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CASE
This year's hybrid is one that I think local districts really need to participate in. With all the changes occurring, local districts are going to need to collaborate to find the best solutions for your students and staff. Mental Health relief is probably not going to be on the radar for a while so it is up to us to create the safe environments needed for our students so all students can learn. We know it is difficult to get teams to travel and yet it is teams that are needed to catch the vision, create an action plan, and carry it out! The Hybrid is a perfect solution: you provide the place, you send out the invitations, we provide the experts! And who can beat the price — the cost of one registration! We already have over 30 states participating but there is no limit to how many virtual sites we can accommodate. Even if you only get 5 folks in the room — representing your mental health providers, your elementary, middle and high schools, and others — what a core to start the spark to start the fire! You do not have to do this alone! But we do need you to register so we can send you all the tools you will need to have a successful event! The Hints are a great way to see what is involved.
Tied up on Thursday and Friday, Feb 23-24? Then why not get the DVD — it will be available in about 6-8 weeks after the event and then you can show it one section at a time throughout the year; check it out to individuals; or show it all intact! It is yours to use as often and with whomever you wish! Of course if you choose the other two options, you can also get the DVD for just $39.95 ($30 and $9.95 for S & H)
Our Speakers are the top in their field and will have great immediate take-aways for you! Don't miss this opportunity to make a huge impact on your school, district, and/or region in the area of Mental Health and Legal issues!
Are you getting the CALL to Actions from CEC? Did you know CASE has sent out several Call to Actions from the CEC Policy and Legislative Unit. If your state unit didn't send them to you, perhaps you should sign up for them directly! This past week there have been two letters — one to the Senators on the HELP Committee and one to ALL members of Congress concerning the hearing and vote on Mrs. DeVos for the Secretary of Education. Numbers do make a difference and you are needed. If you have not sent your letter, please do so right now! Once you get to the site, click the TAKE ACTION button, it will direct you to enter your zip code and then the letter will appear. You can customize it by adding you are a member of the Council of Administrators of Special Education and then add and/delete whatever so the letter is more personal to your congressional delegation. Below is an article by our CASE Legislative Consultant, Myrna Mandlawitz on Mrs. DeVos. Be sure you read it. And watch for the Calls to Action — we need you and your colleagues to answer!
Only one more week of Early Bird Discounts for CEC in Boston! ... Boston is going to be lovely in the spring! Have you taken advantage of the early bird registration fee? It will be available for only a little while longer so be sure and get registered! The CEC convention in Boston is going to be amazing and a wonderful place to hear the cutting edge resources you need to take back to your district! CASE will have lots of fun and meaningful activities going on during the convention! Mark your calendar to purchase your CASE Night ticket on Feb. 1 on the CASE website! These tickets typically sell out so get yours early! The price of the ticket will include dinner and a great visit to the New England Aquarium!
Not a member of CEC? Why not join now!
The question last week was "Which educational policy topic is most important for the new administration to address?" We had a great turn out answering this question! First place with an overwhelming 80 percent lack of adequate funding for schools. By the way, that answer — there are no problems with vouchers — got no votes! Second with 14 percent of the answers was ensuring equity for students with disabilities in school choice programs. Third place was a tie at 2.5 percent was a tie: decrease state flexibility and other — the other also dealt with the lack of funds.
Please watch for Call for Actions that are sent out by your state unit, CASE or CEC. Again, why not sign up for them directly? Thank you again for all you do every day for so many!
Luann Purcell
Executive Director
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Myrna Mandlawitz
CASE Legislative Consultant
DeVos Nomination Slows, Still on Track
The Committee confirmation vote on Secretary of Education nominee Betsy DeVos is now scheduled for Jan. 31. While critics of her nomination continue to fight, a week's delay beyond the original date for a vote should not necessarily be interpreted to mean her confirmation is in jeopardy. In fact the delay was most likely provided to allow Committee members to review extensive financial disclosures released since the public hearing on DeVos's nomination earlier this month.
