In This Issue:
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Message From OSEP Director, Ms. Valerie C. Williams
Dear Friends!
It’s been another amazing and productive year here at the Office of Special Education Programs (OSEP). I’m so appreciative of OSEP staff and all the work completed this year—one of my personal highlights was attending our OSEP Combined Leadership and Project Directors’ Conference in July. Watch this space for upcoming information on our 2024 conference. I hope to see you there.
At the very end of November, we issued two new documents supporting early childhood services. First, in conjunction with our colleagues in the Department of Health and Human Services, we updated our Policy Statement on Inclusion of Children with Disabilities in Early Childhood Programs. The policy document has valuable information on the importance of inclusive early childhood programs for children with disabilities and provides many State and local examples of effective practices that support inclusive early childhood programs. Over the past several years we have issued many guidance documents on supporting inclusionary practices at the early childhood level, but far too many children with disabilities are not in inclusive programs. As stated in the policy document:
In 2021, more than half (55.4%) of preschool children with disabilities received early childhood special education services in settings separate from their peers without disabilities. Data trends over the past four decades indicate that the percentage of preschool children with disabilities who receive early childhood special education services in inclusive early childhood programs has remained largely unchanged. (footnotes omitted).
I recognize that universal preschool is not mandated and funding for preschool is limited in many parts of the country, but I know we can do better. I hope you’ll read our updated policy statement and all of recent guidance documents on early childhood inclusion on our website.
The second early childhood guidance document we issued is a questions and answers document on early childhood transition. This comprehensive guidance addresses transition requirements for early intervention providers, school districts and state agencies. If you are involved in transition planning for toddlers and preschoolers, please review the document. We stress the importance of a seamless transition between Part C and Part B of IDEA and it’s crucial that preschoolers start receiving special education services by their third birthday.
Before closing, I want to point your attention to our Dose of Data in the newsletter. It focuses on how youth are exiting out of special education based on disability category. The data warrants additional discussion. I’m very concerned that 15% of all children with IEPs age 14-21 are dropping out of school. I’m also concerned that for youth with certain disabilities, there is a strong likelihood that they may be exiting school with a certificate of some sort, prior to reaching the maximum age. IDEA’s regulations are very clear that a certificate does not end a school district's obligation to provide FAPE—only a regular high school diploma or the aging out of special education ends a state and school district’s obligation to ensure and provide a free appropriate public education. I believe it is time for us to have critical conversations about the instruction our students are receiving and connect those dots to outcomes. I look forward to these ongoing discussions next year.
Lastly, I hope you take some time to rest and rejuvenate during the holiday season, so we can all return ready to continue the work of serving students with disabilities with renewed energy. Happy Holidays to all! I’m looking forward to seeing you next year.
In solidarity,
Valerie
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Did You Know?
In school year (SY) 2020-21, the percentage of students with disabilities, ages 14-21, who left school by graduating with a regular high school diploma varied across the disabilities categories, from 44.14% for students identified with multiple disabilities to 86.73% for students identified with speech or language impairment.
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To further explore this data visualization, please see December Dose of Data — Infogram
Upcoming Data Inputs Deadline
School Year 2022-23 Part B IDEA Assessment Data Due Jan. 10
The SY 2022-23 Assessment data file and metadata were enabled in EDPass on Nov. 6. These data are due by Jan. 10.
OSEP uses the SY 2022-23 Assessment data on children with disabilities to pre-fill Indicator 3 of the IDEA Part B State Performance Plan/Annual Performance Report (SPP/APR) and for the IDEA Part B Result Matrix, which impacts the states/entities IDEA Part B determinations. Additionally, these data will be published in the SY 2022-23 IDEA Assessment data file and associated products (e.g., static tables and OSEP Fast Facts), as well as IDEA’s annual report to Congress.
IDEA Part B Assessment Data TA Resources
- Partner Support Center (PSC) is hosting office hours for the SY 2022-23 Assessment data submissions with the Office of Elementary and Secondary Education (OESE) and OSEP on Mondays from 3-4 p.m. ET during the data collection window. For more information, please see Communities360° — EDFacts Modernization Corner.
- The IDEA Data Center (IDC) has developed the IDEA Assessment Data Display Tool for SPP/APR Indicator 3. States will find this resource to be a great help in preparing state educational agency (SEA)-level data for submission via EDPass because it allows them to preview how data may appear in the SPP/APR. States can review their current year's data for Indicators 3A, 3B, 3C, and 3D using EDFacts files FS175, FS178, FS185, and FS188. For more information, please reach out directly to IDC.
