This report from Secretary of Education Betsy DeVos recommends waiver authority to Congress under several laws due to the COVID-19 national emergency. For the Carl D. Perkins Career and Technical Education Act, the report recommends waiving requirements around period of fund availability, unexpended funds, and definitions of professional development. For the Adult Education and Family Literacy Act, similar waivers are recommended around period of fund availability, within-state distributions, and local application review processes. The waivers aim to provide flexibility and address capacity issues resulting from widespread school and program closures during the pandemic.
This document from the United States Department of Education provides guidance to schools on serving students with disabilities during the COVID-19 pandemic. It clarifies that federal disability laws do not prevent schools from providing distance instruction. Schools must provide free and appropriate public education to students with disabilities, which may include special education and related services through distance learning methods. The Department recognizes the challenges schools face but emphasizes the need for individualized determinations regarding services and potential compensatory services when schools resume normal operations. Technical assistance is available to help schools meet their obligations under disability laws.
Issues with the Proposed MARSE changes (Michigan 2014) from the Group of 10,000Laura Jones
The document summarizes proposed changes to Michigan's MARSE rules regarding special education. It outlines 8 key proposed rule changes and issues concerns about the potential impacts, including: limiting eligibility for students who have earned credits but not completed transition plans; removing requirements for multidisciplinary evaluation teams; restricting speech and language services; and shortening timelines for evaluations, determinations, and developing IEPs without parent consent. Overall, the document argues the proposed changes could negatively impact students by limiting services and not adhering to federal special education law.
Forum statement on covid and ncga short session (1)EducationNC
- The COVID-19 pandemic has exacerbated existing educational inequities in North Carolina and threatens the state's ability to provide all children a sound basic education as required by the state constitution.
- To address this, lawmakers must take immediate action to close the broadband gap, support school employees, ease testing requirements, provide calendar flexibility to districts, and grant greater funding flexibility.
- These steps will help ensure students can continue learning during closures and mitigate growing inequities so the state can uphold its constitutional duty to educate all children.
Education Funding Litigation in Washington State (June 2014)Dan Steele
Historical review of Education Funding litigation in Washington State, with a comprehensive update of the on-going McCleary v. State of Washington case
The NC Early Education Coalition is requesting $183.5 million in emergency funding from the NC General Assembly to support the child care industry during the COVID-19 crisis. This funding would cover increased costs for health supplies and cleaning, higher pay for teachers working in emergency child care, parent copayments, and replacing lost revenue to keep open and closed child care programs operating. Without this assistance, many child care programs may be forced to close, jeopardizing the availability of child care once restrictions lift and threatening the state's economic recovery.
Fundraising for core educational programsDawn Urbanek
The Capistrano Unified School District has eliminated state mandated core educational programs due to a lack of adequate funding from the State of California and is relying on fundraising and donations to provide art and music for students. Those schools that cannot rise sufficient funds through donations have no art or music programs. Relying on fundraising and donations to provide state mandated minimum curriculum violates the equal protections laws of the United States and California. Presentation to the CUSD Board of Trustees January 27, 2016 to restore district funded visual and performing arts or to declare fiscal insolvency.
COVID-19's Impact on Public School Budgets: Unstable Funding Requires Quick A...Analisa Sorrells
North Carolina public schools are facing potentially significant budget reductions for the 2020-2021 school year due to expected declines in student enrollment resulting from COVID-19. The majority of funding for North Carolina's public schools comes from the state. A drop in enrollment means a corresponding drop in school funding, which could result in teacher and staff layoffs at a challenging time. Federal relief funds have helped but may not be enough to offset substantial budget losses from enrollment declines.
This report from Secretary of Education Betsy DeVos recommends waiver authority to Congress under several laws due to the COVID-19 national emergency. For the Carl D. Perkins Career and Technical Education Act, the report recommends waiving requirements around period of fund availability, unexpended funds, and definitions of professional development. For the Adult Education and Family Literacy Act, similar waivers are recommended around period of fund availability, within-state distributions, and local application review processes. The waivers aim to provide flexibility and address capacity issues resulting from widespread school and program closures during the pandemic.
This document from the United States Department of Education provides guidance to schools on serving students with disabilities during the COVID-19 pandemic. It clarifies that federal disability laws do not prevent schools from providing distance instruction. Schools must provide free and appropriate public education to students with disabilities, which may include special education and related services through distance learning methods. The Department recognizes the challenges schools face but emphasizes the need for individualized determinations regarding services and potential compensatory services when schools resume normal operations. Technical assistance is available to help schools meet their obligations under disability laws.
Issues with the Proposed MARSE changes (Michigan 2014) from the Group of 10,000Laura Jones
The document summarizes proposed changes to Michigan's MARSE rules regarding special education. It outlines 8 key proposed rule changes and issues concerns about the potential impacts, including: limiting eligibility for students who have earned credits but not completed transition plans; removing requirements for multidisciplinary evaluation teams; restricting speech and language services; and shortening timelines for evaluations, determinations, and developing IEPs without parent consent. Overall, the document argues the proposed changes could negatively impact students by limiting services and not adhering to federal special education law.
Forum statement on covid and ncga short session (1)EducationNC
- The COVID-19 pandemic has exacerbated existing educational inequities in North Carolina and threatens the state's ability to provide all children a sound basic education as required by the state constitution.
- To address this, lawmakers must take immediate action to close the broadband gap, support school employees, ease testing requirements, provide calendar flexibility to districts, and grant greater funding flexibility.
- These steps will help ensure students can continue learning during closures and mitigate growing inequities so the state can uphold its constitutional duty to educate all children.
