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It is so hard to believe it is already February and CASE Night tickets went on sale Feb. 1. We are so excited to be in Boston this year and know you are going to want to join your colleagues for a night of great food, fun, and excitement at the New England Aquarium. The tickets are just $65 because of the amazing contribution our sponsors are making! Special thanks go to Star Autism, Education Modified, C 8 Sciences, and Winsor Learning! You do not want to let this event to sell out so get your tickets today! Early bird is over now for CEC but you can still 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! Not only will CASE Night be wonderful but make sure you come in on Tuesday so you can join us for a fantastic breakfast on Wednesday morning just before our joint member/board meeting. We will catch you up on all the great things CASE is doing, ask for your input on our next steps, and of course we will also be announcing our new secretary as well as our unit and individual awards. You do not want to miss any of the CASE activities at CEC!
Not a member of CEC? Why not join now!
There is still time for you to be a virtual site for the CASE Hybrid! 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 in tact! 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! The detailed session descriptions might help you make up your mind! Don't miss this opportunity to make a huge impact on your school, district, region in the area of Mental Health and Legal issues!
Thank you for responding to the various CALL to Actions from CASE and CEC this past week! By the time you read this, we may know if we have a new Secretary of Education or not. Many of you contacted your senators through the CEC legislative Action Center and we really appreciate it. Please make sure you do not miss any of the Call to Actions by going ahead and signing up for them directly!
Have I got a great new resource for you! I am actually in Washington, D.C., as I write this weeks' update. I was here for a Thought Leader meeting at the Council of the Chief State School Officers put on jointly with the Collaboration for Effective Educator Development, Accountability, and Reform Center. These two organizations have just published an amazing document: PSEL 2015 and Promoting Principal Leadership for the Success of Students with Disabilities. We all talk about the importance of inclusive schools and the critical role the principal plays in developing those schools but do we really provide the resources for those principals to do their job? CASE will be looking more closely at this issue and the resources available to see how we can help our members be better team members with principals and others at the district and building level. Look at this document and let us hear from you!
Speaking of great resources — did you get your copy of the Great Instruction, Great Achievement book in the mail yet? Let us hear what you think about it on the CASE facebook page or on Twitter. Maybe you want to purchase multiple copies for others in your district?
The question last week wasn't really a question — "I am so excited about the 6th annual Hybrid Conference..." First place was a tie with 33 percent saying they were going to be onsite in Florida or were working on their logistics to host a virtual site. At second with 22 percent where folks were going to be attending a regional virtual site Third place with 11 percent was those folks who were going to purchase the DVD. Happily no one answered they didn't know what a hybrid was! There is still time for you to register for the hybrid. Don't miss out on this great opportunity!
Thank you again for all you do every day for so many!
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.
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.
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.
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:
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:
- 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
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.
John Hill, Executive Director
National Alliance for Medicaid in Education
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
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.
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.
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.
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 email@example.com or (610) 758-5557.
Program begins: Nov. 1, 2016
Deadline: Midnight, EST, March 31
Are you a legally blind high school senior or college student?
- $12,000 Scholarship, "The Kenneth Jernigan Scholarship," and
- 1 scholarship for $10,000
- 2 scholarships for $8,000 each
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- 22 scholarships for $3,000 each
- PLUS other gifts to our thirty scholarship finalists!
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:
Office: (410) 659-9314, ext. 2415, (8 a.m.–5 p.m. EST)
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:
There are four videos in the series:
- 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)
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.
- 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.
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.
CEC Policy Insider
CEC has a NEW Call to Action on the Legislative Action Center! This week the Senate HELP Committee voted to advance out of committee the nomination of Betsy DeVos as President Trump's Education Secretary on a 12-11 vote, along party lines. The confirmation vote for DeVos will now move to the full Senate and has yet to be scheduled.
CEC Policy Insider
The Senate HELP Committee voted to advance out of committee the nomination of Betsy DeVos as President Trump's Education Secretary on a 12-11 vote, along party lines.
CEC Policy Insider
The Council for Exceptional Children's Division for Early Childhood has developed a new resource — The Evidence for Inclusion. This issue is the first in a series titled Resources Within Reason, a free, bi-monthly, one-way listserv. The issue compiles definitions and research findings, and provides access to essential examples of the evidence for inclusion. Keep this one-pager on hand for an accumulated list of research on the benefits for inclusion for young children with and without disabilities!
CEC Policy Insider
The New Teacher Center recently released a FREE Change Maker Ebook. The publication is focus is to provide "resources to help you change the odds for students." The resource includes information on how to: best leverage the Every Student Succeeds Act, help resolve the teacher shortages, strengthen teacher induction, reimagine professional development, and develop teacher leaders.
CEC Policy Insider
The Bostonians who took part in the Boston Tea Party made history, and now it is your chance to volunteer and make history at CEC 2017. Volunteers are essential to the success of our annual convention and expo-and when you give to us, we give back to you. The more you volunteer at CEC 2017, the more you save on your registration.
| || HOT TOPIC: SUBJECT LINE FEATURED STORY|
By: Bambi Majumdar
The 2017 edition of Education Week's Quality Counts report shows that American schools still have considerable room for improvement. Individual states were graded on metrics like school finances and student achievement, along with environmental factors. The report revealed how each state is faring in the education meter and that even the top-ranking state, Massachusetts, got only a B rating. This has sparked concerns over the future of U.S. education.
