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OSEP News Archive: 2014-2009
Archived Information


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.

(10/10/2014)

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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.

(10/10/2014)

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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:

  1. increase the capacity of state educational agencies (SEAs) and lead agencies (LAs) to implement their State Systemic Improvement Plans (SSIPs);
  2. increase SEAs’ and LAs’ utilization of evidence-based practices (EBPs);
  3. improve SEA and LA infrastructure and coordination for delivering effective technical assistance (TA);
  4. increase the use of effective dissemination strategies;
  5. increase the effectiveness of SEAs and LAs to meaningfully engage state and local stakeholders;
  6. increase the capacity of SEAs and LAs to effectively utilize available TA resources; and
  7. increase the capacity of SEAs and LAs to implement general supervision systems that support effective implementation of the Individuals with Disabilities Education Act.

(10/10/2014)

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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.

(10/10/2014)

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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:

  1. 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
  2. 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.

(10/10/2014)

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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:

  1. 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
  2. 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.

(10/10/2014)

New Q&A 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 with disabilities in English language proficiency assessments under Titles I and III of the Elementary and Secondary Education Act of 1965, as amended.

Birth to 5: Watch Me Thrive!
The U.S. Departments of Education and of Health and Human Services (HHS) have launched Birth to 5: Watch Me Thrive! to encourage developmental and behavioral screening for children to support the families and providers who care for them.

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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.

(09/08/2014)

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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.

(09/08/2014)

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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.

(08/27/2014)

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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 The 32nd through 35th Annual Reports to Congress contain 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.

(08/21/2014)

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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 The 32nd through 35th Annual Reports to Congress contain 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.

(08/21/2014)

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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.

  • Cover Letter:
    Word (203KB) | PDF (216KB)  
  • Q&A:
    Word (250KB) | PDF (94KB)

(07/18/2014)

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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.

Link: www.parentcenterhub.org/repository/collaboration-handbook.

(07/08/2014)

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Birth to 5: Watch Me Thrive! promotes early developmental and behavioral screening for kids
 Birth to 5: Watch Me Thrive! Celebrate your child's milestones.The U.S. Departments of Education and of Health and Human Services have launched Birth to 5: Watch Me Thrive! to encourage developmental and behavioral screening for children to support the families and providers who care for them. Birth to 5: Watch Me Thrive! will help families look for and celebrate milestones; promote universal screenings; identify delays as early as possible; and improve the support available to help children succeed in school and thrive alongside their peers.

(03/27/2014)

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Dear Colleague Letter on Bullying
OSERS issued a Dear Colleague letter to educators and stakeholders on the matter of bullying of students with disabilities. This guidance provides an overview of school districts’ responsibilities to ensure that students with disabilities who are subject to bullying continue to receive free appropriate public education (FAPE) under the Individuals with Disabilities Education Act (IDEA).

Please visit our Blog on keeping students with disabilities safe from bullying.

Dear Colleague Letter:
  MS Word (91KB) | PDF (1.4MB)

Enclosure:
  MS Word (64KB) | PDF (99KB)

(08/20/2013)


blue flag bullet IDEA Data Management Center (CFDA No. 84.373M)
On Monday, August 5, 2014, the U.S. Department of Education published a notice in the Federal Register inviting applications for a new award to establish and operate an IDEA Data Management Center (CFDA No. 84.373M).

  • Notice of final priority:
     PDF (216KB).
  • Notice inviting applications:
     PDF (216KB).

The purpose of this center is to achieve, at a minimum, the following expected outcomes:

  1. improve states’ data management procedures and 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
     
  2. improve states’ capacity to utilize their work with source systems (e.g., statewide longitudinal data systems to report high-quality data under IDEA Part B as required under sections 616 and 618 of IDEA.

The application package is available beginning on Aug. 5, 2014 and the deadline for submitting completed applications is Sep. 4, 2014

(08/21/2014)

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blue flag bullet IDEA Fiscal Data Center (CFDA No. 84.373F)
On Monday, August 11, 2014, the U.S. Department of Education published a notice in the Federal Register inviting applications for a new award to establish and operate an IDEA Fiscal Data Center (CFDA No. 84.373F).

  • Notice of final priority:
     PDF (216KB).
  • Notice inviting applications:
     PDF (216KB).

The purpose of this center is to achieve, at a minimum, the following expected outcomes:

  1. 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
     
  2. 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.

The application package is available beginning on Aug. 11, 2014 and the deadline for submitting completed applications is Sep. 10, 2014.

