First Commiss of Spec Ed

May 26, 2006

May 18, 2005-Washington DC--Edward J. Kame'enui, an international authority on learning problems and special education, has been named the nation's first commissioner for special education research. He will lead the National Center for Special Education Research, a newly established office within the Institute of Education Sciences (IES)—the research, evaluation and statistical arm of the U.S. Department of Education. The center was established by Congress in the 2004 reauthorization of the Individuals with Disabilities Education Act (IDEA).
 
"We are so pleased to have someone with Ed Kame'enui's background and considerable skills fill this key position," said Grover "Russ" Whitehurst, IES director. "In establishing this center, Congress charged us with sponsoring research to expand knowledge and understanding of students with disabilities in order to improve their education results, and Ed is uniquely qualified to lead that effort."
 
A native of Hawaii, Kame'enui began his special education career in 1971 as a teacher and houseparent at a Wisconsin residential treatment center for children identified with serious emotional and behavioral problems. He comes to IES from the University of Oregon, where he has been a faculty member for the past 17 years. In the mid-1980s, Kame'enui was a professor of special education at Purdue University, and he served one year as a research specialist and project officer in the Office of Special Education and Rehabilitative Services in the U.S. Department of Education.
 
Kame'enui earned a bachelor of arts degree at Pacific University in Oregon and a master's degree and Ph.D., both in special education, at the University of Oregon. He is a widely traveled lecturer on reading and learning disabilities, the author or coauthor of more than a dozen textbooks and more than 100 scholarly articles and book chapters.
 
The National Center for Special Education Research is one of four centers within IES, an independent arm of the U.S. Department of Education, established by the Education Sciences Reform Act of 2002. The other three centers are the National Center for Education Research, the National Center for Education Statistics, and the National Center for Education Evaluation and Regional Assistance.
 
The new National Center for Special Education Research will sponsor rigorous research aimed at improving education results and services for students with disabilities, and will evaluate the implementation and effectiveness of the Individuals with Disabilities Education Act.
 
 
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Spelling Announces New Guidelines

May 26, 2006

Spellings Announces New Special Education Guidelines, Details Workable, "Common-Sense" Policy to Help States Implement No Child Left Behind

Guidelines reflect the latest scientific research to help students with disabilities

States continue to be accountable for results of all students

U.S. Secretary of Education Margaret Spellings has announced the details of a new No Child Left Behind policy designed to help states better assist students with disabilities, and pledged to continue working with states to ensure they have the flexibility needed to raise student achievement. The guidelines follow up on the Secretary's announcement last month to chief state school officers that she would provide states with additional alternatives and flexibility to implement No Child Left Behind.

The new guidelines reflect the latest scientific research that shows 2 percent of students with academic disabilities can make progress toward grade-level standards when they receive high-quality instruction and modified assessments. Under the new flexibility option announced today, eligible states may adjust their state-set progress goals to reflect the need for modified assessments; this is a separate policy from the current regulation that allows up to 1 percent of all students being tested (those with the most significant cognitive disabilities) to take an alternate assessment.

"There is a new equation at the Department of Education: the 'bright-line' principles of No Child Left Behind, such as annual testing and reporting of subgroup data, plus student achievement and a narrowing of the achievement gap, plus overall sound state education policies, equals a new, common-sense approach to implementation of the law. Today's special education guidance is the first example of this new approach," Secretary Spellings said.

"Under this policy, to be made final under a new rule, students with academic disabilities will be allowed to take tests that are specifically geared toward their abilities, as long as the state is working to best serve those students by providing rigorous research-based training for teachers, improving assessments and organizing collaboration between special education and classroom teachers," Secretary Spellings continued. "If you stand up for the kids and provide better instruction and assessment, we will stand by you.

"Recent research from the National Institutes of Health indicates clearly that good instruction actually improves how the student learns. New evidence-based instructional programs geared toward the needs of individual children are opening educational doors for students who never before had a chance to succeed academically. Recent advances in medical interventions also hold considerable promise for many of our students with the most significant disabilities."

The new guidelines outline the process for how eligible states can implement this new policy in the short term until the Department issues final regulations on the policy.

Short-Term Options

States that meet the eligibility guidelines can adjust their 2005-06 school year state-set progress goals (Adequate Yearly Progress, or AYP) for students with disabilities, based on the 2004-05 school year assessments. This option applies only to schools or districts that did not make AYP based solely on the scores of its students with disabilities subgroup. Eligible states that currently assess students based on modified achievement standards will be able to use those assessments for AYP calculations this year. Only states that intend to develop modified achievement standards and assessments are eligible for short-term flexibility.

The eligibility guidelines include:

Each state must meet Title I and IDEA requirements that are directly related to achievement and instruction for the full range of students with disabilities, including:

Statewide participation rates for students with disabilities, for purposes of measuring AYP, must be at or above 95 percent;

Appropriate accommodations must be available for students with disabilities
Alternate assessments in reading/language arts and mathematics must be available for students with disabilities who are unable to participate in the regular assessment, even with accommodations, and results from those assessments must be reported; and

The state's subgroup size for students with disabilities must be equal to that of other student groups.

Each state would request to amend their accountability plan and provide details on their actions taken to raise achievement for students with disabilities, and evidence that such efforts are improving student achievement.

Long Term Policy

The Department is working on a regulation to implement the new policy and will release a notice of proposed rulemaking to seek comments from local school districts, parents and others before finalizing a regulation.

The goal of the regulations is to:

Ensure that states hold these students to challenging, though modified, achievement standards that enable them to approach, and even meet, grade-level standards;

Ensure access to the general curriculum to ensure students are taught to the same high standards;

Measure progress with high-quality alternate assessments so parents are confident that their students are learning and achieving;

Provide guidance and training to Individualized Education Program (IEP) teams to identify these students properly; and

Provide professional development to regular and special education teachers.

States must continue meeting the requirements of NCLB related to students with disabilities.

To increase the state's ability to provide rigorous assessment, instruction, and accountability for students with disabilities, the Department of Education will direct $14 million to improve assessments, help teachers with instruction, and conduct research for students with disabilities who are held to alternate and modified achievement standards in 2005. Additional funds will be directed in 2006.

No Child Left Behind is the bipartisan landmark education reform law designed to change the culture of America's schools by closing the achievement gap among groups of students, offering more flexibility to states, giving parents more options and teaching students based on what works. Under the law's strong accountability provisions, states must describe how they will close the achievement gap and make sure all students, including those with disabilities, achieve academically.

More information about the new policy and the No Child Left Behind Act is available at www.ed.gov.

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School Readiness

May 26, 2006

May, 2005--WASHINGTON, D.C. – House education committee leaders introduced legislation that would introduce greater competition into the federal Head Start early childhood program and use it to strengthen school readiness, increase the role of states and local communities in Head Start, and protect children and taxpayers against the abuse and mismanagement of federal Head Start funds. 

The bill, the School Readiness Act of 2005 (H.R. 2123), will strengthen the academic components of Head Start and remove barriers that hinder coordination between Head Start and successful state-run early childhood initiatives – major priorities for President George W. Bush.  The bill will reauthorize the Head Start program for five years.