Education Funding Litigation in Washington State (June 2014)Dan Steele
Historical review of Education Funding litigation in Washington State, with a comprehensive update of the on-going McCleary v. State of Washington case
The NC Early Education Coalition is requesting $183.5 million in emergency funding from the NC General Assembly to support the child care industry during the COVID-19 crisis. This funding would cover increased costs for health supplies and cleaning, higher pay for teachers working in emergency child care, parent copayments, and replacing lost revenue to keep open and closed child care programs operating. Without this assistance, many child care programs may be forced to close, jeopardizing the availability of child care once restrictions lift and threatening the state's economic recovery.
Fundraising for core educational programsDawn Urbanek
The Capistrano Unified School District has eliminated state mandated core educational programs due to a lack of adequate funding from the State of California and is relying on fundraising and donations to provide art and music for students. Those schools that cannot rise sufficient funds through donations have no art or music programs. Relying on fundraising and donations to provide state mandated minimum curriculum violates the equal protections laws of the United States and California. Presentation to the CUSD Board of Trustees January 27, 2016 to restore district funded visual and performing arts or to declare fiscal insolvency.
COVID-19's Impact on Public School Budgets: Unstable Funding Requires Quick A...Analisa Sorrells
North Carolina public schools are facing potentially significant budget reductions for the 2020-2021 school year due to expected declines in student enrollment resulting from COVID-19. The majority of funding for North Carolina's public schools comes from the state. A drop in enrollment means a corresponding drop in school funding, which could result in teacher and staff layoffs at a challenging time. Federal relief funds have helped but may not be enough to offset substantial budget losses from enrollment declines.
This document provides summaries of information from the Military Community and Family Policy (MC&FP) related to events, resources, and opportunities for military families:
1) It discusses the National Cherry Blossom Festival in Washington D.C. and the vigil held for victims of the 2011 Japan earthquake and tsunami.
2) It provides links and information for online resources from Military OneSource, DoDEA, and NorthCom regarding the Japan disaster response and support for affected families.
3) It announces upcoming opportunities like the DoD MWR customer satisfaction survey, an inclusive recreation training course for wounded warriors, the Buick Achievers scholarship program, and the "Forging the Partnership" military family conference
This document provides a joint report to the court on the fiscal year 2021 action plan for North Carolina to address the state's failure to provide all students with the opportunity for a sound basic education, as mandated by previous court rulings. It summarizes the impacts of COVID-19 on educational inequities and outlines specific actions and budget allocations totaling $426.9 million for initiatives focused on increasing the diversity and support of teachers, improving principal recruitment and support, enhancing early childhood education, and aligning expectations between high school and postsecondary education.
The document discusses issues with the commercialization of publicly funded university research in Canada. It argues that commercialization threatens academic freedom and research integrity by compromising objectivity and restricting the release of unfavorable results. It recommends placing a moratorium on federal funding for commercialization and increasing funding for granting councils to support basic research without industry obligations. It also calls for increased funding for social sciences and humanities research as well as support for researchers publishing in open access journals.
NFDW 2022 position paper on early childhood educationJoeCheray
The National Federation of Democratic Women commends President Biden and his Build Back Better Act, which includes an historic investment in early childhood education that could reform the system nationwide. The Act proposes $1.75 trillion for education, healthcare, and other social benefits, and its funding of early childhood education would help address the inadequate access Americans currently have compared to other industrial countries. Early childhood education provides long-term benefits to children's education and development, but few families have access due to a lack of programs. The NFDW calls on the Senate to pass the Build Back Better Act to give early childhood education the funding needed.
Group of 10,000 Issues Statement on Proposed MARSE changes to Michigan Specia...Laura Jones
Key issues with the proposed changes to the MARSE, rules governing special education in Michigan. Proposed changes from the Department of Education, Office of Special Education, post public comment, sent to JCAR, Joint Committee on Administrative Rules are addressed here. Relevant issues and problems with current Michigan Law and Federal Law are noted.
This document discusses various sources of non-public funds for schools including grants, PTO/booster clubs, local education foundations, school/business partnerships, and Title programs. It also outlines miscellaneous non-tax revenue sources such as vending machines, parking fees, fines, advertisements, donations, and state lotteries. The main points are that grants do not need to be paid back, foundations and partnerships can provide funding and resources to schools, and Title programs support areas like disadvantaged students, teacher quality, and homeless students.
This document is the Individuals with Disabilities Education Improvement Act of 2004 which reauthorizes and amends the Individuals with Disabilities Education Act. It contains three titles: Title I amends the IDEA; Title II establishes the National Center for Special Education Research; Title III contains miscellaneous provisions. The findings highlight that while IDEA has improved access to education for students with disabilities, expectations and use of proven teaching methods need improvement. The amendments aim to better prepare teachers, involve parents, focus on evidence-based practices and reduce non-educational paperwork.
The document summarizes information from the State Senator Royce West and Glenn Heights Mayor Leon Tate town hall meeting on the FY14-15 Texas state budget and key issues. It provides an overview of the state budget, funding for public schools, higher education, health and human services, water infrastructure and transportation. It also discusses bills related to education, Medicaid delivery and reducing tickets issued to juveniles for minor school infractions.
Public schools in California are facing major budget cuts due to the recession, resulting in layoffs of teachers, increased class sizes, cuts to after school programs, and potential school closures. School districts and advocacy groups are suing the state, arguing that the cuts violate the constitutional requirement to provide an adequate education. School districts are asking voters to approve tax increases to offset the losses, but many taxpayers oppose further taxes in the struggling economy. The quality of education in California is declining as budget cuts continue.
CUSDWatch Presentation to the City of Aliso ViejoDawn Urbanek
Taxpayers Need Local Oversight Of Their Local School Districts To Protect The Educational Interests Of Students And The Financial Interests of Taxpayers.