Education, civil rights, and disabilities advocates have been pressing hard to derail DeVos's confirmation, noting her lack of experience in education generally and specifically her lack of knowledge about federal education law. In response to a question from Senator Tim Kaine, D-Va., about enforcement of the IDEA, she responded that decisions about compliance with the law should be left to the states. Since the hearing, she has indicated she may have been confused about which law was being discussed. Advocates are not satisfied with that explanation and continue to press for a candidate who has an understanding of, experience in, and commitment to public education for all students.
If the HELP Committee votes to move the nomination forward on Jan. 31, most likely the full Senate will vote quickly to confirm Ms. DeVos. Should that occur, CASE will work to ensure the rights and protections for students with disabilities are maintained and that funding continues to enforce the IDEA.
Obscure Law Figures in Regulatory Repeal
Congress has resurrected the Congressional Review Act (CRA), enacted in 1996 as part of the "Contract with America." The CRA gives Congress a specific process to overturn regulations promulgated by the federal agencies charged with implementing the laws passed by Congress. The CRA requires action by both chambers of Congress to repeal a regulation, and that action is subject to a presidential veto.
CASE is particularly concerned about this mechanism for repeal because the U.S. Department of Education has just issued new accountability regulations for the Every Student Succeeds Act in November. According to the CRA, Congress has a specific time period to review recently released regulations, and a senator or representative may introduce a joint resolution of disapproval. The ESSA regulations fall within the specified time period and appear to be on the list for CRA consideration.
If Congress passes a CRA disapproval resolution on the ESSA regulations, the Department of Education could not re-regulate on the same issues in a "substantially similar way." The agency might be able to issue some guidance documents in lieu of formal regulations or give states and school districts the authority to decide how to handle these issues.
The other mechanism a new Administration can and often does employ is delaying implementation of new regulations that have not yet taken effect. Major regulations such as the ESSA accountability rules go into effect 60 days after their official publication or their submission to Congress, whichever comes first. Since the ESSA rules were just published at the end of November 2016, the Administration can act to delay implementation and enforcement, and that delay could be significant. In addition, these regulations are subject to amendment through the regular regulatory process. In other words, a number of avenues are available to change the rules just finalized in the previous Administration.
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University of Nebraska-Lincoln
Classroom management is a broad topic that generally describes a group of strategies that “seek to establish and sustain an orderly environment so students can engage in meaningful academic learning” (Evertston & Weinstein, 2006, p. 4). Schools in all settings (i.e., rural, suburban, urban) report student behavior problems in the classroom, indicating the overall need for classroom management training regardless of school location. Additionally, classroom management strategies must be tailored to each classroom because of varying student characteristics, student cultural backgrounds and language skills, and developmental and mental health needs.
Click on the following link for more information on Classroom Management: (http://k12engagement.unl.edu/classroom-management). Then click on the red button to download the pdf and read more. Find Strategy Briefs on over forty other topics at: http://k12engagement.unl.edu.
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CCSSO
In October 2015, the National Policy Board for Educational Administration adopted the new Professional Standards for Educational Leaders 2015 (PSEL 2015). These standards replace the Interstate School Leaders Licensure Consortium Standards that have shaped the landscape of educational leadership for the last 20 years. PSEL 2015 defines leadership effectiveness in terms of the academic success and well-being of each student, drawing attention
to students whose needs may require a more intentional focus on leadership development.
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CASE
This regular update highlights new legal developments of major significance of special education leaders.
As a service to CASE members, this periodic legal alert provides, as a two-column table, highlights and practical implications of major new legal developments. Here are my top three items for this issue of the CASE Weekly Update.
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NAME
Based on proposed actions by the new administration and the 115th United States Congress, there will likely be changes to the Medicaid program that will potentially impact schools. As the only national organization specifically focused on Medicaid in schools, NAME is monitoring the situation closely. With the support of NAME's Board of Directors, I have agreed to co-chair the 2017 Save Medicaid in Schools Coalition. Sasha Pudelski, Legislative Specialist, American Association of School Administrators and Kelly Vaillancourt Strobach, Director of Government Relations, National Association of School Psychologists are the other two co-chairs and are providing much needed leadership for this initiative. To date, approximately sixty national organizations have signed on to participate in the coalition.
