Section 664(d) of the Individuals with Disabilities Education Act (IDEA) requires that the U.S. Department of Education report annually on the progress made toward the provision of a free appropriate public education to all children with disabilities and the provision of early intervention services to infants and toddlers with disabilities. On December 31, 2014, the U.S. Department of Education released the following report, 36th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2014.
The 36th Annual Report to Congress contains six major sections that address the five annual report requirements contained in section 664(d) of IDEA. Sections I and II of the report contain national data and state-level data, respectively, pertinent to Parts B and C of the IDEA. The remaining four sections of the report include: a summary and analysis of the Department of Education’s findings and determinations regarding the extent to which states are meeting the requirements of Parts B and C of the IDEA; a summary of special education research conducted under Part E of the Education Sciences Reform Act of 2002; a summary of national special education studies and evaluations conducted under section 664 of the IDEA; and a summary of the extent and progress of the assessment of national activities, which focus on determining the effectiveness of the IDEA and improving its implementation. You can access these reports on the OSEP's Annual Reports page
(01/26/2015)Leveraging Federal Funding to Support All Students -- Focus Group Proceedings
The Office of Elementary and Secondary Education and Office of Special Education Programs have undertaken a series of activities focused on identifying opportunities to leverage Federal funds to best support improved outcomes for all students. A focus group of experts drawn from State and local practitioners, including audit and business officials, as well as representatives from the Council of Chief State School Officers and the National Association of State Directors of Special Education, was convened to identify ways to move the field from the current state to the preferred state of practice in leveraging funding to support all students. Attached is a document, “Leveraging Federal Funding Focus Group Proceedings,” that includes an overview of the process and identifies the focus group’s recommendations to the Department. Also attached is a letter to State Directors of Special Education transmitting the document.
Cover Letter Leveraging Federal Funding Focus Group Proceedings
Leveraging Federal Funding Focus Group Proceedings
New Correctional Education Guidance Package, Including an OSERS Dear Colleague Letter on IDEA for Students with Disabilities in Correctional Facilities.
Education Secretary Arne Duncan and U.S. Attorney General Eric H. Holder announced the release of a Correctional Education Guidance Package to help states and local agencies aimed at helping states and local agencies strengthen the quality of education services provided to America’s estimated 60,000 young people in confinement every day. Included in the package is OSEP’s Dear Colleague Letter on the educational needs of students with disabilities who are in correctional facilities and the requirements of Part B of the IDEA as they apply to States, State educational agencies (SEAs), and public agencies (including local educational agencies (LEAs), and responsible noneducational public agencies) in educating these students.
Guidance to Ensure All Students Have Equal Access to Educational Resources
On October 1, 2014 U.S. Secretary of Education Arne Duncan announced guidance, in the form of a Dear Colleague letter to states, school districts and schools to ensure that students have equal access to such educational resources so that they all have an equal opportunity to succeed in school, careers and in life. The guidance, issued by the Department's Office for Civil Rights (OCR), provides detailed and concrete information to educators on the standards set in Title VI of the Civil Rights Act of 1964. It is one part of President Obama's larger equity agenda, including the recently announced Excellent Educators for All initiative, and takes into account the ongoing efforts of states, school districts and schools to improve equity. The guidance, fact sheet, and resources for technical assistance are also available on the Resource Comparability Materials homepage.
(01/09/2015)Grants for Leadership Consortia in Sensory Disabilities and Disabilities Associated with Intensive Service Needs
OSEP has made two new awards for lleadership consortia in the areas of sensory disabilities and disabilities associated with intensive service needs under the FY 2014 competition CFDA 84.325H. Salus University received a grant in the focus area of sensory disabilities and Vanderbuilt University received a grant in the focus area of disabilities associated with intensive service needs. Each project will support a leadership training consortia to prepare doctoral-level leaders in special education, early intervention, and related services. Each consortium will prepare doctoral-level leaders with highly specialized skills, knowledge, and expertise in sensory disabilities or students with disabilities with intensive service needs, respectively. The consortia will prepare leaders who can act effectively in leadership positions in universities, state educational agencies (SEAs), local educational agencies (LEAs), lead agencies (LAs), early intervention services (EIS) programs, or schools.
National Technical Assistance Center on Improving Transition to Postsecondary Education and Employment for Students with Disabilities
OSEP has awarded the grant for the National Technical Assistance Center on Improving Transition to Postsecondary Education and Employment for Students with Disabilities to the University of North Carolina at Charlotte, NC. This grant was awared under the FY 2014 competition CFDA 84.325H. The Center will assist state educational agencies (SEAs), local educational agencies (LEAs), state vocational rehabilitation (VR) agencies, and other VR service providers to implement evidence-based and promising practices and strategies that ensure that students with disabilities, including those with significant disabilities, graduate from high school with the knowledge, skills, and supports needed for success in postsecondary education and employment.