This document summarizes a student paper analyzing ethical issues related to the rise in student loan debt from for-profit colleges. It finds that students at for-profit institutions take on the highest median loan debt but have the lowest graduation rates. This leads many to default on loans, burdening taxpayers. The paper evaluates the situation from different ethical frameworks and recommends standardized testing for admissions, financial literacy programs, and restructuring federal work-study to mitigate debt.
The ABLE Act, signed into law in 2014, allows families to save money in tax-exempt accounts for disabled family members so they have financial support to live independently. While intended to help those with any disability, it was initially created for those with autism due to the high costs associated with autism treatments and care. As more children are diagnosed with autism, the costs to families and society are rising significantly. The ABLE Act empowers disabled individuals by allowing them to save money for expenses without losing eligibility for important benefits, helping them to pursue independence and contribute to their communities.
Clause 76 poses a risk to the effectiveness of the Childcare Act duty on local authorities to provide sufficient childcare. Section 11 assessments are the mechanism through which local authorities meet the sufficiency duty, but their quality varies and many lack action plans. Repealing section 11 without replacement will weaken the duty. Maintaining but simplifying section 11 and providing detailed guidance, as local authorities requested, better addresses concerns while preserving the duty. Significant gaps in childcare remain, particularly for disadvantaged groups, limiting employment and development. An effective sufficiency duty framework remains important.
This document provides guidance on planning for higher education by outlining six steps: 1) identify career pathway options, 2) research job outlook, 3) identify relevant job options, 4) calculate total estimated education costs, 5) calculate estimated monthly student loan payments, and 6) calculate debt-to-income ratio. It walks through these steps for an example student, Imani, interested in becoming a lawyer. For Imani, the debt-to-income ratio for both education options presented exceed the recommended 10-15% range.
1) The document discusses various methods for paying for higher education that Imani could utilize to reduce the total cost of becoming a lawyer from $301,118 to $95,536.
2) It provides information on grants, scholarships, student loans, and completing the FAFSA form to determine Imani's estimated financial aid and expected family contribution.
3) The document emphasizes that student loans must be repaid and encourages only borrowing what is needed for educational expenses. It stresses the importance of understanding loan repayment obligations and determining the true net price of attendance at different schools.
Training presentation updated 7.13.11, part 3MCCCPV
The document outlines various options for funding a college education, including family savings, scholarships, grants, work-study programs, loans, and paying as you go while enrolled. It emphasizes applying for financial aid through the Free Application for Federal Student Aid (FAFSA) to be eligible for federal and state grants, loans, and work-study. Federal loans tend to offer lower interest rates than private loans but should be pursued after exhausting grant and scholarship options. Private loans should be a last resort.
1. The document provides testimony opposing the Canada Education Savings Act and Learning Bonds, arguing that government-sponsored savings vehicles are flawed and do not address the real problems of rising tuition costs and unequal access to post-secondary education.
2. It is noted that several organizations also oppose these programs and that outside of RESP providers, no other groups are calling for increased emphasis on government-funded savings plans.
3. The testimony argues that the Learning Bond program will provide inadequate funding to cope with rising tuition costs and promotes an upper-middle class philosophy of personal investment that does not fit the realities of modest income families.
The AACC government relations team provided an overview of what Congress has on its plate this Fall. Topics included up-to-the-moment information on FY 2012 funding for Pell Grants and other key programs, the work of the deficit reduction "super committee," Trade Adjustment Assistance reauthorization and the latest status of the TAA Community College and Career Training Program, and more.
This document discusses the responsibilities of a future school leader related to special education budgeting. As a school leader, they will be responsible for budget development and implementation, IDEA and other special education funding, compliance monitoring, special education plan development, parent engagement, extended school year programs, and collaborating with other administrators and the school board. The document provides details on each of these areas of responsibility and how they relate to special education budgets.
The Hunt Institute is tracking several major consequences of the COVID-19 pandemic related to supporting students. This includes issues around food security for students who rely on school meals, access to high-quality instruction given school closures, and childcare challenges for families of essential workers. The document outlines barriers in each area and provides best practices and opportunities for organizations to support students and families during this difficult time.
The document discusses how the COVID-19 pandemic is disrupting education systems and the support students rely on. It outlines major issues around food security, access to instruction, childcare, and opportunities for support. Regarding food security, it notes barriers to accessing meals and best practices schools are using for pickup. It discusses challenges to virtual learning and efforts to increase resources and access to technology. The document also addresses childcare closures and exploring emergency care options.
Due to Covid 19, and the resultant Governor's Executive Orders regarding "Shelter In Place" all Illinois schools have had to change or alter their school years and methods of assessing student grades. This letter from the ISBE Director is the latest information for Illinois educators to go by.
This document provides summaries of information from the Military Community and Family Policy (MC&FP) related to events, resources, and opportunities for military families:
1) It discusses the National Cherry Blossom Festival in Washington D.C. and the vigil held for victims of the 2011 Japan earthquake and tsunami.
2) It provides links and information for online resources from Military OneSource, DoDEA, and NorthCom regarding the Japan disaster response and support for affected families.
3) It announces upcoming opportunities like the DoD MWR customer satisfaction survey, an inclusive recreation training course for wounded warriors, the Buick Achievers scholarship program, and the "Forging the Partnership" military family conference
This document provides a joint report to the court on the fiscal year 2021 action plan for North Carolina to address the state's failure to provide all students with the opportunity for a sound basic education, as mandated by previous court rulings. It summarizes the impacts of COVID-19 on educational inequities and outlines specific actions and budget allocations totaling $426.9 million for initiatives focused on increasing the diversity and support of teachers, improving principal recruitment and support, enhancing early childhood education, and aligning expectations between high school and postsecondary education.