(08/21/2014)

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blue flag bullet OSERS/OSEP—Technical Assistance and Dissemination to Improve Services and Results for Children with Disabilities—Center for Systemic Improvement (CFDA No. 84.326R)
A notice inviting applications for the OSERS/OSEP—Technical Assistance and Dissemination to Improve Services and Results for Children with Disabilities—Center for Systemic Improvement (CFDA No. 84.326R) was published in the Federal Register on Tuesday, June 17, 2014. The purpose of this priority is to fund a cooperative agreement to establish and operate a Center for Systemic Improvement. This will be a national center with a focus on providing technical assistance to State educational agencies and lead agencies to help build their capacity to support local educational agencies and early intervention services programs and providers in improving educational results and functional outcomes for children with disabilities. Applications must be received by August 18, 2014.

(July 17, 2014)

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blue flag bullet The National Technical Assistance Center on Improving Transition to Postsecondary Education and Employment for Students with Disabilities
On Wednesday, July 2, 2014, the U.S Department of Education published a notice in the Federal Register inviting applications for a new award to establish and operate a National Technical Assistance Center on Improving Transition to Postsecondary Education and Employment for Students with Disabilities (Center). The notice can be accessed at: www.gpo.gov/fdsys/pkg/FR-2014-07-02/pdf/2014-15437.pdf. 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 to 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.

The application package is available beginning on Wednesday, July 2, 2014 and the deadline for submitting completed applications is Monday, August 18, 2014.

For further information about the proposed center, please contact:

(07/02/2014)

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blue flag bullet Request for Information (RFI) on Significant Disproportionality
The U.S. Department of Education (Department) published an RFI in the June 19, 2014 Federal Register requesting public comment on the actions that the Department should take to address significant disproportionality based on race and ethnicity in special education. The Department is requesting input from the public on actions the Department should take related to:

  1. significant disproportionality based on race and ethnicity in the:
    1. identification of children as children with disabilities, including identification by disability category;
    2. placement of children with disabilities in particular educational settings; and
    3. the incidence, duration, and type of disciplinary action taken with respect to children with disabilities; and
  2. ensuring that funds reserved for comprehensive, coordinated early intervening services under Part B of the IDEA are used to effectively address significant disproportionality.

The RFI includes information about how to submit public comments. Responses must be received by July 28, 2014.

Download the RFI: PDF (222KB)

(06/19/2014)

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blue flag bullet Final Regulations Related to Parental Consent for the Use of Public Benefits or Insurance
The Department is issuing Final Regulations related to parental consent for the use of public benefits or insurance (e.g., Medicaid) to pay for services under Part B of the IDEA. The regulations will be effective on March 18, 2013.

(February 12, 2013)

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blue flag bullet IDEA Results-Driven Accountability (RDA)
OSERS Office of Special Education Programs (OSEP) has taken new steps to help close the achievement gap for students with disabilities by moving away from a one-size-fits-all, compliance-focused approach to a more balanced system that looks at how well students are being educated in addition to continued efforts to protect their rights.

  • For additional RDA information and resources, go to OSEP's RDA page.

We are interested in engaging stakeholders and hearing your ideas for reframing our accountability system to more effectively focus on improving educational results and functional outcomes for children with disabilities. There will be one question posted for comments at the beginning of a two-week period until fall 2012. At the conclusion of a two-week period, no further comments will be accepted for that question. Previous questions and comments will be visible but no additional comments will be accepted for previous questions.

(May 2, 2012)

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blue flag bullet Thirtieth Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, Parts B and C. 2008.
The purpose of this report is to provide an annual overview of activities funded under the Individuals with Disabilities Education Act (IDEA), Parts B and C (National Activities to Improve Education of Children with Disabilities), (P.L. 108-446).

(December, 2011)

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blue flag bullet IDEA Part C Final Regulations published in Federal Register.
The Individuals with Disabilities Education Improvement Act of 2004 Part C Final Regulations governing the Early Intervention Program for Infants and Toddlers with Disabilities were published September 28, 2011, in the Federal Register. These regulations are effective on October 28, 2011.

(September 28, 2011)

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blue flag bullet IDEA Part B Notice of Proposed Rule published in Federal Register.
In the September 28, 2011 Federal Register, the Secretary proposes to amend regulations under Part B of the Individuals with Disabilities Education Act (IDEA). These regulations govern the Assistance to States for the Education of Children with Disabilities program, including the Preschool Grants program. The Secretary seeks public comment on these proposed amendments regarding the use of public benefits or insurance in which a child participates to provide or pay for services required under Part B of IDEA.

