By the Office of Special Education and Rehabilitative Services
WASHINGTON, DC (July 3, 2018) – The U.S. Department of Education published a final rule postponing the department’s significant disproportionality regulation by two years on July 3.
The department has postponed the compliance date for implementing the significant disproportionality regulations from July 1, 2018 to July 1, 2020. The department has also postponed the date children ages 3 through 5 must be included in the analysis of significant disproportionality from July 1, 2020 to July 1, 2022.
“We have postponed the compliance date in order to thoroughly review the significant disproportionality regulations and ensure that they effectively address the issue of significant disproportionality and best serve children with disabilities,” according to a department message sent to stakeholders June 29.
“This review is part of the Department’s regulatory reform activities pursuant to Executive Order 13777, ‘Enforcing the Regulatory Reform Agenda,’” according to the department’s message. “It is important to note that states must continue to meet their statutory obligation to make annual determinations as to whether significant disproportionality exists in their LEAs [local education agencies].”
WASHINGTON, D.C. (April 26, 2018) — The U.S. Department of Education announced it would seek input from the public regarding some data required by the Individuals with Disabilities Education Act (IDEA) April 24.
The department’s Office of Special Education and Rehabilitative Services (OSERS) will gather feedback from the public until May 24, 2018 on how best to provide technical assistance to states when it comes to collecting and reporting data required by IDEA Part B, Section 618 and Section 616.
State educational agencies (SEAs) and state lead agencies (LAs) currently receive technical assistance on IDEA Part B and C data collection through OSERS-reserved funds under IDEA Part B Section 616(i).
To learn more about this effort and to provide comment, visit the OSERS’ Blog.
WASHINGTON, DC (April 25, 2018) — Office of Special Education and Rehabilitative Services (OSERS) Assistant Secretary Johnny Collett and the National Center for Learning Disabilities Vice President and Chief Policy and Advocacy Officer Lindsay Jones talked about the March 2017 Supreme Court decision in Endrew F. v. Douglas County School District, teacher professional development related to special education, the U.S. Department of Educations’ role, regulatory reform efforts, and more during an April 18 interview.
“OSERS really is unique… one reason is we really get the opportunity to impact across the life of an individual with a disability, so really birth through adulthood including post-secondary opportunities and certainly our goal of competitive integrated employment for individuals,” Collett said. “That opportunity to impact across the life of an individual is just something that’s incredibly unique and really something I am struck by every day.”
WASHINGTON (Feb. 27, 2018)—The U.S. Department of Education published a notice of proposed rulemaking concerning the Department’s significant disproportionality regulations in the Federal Register for comment Feb. 27.
The department has proposed to postpone compliance of the Dec. 19, 2016 regulations for two years by changing the compliance date from July 1, 2018 to July 1, 2020.
The department also proposed to postpone the date children ages three through five must be included in the analysis of significant disproportionality from July 1, 2020, to July 1, 2022.
“We are proposing to postpone the compliance date in order to thoroughly review the significant disproportionality regulations and ensure that that they effectively address the issue of significant disproportionality and best serve children with disabilities. This analysis is part of the Department’s Regulatory Reform activities pursuant to Executive Order 13777, ‘Enforcing the Regulatory Reform Agenda,’” said the Office of Special Education and Rehabilitative Services in an email to state special education directors and other OSERS’ stakeholders Feb. 27.
The 75-day comment period on the proposed postponement begins Feb. 27.
Those interested in submitting comments can do so online at www.regulations.gov, which also has instructions for accessing agency documents, submitting comments and viewing documents.
Commenters can also submit hard copy comments via postal mail, commercial delivery, or hand delivery. The notice of proposed rulemaking contains specific instructions for submitting hard copy comments.
The Office of Special Education and Rehabilitative Services (OSERS) launched the new IDEA website in June 2017 in order to provide updated department information regarding the IDEA to the public including students, parents/families, educators, service providers and advocates.
The Legacy site was developed in 2006 as a result of the 2004 reauthorization of the IDEA. The site was updated mostly between 2006 and 2011 and had not received updates since 2013.
OSERS requests users still referring people to the Legacy site through their personal or organizational websites, social media accounts, communication documents, or other means update their communication channels to direct people to the new IDEA website.
WASHINGTON (Jan. 26, 2018)—The U.S. Department of Education welcomed Johnny Collett, the new U.S. Department of Education assistant secretary of the Office of Special Education and Rehabilitative Services (OSERS), Jan. 16.
Collett, a former high school special education teacher, has served as the program director of Special Education Outcomes at the Council of Chief State School Officers (CCSSO) and as the Kentucky state special education director.
Collett has also served as an assistant division director and exceptional children consultant both at the Kentucky Department of Education.
Collett will lead OSERS towards its mission to improve early childhood, educational, and employment outcomes and raise expectations for all people with disabilities, their families, their communities, and the nation.
By the Office of Special Education and Rehabilitative Services
WASHINGTON (Jan. 16, 2018)—The U.S. Department of Education submitted its 2017 Individuals with Disabilities Education Act (IDEA) annual report to Congress last week.
The 39th Annual Report to Congress focuses on children and student with disabilities who received services specific to IDEA Part C for infants and toddlers or IDEA Part B for children and youth.
The report summarizes U.S. progress in:
providing a free appropriate public education (FAPE) for children with disabilities under IDEA, Part B and early intervention services to infants and toddlers with disabilities and their families under IDEA, Part C,
ensuring that the rights of these children with disabilities and their parents are protected,
assisting states and localities in providing for the education of all children with disabilities, and
assessing the effectiveness of efforts to educate children with disabilities.
WASHINGTON (Dec. 7, 2017)—The Department’s Office of Special Education and Rehabilitative Services (OSERS) released a Question-and-Answer document addressing the U.S. Supreme Court decision in Endrew F. v. Douglas County School District Re-1, which clarified the scope of the free appropriate public education (FAPE) requirements in the Individuals with Disabilities Education Act (IDEA).
The Court held that “to meet its substantive obligation under the IDEA, a school must offer [a child] an [individualized education program] IEP reasonably calculated to enable a child to make progress appropriate in light of the child’s circumstances.”
The Q-&-A document provides an overview of the facts and issue in the case, a discussion of the IDEA FAPE requirements and includes questions addressing implementation considerations.
OSERS is interested in receiving comments from families, teachers, administrators, and other stakeholders to assist us in identifying implementation questions and best practices that may inform future guidance on this decision.
OSERS will use the comments to identify implementation questions and best practices that may inform future department guidance on IDEA and FAPE.
Those interested in submitting comments should email OSERS at EndrewF@ed.gov.