Idaho special education standards

Idaho’s Special Education Standards Overhauled Following Federal Directive

Idaho special education standards are set for a major overhaul, addressing concerns raised by parents and experts in the field.

Shaping the Future: Idaho’s Special Education Standards Under Scrutiny

Idaho Department of Education given 90 days to meet special education qualification standards

In 2022, a parent in Meridian took a bold step by filing a complaint against the Idaho Department of Education, igniting a conversation about what it truly requires for a child to receive special education. However, as the state department remained silent on the issue, she escalated the matter by filing a formal complaint with the U.S. Department of Education. Fast forward to October 20, 2023, and the federal agency is leaving no room for ambiguity – Idaho must align its qualifying standards with federal requirements.

Ashley Brittain, a mother of five and an attorney who moved to Idaho in 2021, has been a pivotal figure in this battle for educational equity. She understands the struggle personally, as her children face the challenges of autism and dyslexia. For kids like hers, Idaho’s standards have created a daunting hurdle. Despite her expertise and experience, Ashley recognizes the labyrinthine path many families must navigate to secure the special education support they need.

“It has been particularly difficult in Idaho because there is not a special education attorney in the entire state,” she lamented. Fueled by her commitment to helping others, she has been assisting families pro bono, providing invaluable guidance through the intricate web of the special education system in Idaho. To her, it’s a more direct solution than the legal route, which she, unfortunately, cannot pursue in her current state due to her California licensure.

Idaho’s existing requirements dictate two qualifying methods for students seeking special education instruction for ‘specific learning disabilities.’ Roughly a quarter of all qualified special education students nationwide fall under this category, encompassing challenges in math, reading comprehension, and fluency. Dyslexia, one of the most common specific learning disabilities, affects approximately one in five children. But the crux of the issue lies in the fact that not all these children need special education to excel in the classroom, a point emphasized by Robin Zikmund, president of the advocacy nonprofit Decoding Dyslexia Idaho.

While specific learning disabilities are the primary pathway to special education services in most states, Idaho deviates from the norm. The Gem State’s second-most common qualifier for special education students is the Severe Discrepancy Model, a tool that assesses a student’s abilities and classroom performance, including processing skills, cognition, and psychological profiles. If a significant gap exists between these metrics, it prompts a need for special education services.

Interestingly, this method, known as the Severe Discrepancy Model, was discouraged by the federal government in 2008, yet it still remains in use, albeit with significant restrictions. It’s worth noting that states have the autonomy to design their evaluation systems. Brittain’s interactions with special education leaders under former Superintendent of Public Instruction Sherri Ybarra’s administration revealed that Idaho’s competency evaluations failed to meet the severe discrepancy model standards, highlighting a glaring issue.

The Response To Intervention (RTI) model serves as the alternative. RTI gauges whether students experience improved academic outcomes with specialized instruction, and a lack of progress prompts the need for special education services. Notably, Idaho decided to require both the Severe Discrepancy Model and RTI, a move deemed “illegal” by Ashley Brittain and now substantiated by the federal government.

This federal intervention was prompted by Idaho’s “unclear” process for determining eligibility. In a letter dated October 20, 2023, Debbie Williams, the director of the federal Office of Special Education Programs, issued a directive to Idaho Superintendent of Public Instruction Debbie Critchfield. The directive requires the state to review its special education qualifying standards and bring them in line with federal law. The clock is ticking, with Idaho granted just 90 days to comply.

Yet, implementing these changes may be easier said than done. Changes to the education code and special education manual, under the Idaho Administrative Procedure Act (IDAPA), necessitate a specific rule revision process involving the state legislature. While there is hope that the issue will be addressed during the upcoming legislative session, the complexity of the task cannot be understated. The state’s education officials are currently working closely with their federal counterparts to develop a concrete plan to meet the federal deadline.

For Ashley Brittain, this development marks a significant victory in her quest for a fairer system. She has been tirelessly advocating for change alongside other parents who have felt their concerns dismissed by local and state education authorities. Their collective efforts culminated in a formal complaint to the federal government, and it seems their calls for reform have not fallen on deaf ears.

Scott Graf, a former Boise State Public Radio employee, shared that the department views this forced review as an opportunity for comprehensive updates to the state’s special education manual, last revised in 2018. A key part of this transition includes the appointment of Chynna Hirasaki as the state Director of Special Education, following in the footsteps of Julie Mead. These changes aim to create a more inclusive and supportive system for children with various learning disabilities.

In a plea for better support, Ashley Brittain highlighted the absence of a due process for children facing educational roadblocks in Idaho. She emphasized the lack of remedies for those who are told ‘no’ by school districts. With the winds of change stirring in Idaho’s educational landscape, there is hope that these challenges may soon become a thing of the past.

As the community looks ahead to these critical developments, questions and concerns are emerging. Will Idaho’s education code be amended to better serve students with specific learning disabilities? Can the state implement these changes within the 90-day window? How will these reforms impact families and their access to special education services? The conversation is just beginning, and the road to reform may be long, but it’s a journey that promises to shape the future of special education in Idaho.

Let your voice be heard – join the conversation and share your thoughts below. How do you envision the transformation of Idaho’s special education standards? What should be the top priorities for education reform in the state? Your insights and ideas can be the driving force behind positive change in Idaho’s educational landscape.

Are you concerned about the state of special education standards in Idaho? Do you believe that every child, regardless of their unique needs, should have access to quality education? If so, you’re not alone. In this article, we’ve discussed the challenges parents and advocates face in Idaho when it comes to ensuring that children with specific learning disabilities, such as dyslexia, receive the support they need to thrive in the classroom.

It’s clear that there’s a pressing need for reform and greater accessibility to special education services in the state. Now, you can take action. We’ve curated a selection of special needs tools and resources designed to empower parents, teachers, and students. These tools can make a significant difference in the lives of children who deserve the best education possible. By exploring these options, you can be part of the solution, and together, we can work towards a brighter future for Idaho’s special education community. Your support and advocacy are crucial in ensuring that every child’s potential is recognized and nurtured. Let’s make a positive change together.