On August 1st, OSERS issued a Dear Colleague Letter (DCL) that (1) emphasizes the requirement that schools provide positive behavioral supports to students with disabilities who need them and (2) clarifies that the repeated use of disciplinary actions may suggest that children with disabilities may not be receiving appropriate behavioral interventions and supports. 

When schools fail to consider and provide for needed behavioral supports through the Individualized Education Program, it is likely to result in children not receiving the free appropriate public education to which they are entitled under federal law. Resources to accompany the DCL, including a Summary which clearly and briefly illustrates the letter's main points, can be found on the Rethink Discipline Website.

Hello Leaders!

Our thanks to all who attended this year's Project Director's Conference, August 1-3. We hosted over 900 research to practice project directors, additional project staff, stakeholders, scholars and federal staff!  We were all very happy to be face to face again after our year off.  Participants attended topical panels, small group discussions, program area meetings and plenaries.  Materials are available for most sessions and can be found online at https://www.osep-meeting.org.

Later in the month OSEP announced that we had reached a settlement agreement with the South Carolina Department of Education, settling the litigation involving ED's claim of South Carolina's failure to maintain state financial support for state fiscal year 2010 and any future claims for state fiscal years 2011, 2012 and 2013. This settlement will bolster our commitment to ensure compliance with IDEA, maintain funding levels in South Carolina, and direct additional funds toward improving results for children with disabilities.

MSIP's Monthly TA Call  

OSEP's Monitoring and State Improvement Planning Division will host its monthly Technical Assistance Call for State Directors, Part C Coordinators, and TA Center staff, on Thursday, September 8.  We will discuss recently released Dear Colleague Letters and an OSEP policy letter.  You can find links to and descriptions of the letters in the policy section of this update, and access the call information on the web at osep.grads360.org.

New Pay for Success Grant Competition for Preschool!

On August 22, ED announced the availability of $2.8 million for a Preschool Pay for Success (PFS) Feasibility Pilot grant competition for state, local and tribal governments interested in exploring the feasibility of PFS to expand and improve preschool. The feasibility studies will (1) determine if PFS is a viable and appropriate strategy to implement high-quality preschool programs that yield meaningful results; (2) identify a broad range of potential outcome measures; and (3) establish safeguards to protect the rights of children with disabilities and their families. For more information and a link to the grant competition, visit the Early Learning website.

The Department will also host the following Webinars to provide technical assistance for potential applicants.

Preschool Pay For Success Feasibility Pilot Technical Assistance for Eligible Applicants:

Tuesday, August 30, 2016 at 3:00pm EDT| 1hr 30 mins

Audio Call-in:

Phone: 888-790-2037 Participant code: 2775657

WebEx (for web access)

Thursday, September 8, 2016 at 3:00pm EDT| 1hr 30 mins

Audio Call-in:

Phone: 888-790-2037 Participant code: 2775657

WebEx (for web access)

Addressing Suspension and Expulsion in Early Learning Settings

The U.S. Departments of Education and of Health and Human Services are investing $1 million in the Technical Assistance Center on Positive Behavioral Interventions and Supports (PBIS) to implement the Pyramid Equity Project in collaboration with the University of South Florida and the University of Colorado Denver. They will partner with Preschool Development Grantees to establish national models for addressing issues of implicit bias, and uneven implementation of discipline, including expulsions and suspensions, in early learning programs. The project builds on the Pyramid Model for Promoting the Social Emotional Competence of Infants and Young Children, which is a framework of evidence-based early childhood teaching practices to promote social-emotional development, prevent challenging behavior, and provide all children with individualized supports. As a quick guide, refer to our Fact Sheet: Addressing Preschool Suspension and Expulsion—The Pyramid Equity Project.

The comment period for the two Assessment NPRMs (published in the federal register last month) will end on September 9, 2016. Find the link to each notice below, and visit the Department's ESSA Resources page to learn more. 

• Notice of Proposed Rulemaking: Title I, Part A

• Notice of Proposed Rulemaking: Title I, Part B

• Learn more about the Department's recent investments in developing national models for addressing issues of implicit bias, and uneven implementation of discipline, and reactions in the early learning community.  Preschool Suspensions: Addressing Disproportional Discipline Practices.

• An OSEP-funded center lays out IDEA Opportunities and Challenges in Online Settings, in light of our recent DCL on FAPE in virtual public schools.

• PBIS experts share their recommendations for 
  Preventing Contemporary Problem Behavior in Schools.

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.