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Sept. 30, 2024
I am excited to share the latest updates on our strategic plan as we continue to put our goals into action to better serve students, families, and educators across the District. One of our major milestones was the release of the District of Columbia’s first-ever Special Education Performance Report (SEPR) in summer 2023. This report offers a detailed, results-based evaluation of the performance of every Local Education Agency (LEA). By focusing on real-world outcomes rather than just compliance, SEPR empowers us to identify strengths and areas for improvement, driving targeted support where it’s needed most. The next SEPR release is set for Oct. 15, 2024 and will provide valuable insights to guide our work toward improving academic outcomes for students with disabilities.
We are also thrilled to highlight our efforts to build capacity through initiatives like the Special Education Institute, which provided tailored professional development to educators from 27 participating LEAs. The Institute included sessions focused on inclusive practices, parent engagement, and data-driven strategies to enhance special education outcomes. Through our commitment to continuous improvement and collaboration with expert partners, we are equipping educators with the tools and knowledge to support students with disabilities and create a brighter future for all.
Read on to learn more about our efforts to direct resources so that every student has access to high-quality education every day.
Antoinette S. Mitchell, Ph.D.
Interim State Superintendent of Education
Office of the State Superintendent of Education (OSSE)
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 Moving from Data to Practice
The Special Education Performance Report (SEPR) provides an annual score for each LEA’s special education program, based on crucial federal data and key measures of student progress, giving a clear picture of how schools are supporting students with disabilities. With the inclusion and emphasis on results-based measures of students’ progress, SEPR provides LEAs and the public a realistic baseline analysis of the health of all special education programs in the District.
In previous years, LEAs demonstrating procedural compliance scored in the highest tier. Beginning in school year 2023-24, the SEPR provides a more comprehensive picture of not only how well LEAs are able to complete special education activities in compliance but also how well an LEA’s special education program is preparing students for academic success. SEPR also gives LEAs and families meaningful information about LEA progress toward improving outcomes for students with disabilities. With this information, OSSE can determine the proper supports LEAs need to build educator and system capacity to serve students with disabilities.
Through initiatives like the Special Education Institute held this past summer, OSSE partnered with experts to offer targeted professional development to 27 participating LEAs, focusing on inclusive practices, parent engagement, and data-driven improvement strategies. OSSE looks forward to expanding these efforts, reinforcing our commitment to ensuring every student with disabilities receives a high-quality education and the opportunity to thrive.
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SEPR 2023 Highlights
Special Education Institute 2024
Building Capacity for a Brighter Future
This summer, OSSE hosted the Special Education Institute, partnering with external experts to provide a unique opportunity for educators to enhance skills, build capacity, and improve special education outcomes.
Participation Highlights: 27 LEAs participated
Key Focus Areas: Inclusive Practices, Parent Engagement, Secondary Transition, SEPR Data Analysis, Early Childhood Transition, Continuous Improvement Activities
5 Expert Entities delivering practice-based learning sessions on six key areas of special education: Department of Disability Services, Early Childhood Data Analysis, Family Engagement, Rehabilitation Services Administration, Secondary Transition
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 On Sept. 14, Interim State Superintendent Mitchell gave congratulatory remarks at the DC Leading Educators toward Advanced Degrees (DC LEAD) Graduation, celebrating early childhood educators who have earned their Child Development Associate (CDA) credential or an associate or bachelor’s degree with support from OSSE-funded DC LEAD and CDA scholarship programs. With approximately 300 attendees, including graduates, family members, program staff, and local education leaders, this event highlighted the importance of ongoing education and professional growth in enriching the lives of children and supporting our city’s workforce. The DC LEAD program, administered by Southeast Children’s Fund through a grant from OSSE’s Division of Early Learning, aims to equip the District’s child care educators with the credentials needed to excel and increase the number of high-quality early childhood professionals in our community.
 On Sept. 13, OSSE proudly honored Adrienne Glasgow, an inspiring history teacher at Dunbar High School, as the 2024 DC History Teacher of the Year! Through her outstanding contributions on the OSSE Social Studies Technical Writing Committee and her passion for teaching, Ms. Glasgow brings history to life for DC students every day.
 As part of the Start of School initiative, OSSE provided LEAs with a special Start of School Special Education Newsletter with information pertinent to all LEA Special Education Points of Contact (SPED POCs), including updates and reminders regarding SPED POC roles and responsibilities, policy and guidance, data systems, monitoring activities, and nonpublic placement processes.
 On Sept. 7, OSSE hosted the 2024 DC Futures Conference, bringing together over 200 DC Futures scholars from UDC, Trinity Washington University, and The Catholic University of America. The DC Futures Program supports DC residents who want to enroll in a local university and earn their first associate or bachelor’s degree, through tuition support, coaching, monthly stipends, and access to emergency funds. The conference event featured inspiring guest speakers and interactive workshops designed to help students navigate their path to college completion, manage their time effectively, and build their personal brand. Scholars discovered new skills, strategies, and connections to overcome challenges and achieve college success.
 Funded by the U.S. Department of Education, the Advancing the Recruitment and Retention of our Workforce (ARROW) initiative offers an exciting opportunity to boost recruitment and retention of school behavioral health professionals in DC, enhancing their skills, job satisfaction, and professional growth through partnerships with LEAs, local colleges, universities, and behavioral health organizations. To recognize the incredible dedication of school-based behavioral health supervisors who support students, families, and staff, OSSE is offering a one-time $1,000 retention bonus to eligible supervisors employed by DC public and public charter schools, community-based organizations, and the Department of Behavioral Health School Behavioral Health Program. The application period to apply for the bonus is now open and runs through Oct. 25, 2024.
The agency launched this year’s OSSE Employee Staff Awards nomination period on August 26, inviting staff to recognize colleagues for their outstanding achievements and years of service. This expanded awards program, which includes 15 categories, aims to celebrate the dedication of exceptional individuals and teams who contribute significantly to OSSE, the District, and the students they serve.
In July, OSSE hosted a Diversity, Equity, Inclusion and Belonging (DEIB) presentation looking through the lens of Immigrant Heritage Month and the agency DEIB Theory of Action. In August, staff contributed more than 16 bags of new/gently used clothing and bicycle helmets for middle/high school aged children and adults.
Earlier this month, OSSE staff connected with students, parents, and families at the DCPS Block Party to share valuable OSSE resources on family programs. Staff also engaged one-on-one with attendees in meaningful conversations about the DC-wide Graduate Profile and current high school graduation requirements. This was a tremendous opportunity to learn directly from the community and to ensure OSSE efforts reflect what matters most to families.
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