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OSEP News Archive: 2016-2009
Archived Information


New Awards under the State Personnel Development Grants Program, CFDA 84.323A
The U.S. Department of Education today announced the award of $7 million in grants to seven states to help recruit and train teachers, principals and other personnel to provide quality education for children with disabilities. States receiving grants are: Colorado, Louisiana, Mississippi, Nebraska, New Jersey, North Carolina and Oregon. The grants were awarded under the State Personnel Development Grants Program, authorized by the Individuals with Disabilities Education Act (IDEA), provides funds to assist states in reforming and improving their systems for personnel preparation and professional development. It focuses on the areas of early intervention, education, and transition services in order to enhance results for children with disabilities.
PDF (143KB)

(08/23/2016)

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National Center for Students with Disabilities Who Require Intensive Intervention
OSEP has awarded a new grant to the American Institutes for Research to support the National Center for Students with Disabilities Who Require Intensive Intervention. This center will assist state educational agencies (SEAs) and local educational agencies (LEAs) in their efforts to support schools and educators in implementing intensive intervention composed of practices that are evidence-based ("intensive intervention") for students with disabilities who have persistent learning or behavior difficulties and who need intensive intervention to succeed in school and be prepared for postsecondary opportunities ("students with disabilities who need intensive intervention"). The award was made under the IDEA Technical Assistance and Dissemination Program, competition number CFDA 84.326Q

(7/27/2016)

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;National Instructional Materials Access Center (NIMAC)
OSEP has awarded a new grant to the American Printing House for the Blind to support the National Instructional Materials Access Center (NIMAC). This Center serves elementary and secondary students who are blind or print disabled. The award was made under the IDEA Educational Technology, Media, and Materials for Individuals with Disabilities Program, competition number CFDA 84.327E.

(7/27/2016)

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New Grants for the Preparation of Special Education, Early Intervention, and Related Services Leadership Personnel
OSEP has awarded 17 grants under the FY 2016 competition CFDA 84.325D for the Preparation of Special Education, Early Intervention, and Related Services Leadership Personnel. The purpose of the program is to increase the quantity of special education, early intervention, and related services personnel who have been trained at the doctoral level who can effectively carry out leadership positions in universities, SEAs, LEAs, lead agencies, or early intervention programs. The program supports two types of programs:

  • Type A programs are designed to prepare special education, early intervention, or related services personnel to serve as higher education faculty.
  • Type B programs are designed to prepare special education or early intervention administrators to work in SEAs, LAs, LEAs, EIS programs or providers, or schools.

(5/19/2016)

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New Grants for Personnel Preparation in Special Education, Early Intervention and Related Services (CFDA 84.325K)
OSEP has awarded 39 grants under the FY 2016 competition CFDA 84.325K Personnel Preparation in Special Education, Early Intervention and Related Services. Awards were made in four focus areas: Early Childhood, Low Incidence, Related Services and Minority Institutions. The purpose of this priority is to improve the quality and increase the number of personnel who are fully credentialed to serve children, including infants and toddlers, with disabilities—especially in the areas of chronic personnel shortage—by supporting projects that prepare special education, early intervention and related services personnel at the baccalaureate, master's and specialists level. Awards are made to colleges and universities and funded at approximately $250,000 a year for five years.

(5/19/2016)


IDEA 40th Anniversary

40 years ago, the Individuals with Disabilities Education Act (IDEA) became law.
Secretary Arne Duncan speaks on why that's worth celebrating! #IDEA40

Posted by U.S. Department of Education on Tuesday, December 1, 2015

In November, 2015, we celebrated the 40th anniversary of the passage of Public Law 94-142, the Individuals with Disabilities Education Act (IDEA). Read about the history of this landmark legislation, exciting events surrounding its anniversary celebration, and new resources to help and support students with disabilities.

Twitter logo #IDEA40

(11/16/2015)


Grants for Model Demonstration Projects to Improve Literacy Outcomes for Adolescents with Disabilities
New OSEP funded three new awards for model demonstration projects to improve literacy outcomes for adolescents with disabilities under the FY 2015 competition CFDA 84.326M. Awards were made to the University of Texas at Austin, Michigan Department of Education, and The University Corporation at California State University, Northridge. Projects will develop, implement, and evaluate models that include a combination of effective instruction, professional development, and evidence-based teaching practices that are appropriate for classroom and small group settings. Working together, the projects will determine: (1) if and to what extent their models improve reading achievement and content area learning for adolescents with disabilities as well as typically developing peers and (2) for whom and under what conditions and contexts the models are maximally beneficial.

(02/09/2016)

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The 37th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act
New 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 January 8, 2016, the U.S. Department of Education released the 37th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2015.

(02/09/2015)


Including Students with Disabilities in High-Quality Preschool
The U.S. Departments of Education and Health and Human Services released a policy statement highlighting the importance of making sure that all young children with disabilities have access to inclusive high-quality early childhood programs. Secretary of Education Arne Duncan announced the new policy statement in Kansas City, Missouri, during the first stop of his back-to-school bus tour.

(09/14/2015)

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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
    PDF (216KB)  

  • July 2014 Cover Letter:
    Word (203KB) | PDF (216KB)

  • July 2014 Q&A:
    Word (250KB) | PDF (94KB)

(08/3/2015)

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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.

(05/19/2015)

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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:

  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.

(5/18/2015)

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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.

(04/30/2015)

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.

(03/30/2015)

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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.

(03/27/2015)

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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.

02/12/2015

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The 36th 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 Dec. 31, 2014, the U.S. Department of Education released the 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 all these reports on the OSEP's Annual Reports page

(01/26/2015)

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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.

(01/12/2015)

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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)

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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 Individuals with Disabilities Education Act (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.

(12/05/2014)

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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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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)

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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.

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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)

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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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: 10/28/2016