The bill comes on the heels of a widely-publicized report by the independent Government Accountability Office (GAO) that warned the financial control system in Head Start is flawed and failing to prevent multi-million dollar financial abuses that cheat poor children, taxpayers, and law-abiding Head Start operators.  The independent GAO report, released March 18, 2005 , found that financial management weaknesses in Head Start are resulting in diminished services for disadvantaged children, and recommended that the federal government take steps to “recompete grants that are currently awarded to poorly performing grantees.”

“This legislation will increase competition for Head Start grants, increase the role of states and local communities, and help to ensure federal Head Start funds are used for their intended purpose: preparing disadvantaged children for kindergarten,” said House Education and the Workforce Committee Chairman John Boehner (R-OH).  “We want to make sure the many quality Head Start operators around the country are supported, and the bad apples are replaced with good ones worthy of the children they serve.”

“The goal of Head Start is to provide children a solid foundation that will prepare them for success in school and later in life, a goal we kept in mind while drafting the Act.  The legislation we introduced today emphasizes that every child, regardless of their economic status, should have the best chance possible to thrive.  We believe this legislation offers a variety of provisions that will help Head Start programs across the nation become exemplary programs with proven results in both helping students to learn and grow and in the administration of the programs.  I think what we have here is a program that we all can feel confident will achieve the goals it sets out to achieve,” said Education Reform Subcommittee Chairman, Mike Castle (R-DE).

IMPROVED STATE AND LOCAL COORDINATION IN ALL 50 STATES

“This bill takes a different approach to the state coordination issue than we took two years ago – an approach that will enable us to strengthen collaboration among Head Start and state and local early childhood initiatives in all 50 states,” Boehner noted, comparing the 2003 and 2005 versions of the School Readiness Act.  “I appreciate the input we’ve received this time from members on both sides of the aisle.  While important differences remain between Republicans and Democrats, I believe the dialogue has resulted in a better bill.”

MORE COMPETITION, MORE SAFEGUARDS AGAINST FINANCIAL ABUSE – AND NO NEW TESTING

Some highlights of the School Readiness Act of 2005 include:

More competition.  Local Head Start operators identified as having one deficiency or more during the five-year lives of their federal grants will be required to compete against other potential grantees when their grants come up for renewal.  Under current laws and regulations, such recompetition is too limited, the independent GAO has found.  The U.S. Secretary of Health & Human Services, who oversees the Head Start program, will retain the right to terminate a Head Start grant at any time during the five-year grant cycle.  Grantees that meet all requirements will be designated as “priority” grantees.

Improved disclosure and transparency of Head Start.  The bill will require all Head Start grantees to make available to the public an annual report detailing how money was spent, the sources from which funds were received, and how the agency has performed in terms of meeting the requirements of the law.  An independent financial audit will also be required annually.

Greater role for states.  In order to qualify to receive a federal Head Start grant, organizations will be required to have objectives in place for improving school readiness that are aligned with state-developed K-12 academic content standards.  In order to be considered “priority” grantees, organizations entrusted with federal Head Start funds will be required to utilize curricula that are aligned with state-developed K-12 academic content standards and based in proven scientific research.  Grantees that fail to meet this standard will be required to compete with other potential grantees and will face the possibility of losing their federal grants.

Greater role for local school districts.  In order to be considered “priority” grantees, organizations entrusted with federal Head Start funds will be required to demonstrate active partnerships with local educational agencies (local school districts) serving the same communities to facilitate smooth transitions to kindergarten for their students.  Grantees that fail to meet this standard will be required to compete with other potential grantees and will face the possibility of losing their federal grants.    

Better safeguards against financial abuse.  Head Start operators will be required to meet a range of financial disclosure requirements as a condition of receiving and keeping their federal Head Start grants.  Grantees will have to be overseen by a local governance board that provides direction and actively oversees all program activities, and will be required to document that they have strong fiscal controls in place, including the employment of a well-qualified chief financial officer with a history of successful management of a public or private organization.  Grantees will also have to maintain administrative costs that do not exceed 15 percent of total program costs.   

Improved teacher quality.  In order to be considered “priority” grantees, organizations entrusted with federal Head Start funds will be required to have a teaching staff of at least 50 percent with AA degrees.  Grantees that fail to meet this standard will be required to compete with other potential grantees and will face the possibility of losing their federal grants.   The percentage of Head Start staff nationwide required to have BA degrees will be increased to 50 percent.

No new testing.  Like its 2003 counterpart, the School Readiness Act contains no new testing provisions.  The legislation will strengthen the academic components of Head Start without adding additional tests or assessments.

Improved school readiness.   The bill will emphasize “what works” in preparing disadvantaged children for school.  It will strengthen Head Start’s academic standards by emphasizing cognitive development and the results of scientifically-based research in topics critical to children’s school readiness (including language, pre-reading, pre-mathematics, and English language acquisition).  The changes would be similar to those adopted with strong bipartisan support for President Bush’s Reading First and Early Reading First initiatives, established in the No Child Left Behind Act for K-12 education.  

BOEHNER COMMITTED TO ADDING FAITH-BASED HIRING PROTECTIONS ON HOUSE FLOOR

Boehner also said he is committed to adding language to the bill that will ensure faith-based organizations can compete for federal Head Start grants without surrendering their constitutionally-protected right to take religion into account in their hiring practices.  Committee Republicans have fought to restore this right for faith-based organizations in other federal laws such as the Workforce Investment Act and are committed to doing the same in Head Start, Boehner said.

“The faith-based hiring issue is an incredibly important issue that deserves an affirmative debate on the House floor.  I look forward to that debate, and I look forward to winning,” Boehner said.

Education Reform

May 26, 2006

May 2005--ST. PETERSBURG—U.S. Education Secretary Margaret Spellings called the movement toward high standards and accountability in our nation's schools a "quiet revolution" made possible by the passage of the No Child Left Behind Act.

In a speech to the Education Writers Association in St. Petersburg, Fla., Secretary Spellings cited the underlying aim of the law, asking, "Are we really serious about educating every child in America?" The vast majority of states, Spellings maintained, have answered in the affirmative.

"They are hard at work, helping students achieve. It's a 'quiet revolution'-an underreported revolution, I would add," Spellings said. "We have shed old attitudes and behaviors, confronted the truth, rolled up our sleeves and gotten down to work.

"And the work is paying off: in states such as North Carolina, Wisconsin, Massachusetts, Georgia, Illinois and New Mexico, to name just a few, students are achieving and the achievement gap is closing."

The decision by some to challenge the law and put classroom funds at risk, Spellings said, must be viewed in that light.

"The contrary actions of a couple of states and one union do not constitute a 'grassroots rebellion,'" Spellings said. "All 50 states-including, I would add, those now challenging the law-have accountability plans in place that have laid the foundation for continuous school improvement and real student achievement.

"The bottom line is that most respected, national education organizations are working with us to continue the unprecedented national progress that No Child Left Behind has begun. So are most states, 15,000 school districts and 96,000 schools across the nation."

