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This year, the office of secretary is up for election ... every office is an important office but this one is one that requires a great deal of attention to detail and can be grueling during our marathon executive committee and board meetings! According to the CASE constitution, "the Secretary shall keep accurate minutes of all meetings of CASE and of all meetings of the Executive Committee. He/She shall carry on correspondence as necessary in regard to matters delegated by the President and shall elicit, present, and record proposals for establishing or revising the CASE Articles of Incorporation, CASE Constitution and By-Laws, CASE policies, and the CASE Policy Manual. The Secretary shall coordinate, maintain, and disseminate amendments to and an updated copy of the Articles of Incorporation and CASE Constitution and By-Laws. The Secretary shall have the option of appointing Ad Hoc committees as needed to fulfill these responsibilities."
If you were a member of CEC/CASE on February 7, 2017 then you should be receiving your ballot in your email today or tomorrow. There are just two candidates — Jenifer Cline (MT) and Butch Stevens (MS) for the one office. It will not take you long to read their bios and view their campaign flyers [ link to pdf]. Please take a few moments to do that and vote as soon as you receive your ballot. So often we intend to go back and vote and then never do. Please let's see if we can't improve our voting rate!
Did you know... when you join CEC you can opt out of receiving emails and even U.S. Mail? I know some people really would want to do that but do you realize that means you will not receive your election ballot for the annual election? You will not receive FREE books that CASE sends out periodically? You won't receive our quarterly newsletter? Is that really what you want? If it is, great…if it isn't, then you need to get that changed with CEC Constituent Services- 1-888-232-7733 or firstname.lastname@example.org.
YES, there is still time for you to be a virtual site for the CASE Hybrid! The sessions for this year's hybrid are truly amazing! 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 or region in the area of Mental Health and Legal issues!
CASE NIGHT tickets are going fast! 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!
Thank you for responding to the various CALL to Actions from CASE and CEC the past couple of weeks! If you are like me, you heard more senators speaking about IDEA and the needs of students with disabilities than you ever have. I think we can be proud of the attention that so many put on IDEA during the confirmation process. CEC President Mikki Garcia wrote an amazing letter to the members. If you haven't read it yet, be sure to read it now! We need to also make sure we have EVERY state represented at the CEC/CASE Legislative Summit this summer, July 9-12. You can actually register for it now! Please make sure you do not miss any of the Call to Actions by going ahead and sign up for them directly! We will need to be vigilant in watching what our congressional delegations and the department of education do over the next few months!
The question last week was "about what percentage of your principals truly have created/maintained inclusive schools in your district..." First place at 38 percent was 25 percent of the principals have created/maintained inclusive schools. At second with 23 percent was 50 percent of the principals. Third place with 15 percent was less than 15 percent. There was a three-way tie at 8 percent for 100 percent, 75 percent, and none! I think we still have a long way to go. Just as a reminder, last week I gave you a link to a great resource on helping principals become more supportive of inclusive environments. But I want to also offer another resource, the Inclusive Schools website.
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.
The Student Engagement Project provides information and resources for educators seeking evidence-based strategies for students, especially students with disabilities. The ultimate goal of the project is to assist educators in reducing school dropout, as well as the use of traditional exclusionary discipline strategies. To this end, the Student Engagement Project team has created over 80 strategy briefs and related documents to assist educators in working with students. Each strategy brief contains information culled from the voluminous educational research literature and distilled into short practitioner-friendly documents intended for the audience of teachers and school administrators. For example, the Positive Behavior Interventions and Supports strategy brief outlines the literature supporting its use and includes guidelines for implementation in schools or districts.
University of Nebraska-Lincoln
Early childhood teachers and caregivers encounter a wide range of behaviors in preschool-age children, with many public preschool programs serving children who are already at-risk for behavior problems due to a disability or low socio-economic status. Supporting the social and emotional development of preschoolers has gained significant attention in the past 20 years. Recently, researchers have found that expulsion rates of preschoolers are higher than that of elementary and secondary students. The Teaching Pyramid Model, more recently referred to as the Pyramid Model, is a comprehensive, multi-tiered framework of evidence-based practices that promote the social, emotional, and behavioral development of young children. The Pyramid Model focuses on promoting positive behavior and addressing challenging behavior.
