Each year, in June, OSEP makes a determination for each State under Part B and Part C of the IDEA.  This year, on June 28, 2016, OSEP will issue its 2016 determinations.

For the first time in 2014, and again in 2015 and 2016, the Department made Part B determinations using both compliance and results data, giving each equal weight in making a State’s determination. For the first time in 2015 and now in 2016, the Department made Part C determinations using both compliance and results data. OSEP’s accountability framework, called Results Driven Accountability (RDA), brings into focus the educational results and functional outcomes for children with disabilities while balancing those results with the compliance requirements of IDEA.  

The public State Profiles will be available the week of July 4th, through the main SPP/APR Resource page. Each State's profile will be updated to include Determination Letters and an explanation of how the determination was made in both 2015 and 2016. Profiles are available for Parts B and C, and include (in addition to determination information) the State's SPP/APR, SSIP, Data Rubric, Results Matrix, Data Display and Dispute Resolution report.

Hello Leaders!

Summer has officially arrived, but school is still in session here at OSEP. For all of our Part D Grantees, don't forget to register for the annual Project Director's Conference, to be held August 1-3, 2016. Registration will close at 5:00pm ET on Friday, July 15.  We look forward to hosting you right here at the Marriott Wardman Park Hotel in Washington, DC!

Also, please take time to read the Department's Dear Colleague Letter on Stakeholder Engagement (June 22, 2016). This Letter highlights the Leading by Convening: A Blueprint for Authentic Engagement tool, which was developed through OSERS's investment in the IDEA Partnership Project.

• ED-HHS Release Joint Statement on Dual Language Learners in Early Childhood Programs: A new joint policy statement was released (June 2, 2016) supporting early childhood programs and states by providing recommendations promoting the development and learning of young children, birth to age five, who are dual language learners (DLLs). This statement specifically addresses children with disabilities, and was accompanied by other resources including a digital toolkit and ED's Fact Sheet: Supporting Dual Language Learners in Early Learning Settings.

Today!  Join the Department of Health and Human Services for a webinar! Supporting Dual Language Learners: Research to Practice

Date: Jun 28, 2016, at 3:00 PM EDT.

Register now! 

• Joint ED-HHS Report on Importance of Supporting Early Learning Workforce: A new joint report from the U.S. Departments of Education (ED), and Health and Human Services (HHS) highlights the importance of supporting the early learning workforce—nearly a totality of whom are women—not only to improve the quality of early learning programs, but also to ensure fair pay so that they can support their own families. The report, High-Quality Early Learning Settings Depend on a High-Quality Workforce—Low Compensation Undermines Quality, summarizes the research base and includes recommendations for reaching pay parity across all early learning settings.  

OSERS partners with OESE: National Comprehensive Center on Improving Literacy for Students with Disabilties (CFDA Number 843283D)

The Office of Elementary and Secondary Education (OESE) seeks to fund a National Comprehensive Center on Improving Literacy for Students with Disabilities for children in early childhood education programs through high school. Because of the Center's subject matter, it will be administered jointly by OESE and the Office of Special Education and Rehabilitative Services (OSERS).

The notice inviting applications can be viewed at the Federal Register, while the application package is available at Grants.gov.

Publication Date/Application Available:  Wednesday, June 8, 2016. 

Deadline for Transmittal of Applications:   Monday, July 25, 2016. 

Recent guidance, letters and reports issued by the Department:

•  The latest Civil Rights Data Collection (June 7, 2016) -- with data from all public schools and districts nationwide for the 2013-14 school year -- highlights the need for a focus on equity, especially in the implementation of the new Every Student Succeeds Act.
• Later in June the Department released the Foster Care Guidance (June 23, 2016),
• Dear Colleague Letter on Foster Care Guidance (June 23, 2016), and
• Dear Colleague Letter on Foster Care Timelines (June 23, 2016). 

From the ED Homeroom Blog: Building a Foundation for Children Starts in Pre-K

Kindergarten teacher Cody Summerville outlines what he believes are the benefits to high quality pre-K education.

The US Department of Education is now on Instagram! Follow us @usedgov, where we're sharing the amazing stories of educators and learners across these United States!

OSERS is on Twitter with the latest from special education advocates, educators, families and students. Follow us @Ed_Sped_Rehab and tell your friends. We'll see you in the Twittersphere!

What's "My Story" today?  ED's Office of Communication and Outreach now features different initiatives and events on our new Snapchat account.  Add us at @usedgov!!

We want to hear from you! Do you have suggestions for TA opportunities? Parent resources? Webinar topics? Ideas for things to include in future newsletters? Send them to Charlotte Stein at charlotte.stein@ed.gov.