- PSC has developed an EDFacts Business Rules Single Inventory training video available on the Modernization TA Videos page of the EDFacts Community of Practice website.
- PSC has developed a resource that explains the connection between the EDFacts Assessment data and the SPP/APR data collection for State EDFacts Coordinators. It details the importance of the Part B Data Managers and SPP/APR State Directors having access to view and verify data prior to it being finalized and submitted in EDPass. There are examples and resources listed throughout of how EDFacts Coordinators can support the Part B Data Managers and SPP/APR State Directors for complete and accurate data submissions. View the document on the EDFacts CoP site.
Questions should be sent to the U.S. Department of Education's PSC. The PSC is open from 8 a.m. to 6 p.m. ET, Monday through Friday, and can be reached by the following:
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ED’s Office of Special Education and Rehabilitative Services (OSERS) initiative “Expect, Engage, and Empower: Successful Transitions for All!” aims to improve postsecondary outcomes for students with disabilities.
OSERS is excited about what we have accomplished with this initiative during 2023, and we are currently planning future events for 2024. These events will continue to focus on challenging the field in raising expectations, engaging families earlier, and empowering all who support transition services to improve postsecondary outcomes measurably and significantly for children and youth with disabilities and their families.
Updates on important resources, events, and information will be posted on OSEP’s Expect, Engage, and Empower: Successful Transition for All homepage.
Successful Transitions for All Blog Series
Self-determination enables students with disabilities to communicate choices and exercise control over decisions and type of services, supports, or assistance they receive. It also helps them advocate for themselves and others while developing leadership skills through training in self-advocacy.
Learn more about self-determination in the December Expect, Engage, and Empower: Successful Transitions for All! blog post.
Questions?
If you have any questions, please email the planning team at OSEP-EEE@air.org.
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Technical Assistance Calls
OSEP’s Monthly Technical Assistance (TA) Calls are intended for OSEP grantees. The registration links and recorded content are available on the MSIP Program Page of the IDEAs That Works website.
The OSEP Monthly TA Calls generally occur on the second and/or fourth Thursdays of the month at 4 p.m. ET. Please check the OSEP Monthly TA call for the schedule of topics and registration links.
The December call will cover the topics of the State Performance Plan and Annual Performance Report (SPP/APR).
State Performance Plans / Annual Performance Reports
Thank you to those of you who responded to the final 30-day comment period for the IDEA Part B SPP/APR information collection. OSEP is working to finalize the new information collection package.
The FFY 2022 Part B and C SPP/APR is scheduled to open in the APR Tool on Monday, Dec. 18, and will close on Thursday, Feb. 1, at 11:59 p.m. local time. SPP/APR Resources (including the SPP/APR Memos, SPP/APR Instructions, Measurement Tables, etc.) are posted on the IDEA website.
IDEA Part C Grants
The Part C Grant Application package expires Dec. 31. The 60-day public comment period on the updated package materials ended Nov. 27. Comments received supported the updates made to Section III (Use of Funds) of the application template. These updates incorporate the guidance provided in the FFY 2023 Part C Grant Memo regarding how states can account for proposed expenditures under Section III C (Direct Services). In addition, a question was added to Section III F (Totals) regarding subgranting of IDEA funds.
A 30-day comment period on the application materials will begin soon. OSEP will notify states when the application materials are reposted in the Federal Register for feedback.
Differentiated Monitoring and Support
OSEP has posted the months of engagement for those states in Cohort 3. The full list of states in Cohorts 1 through 4 can be found on the Department’s website under Resources for Grantees, DMS 2.0.
OSEP monitors all IDEA Part C and B programs through its Differentiated Monitoring and Support 2.0 system (DMS 2.0). DMS 2.0 is a cyclical monitoring process that focuses on states’ general supervision systems. To review monitoring reports, resources, and other support documents related to monitoring activities (e.g., DMS 2.0, DMS Reports, and older monitoring reports), please refer to the DMS section on the IDEA website.
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Information Collections
The following information collections are out for public comment in the Federal Register. Please refer to the respective links to make comments regarding each collection.
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State and EIS Record Keeping and Reporting Requirements under Part C (1820-0682) closes Dec. 18.