Noting the historic nature of the law, which was passed over three years ago, Spellings said, "Never before in the 229-year history of our nation has the United States made a promise to provide all children with a high quality education."

She also reminded the writers of the declining student achievement levels and growing achievement gaps that have plagued many schools. "You've covered the studies," she said. "For too many students, a high school diploma has become little more than a 'certificate of attendance.' Millions of children have been given a seat in the classroom but not a meaningful and useful education.

"We must give them all a chance. It is the moral imperative of the 21st century."

Spellings argued that the achievement gap hurts all Americans, not just a few, by undercutting our leadership in the world.

"Students in this country lose interest in science and math as they advance through the educational system," Spellings said, while economic competitors such as China and India increasingly fill the gap.

"We must turn this around. I am optimistic after se

eing the nation's governors and respected business leaders such as Bill Gates come together and call for reform of our nation's high schools," Spellings said. "It's urgently needed, and it's something in which the president and I strongly believe."

The complete text of the Secretary's prepared remarks can be found at: http://www.ed.gov/news/speeches/2005/05/05062005.html

Reward Teachers

May 26, 2006

"We must treat our teachers like the professionals they are," U.S. Education Secretary Margaret Spellings told more than 300 educators and others attending the Milken Family Foundation National Education Conference today in Washington, D.C. "That means we must reward teachers who make real progress closing the achievement gap in the most challenging classrooms."

Spellings noted that the Milken National Educator Awards presented to teachers and principals at today's event offer the opportunity to reward educators for their hard work. "That's something we don't do often enough for teachers in this country. And it's something we must change if we want to realize the promise of No Child Left Behind," she said.

Citing studies that show the importance of strong teachers to a child's educational achievement, Spellings explained, "That's why No Child Left Behind requires that by 2006, every classroom must have a highly qualified teacher. The president's new budget includes almost $3 billion to help states meet this goal."

However, she noted that the students most in need tend to be taught by the least qualified teachers. Further, public school systems often do not reward those teachers willing to take on the hardest assignments: "Teachers with the skill and desire to close the achievement gap find themselves drawn away from the schools that need the most help. Many school systems even offer de facto incentives for teachers to leave these schools." Such a system often has "devastating results" for students who fail to learn and energetic teachers who find their dedication to help the most needy underused.

To address the problem, President Bush has proposed a new $500 million Teacher Incentive Fund, Spellings said. The fund will provide states with money to reward teachers who take the toughest jobs and achieve real results. Spellings noted that, according to a recent study by the bipartisan Teaching Commission, 76 percent of Americans and 77 percent of public school teachers supported incentive pay.

Under the program, states have the flexibility to design their own systems for rewarding teachers. A portion of the Teacher Incentive Fund would be reserved to help states and districts develop new performance-based teacher compensation systems that reward experience, results and hard work rather than credentials and seniority.

Spellings noted the success of the Denver public schools' pilot-program for performance-based pay. A study has found that student performance has improved under the program, and Denver voters are now considering making it permanent.

Spellings also credited the Milken Family Foundation's Teacher Advancement Program (TAP), which has benefited over 2,000 teachers in nine states since its inception, with advancing the issue of the importance of teacher quality. TAP encourages teachers to pursue professional development and mentoring, and rewards success.

In addition, Spellings noted that the nation's public schools will need to hire an estimated two million new teachers over the next decade. "The president's budget includes almost $100 million to help schools meet this demand, including $40 million for a new Adjunct Teacher Corps Initiative," Spellings explained. The Adjunct Teacher Corps Initiative would help recruit professionals, particularly in the fields of math and science, into teaching.

In closing, Spellings said, "We knew when we passed No Child Left Behind that the hard work of closing the achievement gap would fall on your shoulders. We also knew that you wouldn't want it any other way. You never give up on a child. It's the same hope that drew you to teaching in the first place. And it's the same spirit that will lead us to the promise of No Child Left Behind."

The full text of the secretary's remarks can be found at http://www.ed.gov/news/speeches/2005/04/04272005.html

Successful Head Start Programs Highlight Possibilities for Early Childhood Education Reform

May 26, 2006

WASHINGTON, D.C.(April 14, 2005) – Testifying today before the House Subcommittee on Education Reform, representatives of high quality Head Start early childhood programs described the strategies that have made them successful and outlined additional steps that could be taken at the federal level to make the program even stronger.  With Congress preparing to strengthen and reauthorize the Head Start program this year, today’s hearing offered valuable insight into what factors make up effective Head Start programs, and what weaknesses may prevent the program from reaching its full potential.

“For the better part of two years, this committee has been making the case that Head Start is a good program that can be made stronger.  Since 1965, the Head Start program has provided comprehensive health, developmental, and educational services to disadvantaged three and four-year olds.  Head Start involves parents and communities in helping prepare needy children to succeed in school and beyond,” said Subcommittee Chairman Mike Castle (R-DE). 

“Yet despite the many success stories in the program – and there are many – we have also heard troubling stories about program weaknesses,” continued Castle.  “The GAO recently released a report that warned the financial control system in the federal Head Start early childhood program is flawed and failing to prevent multi-million dollar financial abuses that cheat poor children, taxpayers, and law-abiding Head Start operators.”

During a hearing held by the Education and the Workforce Committee on April 5, the independent GAO testified on the findings of its recent report on weaknesses in the financial oversight structure for the Head Start program.  Among the recommendations highlighted by the GAO report was a call for increased competition to help weed out poorly performing programs and ensure disadvantaged children and families have access to high quality programs and services.

Witnesses before the subcommittee outlined additional steps that could help to strengthen Head Start, including strategies for improved coordination and integration of Head Start and other state and local pre-school and early childhood programs.  Committee leaders have recognized program integration as a key goal for enhancing services available to low-income children and their families.

Education and the Workforce Committee leaders have identified a number of characteristics common among exemplary programs.  These characteristics, displayed by the witnesses at today’s hearing, should be the rule for Head Start and not the exception, Republicans noted.  Exemplary programs should demonstrate success in multiple facets of their program, including strong parent involvement; success in improving child outcomes across all developmental domains; a language-rich learning environment; well-qualified staff and administrators; an engaged and well trained board of directors; clean financial audits and program reviews; and, full program enrollment.  Additionally, exemplary programs should secure community involvement and support, and when possible, integrate Head Start with pre-kindergarten and other early learning programs within the community.

On March 30, 2005, Education and the Workforce Committee leaders unveiled a new website seeking input from parents, teachers, and advocates for early childhood education on how to strengthen and improve the Head Start early childhood program.  The web-based survey also invites the public to share stories about exceptional Head Start programs and what has made them so effective.  The Head Start survey is available on the Education and the Workforce Committee website at http://edworkforce.house.gov.

Secretary Spellings Announces More Workable, "Common Sense" Approach To Implement No Child Left Behind Law

May 26, 2006

Secretary Spellings Announces More Workable, "Common Sense" Approach To Implement No Child Left Behind Law

U.S. Department of Education April 7th, 2005 - Secretary Spellings Announces More Workable, "Common Sense" Approach To Implement No Child Left Behind Law

Under a new approach to implementing the "No Child Left Behind" law, states will have additional alternatives and flexibility if they can show they are raising student achievement and closing the achievement gap, U.S. Secretary of Education Margaret Spellings announced today.  Secretary Spellings made the announcement during a meeting with the nation's state education chiefs and other education leaders at George Washington's Mount Vernon estate near Washington, D.C.