The SMISC held an organizational meeting in the Rayburn House Office Building in Washington, D.C., on January 12, 2017. In addition to the Coalition members, several staff from the House of Representatives participated. The majority of the discussion at this first gathering focused on actions of potential concern for students who are served with funds generated via public health insurance programs:
- Repeal of the Affordable Care Act
- Medicaid Reform:
- Establishment of Block Grants/Per Capita Grants
- Elimination of the requirement that States include an Early and Periodic Screening, Diagnostic and Treatment benefit
- Changes to the Children's Health Insurance Program
How each of these potential changes may be implemented remains to be seen. I am certain there will be lots of back and forth on actions that appear to be promising for children served via Medicaid, as well as those actions that appear to be concerning. Currently on the promising side, the following article reports how a number of GOP Governors who did not participate in Medicaid expansion during the Obama administration are now requesting flexibility to expand their states' Medicaid programs:
https://www.yahoo.com/news/gop-governors-turned-down-medicaid-091012213.html
The Coalition's aim is to remind all involved that approximately half of the participants on Medicaid are children. Together, Medicaid and CHIP cover forty percent of all children in the United States. Changes to these programs that negatively impact schools' capacity to ensure students are healthy and ready to learn will ultimately compromise not only the well being of our youngest and most vulnerable citizens, but also our country's future prosperity.
If you have questions or information to share about what is happening at the local, state, or national level, please contact me. You will also find updates about the SMISC Coalition and other news about school-based Medicaid on the NAME webpage at www.MedicaidForEducation.org.
Sincerely,
John Hill, Executive Director
National Alliance for Medicaid in Education
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U.S. Department of Education
For the ease of our prospective applicants, the Department is extending the deadline for the applications for the 2017-2018 School Ambassador Fellowship to Monday, Feb. 6.
As before, the application can be found on our website.
We ask for your assistance in sharing this information as broadly as possible via your staff and member networks. Thank you in advance.
The National Engagement Team
U.S. Department of Education
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Office of Special Education Programs
Happy New Year and all the best for a productive and rewarding 2017! We have shared a great number of releases with you over the past couple of months, which may have been difficult to keep up with around the holidays. For ease of reference, we have compiled the resources, guidance, and other documents in one place.
- The Department released several documents related to the rights of students with disabilities attending public charter schools, including a Dear Colleague Letter (DCL), a Know Your Rights factsheet, and FAQ documents relating to Section 504 and IDEA. Stay tuned for details on a webinar presenting the guidance package, available next week!
- Alongside the charter schools documents, the Department released guidance and resources related to Restraint and Seclusion.
- The Equity in IDEA final rule was published. Visit the OSERS webpage for additional resources. OSERS has also created a mailbox to accept your questions on the regulations: SignificantDisproportionalityRule@ed.gov.
- The Department also made several announcements related to ESSA, including updates and resources on the Assessments final rule and peer review process. The Office of State Support debuted a webinar series on January 8th, which walks states through the ESSA Consolidated State Plan. The recorded webinars will be posted on ED's ESSA Resource page. The first in the series is available here.
- New ESSA guidance was released regarding the ESSA Consolidated State Plan, ESSA State and Local Report Cards, and ESSA High School Graduation Rate.
- Finally, we made you aware of a request for public comment on the Office of Civil Rights' initial proposal for the 2017-2018 Civil Rights Data Collection, which was published in the Federal Register on Dec. 30, 2016. The supporting statements and attachment, found here, layout the changes and ask directed questions related to 1) computer science; 2) student access to bandwidth; 3) adding Puerto Rico, Guam, and other territories to the collection; and 4) the treatment of students with disabilities placed in private settings. The comment period will be open through Feb. 28.
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U.S. Department of Education
The sixty minute webinar, which has been pre-recorded for transcription purposes is available on the Office of Innovation and Improvement's website. In addition to the webinar, the transcript and presentation slides are also be available.
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MHS has been a leading publisher of scientifically validated assessments for over 30 years. We are proud of the high quality our assessments stand for.
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Lehigh University
Lehigh University's intensive one-week institute provides a practical analysis of legislation, regulations, and court decisions relating to the education of students with disabilities. The symposium is designed for special education coordinators and teachers, principals, psychologists, parent advocates, charter school personnel, attorneys (on both sides), hearing officers, state education agency personnel, and other individuals interested in a thorough exploration of the special education legal landscape.