The document discusses issues with the commercialization of publicly funded university research in Canada. It argues that commercialization threatens academic freedom and research integrity by compromising objectivity and restricting the release of unfavorable results. It recommends placing a moratorium on federal funding for commercialization and increasing funding for granting councils to support basic research without industry obligations. It also calls for increased funding for social sciences and humanities research as well as support for researchers publishing in open access journals.
NFDW 2022 position paper on early childhood educationJoeCheray
The National Federation of Democratic Women commends President Biden and his Build Back Better Act, which includes an historic investment in early childhood education that could reform the system nationwide. The Act proposes $1.75 trillion for education, healthcare, and other social benefits, and its funding of early childhood education would help address the inadequate access Americans currently have compared to other industrial countries. Early childhood education provides long-term benefits to children's education and development, but few families have access due to a lack of programs. The NFDW calls on the Senate to pass the Build Back Better Act to give early childhood education the funding needed.
Group of 10,000 Issues Statement on Proposed MARSE changes to Michigan Specia...Laura Jones
Key issues with the proposed changes to the MARSE, rules governing special education in Michigan. Proposed changes from the Department of Education, Office of Special Education, post public comment, sent to JCAR, Joint Committee on Administrative Rules are addressed here. Relevant issues and problems with current Michigan Law and Federal Law are noted.
This document discusses various sources of non-public funds for schools including grants, PTO/booster clubs, local education foundations, school/business partnerships, and Title programs. It also outlines miscellaneous non-tax revenue sources such as vending machines, parking fees, fines, advertisements, donations, and state lotteries. The main points are that grants do not need to be paid back, foundations and partnerships can provide funding and resources to schools, and Title programs support areas like disadvantaged students, teacher quality, and homeless students.
This document is the Individuals with Disabilities Education Improvement Act of 2004 which reauthorizes and amends the Individuals with Disabilities Education Act. It contains three titles: Title I amends the IDEA; Title II establishes the National Center for Special Education Research; Title III contains miscellaneous provisions. The findings highlight that while IDEA has improved access to education for students with disabilities, expectations and use of proven teaching methods need improvement. The amendments aim to better prepare teachers, involve parents, focus on evidence-based practices and reduce non-educational paperwork.
The document summarizes information from the State Senator Royce West and Glenn Heights Mayor Leon Tate town hall meeting on the FY14-15 Texas state budget and key issues. It provides an overview of the state budget, funding for public schools, higher education, health and human services, water infrastructure and transportation. It also discusses bills related to education, Medicaid delivery and reducing tickets issued to juveniles for minor school infractions.
Public schools in California are facing major budget cuts due to the recession, resulting in layoffs of teachers, increased class sizes, cuts to after school programs, and potential school closures. School districts and advocacy groups are suing the state, arguing that the cuts violate the constitutional requirement to provide an adequate education. School districts are asking voters to approve tax increases to offset the losses, but many taxpayers oppose further taxes in the struggling economy. The quality of education in California is declining as budget cuts continue.
CUSDWatch Presentation to the City of Aliso ViejoDawn Urbanek
Taxpayers Need Local Oversight Of Their Local School Districts To Protect The Educational Interests Of Students And The Financial Interests of Taxpayers.
This document summarizes a student paper analyzing ethical issues related to the rise in student loan debt from for-profit colleges. It finds that students at for-profit institutions take on the highest median loan debt but have the lowest graduation rates. This leads many to default on loans, burdening taxpayers. The paper evaluates the situation from different ethical frameworks and recommends standardized testing for admissions, financial literacy programs, and restructuring federal work-study to mitigate debt.
The ABLE Act, signed into law in 2014, allows families to save money in tax-exempt accounts for disabled family members so they have financial support to live independently. While intended to help those with any disability, it was initially created for those with autism due to the high costs associated with autism treatments and care. As more children are diagnosed with autism, the costs to families and society are rising significantly. The ABLE Act empowers disabled individuals by allowing them to save money for expenses without losing eligibility for important benefits, helping them to pursue independence and contribute to their communities.
Clause 76 poses a risk to the effectiveness of the Childcare Act duty on local authorities to provide sufficient childcare. Section 11 assessments are the mechanism through which local authorities meet the sufficiency duty, but their quality varies and many lack action plans. Repealing section 11 without replacement will weaken the duty. Maintaining but simplifying section 11 and providing detailed guidance, as local authorities requested, better addresses concerns while preserving the duty. Significant gaps in childcare remain, particularly for disadvantaged groups, limiting employment and development. An effective sufficiency duty framework remains important.
This document provides guidance on planning for higher education by outlining six steps: 1) identify career pathway options, 2) research job outlook, 3) identify relevant job options, 4) calculate total estimated education costs, 5) calculate estimated monthly student loan payments, and 6) calculate debt-to-income ratio. It walks through these steps for an example student, Imani, interested in becoming a lawyer. For Imani, the debt-to-income ratio for both education options presented exceed the recommended 10-15% range.
1) The document discusses various methods for paying for higher education that Imani could utilize to reduce the total cost of becoming a lawyer from $301,118 to $95,536.
2) It provides information on grants, scholarships, student loans, and completing the FAFSA form to determine Imani's estimated financial aid and expected family contribution.
3) The document emphasizes that student loans must be repaid and encourages only borrowing what is needed for educational expenses. It stresses the importance of understanding loan repayment obligations and determining the true net price of attendance at different schools.
Training presentation updated 7.13.11, part 3MCCCPV
The document outlines various options for funding a college education, including family savings, scholarships, grants, work-study programs, loans, and paying as you go while enrolled. It emphasizes applying for financial aid through the Free Application for Federal Student Aid (FAFSA) to be eligible for federal and state grants, loans, and work-study. Federal loans tend to offer lower interest rates than private loans but should be pursued after exhausting grant and scholarship options. Private loans should be a last resort.
