CAP Survey Finds Variety of Communication Methods Most Effective to Strengthen the School-Home Partnership

A survey released last week by the Center for American Progress (CAP) compares parent, teacher, and school leader perspectives on family-school communication. The survey finds that when schools use multiple methods of communication, they have greater success in reaching parents and improving family engagement.

Increased parent and family engagement through frequent and consistent communication benefits multiple areas, including:

better parental attitudes about their children’s education,
improved academic experiences for the students,
better student outcomes in academics and behavior, and
higher ratings for schools on measures of climate and culture.

While there are differences in the frequency and importance of different types of information, parents reported finding the most value in individualized information, particularly about their student’s achievements. CAP’s report also provides policy recommendations, including information on maintaining Title I Parent Engagement funds and providing technical assistance to develop parent engagement.

To read CAP’s survey analysis, go here.

March 3, 2020March 2, 2020

Staying Current with Special Education Law

The Lehigh University Special Education Law Symposium will be held on our beautiful campus in Bethlehem, Pennsylvania June 21–26. Featuring a keynote by OSEP director Laurie VanderPloeg, eight “hot topic” sessions by paired attorneys for a dual perspective, and a culminating comprehensive update from Professor Perry Zirkel, this year’s symposium promises to be the best ever in this nationally prominent program. Click here for complete information.

February 25, 2020

Take Action Now!!

Join CEC and take action now on the follow issues affecting students needing special education services.

Reauthorize the Higher Education Act

Address the educator shortage crisis

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The U.S. Senate is currently negotiating a reauthorization of the Higher Education Act (HEA). HEA governs federal policy on higher education. Major provisions of HEA include grant and loan programs such as Pell and TEACH Grants; grants to institutions for educator preparation programs; access and affordability of higher education, such as the TRIO and GEAR UP programs, and more. These programs influence the educator pipeline and directly impact schools and classrooms. HEA was last reauthorized in 2008 and is the top education priority for Congress this year.

FY 2021: Support Students with Exceptionalities; Oppose Cuts to Public Education.

Boost funding for special and gifted/talented education to make sure all students can thrive.

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On Monday, the Trump Administration released its proposal for Fiscal Year (FY) 2021 spending. Overall, the budget proposal cuts the Department of Education (ED) by $6.4 billion, or 8.4 percent. The budget also includes $5 billion for proposed Education Freedom Scholarships, or tax credits for vouchers that could be used toward private school tuition.

Special education funding was largely untouched in the ED budget. Aside from a $100 million increase (equal to less than one percent) to the Individuals with Disabilities Education Act (IDEA), all programs authorized under the IDEA were level funded. With diminishing spending power from year to year, level funding equates to a cut roughly equal in size to the inflation rate.

In the last three years, attempts by the Administration to make significant cuts to ED and to divert public funds to a private school voucher program have been unsuccessful. Rather, Congress, which has the ‘power of the purse,’ has sustained and/or incrementally grown critical programs at the Department. Much of the credit for Congress’s actions goes to grassroots advocacy. Voices like yours have made an important difference as appropriators make decisions about annual spending. Please join CEC in supporting public education through this letter-writing campaign.

For more information on how to take action and to sign up for CEC’s legislative alerts, visit CEC’s Legislative Action Center (LAC) website.

February 25, 2020

Department of Education Releases Annual IDEA Report to Congress

On Tuesday, the U.S. Department of Education issued the 41st Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act (IDEA).

Since its enactment, IDEA has required an annual report to inform Congress and the public about implementation of the law in four main domains:

providing a free and appropriate public education (FAPE) for students with disabilities and early intervention for infants and toddlers,
ensuring that the rights of students with disabilities and their parents are upheld,
assisting states and localities to provide IDEA services to all students with disabilities, and
assessing the effectiveness of efforts to provide IDEA services.

Key findings [from 2017 state-reported data] include:

93.2 percent of special education teachers providing special education and related services for students aged 3 through 5 were highly qualified.
91.9 percent of special education teachers providing special education and related services for students aged 6 through 21 under IDEA Part B were highly qualified.
94.9 percent of students ages 6 through 21 served under IDEA Part B were educated in the regular classroom for at least some portion of the school day.

To view the full report, go here.

February 24, 2020

Hot Topic: Rescheduled

Hot Topic Flyer with Date Changes

February 3, 2020January 25, 2020

Hot Topic Series: Related Services

Session One – Defining types of services SLP, OT and PT’s provide-Click to register

Direct
Related
SAS
SSP/Consultation
Professional Development:

For Related Service providers
Related Service providers to teachers/paras

Session Two – Caseloads and What to Know about Eligibility-Click to register

How are decisions being made as to who is being qualified for services?
Is it consistent across buildings and programs?
Has your department discussed/agreed upon some guidelines for qualifying students?
Do your service providers consider the three prongs?
Does the support require the expertise of a related service provider – are they the only one that can provide the support?
How do you embed Related Services into general education and special education?

Session Three – Accountability-Click to register

How are you monitoring caseloads?
SLPs – evals, case manager, re-evals
Progress Reporting?

January 31, 2020March 20, 2020

U.S. ED Provides Technical Assistance Webinar on Restraint and Seclusion

On January 17, 2019, Secretary of Education Betsy DeVos announced an initiative to examine the possible inappropriate use of restraint and seclusion in our nation’s schools. As a part of this initiative, the Office for Civil Rights has partnered with the Office of Special Education and Rehabilitative Services to support teachers, school leaders, parents, and stakeholders as they work to address the behavioral needs of children with disabilities.

One primary component of the Department’s initiative has focused on providing technical assistance to support schools in understanding how Section 504, Title II, and the Individuals with Disabilities Education Act (IDEA) informs the development and implementation of policies governing the use of restraint and seclusion.

To this end, OCR and OSERS are pleased to present the following webinar, Students with Disabilities and the Use of Restraint and Seclusion in K-12 Public Schools, as technical assistance to both support children with disabilities — and support the needs of those within school systems serving students.

We hope that you will find this tool to be a helpful resource and valuable technical assistance on how federal laws apply to the use of restraint and seclusion. OCR and OSERS will continue to seek ways to support schools to improve outcomes for children with disabilities and ensure access to technical assistance and available resources. READ MORE

January 30, 2020March 20, 2020

Zirkel’s Legal Alert

This month’s update concerns issues that were subject to recent, unpublished federal court decisions of general significance: (a) liability for money damages under the IDEA, and (b) the reverse effect of general education interventions on IDEA child find and eligibility. For further examination of both of these issues, see perryzirkel.com.

January 29, 2020January 25, 2020