The program offers two parallel tracks, one for basic that offers in-depth foundation knowledge about the IDEA and Section 504: eligibility, FAPE, LRE, student discipline, and remedies. The other track is for advanced participants, offering brand new "hot topics," such as child find nuances, pending Supreme Court cases, the behavioral legal alphabet soup, current parental participation parameters, and settlement strategies.
Included in the symposium is a separable two-day (June 22-23) training for school district Section 504 coordinators, including the latest litigated Section 504 disputes, an in-depth comparison of the IDEA and Section 504, and a "nuts and bolts" how-to session about how to appropriately and effectively implement Section 504.
The experienced program faculty features attorneys Laura Anthony (Ohio), Maria Blaeuer (Maryland), Laura Gillis (Massachusetts), Michele Kule-Korgood (New York), Isabel Machado (New Jersey), Deborah Mattison (Alabama), Michael Stafford (Delaware), Jennifer Valverdi (New Jersey), Mark Weber (Illinois), and — from Pennsylvania — Jeffrey Champagne, William Culleton, Andrew Faust, Hollie John, Dennis McAndrews, Brooke Say, Gabrielle Sereni, and Dr. Perry Zirkel. Additionally, the 504 Institute features long-time Section 504 coordinator Lisa Hardcastle (Texas).
The symposium begins on Sunday evening with a dinner and keynote lecture, and it concludes on Friday with Dr. Zirkel's National Case Law Update and Crystal Ball.
The Symposium is offered with the options of graduate or continuing education credit for week-long participants. Shorter, including daily, registrations are also available. Click here for full information. For any questions, email or call Shannon Weber or Donna Johnson at specialedlaw@lehigh.edu or (610) 758-5557.
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NFB
Program begins: Nov. 1, 2016
Deadline: Midnight, EST, March 31
- $12,000 Scholarship, "The Kenneth Jernigan Scholarship," and
- 1 scholarship for $10,000
- 2 scholarships for $8,000 each
- 4 scholarships for $5,000 each
- 22 scholarships for $3,000 each
- PLUS other gifts to our thirty scholarship finalists!
Are you a legally blind high school senior or college student?
Go to: www.nfb.org/scholarships
To Apply: During the five-month open period, read the rules and the Submission Checklist, complete the official 2017 Scholarship Application Form (online or in print), supply all required documents, and request and complete one interview by an NFB affiliate president. Read the Frequently Asked Questions (FAQ) page for more information.
Questions? Contact the NFB Scholarship Program; Chairperson Patti Chang, Esq., at:
Email: Scholarships@nfb.org
Office: (410) 659-9314, ext. 2415, (8 a.m.–5 p.m. EST)
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REL
The Regional Educational Laboratories Program has released a new video series that explains how schools, districts, states, and their research partners can use a cost-effective approach, known as "opportunistic experiments," to test the effectiveness of programs. Under the right circumstances, this type of research study can generate evidence for informing your education decisions.
What is an Opportunistic Experiment? An opportunity to randomly assign participants to an intervention when one or more of the following conditions exist:
- Excess demand (for example, over-enrollment in a district program or school)
- Limited resources (for example, a lack of resources to implement a new program in all schools at once)
- Pilot tests (for example, a need to test a new program at a few schools before using it in all schools)
There are four videos in the series:
- Embedding Evaluations in Everyday Activities (1 minute) — This introductory video gives an overview of the video series.
- Why Use Experiments to Evaluate Programs? (6 minutes) — Describes why you might want to use experiments to evaluate your programs and policies. It shows why experiments are valuable tools for learning what works.
- Recognizing Opportunities for Rigorous Evaluation (8 minutes) — Describes key characteristics of opportunistic experiments and provides examples and suggestions of situations where you may be able to conduct such experiments.
- Addressing Challenges and Concerns about Opportunistic Experiments (coming soon!) — Will outline considerations that may reduce concerns about using experiments to learn what works.
For More Information: This video series is based on two guides to opportunistic experiments — a guide designed for district and school leaders and a guide designed for researchers.