1. The document provides testimony opposing the Canada Education Savings Act and Learning Bonds, arguing that government-sponsored savings vehicles are flawed and do not address the real problems of rising tuition costs and unequal access to post-secondary education.
2. It is noted that several organizations also oppose these programs and that outside of RESP providers, no other groups are calling for increased emphasis on government-funded savings plans.
3. The testimony argues that the Learning Bond program will provide inadequate funding to cope with rising tuition costs and promotes an upper-middle class philosophy of personal investment that does not fit the realities of modest income families.
The AACC government relations team provided an overview of what Congress has on its plate this Fall. Topics included up-to-the-moment information on FY 2012 funding for Pell Grants and other key programs, the work of the deficit reduction "super committee," Trade Adjustment Assistance reauthorization and the latest status of the TAA Community College and Career Training Program, and more.
This document discusses the responsibilities of a future school leader related to special education budgeting. As a school leader, they will be responsible for budget development and implementation, IDEA and other special education funding, compliance monitoring, special education plan development, parent engagement, extended school year programs, and collaborating with other administrators and the school board. The document provides details on each of these areas of responsibility and how they relate to special education budgets.
The Hunt Institute is tracking several major consequences of the COVID-19 pandemic related to supporting students. This includes issues around food security for students who rely on school meals, access to high-quality instruction given school closures, and childcare challenges for families of essential workers. The document outlines barriers in each area and provides best practices and opportunities for organizations to support students and families during this difficult time.
The document discusses how the COVID-19 pandemic is disrupting education systems and the support students rely on. It outlines major issues around food security, access to instruction, childcare, and opportunities for support. Regarding food security, it notes barriers to accessing meals and best practices schools are using for pickup. It discusses challenges to virtual learning and efforts to increase resources and access to technology. The document also addresses childcare closures and exploring emergency care options.
Due to Covid 19, and the resultant Governor's Executive Orders regarding "Shelter In Place" all Illinois schools have had to change or alter their school years and methods of assessing student grades. This letter from the ISBE Director is the latest information for Illinois educators to go by.
Special Education Rights and Teacher Responsibilities.pptxJosephVanRiper
The document discusses several laws and policies related to special education learner rights in the United States. It outlines the key components of special education including specially designed instruction and related services. The main law discussed is the Individuals with Disabilities Education Act (IDEA) which established the right to free and appropriate public education. It also discusses the Every Student Succeeds Act and Assistive Technology Act. The responsibilities of educators are discussed including implementing evidence-based practices, conducting evaluations, and collaborating with others to develop individualized education plans.
Minister statement on NSFAS 2021 application process SABC News
Statement by the Minister of Higher Education, Science
and Innovation, Dr Blade Nzimande, on the occasion of the
NSFAS 2022 applications official opening held at the GCIS
Tshedimosetso House, Pretoria
When the Chair is Empty… How Do We Provide FAPE When Students Aren’t In School?Best Best and Krieger LLP
Chronic Absenteeism and Truancy:
1) Why Do We Care So Much?
2) Applicable Rules Requiring District Action.
3) Legal Challenges and Practical Ways to Successfully Blend Statutory Obligations to Help Ensure Student Success.
HIFE Scholars newsletter January 2016 editionJeffrey Borden
The document discusses how student and parent assets affect eligibility for financial aid. It states that a student's assets count more than a parent's assets toward the expected family contribution. Up to 20% of a student's assets must be used for college costs, while only up to 5.64% of a parent's "unprotected" assets are expected to be used. Certain assets like retirement accounts and the family home are not counted. It also explains the timing of financial aid applications is important to maximize eligibility for aid and good housing/class options.
This document discusses top education issues for 2021 according to the Public School Forum of North Carolina. It identifies 10 key issues: 1) Broadband access 2) Teacher and principal recruitment, retention and diversity 3) Social and emotional learning 4) Inclusive, culturally responsive curriculum and pedagogy 5) Flexibility for local school districts 6) Assessment and accountability 7) Afterschool programs and expanded learning 8) Early childhood education and literacy 9) Post-secondary attainment 10) Adequate and equitable state funding to support public education. For each issue, it provides background on why the issue matters and recommendations for policymakers. The overall goal is to address inequities in the educational system and ensure all students have access to a
The document discusses implications of implementing prior-prior year income data for the Free Application for Federal Student Aid (FAFSA). Key points:
- Using prior-prior year tax data would provide more accurate financial aid award information earlier, allowing students to make better-informed decisions about college selection.
- Concerns about increased costs are addressed, finding Pell Grant spending would likely not significantly increase and most states would have minimal challenges aligning with the change.
- While there may be initial increased administrative burden, increased FAFSA completion rates and earlier availability would offset this.
- Benefits include an earlier FAFSA release date of September 1st, giving students and families more time to make
This document discusses the need to professionalize early childhood education through establishing national standards and career pathways. It argues that national standards are important to ensure consistent quality among early childhood educators and help address disparities. The Child Development Associate (CDA) Credential is presented as an existing national standard that has helped over 400,000 early childhood educators further their education and careers over several decades. The CDA provides a foundation and stepping stone for career advancement in early childhood education. The document advocates building upon proven standards like the CDA to strengthen the early childhood education profession through increased investments.
The State Board of Education approved several steps to help schools cope with the impacts of the COVID-19 pandemic. This included a grading policy to allow seniors to graduate, guidance for remote teaching and learning recognizing digital access challenges, and a formula to allocate $50 million in additional funding provided by the governor based on enrollment and poverty levels. An emergency paid leave policy for April was also approved.
