Meeting Federal and State Requirements
School entities are required to follow the mandates of federal and state laws and regulations in providing free appropriate education to students with disabilities. This site offers resources to assist in meeting those requirements.
Federal Law and Regulations
The Individuals with Disabilities Education Improvement Act (IDEA 2004) ensures that all children with disabilities have a free appropriate public education (FAPE) and that the rights of such children and their parents are protected. It also aligns to the No Child Left Behind (NCLB) Act. IDEA 2004 focuses on improving educational outcomes for students with disabilities and expanding opportunities to reduce disagreements between schools and parents.
Forms designed by the Pennsylvania Department of Education ensure that students with disabilities receive a free, appropriate, public education. Forms are available for the Infant-Toddler/Early Intervention, Preschool/Early Intervention, and School-age programs, and include both annotated and non-annotated versions. Forms are available as Word and pdf documents.
Pennsylvania Law and Regulations
The State Board of Education, established by the General Assembly, is the principal administrative regulatory body for elementary/secondary and higher education in the Commonwealth. In addition to promulgating regulations, the Board has the statutory authority to “adopt broad policies and principles and establish standards governing the educational program of the Commonwealth.” The Special Education regulations in Pennsylvania are found under the 22 PA Code Chapter 14 for school districts and Chapter 711 for charter schools.
A new report, Hidden in Plain Sight: Homeless Students in America’s Public School examines the growing problem of student homelessness by interviewing and surveying currently and formerly homeless students and the state coordinators and local liaisons assigned to help them. Written by a team of researchers at Civic Enterprises, the study was released by America’s Promise Alliance, a leader of the GradNation campaign. Read more…
A new analysis from the U.S. Department of Education shows that chronic absenteeism impacts students in all parts of the country and is prevalent among all races, as well as students with disabilities. The first-ever national comprehensive data collected on chronic absenteeism reveal that more than six million students—or thirteen percent of all students—missed at least fifteen days of school in the 2013-14 school year. The data paint a striking picture of how many students miss three weeks or more of school each year. Read more…
The U.S. Department of Education’s Office for Civil Rights (OCR) recently unveiled new data from the 2013-2014 school year showing gaps that still remain too wide in key areas affecting educational equity and opportunity for students, including incidents of discipline, restraint and seclusion, access to courses and programs that lead to college and career readiness, teacher equity, rates of retention, and access to early learning. Read more…
Recent literature shows that poor and minority students may not have full access to educational opportunities. The Government Accounting Office (GAO) was asked to examine poverty and race in schools and efforts by the Departments of Education and Justice, which are responsible for enforcing federal civil rights laws prohibiting racial discrimination against students. Read more…
The U.S. Department of Education recently released a new toolkit to inspire and support current and former foster youth pursuing college and career opportunities. The Foster Care Transition Toolkit includes tips and resources intended to help foster youth access and navigate social, emotional, educational and skills barriers as they transition into adulthood. Read more…
The White House along with the Department of Education have recently released a new report detailing the educational progress made since President Obama took office. The report provides an overview of the most significant education policies advanced during the Obama administration, and illustrates the metrics associated with progress during his two terms in office. Additionally, it offers a description of areas where we, as a nation, must continue to drive improvement so we can place all students in a position to fully realize their potential. Read more…
The U.S. Department of Education recently released a new report that summarizes the progress made by the seven states that received Race to the Top Phase 3 grants: Arizona, Colorado, Illinois, Kentucky, Louisiana, New Jersey, and Pennsylvania.
The Race to the Top program is a competitive four-year grant program designed to encourage and reward states that are creating the conditions for education innovation and reform; achieving significant improvement in student outcomes, including making substantial gains in student achievement, closing achievement gaps, and improving high school graduation rates; and ensuring students are prepared for success in college and careers. Race to the Top Phase 3 focuses on supporting efforts for comprehensive statewide reform, while also improving science, technology, engineering, and mathematics (STEM) education. Read more…
The U.S. Departments of Education and Justice recently released joint guidance to help provide educators the information they need to ensure that all students, including transgender students, can attend school in an environment free from discrimination based on sex. Read more…
A new report recently released by the Bureau of Justice Statistics and the National Center for Education Statistics finds that crime in school continues to decline. The report presents data on crime at school from the perspectives of students, teachers, principals, and the general population from an array of sources—the National Crime Victimization Survey, the School Crime Supplement to the National Crime Victimization Survey, the Youth Risk Behavior Survey, the School Survey on Crime and Safety, the Schools and Staffing Survey, EDFacts, and the Campus Safety and Security Survey. Read more…
The 2016 Building a Grad Nation Report written annually by Civic Enterprises and the Everyone Graduates Center at Johns Hopkins University, and released in partnership with America’s Promise Alliance and the Alliance for Excellent Education, examines the progress and challenges the nation faces in reaching the Grad Nation goal of a national on-time graduation rate of 90 percent by the Class of 2020. Read more…
- Review of the new Annotated Evaluation Report
September 21, 2016
- Review of the new Annotated Reevaluation Report
September 29, 2016
- Progress Monitoring for Students with IEPs: An Introduction
October 22, 2013
- Progress Monitoring for Writing
November 11, 2013
- Child Find: Emotional Disturbance
May 1, 2014
- Progress Monitoring for Reading
February 12, 2014
- Diane Funsten
Mathematics, Multi-Tiered Systems of Support (MTSS/RtII), Procedural Safeguards