NCRTM
According to the U.S. Bureau of Labor Statistics, the unemployment rate for people with disabilities continues to be higher than for those without disabilities. In 2015, the unemployment rate for persons with disabilities ages 16 and older was 10.7 percent, compared to a 5.1 percent unemployment rate for persons without a disability ages 16 and older. However, recent employment data for Americans with disabilities does show signs of improvement.
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CEC Policy Insider
As a result of advocacy by CEC, its members, and other groups, the Senate HELP Committee vote for Betsy DeVos, nominee for U.S. Secretary of Education, has been delayed until Tuesday, Jan. 31.
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CEC Policy Insider
National School Choice Week began on Jan. 22 and is observed primarily by private school voucher proponents each year to push forward their pro-voucher agenda. This year more than ever, CEC will be pro-active in sharing its opposition to vouchers with policy makers.
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CEC Policy Insider
Office of Special Education and Rehabilitative Services published in the Federal Register a notice inviting applications for a new award for Fiscal Year 2017; Personnel Development To Improve Services and Results for Children With Disabilities-Interdisciplinary Preparation in Special Education, Early Intervention, and Related Services for Personnel Serving Children With Disabilities Who Have High-Intensity Needs.
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CEC Policy Insider
The new Regional Educational Laboratories will work in partnership with school districts, state departments of education and others to bridge research, policy, and practice in education. The mission of the RELs is to provide support for a more evidence-reliant education system.
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CEC Policy Insider
The U.S. Departments of Education and Health and Human Services recently released a joint statement to set a vision for a stronger partnership between awardees of the Maternal, Infant, and Early Childhood Home Visiting Program and the Individuals with Disabilities Education Act Part C Program.
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CEC Policy Insider
If you've seen the movie "Groundhog Day," then you know there are two kinds of people in the world: 1. People who live the same day over and over with a sense of despair and dread. 2. People who embrace the opportunities of each new day!
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| | HOT TOPIC: SUBJECT LINE FEATURED STORY |
By: Mary Jo Puglisi
 Student underperformance frequently causes stress for classroom teachers, and one of the most underperforming populations is students with learning disabilities. Often, these students spend years observing that their best effort falls short of mediocre efforts on the part of their peers. At some point, they stop giving their best effort in an attempt to preserve their fragile egos. What can we do in the classroom to help students give us their best?
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Disability Scoop
Under sharp questioning from senators, the nominee to lead the U.S. Department of Education suggested that it should be up to states to decide whether schools must follow the Individuals with Disabilities Education Act. During a confirmation hearing for Betsy DeVos, she was pressed repeatedly about her stance on special education.
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Education Week
A presidential transition always triggers some makeover at federal agencies. But when President-elect Donald Trump's team takes power this month, the transformation of the U.S. Department of Education could be particularly striking. The incoming president and his team have promised to change the culture — or "drain the swamp" — in Washington, with serious implications for the federal bureaucracy. And on the campaign trail, Trump pledged to get rid of the Education Department — or at least cut it "way, way down."
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The Washington Post
The Senate Committee on Health, Education, Labor and Pensions has postponed the vote on Trump's education pick Betsy DeVos, hours after receiving the completed ethics review for the Michigan billionaire. The committee vote, originally scheduled to take place on Jan.24, has been rescheduled for Jan. 31 at 10 a.m., according to a statement from the HELP committee chairman Sen. Lamar Alexander, R-Tenn. The announcement arrived after the Office of Government Ethics, an agency that examines nominees' financial disclosures and resolves potential conflicts of interest, released its long-awaited report. Alexander said he wants to give each Senator on the committee time to review the documents.
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Reuters Health
Parents may have a lot to do with how children react to scary things, but a new study suggests kids' response to fear may also be heavily influenced by their friends. In an experiment, researchers gave kids 7 to 10 years old information about scary-looking animals. They assessed how children felt on their own, and again after kids discussed their perceptions with friends. After speaking to friends, children tended to shift their opinions to match how their friends felt about the animals, the study found.
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KUER
This time last year, Stephanie Johnson was miserable. She was in her third year teaching special education at a junior high school in Lindon, Utah, about 40 minutes south of Salt Lake City. On the outside it looked like she was doing great. Her classes ran smoothly, students loved her, parents loved her, but like many special education teachers, inside she felt as though she was drowning.