Secretary Spellings said the new guidelines, "Raising Achievement: A New Path for No Child Left Behind", are a comprehensive approach to implementing the law and she reiterated that "the bright lines of the statute" -- such as annual testing to determine student achievement, reporting results by student subgroups and highly qualified teachers -- are not up for negotiation.

"We have learned a lot over the last three years as our infant law has matured, and these past three years have helped us be smarter about how this law is working in the schools," Secretary Spellings said.  "These new guidelines show us the way forward given what we've learned.  They focus on results for all students, the fundamental mission of the "No Child Left Behind Act."

"States that show results and follow the principles of 'No Child Left Behind' will be eligible for new tools to help them meet the law's goals of getting every child to grade level by 2013-14.  It's a shared responsibility.

"Think of this new policy as an equation:  the principles of the law, such as annual testing and reporting of subgroup data, plus student achievement and a narrowing of the achievement gap, plus overall sound state education policies, equals a new, common sense approach to implementation of 'No Child Left Behind.'

"In other words, it is the results that truly matter, not the bureaucratic way that you get there.  That's just common sense, sometimes lost in the halls of the government."

"Raising Achievement: A New Path" includes the four key principles of "No Child Left Behind":

• Ensuring students are learning: Raising overall achievement and closing the achievement gap;
• Making the school system accountable:  Including all students in all schools and districts in the state; ensuring all students are part of a state's accountability system and are tested in reading and math in grades three through eight and once in high school by the 2005-06 school year;providing data on student achievement by subgroup;
• Ensuring information is accessible and parents have options: Informing parents in a timely manner about the quality of their child's school and their school choice options, identifying schools and districts that need to improve, developing a dynamic list of after-school tutors, encouraging public school choice and the creation of charter schools and creating easily accessible and understandable school and district report cards
• Improving teacher quality: Providing parents and the public with accurate information on the quality of their local teaching force, implementing a rigorous system for ensuring teachers are highly qualified and making aggressive efforts to ensure all children are taught by highly qualified teachers.
  

"This is a comprehensive approach to the implementation of this law," Secretary Spellings said.  "States seeking additional flexibility will get credit for the work they have done to reform their education systems as a whole.
"States that understand this new way of doing things will be gratified.  It makes sense, plain and simple.  Others looking for excuses to simply take the federal funds, ignore the intent of the law and have minimal results to show for their millions upon millions in federal funds will think otherwise and be disappointed."

Secretary Spellings announced that the first example of this "workable, sensible approach" would be to apply the latest scientific research and allow states to use modified assessments for their students with persistent academic disabilities who need more time and instruction to make substantial progress toward grade-level achievement.  These scores will be limited to 2 percent of all students for accountability purposes; this is a separate policy from the current regulation that allows up to 1 percent of all students being tested (those with the most significant cognitive disabilities) to take an alternate assessment.

"This new approach recognizes that these children should not all be treated alike.  By relying on the most current and accurate information on how children learn and how to best serve their academic needs, this new policy focuses on children.  They continue to be included in the accountability system because we know that otherwise, they risk being ignored, as was often the case before 'No Child Left Behind.'"

Secretary Spellings also announced that she was directing an additional $14 million in immediate support for these students and that the Department would provide states with a comprehensive tool kit to help them identify and assess students with disabilities.

"It's you -- the educators out in the states -- who are closing the achievement gap.  You're demanding more and getting more.  You're refusing to accept old excuses for poor performance.  Thanks to your leadership, we are seeing significant educational improvement on a national scale.  And as we continue to watch this law grow and mature, we will address other concerns raised by educators -- again, as long as the children are learning."

"No Child Left Behind" is the bipartisan landmark education reform law designed to change the culture of America's schools by closing the achievement gap among groups of students, offering more flexibility to states, giving parents more options and teaching students based on what works. Under the law's strong accountability provisions, states must describe how they will close the achievement gap and make sure all students, including those with disabilities, achieve academically.

More information about this announcement, including the Secretary's speech and fact sheets on the new policy and the "No Child Left Behind Act" is available at http://www.ed.gov.

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Head Start Reform

May 26, 2006

Education Committee Unveils Head Start Reform Website; Committee Seeking Public Input on Quality Head Start Programs & Strategies for Success

WASHINGTON, D.C. – Leaders of the U.S. House Committee on Education and the Workforce  unveiled a new website seeking input from parents, teachers, and advocates for early childhood education on how to strengthen and improve the Head Start early childhood program, including stories about exceptional Head Start programs, and what has made them so effective.  This year, Congress is expected to renew and reauthorize the Head Start program by increasing program accountability and helping to close the school readiness gap between Head Start children and their peers.  The Head Start survey can be found on the Education and the Workforce Committee website at http://edworkforce.house.gov.

“As Congress prepares to reauthorize the Head Start program, a primary goal will be to protect the many quality Head Start programs providing effective early childhood services to disadvantaged children across the country,” said Education and the Workforce Committee Chairman John Boehner (R-OH).  “The new Head Start survey invites public comment on exceptional Head Start programs that are leading by example, and seeks input on how the program as a whole can be made stronger.”

“As we work to improve a program that has already provided so many children with a jump start in life, we must figure out what works and what doesn’t.  This informal survey will enable the entire education community -- parents, teachers, students, administrators and other organizations -- to participate in the reauthorization process,” said Education Reform Subcommittee Chairman Mike Castle (R-DE).  “Good ideas become great ideas when we collaborate with each other and really brainstorm outside the box on how to improve the program so more disadvantaged students are able to benefit from this critical program.”

The new Head Start survey is similar to a web-based outreach effort used by the Education and the Workforce Committee during reauthorization of the nation’s special education law, the Individuals with Disabilities Education Act.  That effort resulted in thousands of public comments and suggestions, many of which were included in the bipartisan special education reform legislation signed into law by President Bush in December 2004.  Committee leaders are hopeful for similar success with the Head Start survey, which will serve as an important outlet to learn more about effective Head Start programs and the strategies that have made them successful.

For more information on efforts to strengthen and renew the Head Start early childhood program, please visit the Education and the Workforce Committee website at http://edworkforce.house.gov/issues/109th/education/headstart/headstart.htm.

Teacher to Teacher Initiative

May 26, 2006

Building on the success of last year’s teacher workshops, the U.S. Department of Education will again host a series of workshops for teachers and principals in the summer of 2005.  Some of the nation’s best teachers and researchers will share their strategies for raising student achievement and informing teachers of the latest, successful research-based practices.  The upcoming Teacher-to-Teacher Summer Workshops will be geared toward K-12 teachers and principals, and the subjects covered will be evenly distributed among elementary and secondary school instruction.  Breakout sessions will cover the content areas of literacy, reading, mathematics, science, history and the arts.  Additional sessions will be held on special education, English language learners, school leadership, the No Child Left Behind Act, using data effectively, federal grant writing, and teaching strategies that can enable all levels of students to improve academically.