Click on the following link for more information on The Pyramid Model of Early Childhood Education: (http://k12engagement.unl.edu/pyramid-model). 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
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.
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.
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
- 4 scholarships for $5,000 each
- 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
The U.S. Senate confirmed Betsy DeVos as the 11th education secretary after a controversial confirmation process. The 50-50 tie vote in the Senate led Vice President Mike Pence to cast the 51st "yea" vote. The votes were cast along party lines with the exception of two "no" votes from republican Senators Lisa Murkowski of Alaska and Susan Collins of Maine. The vote to confirm came after a 24-hour democratic "talkathon" on the floor of the Senate in opposition of DeVos.
CEC Policy Insider
On Feb. 1, two resolutions were introduced in the U.S. House of Representatives by republicans to rescind Obama administration federal regulations for teacher preparation programs (House Joint Resolution 58) and ESSA accountability (House Joint Resolution 57). Recently, the House passed the two resolutions along party lines and they now will move to the Senate.
CEC Policy Insider
The Senate Health Education Labor and Pensions and House Education and Workforce committee members for 115th Congress have been announced. Newly appointed committee members are starred in the listings provided.
CEC Policy Insider
Whether you get to Boston by land or sea-or byplane, train, or automobile-you're not too far away to join us for CEC 2017, Apr. 19-22. You're a only a short car, train, or plane ride away from the most-cutting edge evidence-based practices, hot topics in education, the latest in special education research-everything your students need you to know.
| || HOT TOPIC: SUBJECT LINE FEATURED STORY|
By: Susan Winebrenner
Do you know a student who demonstrates a dramatic strength in some area of learning, but who also clearly shows one or more equally dramatic learning weaknesses in other subjects or courses? Is that same student messy and forgetful, frequently describing various reasons why the absence of this or that assignment is not his or her fault? Such students are called "twice exceptional."
The New York Times
The Senate confirmed Betsy DeVos as education secretary, approving the embattled nominee only with the help of a historic tiebreaking vote from Vice President Mike Pence. The 51-to-50 vote elevates Ms. DeVos — a wealthy donor from Michigan who has devoted much of her life to expanding educational choice through charter schools and vouchers, but has limited experience with the public school system — to be steward of the nation's schools.
In December 2016, Iowa attorney Mary Richard filed a complaint with the state's Department of Education opposing the use of seclusion units in schools. The units are located within special education classrooms and used to hold children with autism and other disorders in "time-out." The seclusion units are generally built of plywood, measuring six by six feet. They are lined with horse stall mats and underlayment made of recycled tires, which gives off a strong rubber odor, the complaint states. They have dark, sometimes black interiors, and some have a hole cut into the ceiling for ventilation and light. Their use is not restricted to emergency situations in which a child poses an immediate threat of physical injury to themselves or to others.
School districts across the state of Virginia could soon have a point person in place to deal with students with dyslexia. Legislation pending in the House of Delegates, and approved by House Appropriations Subcommittee on Elementary & Secondary Education, would require every School Board to employ a dyslexia adviser. The bill, HB2395, would make sure that districts had a reading specialist in place trained in how to identify and the address the condition. The specialist would also be trained in "accommodations and teaching techniques for students with dyslexia or a related disorder and to serve as an adviser on dyslexia and related disorders."
As those in the education sphere focus on debating whether or not Trump's pick for education secretary Betsy DeVos is the right choice for the job, one Texas lawmaker is resurfacing an age-old education debate that has gotten lost in the shuffle: what is the right amount of testing for students? According to Time Warner Cable News, Republican Rep. Jason Isaac has introduced the Teaching Over Testing Act in order to reduce standardized tests in the state from 22 to 17 as well as reduce testing's influence on both teacher evaluation and school ratings.