Citing concerns about her views on the Individuals with Disabilities Education Act, disability advocates are asking lawmakers to delay a vote on the nominee to head the U.S. Department of Education. In a letter sent to leaders of the U.S. Senate education committee, more than three dozen advocacy groups urged senators to hold off on a vote on Betsy DeVos' nomination for secretary of education due to concerns about her comments at a hearing.
The Washington Post
Betsy DeVos, President Trump's nominee for education secretary, has promised that she would enforce federal laws meant to protect students with disabilities, a move meant to reassure senators, advocates and parents who were unsettled by positions she seemed to stake out at her recent confirmation hearing.
The number of students ages 6 to 21 enrolled in special education rose in the most recent year for which the federal government has data, driven by increases in the number of students classified as having autism or "other health impairments." It was the fourth year in a row for such an increase. In fall 2015, about 5.9 million students enrolled in the 50 states, the District of Columbia, and Bureau of Indian Education Schools received services through the Individuals with Disabilities Education Act.
In fourth grade, Drew's behavioral problems in school grew worse. Gripped by extreme fears of flies, spills and public restrooms, Drew began banging his head, removing his clothing, running out of the school building and urinating on the floor. These behaviors, which stemmed from autism and ADHD, meant that Drew was regularly removed from the classroom in his suburban school outside of Denver and only made marginal academic improvement, according to court documents.
True Viral News
Imagine you're a healthy adult with a good university degree but struggle to pour a drink without spilling it, direct people across a building, or remember what you’ve just been told clearly. This is a typical picture of someone with dyspraxia. Dyspraxia or developmental co-ordination disorder, affects co-ordination, spatial awareness and sensory perception. It's part of an umbrella of conditions known as specific learning differences, which are defined as exceptional variations in a person's ability, as well as problems with concentration and short-term memory.
Student requests for extra time, more breaks or a quieter room when taking the SAT have doubled over the past five years, according to the College Board, which administers the test. That upward trend for these requests — known as accommodations — is likely to continue as the number of children being diagnosed with a disability continues to grow and a new policy, which took effect Jan.1, now makes it easier for students to get an accommodations approval when taking the SAT.
Providing at-risk students and students with special needs with an inclusive learning environment — one in which students receive equitable opportunities for effective educational services — is a moral imperative. However, despite all of the effort districts and schools have put into implementing inclusive practices and improving behavioral strategies and learning environments in schools, the educational community still has much to accomplish in this area, especially for minority students.
Veteran researchers present five strategies — like maintaining success files and allowing choice — to help struggling students develop a positive attitude needed for success.
"Hyperactive behavior isn't a choice, but an expression of a brain-based biological disorder." Instead of trying to make kids sit still, help children with ADHD harness that extra energy in creative, productive ways at school and at home.
We know lots of facts about dyslexia: It's the most common reading disorder. It changes the way millions of people read and process information. But we know much less about how it feels to people who have it. How it shapes your self-image, your confidence and how people see and react to you. And so I reached out to some really creative people — artists who have dyslexia — to talk about this. One of the most fascinating things I heard is that dyslexia plays a big role in their creative process. Some said their struggle with written words informs their art, and that the struggle to express ideas they can't in writing makes their art unique.
The Hechinger Report
On dress-down days, Sherlae's outfits almost always include sequins and sparkles. Whenever she passes a window, she lights up, in a way that matches her sunny personality and big, dimpled smile. But for years, because of strife at home, she had to force herself to look cheerful each morning as she walked into her school, Lawrence D. Crocker College Prep in uptown New Orleans. "I always try to put on a happy, smiling — not sad — face," said Sherlae, 13, whose middle name is used here to protect her privacy.
New research on the theory that students who believe academic success is obtained not inherited (growth mindset) are more likely to succeed has found that students who pay more attention to their mistakes do better. Led by scholars from Michigan State University, the study took a look at 123 children and after assessing their mindset (growth or fixed) asked them to complete a computer-based accuracy task. The researchers then studied the brain activity of each participating child to see which ones were focusing more on the mistakes they made.
Brown University via Science Daily
Want to learn something and then quickly make that mastery stick? A new Brown University study in which people learned visual perception tasks suggests that you should keep practicing for a little while even after you think you can't get any better. Such "overlearning" locked in performance gains, according to the Nature Neuroscience paper that describes the effect and its underlying neurophysiology.
University of Leiden via Science Daily
We often assume that highly gifted children always perform at maximum capacity. However, new research shows that this group also benefits from training and explanation. Strangely enough, the benefits are the same for both groups.
New research on the underlying cause of dyslexia could pave the way for earlier diagnosis and intervention. Dyslexia is a common learning difficulty that affects one in every 10 to 20 people, impacting their ability to read and spell words but not affecting their general intelligence. The new finding expands knowledge of the brain mechanisms underlying the condition.
Office of Special Education Programs (OSEP)
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
Applications Available: Jan.3.
Deadline for Transmittal of Applications: March 6.
Deadline for Intergovernmental Review: May 3.
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:
FR Link: https://www.federalregister.gov/d/2016-31838
- 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.
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:
The Institute's National Center for Special Education Research will hold three 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.
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.
- Special education research;
- Special education research training; and
- Low-cost, short-duration evaluations.
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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