The 2005 Summer Workshops are scheduled in these six cities on the following dates: Cincinnati, Ohio (June 20-22); Phoenix, Arizona. (June 27-29); Minneapolis, Minnesota (July 11-13); Tampa, Florida (July 18-20); Bethesda, Maryland (July 25-27); and San Jose, California (August 1-3). 

The registration and professional development sessions are free-of-charge.  Meals and refreshments will be provided during scheduled workshop activities, but participants will be responsible for their own transportation and lodging expenses.

For more information or to register for the workshops visit:  http://www.ed.gov/teachers/how/tools/initiative/index.html. 

Statement by House Education

May 26, 2006

           

            WASHINGTON, D.C. – U.S. House Education & the Workforce Committee Chairman John Boehner (R-OH) released the following statement on a new report released by the U.S. Department of Education showing students with limited English proficiency are making academic progress under the No Child Left Behind Act (NCLB): 

            “It’s encouraging to see that students with limited English proficiency appear to be making progress in learning English, attaining English proficiency on state tests and transitioning into mainstream classrooms.  By disaggregating student achievement data and increasing transparency, we are ensuring these students and other students traditionally overlooked by the education establishment are learning.”

            “States should be commended for making significant progress in implementing these provisions in three short years.  However, there is still much work that must be done before we achieve our long term goals of ensuring all students are proficient in reading and math.”

            A complete copy of the report, entitled “FY 2002-2004 Biennial Report to Congress on the Implementation of NCLB, Title III, the State Formula Grant Program,” is available online at http://www.ncela.gwu.edu/oela/biennial05/index.htm.

Landmark Study Yields First-Ever Data on Distance Education in Elementary and Secondary Schools

May 26, 2006

From The U. S. Department of Education (March 2, 2005)

Eighty percent of public school districts said that offering courses not available at their schools is one of the most important reasons for having distance education, according to a new report that provides the first national data on distance learning in public K-12 schools. In addition, half cited distance learning as very important in making advanced placement or college-level courses available to all students.

"Distance Education Courses for Public Elementary and Secondary School Students: 2002–03," released today by the U.S. Department of Education's National Center for Education Statistics (NCES), showed that one-third (36 percent) of public school districts and 9 percent of public schools had students enrolled in distance education courses in 2002–03.

In this study, distance education refers to courses taken for credit and offered to elementary and secondary school students in a district where the teacher and student are in different locations.

"Distance education in high school is gaining popularity across the nation," said Susan Patrick, director of the Department's Office of Educational Technology. "As the report shows, distance education is more prevalent in rural districts, where distance learning may be the students' only available option. And districts that already have students enrolled in distance education courses indicated that they have plans to increase these offerings."

Other key findings from the survey include:

A greater proportion of large districts than medium or small districts had students enrolled in distance education courses (50 vs. 32 and 37 percent, respectively). In addition, a greater proportion of districts located in rural areas than in suburban or urban areas indicated that they had students enrolled in distance education courses (46 compared with 28 and 23 percent, respectively).

The percentage of schools with students enrolled in distance education courses varied substantially by the instructional level of the school. Overall, 38 percent of public high schools offered distance education courses, compared with 20 percent of combined or ungraded schools, 4 percent of middle or junior high schools, and fewer than 1 percent of elementary schools.

In 2002–03, there were an estimated 328,000 enrollments in distance education courses among students regularly enrolled in public school districts. Students enrolled in multiple courses were counted for each course taken. Thus, enrollments may include duplicated counts of students.
Of the total enrollments in distance education courses, 68 percent were in high schools, 29 percent were in combined or ungraded schools, 2 percent were in middle or junior high schools, and 1 percent were in elementary schools.

There were an estimated 45,300 enrollments in Advanced Placement or college-level courses offered through distance education in 2002–03. This represents 14 percent of the total enrollments in distance education.
The proportion of all distance education enrollments that are in Advanced Placement or college-level distance education courses is greater in small districts compared to medium or large districts (24 vs. 10 and 7 percent, respectively).

When asked which technology was used to deliver the greatest number of distance education courses, 49 percent of districts selected two-way interactive video, more than any other technology.
Of those districts with students enrolled in distance education courses in 2002–03, about half (48 percent) had students enrolled in distance education courses delivered by a postsecondary institution. Thirty-four percent of districts had students enrolled in distance education courses delivered by another local school district, or schools in other districts, within their state.

Those districts with students already enrolled in distance education courses were also very likely to have plans for expanding their distance education courses in the future. Seventy-two percent of districts with students enrolled in distance education courses planned to expand their distance education courses in the future. Costs were cited as a major factor, more often than any other factor, as preventing districts from expanding their distance education courses.

Thirty-six percent of districts that were planning to expand their distance education courses selected course development and/or purchasing costs as a major factor preventing their expansion.

The findings in the report are organized under: distance education for public school students; technologies used for delivering distance education courses; entities delivering distance education courses; reasons for having distance education courses; and future expansion of distance education courses. Questionnaires for the survey on which the report is based were mailed to a representative sample of 2,305 public school districts in the 50 states and the District of Columbia.

The full text of Distance Education Courses for Public Elementary and Secondary School Students: 2002–03 is available online at http://www.nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2005010. A copy of the report can be ordered by calling toll free 1-877-4ED-Pubs (1-877-433-7827) (TTY/TDD 1-877-576-7734); via e-mail at edpubs@inet.ed.gov; or via the Internet at http://www.ed.gov/pubs/edpubs.html.

States Returned More Than $66 Million in Unused Federal Education Funds to Treasury in 2004, Government Figures Show

May 26, 2006

WASHINGTON , D.C. – States collectively returned more than $66 million in unused federal education funds to the U.S. Treasury last year instead of spending it on students and schools, and they still have access to more than $6 billion in unused federal education funds dating back as far as the Clinton administration, official federal statistics show.  Much of the returned money could have been used to implement federal laws such as the No Child Left Behind Act (NCLB) and the Individuals with Disabilities Education Act (IDEA). 

The figures are among the highlights of an analysis of U.S. Department of Education data released today by the House Committee on Education & the Workforce Committee, chaired by Rep. John Boehner (R-OH).

“As President Bush releases his budget proposal for the upcoming fiscal year, it’s only appropriate that we look back at how the money Congress has already appropriated has been used – or not used – over the past five years,” said Boehner, who noted K-12 education funding will have increased by 51% since 2001 if the President’s FY 2006 Budget is enacted.

Among the findings released this month:

States collectively returned more than $66 million in unused federal education funds to the U.S. Treasury in 2004.  Non-competitive “Formula” funds for initiatives such as Title I aid to disadvantaged students and IDEA accounted for approximately $42,199,680 of the returned funds.  “Discretionary” funds awarded to states, local school districts and schools on a competitive basis accounted for $24,049,951. 

As of January 7, 2005, states collectively had access to more than $6 billion in unexpended federal education funds appropriated for their use in FYs 2000, 2001, 2002 and 2003.  States had more than $325 million in unexpended funds originally appropriated under President Clinton (FYs 2000, 2001). 