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The Killeen Daily Herald
Building bridges to fill communication gaps, easing concerns and building a strong community are some of the goals Killeen Independent School District parent educators are pursuing. The school district hired longtime teachers Erin Mills and Jsanean Mark to help parents navigate special education procedures and programs. In addition to answering calls and setting up appointments, the two teachers operate the district’s new special education parent resource room.
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By: Brian Stack (commentary)
 As a high school principal, one of the things I dislike to hear from parents is when they tell me they don't know what their child is doing in the classroom. While we have a sophisticated communication plan for schoolwide news and announcements, we fall short as a school in a systematic common approach to how we handle classroom-level communication between teachers and parents. In the new year, it is a personal goal of mine to work with my staff to improve in this area.
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eSchool News
Research shows that diversity in today's students (e.g. socio-economic background, gender, race and previous learning experiences) is greater than ever before. In fact, a conservative 30-40 percent of students may require an alternate learning path or support during their learning, since a diverse student body means different strengths and weaknesses for each individual student.
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Education Week
Twenty-one of the 46 states that adopted the Common Core State Standards are revising the standards, but most are not making substantial changes, according to an analysis by the research firm Abt Associates. As part of a report for the Massachusetts executive office of education, the group reviewed the types of changes states made to their own common-core-based standards. Eight states so far have repealed or withdrawn the standards, 21 have made changes, and 17 have left the standards as adopted.
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District Administration Magazine
The issue of fake news drew national attention during the 2016 presidential campaign, when fabricated stories were widely accepted as genuine. According to recent research, the problem extends to K-12 classrooms, where students have trouble judging the credibility of online information. A national assessment of 203 middle school students by Stanford History Education Group at Stanford University found that more than 80 percent believed ads labeled "sponsored content" are a credible source for unbiased news. Now provided across 12 states, Stanford's "Civic Online Reasoning," which includes assessments to judge the credibility of information, consists of 56 news-literacy tasks to identify misinformation and fake articles on the internet.
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24/7 Wall St.
Few concerns facing the United States — or any nation — are more important than ensuring children receive a first-rate education. At her confirmation hearing, U.S. education secretary nominee Betsy DeVos answered questions about school proficiency. Policymakers and observers disagree as to how to spend public education funds and how exactly schools should be improved. At the very least, however, most agree that school proficiency must be measured.
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MindShift
Saxon Scott was 5 years old when her parents decided she could do without kindergarten. She'd sailed through a series of tests that measured her acumen, and moved directly to first grade once preschool ended. Now she's 15 and a high school junior, and Scott thinks nothing of her relative youth. She continues to shine in the classroom, is friendly with students in her grade, and only briefly laments the fact that she won't be driving until the end of her freshman year in college. "As someone who skipped kindergarten, I can say it wasn't a big deal," Scott said.
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District Administration Magazine
If you want to know what motivates students — and teachers and administrators, for that matter—Russell Quaglia says you have to go to the source. Quaglia has spent years collecting information about "school voice" — that is, what these three groups think about their schools. The latest incarnation of this work is the Student Voice Survey.
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Office of Special Education Programs (OSEP)
Type: Notice
Summary: Personnel Development To Improve Services and Results for Children With Disabilities-Interdisciplinary Preparation in Special Education, Early Intervention, and Related Services for Personnel Serving Children With Disabilities Who Have High-Intensity Needs
Dates:
Applications Available: Jan.3.
Deadline for Transmittal of Applications: March 6.
Deadline for Intergovernmental Review: May 3.
CFDA#: 84.325K
Summary: Notice inviting applications for a new award for fiscal year (FY) 2017. Personnel Development To Improve Services and Results for Children With Disabilities—Interdisciplinary Preparation in Special Education, Early Intervention, and Related Services for Personnel Serving Children With Disabilities Who Have High-Intensity Needs.
The purposes of this program are to:
- help address State-identified needs for personnel preparation in special education, early intervention, related services, and regular education to work with children, including infants and toddlers, with disabilities; and
- ensure that those personnel have the necessary skills and knowledge, derived from practices that have been determined through scientifically based research and experience, to be successful in serving those children.
FR Link: https://www.federalregister.gov/d/2016-31838
Type: Grant Announcement
Program: Education Research and Special Education Research Grant Programs.
