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Why Special Educators Leave and How Leaders Can Keep Them: A Guide for Principals and System Leaders

If we want better outcomes for students with disabilities, we have to retain the educators who are committed to expanding inclusive learning environments. Yet entering this school year, public schools again reported that special education was among the hardest roles to staff; 74% of elementary and middle schools struggled to fill teacher vacancies, with special education positions among the most challenging to fill, according to the National Center for Education Statistics. That’s not an isolated blip — it’s a pattern we’ve seen for years, with special education consistently ranking as one of the top shortage areas nationwide.  In October, the Center for Learner Equity (CLE), in partnership with the New Jersey Public Charter Schools Association (NJPCSA), released a practical Action Guide for system and school leaders who are ready to move from worry to work. This resource focuses squarely on supporting and retaining special education teachers — because if school leaders can better understand the root causes of why special educators leave their jobs, then we can take action to help these teachers stay. Download the guide here: CLE NJ Special Educators Brief_0925_V4_FINAL Read our Blog Post here.  

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ED’s OSEP Issues Guidance on State IDEA Monitoring and Compliance

On July 24th, the U.S. Department of Education's Office for Special Education Programs (OSEP) released guidance regarding IDEA monitoring and compliance activities conducted by state educational agencies (SEAs) of their local educational agencies (LEAs). The guidance addresses SEA obligations to maintain reasonably designed general supervision systems; timelines for identifying IDEA noncompliance and subsequent findings; and correcting child-specific noncompliance. Overall, the guidance makes important, tangible recommendations for ensuring IDEA compliance is directly connected to reaching all students with disabilities in their daily education. Furthermore, it explicitly directs SEAs to play a proactive role in ensuring the appropriate implementation of the IDEA at the local level, and not outsourcing compliance onto the shoulders of parents and the complaint process. Read our complete summary of the latest guidance.
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It Is Time to Unearth and Stop Subterranean Discipline and Exclusion

The circumstances are sobering and unacceptable: Students are being suspended and expelled from American public schools at an alarming rate. Even worse, students with specific profiles are consistently and disparately subjected to exclusionary discipline in much higher numbers. CLE’s Paul O’Neil explores the nuances of informal discipline in today’s schools.  Read Subterranean Discipline Brief HERE

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How Has the Pandemic Affected Students with Disabilities? A Review of the Evidence to Date

CLE’s latest brief, How Has the Pandemic Affected Students with Disabilities? A Review of the Evidence to Date, examines the impacts of COVID-19 on students with disabilities based on a review of hundreds of studies. In particular, the report highlights widespread disruptions to student’s Individual Education Programs (IEPs) and Section 504 plans. It also examines significant disparities in access to specialized services and draws attention to areas of further inquiry.