A paper I wrote for English 04. It discusses what options are available to Public School Districts, unable to comply with government regulations. i discuss choices for districts, who cannot currently comply with, No Child Left Behind initiative.
The document provides guidance for schools on managing relationships with connected non-charity organizations, such as trading subsidiaries. It summarizes key points from a Charity Commission guidance publication on this topic. The Charity Commission guidance stresses the importance of trustees understanding the non-charitable organization's business and managing the relationship effectively to avoid risks to the charity. Trustees must also ensure conflicts of interest are avoided and the charity and non-charity remain distinct entities. Academies are advised to familiarize themselves with the full Charity Commission guidance.
This document outlines school-family-community partnership programs in the Philippines' Rizal Department of Education to support continued learning amidst the COVID-19 pandemic. It introduces four volunteer partnership opportunities: Connect-a-Learner provides learning spaces in homes; Learning Resource Kiosks distribute materials through community centers; LR Move delivers resources via volunteer riders; and community tutoring engages volunteers to tutor students. Guidelines are provided for each program. Schools are tasked with coordinating volunteers to ensure all learners can continue accessing education during this difficult time.
This document recommends conducting a pilot of limited face-to-face classes in low-risk areas with strict health and safety measures. It outlines key considerations for resuming face-to-face classes, including: 1) the necessity of face-to-face interaction for learning while also recognizing challenges of distance learning, 2) COVID-19 risk factors are relatively low for school-aged children but asymptomatic cases pose challenges, 3) stringent health and safety standards are needed in homes, transportation, and schools to prevent transmission given risks of asymptomatic spread among children. Approval from local governments and parents' consent would be required.
The document discusses the Adopt-A-School Program in the Philippines which allows private entities to partner with public schools to help improve education opportunities. It provides an overview of the need for the program, outlines the various types of assistance private partners can provide to schools including infrastructure, learning support, health and nutrition programs. It also addresses frequently asked questions about how an entity can participate, which schools are prioritized, and the requirements to receive tax incentives. Overall the document serves to promote the Adopt-A-School Program and encourage private sector participation through strategic partnerships.
The document discusses the Child Development Associate (CDA) credential. It summarizes that the CDA represents expert consensus on what early childhood educators should know and do. It is recognized across early childhood settings in the US. The CDA helps ensure educator competence by requiring both education and experience, including coursework, work experience, an observation, and exam. Maintaining educator competence is important as the field demands higher quality and accountability. The CDA provides a pathway to learning best practices and meeting professional standards.
The document provides responses from the NC Department of Public Instruction and State Board of Education to questions from the Joint Legislative Education Oversight Committee regarding remote teaching and learning during the COVID-19 pandemic. It summarizes data from a sampling of NC school districts on the percentage of students learning virtually or in-person, the amount of synchronous learning time offered, student attendance rates, COVID outbreaks in schools, access to meals and internet connectivity challenges faced by districts. It also outlines professional development and support provided by NCDPI to help districts adapt to remote learning.
IHEs Comment on State Authorization for Distance Ed Rules_8.24.16 FNL.PDFBrianna Bates
This letter is signed by 17 universities and sent to the Department of Education regarding proposed regulations for state authorization of distance education programs. The universities express concerns that the regulations could impede progress in online education by increasing compliance burdens and costs. While they support reasonable consumer protections, they believe accreditation should be sufficient and that the regulations risk limiting access to high-quality online programs from nonprofit universities.
Similar to Letter to congress re flexibilities needed 041320 (20)
This document provides a summary of the North Carolina State Board of Education's Comprehensive Plan for Reading Achievement. It begins with an introduction stating the purpose of the plan is to provide guidance to educators on setting students on a path for success in meeting reading standards. It then outlines the components and responsibilities involved in developing and implementing the plan. The plan is intended to fulfill the state's Read to Achieve legislative requirements and support districts in improving reading instruction and achievement for all students.
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Letter to congress re flexibilities needed 041320
1. 1
The Honorable Lamar Alexander, Chairman The Honorable Patty Murray, Ranking Member
Committee on Health, Education, Labor & Pensions Committee on Health, Education, Labor & Pensions
United States Senate United States Senate
Washington, DC 20510 Washington, DC 20510
The Honorable Bobby Scott, Chairman The Honorable Virginia Foxx. Ranking Member
Committee on Education and Labor Committee on Education and Labor
U.S. House of Representatives U.S. House of Representatives
Washington, DC 20515 Washington, DC 20515
April 13, 2020
Dear Chairmen Alexander and Scott and Ranking Members Murray and Foxx:
As the nation navigates the COVID-19 pandemic, parents and families of students with disabilities have collaborated with
school districts and state education agencies from across the country to ensure that every child is provided the free
appropriate public education guaranteed to them by the Individuals with Disabilities Education Act (IDEA). As schools
were shuttered, our members stepped up. School teams are collaborating with parents of children with disabilities -
exactly the way IDEA intended - to provide access to individualized distance learning plans while schools are closed and
continuous access to due process rights for families, learning opportunities for all students, and access to assistive
technology consistent with student need.
The members of the Council of Administrators of Special Education (CASE) and the National Association of State
Directors of Special Education (NASDSE) are fierce and ardent supporters of the IDEA, the Rehabilitation Act, their
implementing regulations, and individuals with disabilities. We also believe in the power of collaboration between
parents, families, school districts, and state agencies and have continually called on our members to make good faith
efforts to provide accessible and accommodated services available to all students with disabilities.
