state and local stakeholders;
Increase the capacity of SEAs and LAs to effectively utilize available TA resources; and
Increase the capacity of SEAs and LAs to implement general supervision systems that support effective implementation of the Individuals with Disabilities Education Act.
Local Educational Agency (LEA) Maintenance of Effort (MOE) Final Regulations
On April 28, 2015, the final LEA MOE regulations were published in the Federal Register. The LEA MOE regulations become effective on July 1, 2015. The purpose of the LEA MOE requirement is to ensure that LEAs provide the financial support necessary to make a free appropriate public education (FAPE) available to eligible children with disabilities. The Department identified a need for revisions to the LEA MOE requirements based upon fiscal monitoring, audits and questions from states. Most of the changes clarify the way in which the Department has previously interpreted LEA MOE regulations and consolidate requirements from General Education Provisions Act (GEPA), Education Department General Administrative Regulations (EDGAR) and appropriations language. The final LEA MOE regulations are available on Regulations.gov.
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Panel on Assessing the English Language Proficiency of English Learner Students with Disabilities
On March 16, 2015, the Office of English Language Acquisition (OELA) and the Office of Special Education Programs (OSEP) sponsored a panel on "Assessing the English Language Proficiency (ELP) of English Learner (EL) Students with Disabilities." Panel sessions included "Differentiating Language and Literacy Acquisition from Disability," "Valid and Reliable Assessments for English Learners with Disabilities," and "Assessing ELs With Significant Cognitive Disabilities—Alternate ELP Standards and Assessments, and Growth and Attainment Criteria." The event agenda ( PDF, 202KB) is available as well as the archived event.
Handbook on Collaboration between Parent Centers and Protection and Advocacy Agencies
This handbook serves as a blueprint on collaboration between the Individuals with Disabilities Education Act funded parent training and information centers (PTIs) and community parent resource centers (CPRCs) and the protection and advocacy (P&A) and client assistance (CAP) programs funded by the Administration on Intellectual and Developmental Disabilities. The handbook includes examples of memoranda of understanding (MOU) that projects can use to develop their own MOUs.
Early Literacy Tools and Resources
The end of third grade is the point at which children transition from learning to read to utilizing reading skills to understand the content of all subject areas. To strengthen third-grade reading proficiency for all students, including students of color and students with disabilities, the My Brother’s Keeper Taskforce has established a dedicated early literacy Web site to provide educators with tools, resources, and a learning community to help them improve reading instruction in their K-3 classrooms.
IDEA Section 618 Data Has a New Home
OSEP has launched a new Web site to publicly report the IDEA Section 618 data as well as provide documentation associated with the data. See how each state is doing for infants, toddlers and children who receive services under IDEA.
The Office of Special Education Programs (OSEP) is dedicated to improving results for infants, toddlers, children and youth with disabilities ages birth through 21 by providing leadership and financial support to assist states and local districts.
The Individuals with Disabilities Education Act of 2004 (IDEA) authorizes formula grants to states and discretionary grants to institutions of higher education and other non-profit organizations to support research, demonstrations, technical assistance and dissemination, technology and personnel development and parent-training and information centers.