Philadelphia Public School Notebook
The School District of Philadelphia has settled a federal lawsuit filed by local parents of students with disabilities who contended that their children were not receiving sufficient special education services during summer and winter vacations, which federal law requires public schools to provide. As a result of the settlement, which was reached Feb. 3, District schools can no longer universally dictate the type, amount and duration of Extended School Year services they will provide to the District's 26,000 special education students. Instead, those decisions must be made in partnership with parents as part of a student's Individualized Education Program.
The Washington Post
Susan C. Margolin, a contributor for The Washington Post, writes: "My son slides under the daybed, flattening his sprawling limbs in all directions across the dusty floor, then retracting them with a jerk. 'I'm making myself invisible!' he declares. He knows our news is unwelcome. Don't let him think it's because of him, his doctor had coached. Crouching, I reach my hand to stroke his arm — a gesture I realize is not enough to comfort a boy whose body short circuits with uncertainty."
Some kids with ADHD think better when they're moving, or tapping, or humming — or doing all three. When those fidgets disrupt other students' learning, though, we have a problem. Here, teachers and parents can find ingenious ways to blow off excess energy without driving anyone nuts.
Parents and teachers should do more to embrace the preferred interests of those with autism, researchers say, pointing out that such aptitudes can be calming and form the basis for careers. Individuals on the spectrum often display intense interests in topics like computers, animals or trains. Traditionally, many experts thought that such preferences might inhibit social development. However, in a new study looking at the experiences of 80 adults with autism ages 18 to 70, researchers said they found otherwise.
Karen Janowski visited a school recently to assess a middle school student who she was told in advance would probably be resistant to working with her. Janowski is an assistive and educational technology consultant and an adjunct instructor at Simmons College School of Social Work in Boston. She pulled out her iPhone, showing him predictive text tools and a function that reads text for him — easily accessible tools that exist on iPhones anyone might have.
HealthDay News via U.S. News & World Report
Chronic bullying can take a toll on kids' grades. That's the suggestion of researchers said they found that young children who are bullied for years, or teens who face increased bullying in high school, lack confidence in their academic abilities, get lower grades and dislike school more than their peers. "It's extremely disturbing how many children felt bullied at school," said lead researcher Gary Ladd, a psychology professor at Arizona State University.
Michelle Russell, a contributor for MiddleWeb, writes: "Last month I gave my students a survey, asking them various questions related to extracurricular activities, learning preferences — things about their lives in and out of school. My purpose was to get to know them better and to find more common ground so that I could be a more effective teacher."
Mary Lynn Crow loves to sing and dance and perform concerts for her family. With her friends, the 8-year-old girl with a bright smile and brown pony tail is boisterous and exuberant, a natural leader. But like many children with Down syndrome, Mary Lynn has apraxia, a speech disorder that makes her difficult to understand. "A lot of times when people have trouble understanding you, you don't want to express yourself," says her mother, Veronica Crow. "You stop trying to express yourself."
Students with disabilities are as likely as typically developing students to enter science and engineering fields in college, according to new data from the National Science Foundation. The finding is part of the NSF's annual study of students from traditionally underrepresented groups in science, technology, engineering, and mathematics fields. As of 2012, the most recent year for data, 11 percent of students pursuing an undergraduate degree reported having a disability — roughly on par with the 12 percent of K-12 students with a disability in U.S. schools.
District Administration Magazine
When educators were unable to help Susan Davis's 8-year-old autistic son calm down at school, he was put into a four- by six-foot, custom-built box. Davis and her husband were unaware their son was being regularly restrained and secluded until she visited his classroom so she could get a more complete picture of the education he was receiving. "We had no idea that this was happening to my child. My son was never able to articulate any these events to us," Davis, from north central Connecticut, told the State Board of Education. "If we did not have access to observations, who knows how long this would have continued for."
By age six, girls are less likely than boys to view their own gender as brilliant and express interest in activities described as for "really, really smart" children, according to new research published in Science. Many major media outlets reported these findings. Most of the coverage, however, overlooked another key finding from the same study: Boys were less likely to say their own gender gets top grades in school.
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
7701 Las Colinas Ridge, Ste. 800, Irving, TX 75063