Administrative Rules
Any change to the State Department of Education’s administrative rules is subject to a comprehensive review process that includes public input, approval by the Idaho State Board of Education, and approval by the Idaho Legislature. Current rulemaking activities and recently promulgated rules by the State Department of Education are located on this page. For more information about the rulemaking process and all state agency rulemaking actions, please visit the Department of Administration’s Office of the Administrative Rules Coordinator.
Current Rulemaking Activities
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STATUS: Negotiation
DESCRIPTION: Section 33-136, Idaho Code, directs the State Board of Education to adopt rules supporting suicide awareness and prevention training for public school personnel. Promulgation of this rule will allow the Board to meet the statutory requirement.
DOCUMENTS:
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STATUS: Proposed
DESCRIPTION: The PSC annually reviews 20% of the Idaho Standards for Initial Certification of Professional School Personnel, a document incorporated by reference into rule, and the corresponding certification and endorsement language in IDAPA 08.02.02 to reflect best practices and current vocabulary. Revisions are proposed to Exceptional Child Generalist, Blind and Visually Impaired, Deaf/Hard of Hearing, Blended Early Childhood Education/Early Childhood Special Education, School Psychologist, School Counselor, and School Social Worker. Other proposed amendments include Alternative Authorization to Endorsement and Alternate Routes to Certification sections, and addition of clarifying language addressing Educator/Student Relationship. Technical corrections include numeric order, alphabetical order, vocabulary consistency, spelling, punctuation, and/or grammar.
DOCUMENTS:
- Notice of Proposed Rule
- Proposed changes to Idaho Standards for the Initial Certification of Professional School Personnel, as adopted by the Idaho State Board of Education on June 19, 2019
- Notice of Intent to Promulgate
PUBLIC COMMENT:
- Click the following link to leave a comment regarding this proposed rulemaking action https://www.surveymonkey.com/r/LKMF7JF
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STATUS: Temporary/Proposed
DESCRIPTION: The Elementary and Secondary Education Act (ESEA) requires that content standards for students with significant cognitive disabilities be aligned with general education standards. The Idaho Extended Content Standards - Core Content Connectors, Science (Connectors) replaces the Idaho Extended Content Standards found at IDAPA 08.02.03.004.05. The Connectors are aligned to the recently updated Idaho Content Standards for Science.
The ESEA also requires states to have challenging academic content and achievement standards and to administer assessments aligned to these standards to all students. Further, ESEA requires that an assessment in science be administered at least once to all students in grade bands 3-5, 6-9, and 10-12. At present, the assessment is not aligned with science content standards, and in the 10-12 grade band, the assessment is an end of course assessment in either Biology or Chemistry. The end of course assessment in biology or chemistry is changed to a single, comprehensive science assessment, covering all high school science standards, administered in grade 11, and the grade band 6-9 assessment is moved from Grade 7 to Grade 8
DOCUMENTS:
- Notice of Temporary and Proposed Rule
- Idaho Extended Content Standards - Core Content Connectors, Science, as adopted by the Idaho State Board of Education on June 19, 2019
PUBLIC MEETING:
Tuesday, August 20, 2019, 6 – 8 pm
State Department of Education, 650 W State Street, 2nd Floor, Boise
Barbara Morgan Conference RoomPUBLIC COMMENT:
- Click the following link to leave a comment regarding this temporary and proposed rulemaking action https://www.surveymonkey.com/r/HKZYGTX
Completed Rulemaking Activities
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STATUS: FINAL RULE 04-11-19
DESCRIPTION: The PSC proposes amendments to IDAPA 08.02.02 and Idaho Standards for Initial Certification of Professional School Personnel, a document incorporated by reference in Subsection 004.01. The proposed rule reflects a revised State Board of Education adoption date of the Idaho Standards for Initial Certification of Professional School Personnel and certification and endorsement revisions for school nurse, teacher librarian, teacher leader, gifted and talented, English, online teacher, and literacy. Other amendments include a new definition of clinical experience and supporting definitions, new endorsements for Middle School Social Studies and Middle School Science, and language regarding the use of continuing education units toward certificate renewal by pupil service staff certificate holders who also hold a professional license through the Bureau of Occupational Licenses. Technical corrections include corrections to numeric order, alphabetical order, spelling, punctuation, and/or grammar.
DOCUMENTS:
- Notice of Adoption of Pending Rule
- Notice of Proposed Rule and Proposed Changes to IDAPA 08.02.02
- Proposed Changes to Idaho Standards for Initial Certification of Professional School Personnel, approved by the State Board of Education 06/20/18
- Notice of Intent to Promulgate
PUBLIC COMMENT:
- The public comment period ended August 22, 2018. One (1) public comment was received. Read Comments
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STATUS: FINAL RULE 04-11-19
DESCRIPTION: The State Department of Education proposes changes to the Idaho Special Education Manual (Manual), a document incorporated by reference into IDAPA 08.02.03, to ensure compliance with IDAPA, Idaho Code, the Individuals with Disabilities Education Act (IDEA), the Every Student Succeeds Act (ESSA), and recent court decisions. Substantive amendments to Manual include: aligning the definition of a Free and Appropriate Public Education to recent United States Supreme Court decisions and language describing the development of a student’s individualized education program; amending the “Visual Impairment Including Blindness” eligibility criteria based on non-exclusionary guidance from the Office of Special Education; updating the eligibility category of “Emotional Disturbance” to “Emotional Behavioral Disorder”; defining significant cognitive impairments and revising alternate assessment participation criteria for clarity as required by ESSA; clarifying that “objectives and benchmarks” are required for students taking alternative assessments; clarifying provisions for transition planning, postsecondary goal setting, and discontinuation of services; revising private school consultations and processes for resolving disputes; making minor language changes in Chapter 4 for “Developmental Delay”; clarifying the Idaho Special Education Results Driven Accountability Monitoring System; revising disciplinary procedures to comply with IDEA; and updating dispute resolution procedures and processes with present standards of practice and IDEA.
DOCUMENTS:
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STATUS: FINAL RULE 04-11-19
DESCRIPTION: When the No Child Left Behind Act was reauthorized to the Every Student Succeeds Act in December 2015, Annual Measureable Achievement Objectives (AMAOs) were made obsolete by a new accountability structure. This rulemaking action removes references to AMAOs.
DOCUMENTS:
PUBLIC COMMENT:
- The public comment period ended August 22, 2018. No public comments were received.