For the 2025-26 school year, as part of its commitment to accelerating academic outcomes for students with disabilities, the Office of the State Superintendent of Education (OSSE) will issue special education policy and non-regulatory guidance to support local education agencies (LEAs) in carrying out their obligations under the Individuals with Disabilities Education Act (IDEA). These include a new Early Childhood Transition Policy and guidance related to early childhood screenings, designation of dedicated aides, and family engagement. OSSE remains focused on supporting LEAs that serve children ages 3-5 with training and technical assistance in the area of IDEA Part C to B Transition.
Point of Contact
Victoria Glick
[email protected].
- The Office of the State Superintendent of Education’s (OSSE's) Start of School Special Education Newsletter was published on Aug. 19. The newsletter will provide local education agencies (LEAs) with information pertinent to all LEA Special Education Points of Contact (SPED POCs), including updates and reminders regarding SPED POC roles and responsibilities, policy and guidance, data systems, monitoring activities, and nonpublic placement processes. Monthly newsletters will be published throughout the school year.
- On Aug. 19, OSSE issued the Early Childhood Transition Policy to address processes and requirements to ensure the smooth and effective transition of preschool children with disabilities from early intervention services under IDEA Part C to school-based special education and related services under IDEA Part B.
- By Aug. 19, OSSE issued the following guidance to support LEAs in understanding their obligations and improving processes and practices to better serve students with disabilities:
- Early Childhood Screening Practices Guidance
- Appropriate Designation of Dedicated Aide Services Guidance (August 2025)
- Strengthening Connections: Effective Communication Between School Teams and Families Guidance
- SY25-26 Special Education Process Handbook
- OSSE will conduct focused monitoring in the form of data reviews in key areas of practice related to Child Find, initial evaluation, and IDEA Part C to B Transition throughout the school year. Monitoring outcomes will inform the provision of tiered technical assistance to LEAs in areas of demonstrated need.
- In partnership with the Least Restrictive Environment (LRE) Toolkit, LRE: Student and LEA Considerations Training was published as a resource for District of Columbia LEA special education administrators, educators, related service providers, and other school staff. The module will help school- and LEA-based staff continue OSSE’s work to support the implementation of special education services and best practices across the full continuum of alternative placements to effectively serve all District students.
- The 2025 Special Education Performance Report (SEPR) was released for LEA review in the OSSE SEPR Quickbase Application by Aug. 15. SEPR is an annual report designed to provide LEAs and families with meaningful information about LEA progress toward improving outcomes for students with disabilities.
- SY2025-26 Special Education Start of School Newsletter (publish date Aug. 19, 2025)
- OSSE Special Education Process Handbook
- Child Find Dear Colleague Letter
- Least Restrictive Environment (LRE) Toolkit
- OSSE's SEPR Website
- OSSE SEPR Quickbase Application
- SPED PoC Role Description
- DC Special Education Hub Events and Training Calendar
- By Aug. 15 – OSSE issues LEA SEPR
- Aug. 19 – Start of School Special Education Newsletter
- Aug. 19 – Early Childhood Transition Policy
- Aug. 19 – Early Childhood Screening Practices Guidance
- Aug. 19 – Appropriate Designation of Dedicated Aide Services Guidance
- Aug. 19 – Strengthening Connections: Effective Communication Between School Teams and Families Guidance
- Aug. 19 – LRE Training Module
- By Oct. 31 – SEPR released publicly
If you have a question regarding this Start of School priority, please fill out this form.