The total amount of federal education money unused by states is increasing, not decreasing.  As of January 6, 2004, states had approximately $5.75 billion in unused federal education funds.  As of last month, the total was $6.05 billion – an increase of more than $295 million.

Public Meetings

May 26, 2006

The Office of Special Education and Rehabilitative Services (OSERS), at the U.S. Department of Education, is holding a series of public meetings to seek input and suggestions for developing regulations based on the new law, The Individuals with Disabilities Education Improvement Act ‘2004 (IDEA 2004). The schedule for the meetings is:

#2: Columbus, OH, Thursday, February 3, 2005
From 3:30 PM to 5:30 PM and from 6:30 PM to 8:30 PM at the Ohio State University in Columbus, Ohio. Address: Ohio State University, School of Education, 384 Arps Hall, 1945 North High Street, Columbus, OH 43210.

#3, Boston, MA, Monday, February 7, 2005
From 10:00 AM to 2:00 PM and from 6:30 PM to 8:30 PM at the Sheraton Boston Hotel in Boston, Massachusetts. Address: Sheraton Boston Hotel, Prudential Center, 39 Dalton Street, Boston, MA 02199.

#4, San Diego, CA, Friday, February 11, 2005
From 1:00 PM to 5:30 PM and from 6:30 PM to 8:30 PM at the Lindbergh Schweitzer Elementary School in San Diego, California. Address: San Diego City Schools, Lindbergh Schweitzer Elementary School, Schweitzer Campus, 6911 Balboa Avenue, San Diego, CA 92111.

#5, Atlanta, GA, Tuesday, February 15, 2005
From 3:30 PM to 5:30 PM and from 6:30 PM to 8:30 PM at Frederick Douglass High School in Atlanta, Georgia. Address: Atlanta Public Schools, Frederick Douglass High School, 225 Hamilton E. Holmes Drive, N.W., Atlanta, GA 30318.

#6, Laramie, WY, Friday, February 18, 2005
From 3:30 PM to 5:30 PM and from 6:30 PM to 8:30 PM at the University of Wyoming. Address: University of Wyoming at Laramie, Wyoming Union, 2nd Floor, Laramie, WY 82071.

#7, Washington, DC, Thursday, February 24, 2005
From 1:00 PM to 5:00 PM and from 6:00 PM to 8:00 PM at the Academy for Educational Development. Address: Academy for Educational Development, Academy Hall, 1825 Connecticut Avenue, N.W., Washington, D.C. 20009.
Individuals can register to comment at the door on a first-come first-served basis. Registered individuals will have two to five minutes to comment, depending upon the number of individuals registered. OSERS' intent is to ensure that all who wish to provide public comment have the opportunity to do so.

Individuals can provide oral and written comments at the meetings; written comments that accompany oral remarks are optional.

Written comments or suggestions can also be submitted electronically to comments@ed.gov or mailed to Office of Special Education and Rehabilitative Services, U.S. Department of Education, 400 Maryland Avenue, S.W., Potomac Center Plaza, Room 5126, Washington, D.C., 20202-2641 by February 28, 2005.

Questions can be directed to OSERS’ main number, 202.245.7468, or, if a telecommunications device for the deaf (TDD) is needed, individuals may call the Federal Information Relay Service (FIRS) at 1.800.877.8339.

A second series of meetings will be held in the spring and summer of 2005 to provide the public an opportunity to comment on proposed regulations developed to implement the Individuals with Disabilities Education Improvement Act (IDEA). Exact cities and locations will be announced as that information becomes available.

NASET thanks the National Dissemination Center for Children and Youth with Disabilities for providing the information for this News Alert

U.S. Department of Education Seeks IDEA Comments

May 26, 2006

January 13, 2005: The U.S. Department of Education is soliciting comments from the public and intends to hold informal public meetings before preparing regulations governing the recently enacted Individuals with Disabilities Education Improvement Act of 2004. The announcement was issued in the December 29 th Federal Register. Comments from the public on rules governing the new IDEA are due to the Education Department by February 28, 2005.

A schedule for the meetings was not announced, but the Federal Register notice indicated that the meetings would be held during the first few months of 2005 to seek comments and recommendations for developing regulations, as needed. The meetings are planned for Atlanta, GA; Newark, DE; Boston, MA; Columbus, OH; San Diego, CA; Laramie, WY; and Washington, D.C. Notification of specific dates and locations of the meetings will be published in the Federal Register.

The Federal Register notice can be found at http://tinyurl.com/57xwl

A summary of the new IDEA law is available at http://tinyurl.com/3rxvc.

U.S. Department Of Education Releases National Education Technology Plan: Next steps lead to a new golden age in American education

May 26, 2006

January 7, 2005--American education is being bolstered by the increasing use of educational technology, greater accountability, and growing new partnerships between tech-savvy students and teachers, according to a report released today by the U.S. Department of Education.

Toward a New Golden Age in American Education: How the Internet, the Law and Today's Students are Revolutionizing Expectation, focuses on signs of progress in core subjects, benefits from reforms stimulated by the bipartisan No Child Left Behind Act, and the success of innovative new approaches to learning through advances in educational technology. It also profiles today's students and includes a sampling of the views and recommendations of more than 200,000 students in all 50 states, which is consistent with the president's management agenda for government to be more customer-oriented.

"There is a new fervor in American education and a new creativity that's being driven in part by this generation of tech-savvy students," said U.S. Secretary of Education Rod Paige. "We are already seeing some remarkable results, and I believe this trend bodes well for the future of our country. As the report noted, America's students are our ultimate constituents, and we need to listen to them."

Paige added that teachers are transforming what can be done in schools by using technology to access primary sources, exposing students to a variety of perspectives, and enhancing students' overall learning experience through multimedia, simulations and interactive software.

At the same time, teachers, principals and administrators are able to better track student achievement and adjust instruction more effectively to individual needs.

The report includes Paige's vision and recommendations for a National Education Technology Plan, based on input received from educators and technology experts across the country.

According to the report, the technology that has so dramatically changed the world outside our schools is now changing the learning and teaching environment within them. This change is driven by an increasingly competitive global economy and the students themselves, who are "born and comfortable in the age of the Internet."

In many states, the explosive growth of online instruction and virtual schools is already complementing traditional instruction with high quality courses tailored to the needs of individual students, the report said. At least 15 states provide some form of virtual schooling to supplement regular classes or provide for special needs, and about 25 percent of all K-12 public schools now offer some form of e-learning or virtual school instruction.

The report includes numerous details of successful initiatives and partnerships developed at the state level by school districts and by individual schools. It concludes with a series of recommendations for enhancing the use and benefits of new technologies, and places them within the context of long-term, systemic transformation, covering such issues as leadership, management, teacher training and funding.

"As these encouraging trends develop and expand over the next decade, facilitated and supported by our ongoing investment in educational technology..." the report said, "...we may be well on our way to a new golden age in American education."

The full text of the National Education Technology Plan is available at www.ed.gov/technology/plan.