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Annual State Application Under Part C of the IDEA of 2004 (1820-0550) closes Nov. 27.
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Early Childhood Transition Q-&-A Released
OSEP is pleased to release the 2023 Early Childhood Transition Questions and Answers to assist state lead agencies, early intervention services (EIS) program and providers, state educational agencies, and local educational agencies in ensuring a seamless transition for children with disabilities who received EIS under IDEA Part C to eligibility for and receipt of preschool services under IDEA Part B.
The questions and answers included in this document clarify the respective IDEA Parts B and C responsibilities in implementing these early childhood transition requirements for infants and toddlers with disabilities into preschool special education or other early childhood programs, including appropriate monitoring, technical assistance, and accurate reporting of data and other required information for the SPP/APR transition indicators (SPP/APR Part C Indicator 8A, 8B and 8C and SPP/APR Part B Indicator 12).
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OSERS Webinar: Supporting Infants and Toddlers with Disabilities and Their Families in the Part C Eligibility Process
Join Assistant Secretary Glenna Wright-Gallo for the webinar “Supporting Infants and Toddlers with Disabilities and Their Families in the Part C Eligibility Process,” Dec. 7, 4 p.m. EST. The webinar will highlight how federal agencies, state agencies, and local programs can work together to support families of infants and toddlers with disabilities during the IDEA Part C eligibility process.
Register in advance for the webinar.
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Biden-Harris Administration Announces Updated Resource to Support the Inclusion of Children With Disabilities in Early Childhood Programs
The U.S. Department of Education and U.S. Department of Health and Human Services announced the release of an updated joint-policy statement on supporting the inclusion of children with disabilities in early childhood programs. The joint statement sets the expectation that inclusion continues as a child transitions into elementary school, emphasizes the need to increase public awareness and understanding of the science that supports inclusion of children with disabilities in early childhood programs, and reinforces the legal foundations that support inclusion.
The HHS-ED Policy Statement on the Inclusion of Children with Disabilities in Early Childhood Programs includes a renewed commitment and urgency, as children with disabilities continue to face barriers accessing and fully participating in inclusive early childhood programs.
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Research Highlights From the National Center for Special Education Research
The Institute for Education Science’s (IES) National Center for Special Education Research (NCSER) funds research to expand the knowledge and understanding of learners with and at risk for disabilities, from infancy through postsecondary settings.
“The Importance of Collaboration and Support to Improve Working Conditions for Special Education Teachers” takes a deeper dive into one issue discussed during NCSER’s February 2023 Special Education Teacher Workforce technical working group — lack of collegial and leadership support as a contributing factor to teacher burnout and attrition. It also summarizes some of the NCSER-funded research on supporting special education teachers.
“Celebrating National STEM Day on November 8 and Every Day” highlights research supported by NCSER and the National Center for Education Research (NCER) in the various science, technology, engineering, and mathematics, or STEM, areas and discusses funding opportunities to support STEM education research and training.
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What’s Your Role?
Only have 15 minutes to learn about accessible materials and technologies? These AEM Center resources have been selected to help you get up to speed quickly and focus on the information you need to get started with accessible materials and technologies based on your role.
Contact AEM Center’s Technical Assistance Specialists at aem@cast.org if you need support or have questions.
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Early Hearing Detection, and Intervention Program and Early Intervention Data Sharing Documents
Appropriate data sharing between Part C and EHDI programs is essential for continued evaluation and improvement of both programs. Two new resources make that easier.
The Data Sharing Agreement Checklist, developed by the EHDI Outcomes Committee, gives four options for staff to use as they develop data sharing agreements that are consistent with the federal requirements under the IDEA and Family Educational Rights and Privacy Act (FERPA).
The Data Sharing Agreement Template gives users examples of components, descriptions, and language to use for data sharing agreements and memoranda of understanding between service providers for children who are deaf and hard of hearing.
The resources were produced collaboratively by the Early Childhood Technical Assistance (ECTA) Center, the Center for IDEA Childhood Data Systems (DaSy), and the National Center for Hearing Assessment and Management.
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Updated Intervener Services IEP Team Discussion Guide
The National Center on Deafblindness shared a redesigned version of Are Intervener Services Appropriate for Your Student Who Is Deafblind?: An IEP Team Discussion Guide. The look has been refreshed and updated to make it easier to read and use.
The purpose of the guide is to help IEP teams make informed decisions by understanding how a student's deafblindness affects their access to information, communication, social relationships, and conceptual learning.
