- Skip to main content
- About Us
- Contact Us
- FAQs
-  Language Assistance ****   - English
  - español
  - 中文: 繁體版
  - Việt-ngữ
  - 한국어
  - Tagalog
  - Русский

U.S. Department of Education

U.S. Department of Education

            - Student Loans
            - Grants
            - Laws
            - Data

About EDOVERVIEW
|  | **MS Word (417 KB)** |
|--|----------------------|

Putting Reading First

 In *No Child Left Behind*, the president and Congress set a  goal that all children will read on grade level by the third grade. The Department  has determined that, to reach this goal, reading instruction must be based  on sound scientific research. Research shows that reading difficulties and  behavior problems are among the most common reasons for referring students  for special education. Pre-referral interventions focusing on reading problems  have been demonstrated to reduce the number of children who are placed in special  education programs. 

| “We will no longer accept or excuse schools that do not effectively       teach the basics. We will insist on high standards and accountability because       we believe that every school should teach and every child can learn.”       
President George W. Bush        Radio Address to the Nation, Jan. 3, 2004 |
|----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|

 OCR's experience, including previous investigations, and survey data have  shown that minority and limited English proficient students in particular may  be misidentified in certain special education categories. Students inappropriately  identified and then placed in special education programs often do not receive  the same curriculum content as regular education students and may face barriers  in their later efforts to obtain a regular high school diploma, pursue postsecondaryeducation, or prepare for employment. 

 In April 2003, OCR launched a nationwide initiative to conduct compliance  reviews in school districts around the country on the issue of the misidentification  of minority students in special education. The initiative also focused on ensuring  that national origin minority students are not referred for evaluation or placedin special education programs based on their limited English proficiency. 

 Therefore, OCR emphasized the importance of implementing high quality research-based  reading programs to reduce the number of students who are misidentified and  inappropriately placed in special education. Through its investigative outreach  and technical assistance activities, OCR helps ensure that all children haveequal access to high quality education. 

 Additional reviews on these issues were initiated in FY 2004. The reviews  focus on school districts' possible misidentification of minority students  and ELL students as disabled and whether their placement in special educationprograms is appropriate. 

 For example, in some of our reviews resolved in FY 2004, school districts  were found in noncompliance with applicable requirements of the Section 504  and Title II implementing regulations with respect to pre-referral interventions,evaluation, and placement in the least restrictive environment. 

 In a resolution agreement, the district agreed to provide staff training  and resource support for interventions, implement a system of record-keeping,  and actively monitor the intervention process in the schools. It further agreed  to develop guidelines, monitor and provide training in the areas of referral,  evaluation, and eligibility determination. The district agreed to review the  placements of all students currently identified as Educable Mentally Handicapped  (EMH) and Emotionally Handicapped (EH), reevaluate if appropriate, and exit  with transition services those students who do not meet eligibility criteria.  The district also agreed to develop guidelines regarding least restrictive  environment and relevant placement criteria and to assess the variations among  the district's schools. It will review placements of all EMH and EH students  currently in separate special education classes for more than 50 percent of  the instructional day and, where appropriate, initiate changes in placement. 

 During FY 2004, OCR also provided technical assistance to state departments  of education and local school districts on reducing referrals to special education  by implementing research-based reading programs. For example, OCR met with  representatives of the New Jersey Department of Education (NJDOE), the New  York University Equity Assistance Center, and the Northeast Regional Resource  Center to provide technical assistance on misidentification of minority students  to five school districts identified by NJDOE. 

|                                           |
|-------------------------------------------|
|   7 | 8 | 9 | TOC | Printable viewShare this page |
|                                           |

## How Do I Find...

          - Student loans, forgiveness
          - College accreditation
          - Every Student Succeeds Act (ESSA)
          - FERPA
          - FAFSA
          - 1098, tax forms

More >

## Information About...

          - Transforming Teaching
          - Family and Community Engagement
          - Early Learning

 

|  |
|--|
|  |
|  | Mission |  |
|  |
|  | Priorities |  |
|  |
|  | Welcome to ED.gov |  |
|  |

----

*Our mission*

Student Loans
Repaying LoansDefaulted LoansLoan ForgivenessLoan Servicers

Grants & Programs
Apply for Pell GrantsGrants ForecastApply for a GrantEligibility for Grants

Laws & Guidance
Every Student Succeeds Act (ESSA)FERPACivil RightsNew IDEA Website

Data & Research
Education StatisticsPostsecondary Education DataED Data ExpressNation's Report CardWhat Works Clearinghouse

About Us
Contact UsED OfficesJobsPress ReleasesFAQsRecursos en españolBudget, PerformancePrivacy ProgramSubscribe to E-Mail Updates

----

          - Notices
          - FOIA
          - Privacy Policy
          - Accessibility
          - Security
          - Information quality
          - Inspector General
          - Whitehouse.gov
          - USA.gov
          - Benefits.gov
          - Regulations.gov