Local education agencies (LEAs) are facing a great deal of compliance challenges which are taking our focus from
educating children with disabilities and shifting focusing our effort on paperwork. Without flexibility, we will generate
endless cycles of reporting about how COVID-19 caused money to be unspent, evaluations to be delayed, and services
and supports that are in IEPs that are not able to be implemented. We are concerned about requesting numerous meetings
and activities of families who are already experiencing many stresses and challenges. For this reason, we are asking for
temporary and targeted flexibilities in implementing IDEA during this pandemic so that we can keep our focus on
collaborating with parents and families and on providing appropriate services to students with disabilities. In no other
situation in our organizations’ history can we find a time where we have asked for limited flexibilities in implementing the
IDEA. However, now more than ever, schools and states need to be focused on what is important - providing an
appropriate, accessible, accommodated educational program to all students in light of their current circumstances.
2. 2
After the passage of the CARES Act (HR 748) on March 27, 2020, our organizations and 31 of our state units sent a letter
to the United States Department of Education requesting temporary and targeted flexibilities in three areas: Timelines,
Procedures, and Fiscal management. It is our belief that school districts and parents should continue to work together on
behalf of children with disabilities to meet the requirements of the IDEA as best as possible. However, members of
Congress should understand that in some situations, despite our best efforts, meeting these requirements in the middle of a
pandemic is not possible. In a recent survey of our membership with close to 1500 respondents, the data was clear:
parents and families, schools and states both all need flexibility in order to move forward in the interest of students with
disabilities. As Secretary DeVos considers these requests, we ask that your committees advance legislation that will allow
for relief in these areas.
Timeline Flexibilities
One of the most challenging aspects of IDEA facing a local or state education agency at this time is the multitude of
timeline requirements for evaluation, eligibility, transition, and IEP teams under the law. It is for this reason that timeline
requirements should be paused from the day schools closed due to the pandemic and extended for not more than 45
school days after regular school year in-person instruction has resumed for the following:
● 60-day initial evaluation timelines and re-evaluation triennial due dates [34 C.F.R. § 300.301(c); 34 C.F.R. §
300.303(b)(2)].
In some situations, a child who was being evaluated for special education and related services prior to the
pandemic may be experiencing new needs as a result of this crisis and their learning situation (new mental health
needs, parent/guardian unemployment, food insecurity, etc.). Additionally, testing protocols are not easily
administered or manipulated virtually, and the results of the evaluations could be questionable. In a recent survey
of special education administrators from across the country, 76 percent indicated that they had evaluations that
were now overdue because of the COVID-19 school closures.
● Annual IEP review timelines [34 C.F.R. §300.324(b)(1)].
The IEP meeting is meant to be a collaborative process between parents/guardians and the LEA. Even in the
best of circumstances nuances around body language and vocabulary of special education services can result in
misunderstandings between the parties. While holding IEP meetings via phone, computer, or electronic means
are all good options, none will replace a face-to-face meeting. Further, not all families or schools have access to
technology allowing for meetings to take place via phone or video call. It is for this reason IEP annual review
timelines should be relaxed, and LEAs and families should be given the option, if desired, to convene together
(at the request of the parent or the LEA) when in-person meetings become available. Importantly, close to 60%
of our membership reported that they had parents request a delay in the timelines related to the COVID-19
school closures.
● Complaint timelines [34 C.F.R. 34 C.F.R. §300.508; C.F.R. § 300.510(a) and (c); 34 C.F.R. § 300.515(a) and
(c)].
In the rare instances where parents and local education agencies find themselves in a dispute, IDEA provides
state education agencies the responsibility to have a system of impartial hearing officers and state complaints.
These complaint systems are necessary components, and with state education agencies being shuttered, hearing
officers, attorneys, parents, and others working from home, and additional stressors being put on an already
challenging process, we appreciate the current state authority to be flexible in the timeline to resolve these
complaints without corrective actions. While complaints are rare, approximately 3 percent of our members
indicated that they had received a state complaint or a due process request related to services and supports during
the COVID-19 school closures creating additional stress on schools and families during an already stressful time.
Additional flexibility will be needed surrounding timelines to resolve all types of due process complaints.
● Part C to Part B Transition timelines [34 C.F.R. § 300.124].
Early childhood transition from Part C to Part B is another important area where flexibility will be required in
order to ensure that IEPs written at such a critical time in a child’s life are thoughtful, well developed and
situated in the context of high-quality early education rather than during a global crisis which has caused school
building closures. Specifically, the component of the law to identify a child on or before their third birthday
should be paused.
3. 3
While we believe that school districts and parents should continue to work together on behalf of children with disabilities
to meet the requirements of the IDEA as best as possible, we also recognize that this may be challenging for both parents
and schools during the pandemic and it is for this reason that these timelines must be extended during this period when
school districts are unable to provide services in a typical manner.
Procedural Flexibilities
In addition to the timeline requirements, the IDEA requires several procedures that are meant to ensure that collaboration
occurs between parents and the local education agency. These requirements are in place to develop and offer FAPE for
any child eligible for special education and are a critical feature of the law. During a pandemic, we believe this
collaboration is no less important but may need to look differently and require more flexibility to ensure all children's
needs are met, to the maximum extent practicable. Procedural flexibility with an emphasis on local education agencies and
parents making “good faith” efforts in light of the current circumstances is needed. Therefore, we urge you to consider
flexibilities to the following:
● Documentation of FAPE under each district’s circumstances and IEP meeting procedures [34 C.F.R. §
300.323(c)(1); 34 C.F.R. §300.324(b)(1); 34 C.F.R. §300.324(a)(4)(i); 34 C.F.R. §300.328].
