ESEA

Policy Center staff has been consumed by the imminent introduction of an Elementary and Secondary Education Act (ESEA) reauthorization proposal because the US House of Representatives has indicated its intention to introduce an ESEA reauthorization proposal before the August recess. Reauthorization is when Congress amends and extends a law. Thus we have been busy developing recommendations and language for the draft bill. About four weeks ago, we learned about groundbreaking, game-changing research which involved 12,000 students with the most significant disabilities in a number of states and preliminary findings regarding how these students are faring under the ESEA (formerly NCLB). The findings are dismal and are precipitating a complete review of our NDSS recommendations regarding ESEA and specifically, the 1% rule. Nor is NDSS the only disability organization in this situation. Many advocacy organizations are reacting to the research findings. You will hear more from us on this topic in the coming weeks.

In brief, the findings are that many, many students with the most significant disabilities are not getting access to the general curriculum as is required under IDEA. Many of these student readers are “topping out” on the alternate achievement test—getting perfect or near perfect scores-- which suggests that they are improperly included in the 1% assessment. They are also being mis-assessed as to their reading grade levels and further, many students with the most significant communication deficits are also being mis-assessed and not given assistive communication devices. The good news is that the research shows that students with the most significant cognitive disabilities can learn academic content linked to grade level standards if they are provided with rigorous, challenging curriculum with good instruction and supports. Teachers clearly need additional training in how to teach the curriculum and understand the capabilities of their students.

Recognizing the gravity and magnitude of the research, on June 16th, Congressman Cathy McMorris Rodgers sponsored a roundtable on ESEA issues that relate to the ESEA 1% rule established by the US Department of Education for students with the most significant cognitive disabilities. NDSS helped to identify key experts and participants for the meeting which included key Hill staff from relevant committees in both the House and the Senate. The distinguished researchers represented the federally funded National Center on Educational Outcomes, the National Alternate Assessment Center (NAAC), the National Center for the Improvement of Educational Assessment, the University of New Hampshire and the University of North Carolina, Charlotte.

The intense roundtable discussion was followed by a panel briefing which I moderated on July 17th, the next day. Again, this briefing was organized by DS champion, Congresswoman Cathy McMorris Rodgers for the Members of the DS Congressional Caucus. Policy Center Associate Director Ricki Sabia presented broad concerns about the ESEA and particularly, the 1% category which includes approximately 10% of all students in special education. NDSS has long believed that the large size of this category is not supported by data and that specific ESEA regulations and waivers granted by the USDOE are undermining accountability for students with disabilities.

Paste this link into your browser

http://www.ndss.org/images/stories/NDSSresources/pdfs/aa-aas%20roundtable%20research%20bullets-ndss%20summary%203%202.pdf

or go to www.ndss.org and click on policy to learn more about the research presented during the Roundtable.