CEC Policy Insider

New Report Uncovers Charter Schools Excluding Students with Significant Disabilities in Florida

A new report by the Miami Herald and StateImpact Florida – a National Public Radio initiative -  confirms CEC’s ongoing concern that many charter schools are failing to serve students with disabilities, particularly students with significant disabilities.

According to the report No Choice: How Florida Charter Schools are Failing to Serve Students with Disabilities, 86% of charter schools in Florida do not enroll a student with significant disabilities, a trend that is occurring in California, Louisiana, New York and Texas.  While charter schools differ in operational practices from traditional public schools, they remain public schools and therefore, must adhere to federal laws such as the Individuals with Disabilities Education Act (IDEA).

Department of Education Releases Study on State-level Bullying Legislation

The Department of Education recently released a study that details the discrepancies amongst anti-bullying laws and policies throughout the country. This study is the first nationwide look at bullying legislation from the Department and highlights some inconsistencies that exist between the states.

House Passes Charter Schools Law, CEC Members Defeat Amendment to Weaken Law for Students with Disabilities

Today, the House of Representatives passed the Empowering Parents through Quality Charter Schools Act (H.R. 2218) by a vote of 365-54.  In response to reports that students with disabilities lack access to and services in charter schools, CEC successfully advocated for the inclusion of numerous new provisions in this bill to strengthen protections for students with disabilities in charter schools. 

But this successful effort was nearly thwarted when Congressman Steve King (R-IA) took to the floor of the House of Representatives late last week to introduce an amendment to change the definition of high quality charter school by striking language that would require demonstration of achievement gains for students from historically disadvantaged groups, including students with disabilities

Together with its members, CEC called on Congress to reject the King Amendment, which was ultimately defeated by a vote of 374-43.  CEC applauds the quick, strategic work of its members who called Congressional offices and urged a “NO” vote. Passage of this amendment would have undermined the many other CEC-supported provisions in the Act.

Specifically, CEC was pleased to see that all of the following provisions were included in the legislation:

• A requirement that State entities describe how they will ensure charters meet the educational needs of students with disabilities;
• An assurance that State entities require charter authorizing agencies to ensure charter schools meet the obligations of IDEA and section 504;
• An assurance that State entities adequately monitor and help charter schools recruit, enroll, and meet the needs of all students with disabilities; and
• The definition of High Quality Charter School specifically includes schools that have demonstrated success in significantly increasing academic achievement for all students, and specifically students with disabilities.

These provisions represent a step forward for education policy in our nation and an acknowledgement that charter schools must include and do more for students with disabilities.

This legislation marks the passage of the first ESEA reauthorization bill.  The House Education and Workforce Committee have been working to address ESEA reauthorization in a series of bills focusing on specific issues including: eliminating “wasteful” programs and funding flexibility, two bills CEC has opposed.  This fall the Committee is expected to address teacher quality and accountability.  Stay tuned!

Read Press Release from House Education and the Workforce Committee

Read Statement from George Miller (D-CA), Raking Member of Education Committee

Read CEC’s Policy on Children with Exceptionalities in Charter Schools

Hungry for More Special Education Policy Info; CEC Webinars Give Cutting-Edge Insight

Pay for performance.  Teacher evaluation systems. No Child Left Behind. Budget Cuts. 

The political climate and Congressional stalemates of the past several months have left many of us wondering about the future of education and policy funding. CEC's Policy and Advocacy team will explore the most controversial issues under consideration for a new Elementary and Secondary Education Act, including educator evaluation (based in part on test scores and impacting teacher compensation), restraint and seclusion, charter schools, accountability, and assessment. The team will also explore the latest in the federal budget talks, what the debt ceiling deal really means, what you need to know about the Special Joint Congressional Committee, and what will happen - including funding cuts - if Congress can't agree.

Join us on October 13th and December 6^th for:

• Capitol Controversy: How the Political Climate is Shaping Education Policy

Thu., Oct. 13, 2011 4:00PM – 5:00PM ET

• Hang On! Federal Budget: What Do Special Educators Really Need to Know?

Tue., Dec. 6, 2011 4:00PM – 5:00PM ET

 

Click here for more information!

CEC Supports Bill Expanding PBIS and EIS for All Students

Positive Behavior Intervention and Supports (PBIS) and Early Intervention Services (EIS) were both born in special education. But their impact in that arena has demonstrated that these interventions hold great possibilities for all of education. Therefore, CEC is supporting legislation introduced by Senators Bennet (D-Colo.), Franken, (D-Minn.), Alexander (R-Tenn.) and Burr (R-N.C.), which would expand every schools’ ability to use these critical interventions.

The Achievement Through Prevention Act aims to promote school-wide positive environments, and support students proactively not just reactively. Of particular interest to CEC and its members, this legislation specifically supports several of CEC’s ESEA Recommendations and would improve coordination between special educators and general educators by effectively aligning the Individuals with Disabilities Education Act (IDEA) and the Elementary and Secondary Education Act (ESEA) in these preventative approaches.

Specifically, the legislation seeks to increase the implementation of school-wide PBIS and EIS in order to improve student academic achievement, reduce over-identification of students with disabilities, and reduce disciplinary problems in schools.  For example, it would: a) integrate PBIS and EIS in state educational agency planning; b) encourage PBIS and EIS development and implementation by local educational agencies; c) provide technical assistance and training; and d) foster related school reform and support activities, including examining school efforts to identify and assist students with poor academic achievement and behavioral problems. The legislation would also increase families’ involvement in their child’s education and in the school.

 CEC is actively working with several congressional offices and the administration to promote its Public Policy Agenda and policy recommendations.  As ESEA reauthorization heats up, be sure to stay tuned to the Policy Insider for more information!