Here we have the eighth issue of volume 2 of the weak weekly newsletter for Special Education Today. It’s pretty modest for this week, but regular readers will find the familiar contents. There is (a) a status report, (b) notes of appreciation to readers, (c) a table showing the posts from the past week, and (d) a little commentary.
Please feel free to read it all on the Web at https://www.specialeducationtoday.com.
Status update
This past week, SET lost one subscriber and gained one new subscribers. Stasis? Now, of course, I keep hoping SET will grow by 100 each week. Sigh. Not this summer! Thanks to everyone who’s sharing, forwarding, talking about, and otherwise promoting SET with your friends and fellow administrators, teachers, parents, and others.
All readers can see posts available for free (e.g., this newsletter). They will also see some posts that only show the first few paragraphs before displaying a paywall. Paid subscribers will see everything immediately. Although free subscribers get to comment on some posts, paid subscribers get to comment on all posts.
You, dear subscribers, are almost certainly the reason for growth. I don’t think people new to SET upon it while out taking a walk. To the extent that you share SET posts and recommend SET to colleagues, friends, and others, you help boost the base. Thanks!
You’re also the reason for other visits. Every week there are about 1000 unique visitors and a couple of 1000 visits (i.e., an average a couple of visits from each unique IP address).
Recognition (AKA: Flashes of the electrons)
Leading with the commenters: Michael K and Mike G. These are dedicated readers of SET, and I thank them for their contributions to the discussion. Create a paying subscription to ensure you can add your own comments.
Thanks for the “likes” this past week from Laura McK., Jane B., Clay K., Michael K. (3), and Mike G. There was also an anonymous like. One doesn’t have to be a paid subscriber to drop a like (though many of the regular likers have paid subs). It’s great for me to know which posts resonate with folks and thanks for letting other readers know what you consider valuable. Keep on liking!
Thanks to all y’all who have followed @specialedtoday (and @spedpro and @JohnWillsLloyd, too) over on Twitter. Yet another flash of the electrons to Betsy T., who keeps mentioning SET on Twitter. Please help SET by retweeting those notices and posting your own tweets about content even when I don’t.
Table of contents
Last week, I posted only two messages to the Web site, with one of them being last week’s newsletter. Sometimes, I push one or more of those posts out via the email list, but you can see them all if you visit the site regularly.
The week’s content for SET included the following posts. I hope readers found them interesting and useful.
Make sure you go to the Web site to see the most current content; new posts will drop throughout the coming week (and I hope more often than the past week). You’ll find a Web-styled version of this newsletter as well as any newer posts.
Commentary
Late in June 2022, the U. S. Department of Education released its annual analysis of whether U. S. states are implementing the requirements and purposes of the Individuals with Disabilities Education Act under Part B of the law. Only some states met the standards. The accompanying map shows those that met the standards and those that did not for either one year or two or more consecutive years. (My map does not show the Republic of the Marshall Islands, which did meet requirements; and the following agencies, that did not meet requirements for two or more years: American Samoa; Bureau of Indian Education; Commonwealth of Norther Mariana Islands; Federated State of Micronesia; Guam, Puerto Rico; Republic of Palau; and the Virgin Islands. Sorry, outlying areas, that I didn’t have a map including you.)
ED also rated SEAs on whether they met requirements for Part C. The distribution for Part C is quite similar to that for Part B. Interested readers can look up the list in the preliminary data released by ED.
Because of the effects of CoV-2-19 on data collection, ED did not identify any SEAs as “need intervention.”
Here are links to the ED documents (“ideafactsheets”):
2022 Determination Letters on State Implementation of IDEA (PDF) https://sites.ed.gov/idea/files/ideafactsheet-determinations-2022.pdf
OSERS Issues 2022 State Implementation of IDEA Determination Letters https://sites.ed.gov/idea/osers-issues-2022-state-implementation-of-idea-determination-letters/
Could these determinations present opportunities for parents to help their states do a better job? Would collaborations with local education agencies be able to help states meet requirements? Could professional organizations help?
Anyway, as usual, I recommend that you wear your seatbelts, be considerate of others by wearing masks in situations that put yourself or others at risk, and teach your children well.
JohnL
John Wills Lloyd, Ph.D.
SET Editor guy
Charlottesville, VA, USA
SET should not be confused with a product with the product that uses the same name and is published by the Council for Exceptional Children. SET predated CEC’s publication by decades. Despite my appreciation for CEC, this product is not designed to promote that organization.
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