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MTSS has the potential to meet the academic and behavioral needs of all students.
Using Assistive Technology at Home to Promote Preschool Literacy
Did you know that assistive technology (AT) is not just high-tech and can help young children learn?
The mission of StepUp AT is to support teachers and parents to use evidence-based AT to increase early literacy and learning outcomes for preschool children with disabilities.
Check out their resources designed to help families promote early literacy at home.
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48th Anniversary of the IDEA
Nov. 29 marked the 48th anniversary of the signing of the IDEA into law.
OSEP shared some of the work done this year to improve outcomes for millions of children with disabilities receiving special education and related services under the IDEA.
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Involving Students in Selecting and Implementing Accommodations
NCEO has a brief that contains Suggestions for Involving Students in Selecting and Implementing Accommodations. Students are often the best source of information about their strengths and needs and what accommodations would help the most.
This brief synthesizes and summarizes research on the perceptions of students with disabilities regarding accommodations and provides suggestions for soliciting students’ perceptions on accommodations and involving them in advocating for their needs.
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National Apprenticeship Week
National Apprenticeship Week, Nov. 13-19, spotlighted the value of registered apprenticeships. Registered apprenticeships can serve as one venue for individuals with disabilities to receive the career training they need to get and maintain a job and seek advancement in their chosen career field.
Throughout the week, OSERS highlighted registered apprenticeship resources to help improve the apprenticeship experiences of individuals with disabilities.
Quick Reference Guide on Subrecipient Monitoring
Fiscal management is a critical component of a state’s general supervision system. This quick reference guide will help states understand the components of an effective IDEA Part B subrecipient fiscal monitoring system: assessing risk, conducting monitoring activities, evaluating results of audits and monitoring activities, and remediating deficiencies through corrective action and enforcement measures.
Webinar Recording Is Now Available for Navigating IDEA and FERPA to Protect Privacy in Today’s Early Childhood World
This past September, DaSy, ECTA Center, and the Privacy Technical Assistance Center of the Department hosted the webinar Navigating IDEA and FERPA To Protect Privacy in Today’s Early Childhood World.
The webinar discussed topics such as confidentiality, participating agencies, data sharing, access, records, parental consent, increased use of technology in communication, and telehealth options.
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ECTA Center and Think Inclusive Partnership
The Think Inclusive November podcast featured a series dedicated to inclusive practices for learners in early childhood settings. Interviews on the Nov. 16 episode featured ECTA Center specialists, Jani Kozlowski and Catasha Williams, and Valerie C. Williams, OSEP director.
Williams shared a personal story about finding the right preschool for her son with Down syndrome and highlighted the need for a mindset shift among educators and administrators. She emphasized the importance of providing resources and TA to support inclusive practices. Williams also discussed the current state of inclusive education in different states and the need for implementation and accountability.
The Nov. 30 podcast featured Lori Miranda from the Palm Beach Public Schools.
The series is a partnership between ECTA Center and Think Inclusive. The Maryland Coalition for Inclusive Education produces Think Inclusive and works to build bridges between families, educators, and people with disabilities to advocate for inclusive education.
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Connect with OSEP Online
Want to connect with OSEP? We have many opportunities for you!
Learn More about OSEP
OSEP is leading the nation's efforts to improve outcomes for children with disabilities from birth through age 21, and their families, ensuring access to fair, equitable, and high-quality education and services. Our vision is for a world in which individuals with disabilities have unlimited opportunities to learn and lead purposeful and fulfilling lives.
Visit these sites to learn more about OSEP, state educational agencies (SEAs), and OSEP-funded TA Centers.
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OSEP Home Page: Find the OSEP landing page on the ED website.
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Federal and State Contacts: Find general overview information about federal and state contacts, including links to state special education departments and state early intervention and early childhood special education programs.
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IDEA by state: Find your state educational agency’s contact information on file with ED and OSEP’s contacts for your state.
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Resource Centers: Learn about the types of centers funded by ED and OSEP that are relevant to the IDEA.
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OSEP IDEAs That Work: Find federal resources for stakeholders and grantees.
If you have questions or comments, please send them to Dr. Josiah Willey at josiah.willey@ed.gov.
This newsletter may reference and contain links to external sources. The opinions expressed in these sources do not reflect the views, positions, or policies of the Department Education, nor should their inclusion be considered an endorsement of any private organization.
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