Senator Santorum's Letter to NASET Members

May 26, 2006

December 22, 2004

National Association of Special Education Teachers

1201 Pennsylvania Ave. N.W.

Suite 300

Washington, D.C. 20004

Dear NASET Members,

I am inspired by the task you perform in educating children with disabilities and the remarkable influence you have on our young students.  The job of educating a child who has a disability can be extremely challenging yet very rewarding.  In teaching you become involved in the students’ behavioral and academic development, building meaningful relationships with them, sometimes often serving as their friend and confidant.  However, I understand that your work can be emotionally and physically draining. 

Throughout my tenure, I have met with several special education teachers.  They all expressed the same concern to me—the immense amount of paperwork that surrounds their job is incredibly stressful and time consuming.  I too feel that the burden of paperwork is completely unnecessary and is cause for frustration and discouragement among dedicated special education teachers, like you, who expend energy and countless hours in order to give students with disabilities an equal opportunity to learn. 

This fall, Congress took a step in the right direction and alleviated some of that burden by passing the Individuals with Disabilities Education Act of 2004 (IDEA).  IDEA is critical, bipartisan legislation that provides a framework to unite parents, teachers, and schools in achieving the shared goal of a quality, results-based education for children with disabilities. 

Most importantly, IDEA helps special education teachers provide a better education for all students with disabilities.  Included in IDEA is an amendment I offered that reduces the paperwork burden on special education teachers.  Specifically, my amendment authorizes the Secretary of Education to grant waivers of IDEA statutory or regulatory requirements in up to fifteen states to reduce excessive paperwork and non-instructional time burdens.  The fifteen-state demonstration program would allow three-year Individualized Education Programs (IEP) to be offered for students of all ages.  However, districts in participating states would not be required to offer the three-year IEP. 

I applaud the work that you do every day to instill students with disabilities the education they need to become a vital part of our communities.  I am hopeful that my amendment will reduce your paperwork burdens associated with IDEA requirements and therefore increase the time and resources that you have available for instruction and other activities aimed at improving results for children with disabilities. 

Sincerely,

Rick Santorum

United States Senate

Jones Announces

May 26, 2006

December 16, 2004

Department of Education General Counsel Brian W. Jones has announced his resignation from the Bush administration, following more than three years' service as the top legal adviser and a key policy adviser to Secretary Paige on all education issues, including the implementation of the No Child Left Behind education reforms.

In a letter to President Bush, Jones wrote: "Because of your vision and Secretary Paige's clear voice and steady hand, the education establishment in this country has been inalterably changed for the good. Accountability, sound research and parental options are today no longer empty slogans, but rather watchwords of genuine reform.

"Most gratifying of all is that your reforms have reoriented the focus of public education. No longer does the circumstance of a child's birth and social environment determine his or her educational destiny. You have sought to eliminate the achievement gap root and branch and have given the nation's parents and educators the tools they need to get the job done."

Secretary Paige praised Jones for his leadership and steady guidance the past three years.

"Brian Jones has been an integral part of our team, working hard to keep the president's charge that each and every child in our great nation receive a quality education," Secretary Paige said. "His leadership, counsel and guidance have been crucial during this historic era at the Department of Education and for our nation's schools and their students."

Regarding Secretary Paige, Jones said: "I have the greatest admiration and respect for the secretary. His passion for quality education, commitment to personal integrity and leadership by example have taught me so much. I am grateful beyond words for the opportunity to have served President Bush and the children of our great country under his leadership."

President Bush nominated Jones to be the Department's general counsel on April 30, 2001. The United States Senate confirmed Jones on Sept. 14, 2001.

Prior to his appointment as general counsel, Jones was an attorney in private practice with the San Francisco law firm of Curiale Dellaverson Hirschfeld Kelly & Kraemer, LLP, where he handled employment litigation services and employment and education law counseling and training to public and private employers. Prior to this, he served as deputy legal affairs secretary to California Gov. Pete Wilson and as counsel to the United States Senate Judiciary Committee. Jones also is a past president of the Center for New Black Leadership, a national public-policy think tank.

Jones earned a bachelor of science degree in business administration with a major in finance from Georgetown University and his Juris Doctor degree from the University of California at Los Angeles School of Law.

Hager

May 26, 2006

December 8, 2004

John H. Hager Assumes Duties as Assistant Secretary for Special Education and Rehabilitative Services

December 6, 2004.   John H. Hager, a former lieutenant governor of Virginia, has been sworn in as assistant secretary for the U.S. Education Department's Office of Special Education and Rehabilitative Services (OSERS). The Senate confirmed Hager for the post before its Thanksgiving recess.

In his new position, Hager will lead the office that administers federal special education programs for America's 6.8 million children and youth with disabilities. His office also promotes employment opportunities for adults with disabilities and sponsors research to improve the lives of individuals with disabilities of all ages. Hager's service career has included numerous leadership roles with a number of disability organizations.

"I'm looking forward to working with the secretary and my staff at OSERS on matters crucial to education and people with disabilities," Hager said. "With the recent updates to the Individuals with Disabilities Education Act and the Assistive Technology Act, we have valuable new opportunities to make a difference in the lives of the people we serve."

Before assuming his current duties, Hager held executive-level jobs in both the public and private sectors.

He was elected lieutenant governor of Virginia and served from 1998 to 2002 with then-Gov. James Gilmore. Under Gov. Gilmore, Hager chaired the Virginia Disability Commission, identifying ways to help improve the lives of people with disabilities.

He remained in state government with the election of current Gov. Mark Warner, serving as Virginia's director of homeland security until President Bush announced in May his intent to nominate Hager as U.S. assistant secretary of education for OSERS.

Before entering public office, Hager rose through the ranks to become executive vice president of American Tobacco Co. After a near-fatal bout with polio, Hager rebuilt his life and career, retiring as senior vice president when the corporation was sold in 1994.

Hager earned a bachelor's degree in mechanical engineering from Purdue University, an M.B.A. from Harvard University and holds honorary degrees from Averett College in Danville, Va., Mary Washington College in Fredericksburg, Va., and the University of Northern Virginia in Manassas.

He is a military veteran who served in the Army and Army Reserves and attained the rank of captain. A life-long athlete, Hager has competed in numerous wheelchair races. He and his wife, Margaret, have two grown sons, Jack and Henry.

IDEA

May 26, 2006

December 4, 2004

President Bush Signs Special

 Education Reform Bill

WASHINGTON , D.C. – President George W. Bush today signed into law a bipartisan bill revamping the nation’s special education law, the Individuals with Disabilities Education Act (IDEA), setting in motion important changes that will help teachers, parents, and schools ensure every student with a disability receives a quality education.  The new law is the second major bipartisan overhaul of American education policy to be completed during President Bush’s first term in office, building on the No Child Left Behind Act signed by the President in January 2002.

The new law, the Individuals with Disabilities Education Improvement Act (H.R. 1350), is based on legislation authored by House Education Reform Subcommittee Chairman Mike Castle (R-DE) that passed the House in 2003 with bipartisan support.  The culmination of more than two years of work in Congress on IDEA reauthorization, it includes reforms recommended in 2002 by President Bush’s special education commission, as well as key elements of the IDEA reauthorization bill passed by the Senate in 2004.     

