IDEA Reauthorization: What Missouri Parents and Schools Should Be Watching
Federal reauthorization of the Individuals with Disabilities Education Act is on the horizon. Here's what the proposed changes could mean for Missouri families and districts.
DESE's updated student support requirements are now in effect. Here's a plain-language breakdown of what's required, what's recommended, and where most districts are falling short.
Missouri's Department of Elementary and Secondary Education has updated its student support requirements, and many districts are still catching up. The changes affect everything from staff training requirements to how districts must document student support services.
The core of the update centers on three areas: tiered support systems, staff training minimums, and documentation requirements for students receiving support services. Each of these has practical implications for how districts operate day to day.
On tiered supports, DESE now expects districts to demonstrate a functioning three-tier system — universal supports for all students, targeted supports for students at some risk, and intensive supports for students with significant needs. The key word is "demonstrate." Having a policy on paper is not enough; districts need documentation of how the system is actually working.
Staff training requirements have also been clarified. All licensed staff are expected to have baseline student support awareness training, and districts must document that this training has occurred.
The documentation piece is where most districts are struggling. DESE expects records of student referrals, services provided, and outcomes — but many districts don't have systems in place to track this consistently. If your district doesn't have a clear documentation process, that's the most urgent gap to address.
If you're not sure where your district stands, a compliance review is a good starting point. The goal isn't to create paperwork for its own sake — it's to make sure students are actually getting the support they need, and that the district can demonstrate it.
About the Author
Cindy Connelly
Cindy Connelly is a Missouri-based special education advocate and education law consultant with a dual background in Special Education (BSEd) and Education Law (M.Jur). She works with families, schools, and organizations across Missouri on advocacy, compliance, and student support systems.
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