On October 4, 2022, the U.S. Office of Special Education Programs (OSEP) sent a letter to state directors of special education. The letter declared that federal special education law requires K-12 special education teachers to hold a bachelor’s degree and be fully certified to teach special education. The letter further stated that special education teachers and Specialized Instructional Support Personnel (SISP) may not have their certification or license requirements waived on an emergency, temporary, or provisional basis. In addition, teachers participating in alternate routes to obtain special education certification must follow certain requirements to be in compliance with federal rules.

Currently, schools must address severe staff shortages in special education. In response, some states are passing legislation and enacting policies to remove some teacher requirements to fill staff vacancies in the area of special education, but the OSEP letter warns that, according to the Individuals with Disabilities Education Act (IDEA), states must make sure that special educators are adequately prepared and trained. 

For more information from K-12 Dive, click here.

According to guidance from the American Academy of Pediatrics (AAP) released Sept. 26th, schools should not send students home or keep them away from school due to a case of head lice — the annoying but not dangerous tiny, wingless insects that feed off the blood in the human scalp. In fact, “no-nit” policies that forbid an infected student from returning to school could violate students’ civil liberties and create psychological stress.

When cases of head lice are identified in schools, AAP advises confidentiality due to the stigma that having head lice can bring to a student and family. The infected child’s caregivers should be notified by phone or through a note sent home with the student at the end of the school day with recommendations for prompt and proper treatment. 

Head lice screening programs in schools have not been proven to reduce the incidence of head lice in schools, are not cost-effective, and may stigmatize children suspected of having head lice, the AAP guidance says. Instead, schools should increase understanding and management in the community, including communicating that head lice is not a public health hazard, an indication of poor health, or responsible for spreading any disease.
The AAP guidance, an update from 2015, aligns with recommendations from the Centers for Disease Control and Prevention (CDC) and the National Association of School Nurses (NASN). Previous AAP guidance also discouraged the exclusion of infected children from school, but the new recommendations share newer, safer topical treatments and describe the drawbacks of certain school head lice policies.

To access the AAP guidance document, click here.

Links to head lice guidance from AAP, CDC, and NASN can be accessed on the PAPSA website under the “Resources” drop-down and clicking on “Downloads” or by clicking here.

For more information from K-12 Dive, click here.

Source: K-12 Dive

The U.S. Department of Education (USDE) is examining how it can advance equity in the programs it administers.

The Office of Special Education Programs (OSEP) monitors states’ compliance with the Individuals with Disabilities Education Act (IDEA) to ensure that states provide early intervention services for infants and toddlers with disabilities and the free appropriate public education (FAPE) of children with disabilities.

To accomplish this task, OSEP has developed the Results Driven Accountability (RDA) system. Using this framework, OSEP examines both the educational results and outcomes for children with disabilities in each State as well as how a State is meeting the compliance requirements of IDEA.

Each year, OSEP reviews the State Performance Plan/Annual Performance Report (SPP/APR), information obtained through monitoring visits, and any other publicly available information to determine how well each State meets the requirements of the IDEA. States are assigned one of the following categories:

• Meets requirements and purposes of the IDEA;
• Needs assistance in implementing the requirements of Part B or Part C of the IDEA;
• Needs intervention in implementing the requirements of Part B or Part C of the IDEA; or
• Needs substantial intervention in implementing the requirements of Part B or Part C of the IDEA.

As noted in this year’s determination letters, and consistent with the Executive Order 13985 on Advancing Racial Equity and Support for Underserved Communities Through the Federal Government, ED is examining how the 2023 determinations process can promote equity. Specifically, we are considering whether and how to use data from the current SPP/APR that can be seen in the Part B and Part C measurement tables, data from the current IDEA 618 data collections, and other publicly available data. For example, OSEP is thinking about how to consider and weight data when making determinations in a manner that accurately represents the implementation of IDEA and results for historically marginalized populations.

USDE recognizes that the determinations process is complex, and we welcome suggestions for improvements and innovative solutions.

Anyone wishing to share feedback should email [email protected] and include “Determinations Feedback” in the subject line. Feedback should be submitted by Sept. 30, 2022. USDE will not respond to individual comments but will consider any feedback submitted by Sept. 30, 2022.

On August 25, 2022, the U.S Department of Education (USDE) released a back-to-school checklist for parents and families. The checklist, part of the USDE’s updated back-to-school resource site, will help parents, caregivers, and families engage with local school and district leaders about how they are supporting students as they recover from the impacts of the pandemic. This checklist elevates key evidence-based practices for supporting students’ learning and mental health, and ensuring the safety of students and staff, which districts are encouraged to implement using American Rescue Plan and other COVID relief funds.

This back-to-school ARP checklist also recognizes 15 promising examples of how states and school districts across the country are already using federal ARP funds to support students and to staff schools. Through the ARP, the Biden-Harris Administration provided states and school districts with $130 billion to help students recover, succeed, and thrive. The checklist will serve as a resource for parents, caregivers, and families to have an open dialogue with their school community about these critical funds. To foster transparency and community engagement, the ARP requires states, local districts, and public charter schools to have meaningful stakeholder engagement and publicly post their planned use of ARP dollars. This checklist can support those efforts.

“A new school year brings new beginnings, and today I am encouraging schools and families to reach a new level of communication and transparency to make sure our students and educators are getting the supports they need,” said Secretary Miguel Cardona. “The checklist offers a starting point for parents, caregivers, and families to have meaningful discussions with school leaders about how they are supporting students, including with American Rescue Plan funds. The checklist can kickstart conversations about the services and supports that children can benefit from in this new academic year and beyond.”

Secretary Cardona joined a press call with White House officials, members of Congress, and local educators whose districts are among those being featured in order to encourage parents and families to use this checklist and discuss how the ARP is providing unprecedented resources for a successful and safe school year.

The checklist is broken into four categories:
-Student learning
-Addressing the needs of the whole child
-COVID-19 health and safety
-Engaging families

To access the checklist, check here.