The current information from your office (Questions and Answers on Providing Services to Children with
Disabilities During the CoronaVirus Disease 2019 Outbreak, March 12, 2020) suggests that every school district
in the country will be changing a child’s placement after ten days of school closure. Decisions about changes in
placement are made after discussions by the IEP team, which includes the parent. However, in this situation, the
decision to change a child’s placement has been forced upon parents and schools by the COVID-19 pandemic.
We, therefore, suggest that all IEPs written before schools closed be maintained. In situations where the current
IEP does not sufficiently describe the services that are being provided during the pandemic, a separate document
could be created, for example, in a ‘distance/continual learning plan.’ The plan should be clearly communicated
after consultation with the parent. In addition, team meeting requirements should be flexible during the
development of the documentation of the new plan. The development of the plan would maintain IEPs and
placements to avoid a stay-put placement (in the home environment) under a due process complaint during this
national crisis. No IEPs would need to be amended under this plan.
Further, it should be recognized that school districts and parents are grappling with new situations. Resources are
varied between school districts and homes. In a typical situation, not impacted by the global pandemic, none of
this is taken into account.
● Data collection and corrective action plans [34 C.F.R. § 300.152]
It is important that the standards set forth under the IDEA related to district and state performance plans be
temporarily adjusted to provide the greatest flexibility possible. Items of concern include, but are not limited to,
submission of Comprehensive Coordinated Early Intervening Services (CCEIS) data, the State Systemic
Improvement Plan (SSIP), State Performance Plan (SPP)/Annual Performance Report (APR), and state
monitoring and enforcement. We support the state and LEA focus on providing services to students, rather than
diverting attention to corrective action or other paperwork.
Fiscal Management Flexibilities
The IDEA requires local education agencies to verify maintenance of financial efforts of LEAs and SEAs toward special
education year to year. In addition, school districts are required to set aside IDEA funds under CEIS procedures toward
addressing disproportionality. The current pandemic has created financial circumstances that require flexibilities to the
following:
● Maintenance of Effort [34 C.F.R. §300.203-205], Comprehensive Coordinated Early Intervening Services set-
aside funds [34 C.F.R. §300.205; 34 C.F.R. §300.326] and Proportionate Share [34 C.F.R. § 300.133]
CASE and NASDSE are deeply dedicated to maintaining investments in both special education and issues of
disproportionate representation as required by IDEA. However, under these emergency circumstances, local
education agencies may not be able to expend the monies planned between March and June, 2020. As we send
4. 4
this letter, seven states have closed their doors for in-person instruction for the remainder of the school year.
While many districts have agreed to keep staff on salary, it is not guaranteed, and it cannot be an expectation.
Proportionate share dollars might not have been expended and may look different for the remainder of the school
year. Therefore, flexibility regarding CCEIS, proportionate share, and MOE is necessary for the remainder of this
school year. We recommend MOE be waived for the 2019-2020 school year and that unspent CCEIS and
proportionate share dollars are carried over to the 2020-2021 school year.
It should be noted that these flexibilities were provided by Secretary DeVos, consistent with her authority under
the CARES Act, for the following other areas:
○ §1127(b) of Title I, Part A of the ESEA
○ §421(b) of the General Education Provisions Act (GEPA) to extend the period of availability of prior
fiscal year funds, for Title I, Parts A-D, Title II, Title III, Part A, Title IV, Parts A-B, and Title V, Part B
programs, and the McKinney-Vento Homeless Children and Youth program;
○ §4106(d) of Title IV, Part A of the ESEA
○ §4106(e)(2)(C), (D), and (E) of Title IV, Part A of the ESEA
○ §4109(b) of Title IV, Part A of the ESEA
In summary, the areas under which we are requesting temporary and targeted flexibility in the following areas:
● §300.124 Transition of children from the Part C program to preschool programs.
● §300.152 Minimum State complaint procedures.
● §300.203 Maintenance of effort.
● §300.301 Initial evaluations.
● §300.303 Reevaluations.
● §300.324 Development, review, and revision of IEP.
● §300.510 Resolution process.
● §300.515 Timelines and convenience of hearings and reviews.
● §300.600(e) State monitoring and enforcement.
To be clear, we expect that these flexibilities should only be granted in this specific circumstance (COVID - 19) and
that state and local education agencies, parents, and families should continue to work together in the interests of
children with disabilities. However, it is clear to us that the IDEA, the Rehabilitation Act, and other federal laws were not
written anticipating a global pandemic that has closed a large majority of schools across the country, and for this reason
we urge you to grant these specific flexibilities to local and state education agencies.
Should you have any questions or concerns or if our organizations and members can be of service to you, please do not
hesitate to reach out.
Sincerely,
Phyllis Wolfram
Executive Director
Council of Administrators of Special Education (CASE)
John Eisenberg
Executive Director
National Association of State Directors of Special Education (NASDSE)
Erin Maguire
President
Council of Administrators of Special Education (CASE)
Steve Milliken
President
National Association of State Directors of Special Education (NASDSE)
5. 5
About CASE
CASE, The Council of Administrators of Special Education, is the largest division of the Council for Exceptional Children. With close to
4500 members, it is the professional organization of choice for special education administrators across the country. CASE’s mission is
to provide leadership and support to members by shaping policies and practices that impact the quality of education. Disclaimer: The
views, opinions, and information expressed in this statement by CASE may not reflect the official policies or positions of the Council for
Exceptional Children (CEC). CONTACT: Phyllis Wolfram at (417)-496-5986
About NASDSE
NASDSE, the National Association of State Directors of Special Education, is a premier membership organization that supports state
leaders of special education throughout the United States and its Territories. Our mission and vision is to improve individual and
organizational success for state leaders of special education by providing relevant services that guide positive systemic change and
results thereby ensuring students with disabilities will live, learn, work and participate in their communities. CONTACT: John
Eisenberg at (571) 414-7371