“This new law is a bright light that demonstrates both parties can work together and achieve real change to improve the lives of Americans,” said Castle.  “Today we are making sure children with disabilities are given access to an education that maximizes their unique abilities and provides them with the tools to be successful, productive members of our communities.  But we cannot stop here; we must continue to work to improve education for all children, so we ensure each child has access to a quality education.”

“Democrats and Republicans were able to work together during President Bush’s first term to deliver not one, but two major revisions to federal education law,” said Rep. John Boehner (R-OH), who chaired the House-Senate negotiations that produced the final bill.  “There’s a lot more left to do, particularly in terms of ensuring low-income parents have the same choices other parents have in choosing schools for their children.  But this new law is a major bipartisan step forward that will make a positive difference for teachers, parents, and children with special needs.”

The new special education law will:

Ensure school safety and reasonable discipline;

Give local schools more flexibility and greater control;

Move away from compliance with burdensome regulations and costly litigation, and reduce the paperwork burden on teachers; and

Expand choices and give parents more control over their children’s education. 

“[This] law's passage offers a refreshing example of adults pushing across party lines and back at interest group pressures, and working together to change the status quo and improve educational opportunities for our most vulnerable children,” wrote Sara Mead, a policy analyst with the Progressive Policy Institute’s 21st Century Schools Project, in the December 2, 2004 edition of the “Education Gadfly,” the weekly education reform bulletin published by the Thomas B. Fordham Foundation.  The bulletin can be found online at http://www.edexcellence.net/foundation/gadfly/index.cfm.

A full summary of the new special education law and other related information can be found online at the House Education and the Workforce Committee majority website at http://edworkforce.house.gov/issues/108th/education/idea/idea.htm.

Nov 17- Bipartisan

May 26, 2006

November 17,  2004

Bipartisan House-Senate Conference Approves Final Special Education Bill

November 17, 2004-WASHINGTON , D.C. – A bipartisan House-Senate conference committee today approved a final special education reform bill that will reauthorize the Individuals with Disabilities Education Act (IDEA) and set in motion important reforms that will help teachers, parents, and schools ensure every student with disabilities receives a quality education.  The bipartisan agreement is based on legislation authored by House Education Reform Subcommittee Chairman Mike Castle (R-DE) that passed the House in 2003 with bipartisan support.  The measure includes reforms recommended in 2002 by President Bush’s special education commission, as well as key elements of the IDEA reauthorization bill passed by the Senate in 2004.

“This bipartisan agreement is an across-the-board win for teachers, parents, and students with special needs,” said House Education and the Workforce Committee Chairman John Boehner (R-OH), who chaired the conference committee.  “In No Child Left Behind, we put a system in place to ensure students with disabilities, and all students, are getting access to the education they deserve.  In this bill, we’re making sure the rules help special education teachers and parents get the most out of that system, instead of making it harder for them.”

“For more than two years we’ve been working with parents, teachers, and advocates across the nation to improve special education for students in all public schools,” said Rep. Castle.  “This legislation demonstrates a commitment to ensuring that students with disabilities receive a quality education, and the tools they need to successfully accomplish their goals.”

In July of 2002, President Bush’s Commission on Excellence in Special Education released a final report outlining principles for special education reform.  The report emphasized paperwork reduction for teachers, early intervention, parental choice, and academic results for students.  It also emphasized the need to change the IDEA law to make it less focused on compliance with cumbersome and bureaucratic rules, and more focused on ensuring students with disabilities are actually learning. 

In line with the recommendations of the President’s Commission on Excellence in Special Education, the Individuals with Disabilities Education Improvement Act will:

• Ensure school safety and reasonable discipline;
• Give local schools more flexibility and greater control;
• Move away from compliance with burdensome regulations and costly litigation, and reduce the paperwork burden on teachers; and
• Expand choices and give parents more control over their children’s education.

EMPOWERING PARENTS

The H.R. 1350 conference agreement creates more opportunities for parental involvement and parental choice in special education.  Parents and local schools will be allowed to change a student’s Individualized Education Program (IEP) without holding a formal IEP meeting, making it easier for parents to make changes without contending with unnecessary bureaucratic requirements.  (An IEP is provided for each student participating in special education, and includes detailed plans for the child’s education.)  Parents will also be able to choose supplemental educational services, such as tutoring, for their children with disabilities when the students’ schools are in need of improvement under the No Child Left Behind Act because students with disabilities are not making adequate yearly progress.  States will now be able to support these services for parents using IDEA funds.

The final bill also includes a provision included in the House bill by Rep. Jim DeMint (R-SC) to make it easier for parents to choose services for their children before they enter school.  Parents will now be able to keep their children in the same program from birth until kindergarten, making the transition to school easier for children and their families.

Under a provision offered in by Rep. Max Burns (R-GA) and strongly supported by House Speaker Dennis Hastert (R-IL), H.R. 1350 will protect parents by preventing schools from forcing children to be medicated as a condition of attending school or receiving an evaluation or services for special education.  The bill will also ensure parents who home-school their children have the right to refuse services, and that students in private schools are ensured equitable participation in services.

PROMOTING SCHOOL SAFETY & REASONABLE DISCIPLINE

Preserving a key focus of the 2003 House-passed bill, the conference report gives teachers and schools more freedom to exercise reasonable discipline, while still protecting children who act out because of their disabilities.  To keep schools safe for all students, and hold students accountable for their actions, the bill will restore common sense to school discipline.  Students will have the same punishment for the same infraction, unless the discipline problem is the direct result of a child’s disability.

MORE LOCAL CONTROL OVER LOCAL RESOURCES

In the area of special education funding, the conference report builds on historic funding increases and gives local communities more control over their own resources.  In the past ten years, the Republican Congress has increased funding for special education grants to states by 383 percent, bringing funding to $11.1 billion, the highest level in history.  As the federal government moves closer to paying their goal of 40 percent of the additional cost of educating students with disabilities, local schools will be able to choose to redirect a share of their own, local resources for other educational purposes.  The final bill puts the federal government on a six-year glide path to reaching the 40 percent funding goal through the traditional, discretionary appropriations process.

REDUCING PAPERWORK AND COSTLY LITIGATION

A major recommendation of the President’s Commission on Excellence in Special Education was to reduce the focus on compliance with burdensome and bureaucratic red tape, and instead to focus more on educational results for students.  To achieve that goal, the conference agreement reduces the paperwork burden on teachers and schools, increases the focus on academic results, and includes strong steps to reduce unnecessary and costly litigation.

Under current IDEA law, the threat of litigation is forcing schools to be more concerned about technical compliance than with truly educating students with disabilities.  This breeds an attitude of distrust between parents and schools, and makes it more difficult for them to work together to do what is best for students.  Worse still, parents are sometimes manipulated into complex legal proceedings by lawyers who have their own best interests in mind, rather than the best interest of students with disabilities.  The bill will work to restore trust between parents and schools by creating opportunities for early resolution of problems before they escalate, and by holding attorneys liable for frivolous lawsuits.

  

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