Washington Update

Laurie VanderPloeg

Director, OSEP

June 19, 2019

OSEP Mission

OSEP is dedicated to improving results for infants, toddlers, children, and youth with

disabilities ages birth through 21 by providing leadership and financial support

to assist states and local programs to provide comprehensive services under the Individuals with Disabilities Education Act

(IDEA)

• OSEP Priorities

• Rethink RDA

• Attract, Prepare, Retain

• Dissemination

• Mental Health

OSERS

O F F I C E O F S P E C I A L E D U C A T I O N A N D R E H A B I L I T A T I V E S E R V I C E S

U . S . D E P A R T M E N T O F E D U C A T I O N

R E T H I N K

Improve early childhood, educational, and employment outcomes and raise expectations for

all people with disabilities, their families, their communities, and the nation.

OSERS FRAMEWORK

It’s time to rethink how we’re serving students with disabilities and their families

OSERS

O F F I C E O F S P E C I A L E D U C A T I O N A N D R E H A B I L I T A T I V E S E R V I C E S

U . S . D E P A R T M E N T O F E D U C A T I O N

R E T H I N K

OSERS will rethink anything and everything to ensure that we are in the best position to achieve our mission.

• Address deeply embedded and complex issues

• Question systems that do not facilitate the kind of improvement we know is necessary

• Confront structures that limit opportunities for individuals with disabilities

• Change policies and practices that put the needs of a system over the needs of the individual

• Challenge mindsets that appear intent on preserving the status quo

Improve early childhood, educational, and employment outcomes and raise expectations for

all people with disabilities, their families, their communities, and the nation.

O S E R S

Office of Special Education and Rehabilitative ServicesU.S. Department of Education

PARTNERSHIP FLEXIBILITY

SUPPORT

Improve early childhood, educational, and employment outcomes and raise expectations

for all people with disabilities, their families, their communities, and the nation.

RETHINK

SUPPORTOSERS will support states in their work to raise expectations and improve outcomes for individuals with disabilities:

• Demonstrate commitment to high expectations for each individual with a disability

• Provide differentiated support to states based on their particular needs

• Continuously improve our systems to support states

OSERSImprove early childhood, educational, and employment outcomes and raise expectations for

all people with disabilities, their families, their communities, and the nation.

O F F I C E O F S P E C I A L E D U C A T I O N A N D R E H A B I L I T A T I V E S E R V I C E S

U . S . D E P A R T M E N T O F E D U C A T I O N

R E T H I N K

FLEXIBILITYOSERS will provide states flexibility, within the constructs of the law, in implementing their programs to raise expectations and improve outcomes for individuals with disabilities:

– Acknowledge that states are in the best position to determine implementation of their programs

– Empower states to implement allowable flexibilities and to pursue innovation

– Attend to our appropriate federal role and avoid overreach

OSERSImprove early childhood, educational, and employment outcomes and raise expectations for

all people with disabilities, their families, their communities, and the nation.

O F F I C E O F S P E C I A L E D U C A T I O N A N D R E H A B I L I T A T I V E S E R V I C E S

U . S . D E P A R T M E N T O F E D U C A T I O N

R E T H I N K

PARTNERSHIPOSERS will partner with parents and families, and diverse stakeholders to raise expectations and improve outcomes for individuals with disabilities:

– Value the unique and diverse perspectives and expertise of parents and other stakeholders

– Engage with parents and other stakeholders through meaningful and effective collaboration

– Learn from individuals with disabilities and those closest to the individual as we rethink how to best serve them

OSERSImprove early childhood, educational, and employment outcomes and raise expectations for

all people with disabilities, their families, their communities, and the nation.

O F F I C E O F S P E C I A L E D U C A T I O N A N D R E H A B I L I T A T I V E S E R V I C E S

U . S . D E P A R T M E N T O F E D U C A T I O N

R E T H I N K

O S E R S

Office of Special Education and Rehabilitative ServicesU.S. Department of Education

To improve early childhood, educational, and employment outcomes and raise expectations for

all people with disabilities, their families, their communities, and the nation.