Date: Tuesday, March 8
CFDA: 84.305A, 84.305B, 84.305D, 84.305H, 84.305L, 84.305N, 84.324A, 84.324B, and 84.324L
Summary: The central purpose of the Institute of Education Sciences' (Institute) research grant programs is to provide interested individuals and the general public with reliable and valid information about education practices that support learning and improve academic achievement and access to education opportunities for all students. These interested individuals include parents, educators, students, researchers, and policymakers. In carrying out its grant programs, the Institute provides support for programs of research in areas of demonstrated national need.
Competitions in This Notice:
The Institute will conduct nine research competitions in FY 2017 through two of its centers:
The Institute's National Center for Education Research will hold six competitions, one in each of the following areas:
- Education research;
- Education research training;
- Statistical and research methodology in education;
- Partnerships and collaborations focused on problems of practice or policy;
- Low-cost, short-duration evaluations; and
- Research networks.
The Institute's National Center for Special Education Research will hold three competitions, one in each of the following areas:
- Special education research;
- Special education research training; and
- Low-cost, short-duration evaluations.
Deadlines: The dates when applications are available and the deadlines for transmittal of applications invited under this notice are indicated in the chart at the end of the FR notice.
Click here for more information.
Rehabilitation Services Administration
Type: Final Rule
Summary: Workforce Innovation and Opportunity Act (WIOA);
Joint Rule for Unified and Combined State Plans, Performance Accountability, and the One-Stop System Joint Provisions
Dates: Final rules announced: Aug. 19.
This final rule is effective: Oct. 18.
Law: Public Law 113-128
Summary: The Departments of Education (ED) and Labor (DOL) (or, collectively, Departments) issue this Joint Final Rule to implement jointly administered activities authorized by title I of the Workforce Innovation and Opportunity Act (WIOA) signed into law on July 22, 2014. This Joint WIOA Final Rule provides guidance for State and local workforce development systems that increase the skill and credential attainment, employment, retention, and earnings of participants, especially those with significant barriers to employment, thereby improving the quality of the workforce, reducing dependency on public benefits, increasing economic opportunity, and enhancing the productivity and competitiveness of the nation.
FR link: https://federalregister.gov/a/2016-15977
Type: Final Rule
Summary: Workforce Innovation and Opportunity Act (WIOA);
Miscellaneous Program Changes
Dates: Final rules announced: Aug. 19.
This final rule is effective: Sept. 19, except the removal of part 388, amendatory instruction 13, is effective on Oct. 1.
Law: Public Law 113-128
Summary: The Secretary amends the regulations governing a number of programs administered by the Rehabilitation Services Administration (RSA) to implement changes to the Rehabilitation Act of 1973 (Act) made by the Workforce Innovation and Opportunity Act, signed on July 22, 2014. The Secretary also implements changes to the Act made by the Workforce Investment Act of 1998, signed on Aug. 7, 1998, that have not previously been implemented in regulations, and otherwise updates, clarifies, and improves RSA's current regulations.
FR link: https://federalregister.gov/a/2016-16046
Type: Amended Regulations
Summary: Workforce Innovation and Opportunity Act (WIOA):
State Vocational Rehabilitation Services program;
State Supported Employment Services program;
limitations on use of subminimum wage.
Dates: These regulations are effective: September 19, 2016, except for amendatory instructions 2, 3 and 4 amending 34 CFR 361.10, 361.23, and 361.40, which are effective Oct. 18.
CFDA: State Vocational Rehabilitation Services program: 84.126A
State Supported Employment Services program: 84.187
Summary: To implement the changes to the Rehabilitation Act of 1973 (Act) made by the Workforce Innovation and Opportunity Act (WIOA), the Secretary amends the regulations governing the State Vocational Rehabilitation Services program (VR program) (34 CFR part 361) and State Supported Employment Services program (Supported Employment program) (34 CFR part 363). In addition, the Secretary updates and clarifies prior regulations to improve the operation of the program. Finally, the Secretary promulgates regulations in new 34 CFR part 397 that implement the limitations on the payment of subminimum wages to individuals with disabilities in section 511 of the Act that fall under the purview of the Secretary.
FR link: https://federalregister.gov/a/2016-16046
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