(September 28, 2011)

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blue flag bullet Posny Remarks on IDEA Part C Final Regulations
September 26, 2011 Video: OSERS Assistant Secretary Alexa Posny remarks on the Individuals with Disabilities Education Act (IDEA) Part C Final Regulations, highlighting key changes.

The video is also available at idea.ed.gov.

(September 26, 2011)

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blue flag bullet Part C of the Individuals with Disabilities Education Act Regulations
On September 6, 2011, the U.S. Department of Education released the final regulations for the early intervention program under Part C of the Individuals with Disabilities Education Act (IDEA). These final regulations will help improve services and outcomes for America's infants and toddlers with disabilities and their families.

Part C is a $436 million program administered by states that serves infants and toddlers through age 2 with developmental delays or who have diagnosed physical or mental conditions with high probabilities of resulting in developmental delays.

The final Part C regulations incorporate provisions in the 2004 amendments to Part C of the IDEA. Additionally, the final regulations provide states with flexibility in some areas, while ensuring state accountability to improve results and providing needed services for infants and toddlers with disabilities and their families. The regulations focus on measuring and improving outcomes for the approximately 350,000 children served by the Part C program with the goal of ensuring that such children are ready for preschool and kindergarten.

“As everyone who works in education understands, one of the most important things we can offer children is a high-quality early learning experience that prepares them for kindergarten,” said U. S. Secretary of Education, Arne Duncan. “This is true for all children—but it’s especially important for infants and toddlers with disabilities to have access to high-quality early intervention services that prepare them to successfully transition to preschool and kindergarten. The Part C regulations will support the Education Department’s commitment to the goal of preparing more children with high needs with a strong foundation for success in school and beyond.”

The regulations should be published in the Federal Register in the next couple of weeks.

Part C Final Regulations:

(September 6, 2011)

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blue flag bullet Part B of the Individuals with Disabilities Education Act Notice of Proposed Rulemaking
On September 6, 2011, the Department released a notice of proposed rulemaking (NPRM) to amend the IDEA Part B regulations. Changes are being proposed to the regulations regarding when a State or local educational agency seeks to use a child’s or parent’s public benefits or insurance (e.g., Medicaid) to pay for Part B services. These proposed amendments to the Part B regulations would ensure the protection of the rights of parents and children and ensure that children with disabilities receive FAPE while addressing concerns raised by state educational agencies and local educational agencies regarding the burdens imposed by the current regulation.

The regulations should be published in the Federal Register in the next couple of weeks.

Part B Notice of Proposed Rulemaking:

Note: This document has been delivered to the Office of the Federal Register but has not yet been scheduled for publication. The official version of this document is the document that is published in the Federal Register.

(September 6, 2011)

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blue flag bullet The U.S. Department of Education Makes Public State-by-State Restraint and Seclusion Information
The Department has posted a summary of state laws, regulations, policies, and guidelines regarding the use of restraint and seclusion techniques in schools: www.ed.gov/policy/seclusion/seclusion-state-summary.html.

The summary is a result of U.S. Secretary of Education Arne Duncan’s letter issued to Chief State School Officers on July 31, 2009, urging a review of current state policies and guidelines regarding the use of restraint and seclusion in schools. Since August, the Department’s regional Comprehensive Centers have researched and compiled information on state-by-state restraint and seclusion techniques.

“Restraint and seclusion policies should be reviewed regularly to prevent the abuse of such techniques and ensure that schools provide a safe learning environment for all of our children,” said Duncan. “I am pleased that many states and territories have begun to work with their stakeholders to develop or revise current practices. The Department will continue to serve as a resource throughout the process to ensure that all students are safe and protected.”

Each Chief State School Officer or a representative of the Chief State School Officer reviewed and verified the information gathered.

(February 24, 2010)

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blue flag bullet Determination Letters on State Implementation of IDEA
The U.S. Department of Education's Office of Special Education and Rehabilitative Services released state determinations on the implementation of the Individuals with Disabilities Education Act (IDEA) for Part B and Part C for fiscal year 2007. The 2004 amendments to the IDEA require each state to develop a State Performance Plan (SPP) that evaluates the state's efforts to implement the requirements and purposes of the IDEA, and describes how the state will improve its implementation. The SPP includes baseline data, measurable and rigorous targets, and improvement activities for 20 indicators such as graduation rate, dropout rate, participation and performance on assessments, meeting evaluation timelines, and ensuring that complaints and hearings are resolved within required timelines.

(June 2, 2009)

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Last Modified: 03/27/2015