On November 11, 2022, the U.S. Office of Special Education and Rehabilitative Services (OSERS) sent a letter to state special education directors focusing on the needs of “highly mobile children” and stating that schools need to provide “timely and expedited evaluations and eligibility determinations” for such students that are also suspected of having a disability that impacts their learning. The letter is intended to help to ensure the educational stability of highly mobile students with disabilities and defines highly mobile children as those who are connected with military families, or are migratory, homeless, or in the foster care system. 

The eleven page letter was the OSERS response to concerns from stakeholders and includes resources regarding response to intervention (rti) approaches before an evaluation is complete, as well as the use of comparable special education services for students new to a school district.

Students who move frequently, particularly those with disabilities, can face challenges such as difficulty communicating their needs to school personnel unfamiliar to them.

To view the letter, click here.

Source: K12 Dive

On November 8, 2022, the National Association of Pupil Services Administrators (NAPSA) joined 41 other national organizations in signing on to a letter supporting the EDUCATORS for America Act (S 3360/HR 6205), which would invest in and revitalize federal educator preparation programs. That has been sent to all members of the US Congress.

The letter states that there were an estimated100,000 classrooms in 2018 staffed by instructors who did not complete some type of educator preparation program (Learning Policy Institute). Also, despite the increased need for PK-12 teachers, the number of students completing bachelor’s degrees in education has been in decline over the last two decades (AACTE), and this shortage has been exacerbated by the pandemic.

In answer to these challenges, the bill ensures that students are taught by fully licensed teachers and authorizes $500 million annually for grants to support states in developing and implementing a statewide strategy for meeting their educator workforce needs, including ensuring an inclusive and equitable workforce that supports the recruitment, preparation, and retention of populations that are underrepresented in the field of education. This includes teachers of color, first generation college students, and teachers with disabilities.

To read the letter in its entirety, click here.

Those in support of the bill can use an action alert to urge members of Congress to co-sponsor the EDUCATORS for America Act. Access the alert at: https://aacte.org/policy-and-advocacy/action-alerts/educators-for-america/

Note: NAPSA is the parent organization for PAPSA and advocates in our nation’s capitol in support of pupil services. You can support these efforts by joining NAPSA through a discounted joint membership. For more details, contact the NAPSA office at [email protected].

On October 24, 2022, the US Department of Education (USDE) released the results of the National Assessment of Educational Progress (NAEP). The scores are based on tests administered in early 2022 and show declines for fourth and eighth grades in both reading and math for the majority of states. In fact, average national reading scores in 2022 reverted back to levels last seen in the 1990s, and math scores saw the largest declines ever recorded for that subject. All told, the average math score for fourth grade students dipped 5 points since 2019 (i.e., from 241 to 236) and the average score for eighth graders decreased 8 points (i.e., from 282 to 274). The average reading score fell by 3 points in both grades as compared to 2019 scores. 

The alarming results prompted U.S. Education Secretary Miguel Cardona to state, “Results in today’s Nation’s Report Card are appalling and unacceptable…This is a moment of truth for education.” 

National Center for Education Statistics (NCES) Commissioner Peggy Carr stated that  historically drops have only been by a couple of points, but declines of eight points are especially troubling. She also said she had expected a steeper decline in math than in reading, since parents are more comfortable teaching their children reading than math at home. 

For more from K-12 Dive, click here.

On October 5, 2022, the U.S. Department of Education (USDE) and the U.S. Department of Health and Human Services (HHS) issued a joint Dear Colleague letter warning school district special education directors, Individuals with Disabilities Education Act (IDEA) coordinators, and Head Start grant recipients s that delayed evaluations and placement concerns could violate the IDEA.

The letter states that initial special education evaluations are being delayed, and special education services included in individual education plans are not being implemented fully or in a timely manner for children with disabilities in Head Start, especially since the pandemic began.

In addition, the letter states that data collected shows educational placement decisions are not always being made in accordance with the Least Restrictive Environment (LRE) requirement under the IDEA. The letter also emphasizes that young children with disabilities and their families have been disproportionately affected by service disruptions, as well as socioeconomic challenges and that no part of IDEA has been waived. Thus, school districts and their partners must provide special education and related services to eligible preschool-aged children with disabilities.

Further, separate but related guidance released alongside the Dear Colleague letter states that, “Additionally, families and providers continue to express concern and frustration with delays and inconsistencies in identification and evaluation processes, service delivery in inclusive programs, and transition into different services, as well as the expectations programs have for their child.” The guidance document thus urges state and local leaders to prioritize creating memorandums of understanding to spell out how they will collaborate on a “seamless and coordinated inclusive system.” 

Click to access the joint Dear Colleague letter.

Click to access the guidance document.

For more from K-12 Dive, click here.