National Center for Systemic Improvement
OSEP has awarded the grant for the Center for Systemic Improvement (CSI) be 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 is 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.
National Center on Accessible Educational Materials for Learning
OSEP has awarded the grant for the National Center on Accessible Educational Materials for Learning to Center for Applied Special Technology, Inc. (CAST). The grant was awarded under the FY 2014 comeptetion CFDA 84.327Z. The center will work with state educational agencies (SEAs), local educational agencies (LEAs), and other stakeholders to improve the quality, availability, and timely delivery of accessible educational materials and technologies for use by infants, toddlers, children, and youth with disabilities (hereafter referred to as “children with disabilities” and includes children who are blind or other persons with print disabilities.
Center for IDEA Fiscal Reporting
OSEP has awarded the grant under the FY 2014 competition CFDA 84.373F for the Individuals with Disabilities Education Act (IDEA) Fiscal Data Center to WestEd. This center has the following goals:
- improve the capacity of state staff to collect and report accurate fiscal data to meet the data collection requirements related to the IDEA Part B local educational agency (LEA) Maintenance of Effort (MOE) Reduction and Coordinated Early Intervening Services (CEIS) [LEA MOE/CEIS] and State Maintenance of Financial Support (State MFS); and
- increase states’ knowledge of the underlying fiscal requirements and the calculations necessary to submit valid and reliable data on LEA MOE/CEIS and state MFS.
IDEA Data Management Center
OSEP has awarded the grant under the FY 2014 competition CFDA 84.373M for the Individuals with Disabilities Education Act (IDEA) Data Management Center to the Applied Engineering Management Corporation (AEM). This center has the following goals:
- improve states’ data management procedures an d data systems architecture to build data files and reports to improve states’ capacity to meet the Part B reporting requirements under sections 616 and 618 of IDEA; and
- improve states’ capacity to utilize their statewide longitudinal data systems (SLDS) to report high-quality data under IDEA Part B as required under sections 616 and 618 of IDEA.
The Center’s work will comply with the privacy and confidentiality protections in the Family Educational Rights and Privacy Act (FERPA) and IDEA and will not provide the Department with access to child-level data.
Decreasing Dropout Rates for Minority Male Youth with Disabilities from Culturally and Ethnically Diverse Backgrounds
In a time when graduation rates are showing notable improvement among students of color and students with disabilities, there are still great challenges that remain. The National Dropout Prevention Center for Students with Disabilities has published a monograph that explores the problem of high school dropout rates among American Indian, African American, and Latino males with disabilities and provide an in-depth look into the specific obstacles that impede this young population from graduating, while offering direction and articulating crucial changes that must be made to better serve these students. Read the the monograph.
A Literature Map of Dropout Prevention Interventions for Students with Disabilities
This research synthesis represents the most up-to-date review of dropout interventions for students with disabilities. The authors conducted an extensive search of the literature to find articles that described school completion interventions that yielded positive outcomes for students with disabilities. Of 544 potential studies, 19 studies met the inclusion criteria: 3 experimental, 1 quasi-experimental, 5 qualitative, 5 mixed methods, 4 correlational, and 1 descriptive. The most commonly implemented interventions involved multiple components involving mentoring, family outreach, academic support, attendance monitoring, additional support services, and students' participation in school-related activities. Several studies also targeted students' specific disability-related needs, such as self-determination skills, social skills, and vocational skills. Overall, the interventions were aligned with recommendations made by the Institute of Education Sciences as effective interventions for general education students (Dynarski, et al., 2008). Read the recommendations or the synthesis.
Educational Services for Immigrant Children and Those Recently Arrived to the United States
This fact sheet provides information to help education leaders better understand the responsibilities of states and local educational agencies in connection with such students, and the existing resources available to help educate all immigrant students—including children who recently arrived in the United States.
Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act
Section 664(d) of the Individuals with Disabilities Education Act (IDEA) requires that the U.S. Department of Education report annually on the progress made toward the provision of a free appropriate public education to all children with disabilities and the provision of early intervention services to infants and toddlers with disabilities. On June 20, 2014, the U.S. Department of Education released the following reports
- 32nd Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2010
- 33rd Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2011
- 34th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2012
- 35th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2013
Questions and Answers Regarding Inclusion of English Learners with Disabilities in English Language Proficiency Assessments.
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.
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.