Value the unique and diverse perspectives and

expertise of parents and other stakeholders

Engage with parents and other stakeholders

through meaningful and effective collaboration

Learn from individuals with disabilities and

those closest to the individual as we

rethink how to best serve them

OSERS will partner with parents and families, and diverse

stakeholders to raise expectations and

improve outcomes for individuals

with disabilities

PARTNERSHIP

Acknowledge that states are in the best

position to determine implementation

of their programs

Empower states to implement allowable

flexibilities and to pursue innovation

Attend to our appropriate federal

role and avoid overreach

OSERS will providestates flexibility, within the constructs of

the law, in implementing their programs

to raise expectations and improve

outcomes for individuals

with disabilities

FLEXIBILITY

Demonstrate commitment to high expectations for each individual with a disability

Provide differentiated support to states based on their particular needs

Commit to continuous improvement of our systems

to support states

OSERS will support states in their work to raise expectations and improve

outcomes for individuals with disabilities

SUPPORT

RETHINK

Results-Driven Accountability

Components of RDA• State Performance Plan/Annual Performance

Report, including the State Systemic Improvement Plan

• Annual Determinations– Meets Requirements

– Needs Assistance

– Needs Intervention

– Needs Substantial Intervention

• Differentiated Monitoring and Support

Differentiated Monitoring and SupportOSEP develops a comprehensive plan, individualized for each State, based on a risk assessment rubric that includes:

• Evaluation of the SSIP

• Review of SPP/APR indicators

• Review of State’s fiscal policies, procedures and practices

Supp

Supports to States and Districts to Improve Results

for ALL Students

Attract, Prepare, Retain Effective Educators for ALL

3 Symposia’s

Focus Groups

Summit

Other Collaboration

• RSA – VR – Pre-ETS

• OESE - Charter Schools

• OS - Private Schools – Equitable Services

• OCTAE - Career and Technical Education – Apprenticeships, Credentialing, etc.

OSEP Resources: IDEA Website

IDEA Website: Search Letters and Documents

GRADS 360

OSEP IDEAs That Work

National Center on Improving Literacy (NCIL)

https://improvingliteracy.org/

Universal Products

• 9 Ask an Expert responses

• Interactive State of Dyslexia Map

• 11 Improving Literacy Briefs and Infographics

• Over 60 entries in the Learning Literacy Glossary

• Over 800 vetted resources included in the Resource

Repository

National Center on Improving Literacy (NCIL)

https://improvingliteracy.org/

Target Resources for Families• Ask & Answer Modules

• “Supporting Your Child’s Literacy Development at Home” Tutorial

IRIS Centerhttps://iris.peabody.vanderbilt.edu/

School & District Platform• Administrative Dashboard allows school leaders to:

• Select topics and assign modules to staff

• Track progress by school, module, or completion status

• Send email reminders

• Download data for accountability purposes

Micro-credentials• Provide information on discrete skills

• Teachers submit artifacts to display skills

• Assessors determine skill proficiency

• Digital badges document skill acquisition

IRIS Centerhttps://iris.peabody.vanderbilt.edu/

• New Release! Fundamental Skill Sheets• Describe/illustrate basic instructional and behavioral practices (i.e., behavior-specific

praise, choice making, proximity control, high-probability requests, wait-time)

• Contain video examples and non-examples of implementation

• Coming Soon! IRIS CORE Content Units• A collection of multiple digital units, written by top experts, which are:

• Comprehensive enough to cover an entire academic semester

• Organized sequentially and scaffolded to create a coherent, yet flexible, framework

• Reliable, as you’ve come to expect from IRIS

• Engaging to use through multi-media elements like videos and interactive practice opportunities

Increasing Time, Instructional Effectiveness, Engagement, and State Support for Inclusive Practices for Students with

Significant Cognitive Disabilities (TIES) Center

https://tiescenter.org

• Hub for information and

resources that will

support the inclusion of

students with significant

cognitive disabilities in

inclusive settings.

• Includes high-quality

universally-designed

curriculum and instructional resources.

Center for Parent Information and Resources (CPIR)

http://www.parentcenterhub.org/

Parentcenterhub.org/pbs-fba-bip-discipline-resource-collection/

ResourcesIDEA Website

https://sites.ed.gov/idea/

OSEP IDEAs That Work

https://osepideasthatwork.org/

OSEP Monthly Newsletter

https://public.govdelivery.com/accounts/USED/subscriber/new?topic_id=USED_137

Early Learning Website and Newsletter Sign Up

www.ed.gov/early-learning