Archive for the ‘USDE’ Category

OSERS to Continue Review of PBMAS, Indicator 10

The Office of Special Education and Rehabilitative Services (OSERS) notified TEA in a letter dated January 19, 2017 that the department will conduct follow-up activities regarding Indicator 10 of the Performance Based Monitoring Analysis System (PBMAS). See the letter below for more details about state level data that will be requested as well site visits […]

USDE Section 504 Guide for Parents and Educators

In December 2016, USDE officials released a guide for parents and educators that outlines the obligations of Section 504 for school districts. It outlines the key requirements, scenarios and the relationship of 504 with IDEA and ADA. The resource guide reminds all educational institutions receiving Federal financial assistance from the USDE that they must vigilantly […]

USDE Guidance for Charters and Students with Disabilities

The USDE issued a letter (December 28, 2016) addressing the rights of students with disabilities who apply for or attend charter schools, clarifying that such students retain the rights afforded to them under IDEA, Section 504 and Title II of the ADA. In brief, the letter states student seeking to enroll or attend charter schools […]

CIVIL RIGHTS DATA COLLECTION – New Release for 2016

The U.S. Department of Education Office for Civil Rights has released the results of a national survey on key data highlights on equity and opportunity gaps in schools nationwide.  The 2013-14 Civil Rights Data Collection (CRDC) is a survey of all public schools and school districts in the United States. The CRDC measures student access […]

USDE Encourages Use of Informal Dispute Resolution Options

In a recent USDE Letter dated April 15, 2015, the department encourages LEAs to use informal means, when possible, to resolve differences with parents. In Texas, LEAs are encouraged to use three levels of facilitation as a alternative to the formal procedures of complaint, mediation and due process hearings. The letter concludes by stating: LEAs […]

Additional Opportunity for the Training on EDGAR Regulations

On December 26, 2014, new regulations from the Office of Management and Budget (OMG) went into effect for all federal agencies that award grants, including the US Department of Education (USDE). The TEA website has details on the new regulations that are now referred to as the New EDGAR. The New EDGAR governs all federal […]

Public Review and Comment Period: Proposed Texas Application for IDEA-B Funds

Deadline for Submitting Public Comment: March 31, 2015 For the state of Texas to receive its IDEA Part B grant funds each federal fiscal year, TEA must complete an application packet and submit it to the USDE Office of Special Education Programs (OSEP). Prior to submission to OSEP, the State Application (Texas) will be available for public […]

Updated IDEA MOE Action Plan

TEA issued a TTAA letter on September 30, 2013 with updated information on IDEA MOE. The letter follows further communication between TEA and USDE regarding requirements for calculating IDEA Maintanence of Effort (MOE). The letter gives a newly revised action plan and timeline for FY 2009, FY 2010, FY 2011, FY 2012, and FY2013 IDEA MOE determinations. This […]

Possible Change in IDEA-B MOE Action Plan

Very likely, the Action Plan and timelines outlined in the TTA Letter (August 31, 2013) will be revised. MOE Letters for FY 2010 will not be sent out to LEAs next week as planned. USDE and TEA entered into additional negotiations after the TTA Letter was issued. TEA will most likely issue a revised TTA […]

Letter on Educating Highly Mobile Children with Disabilities

The Texas Education Agency (TEA) has forwarded a letter from the United States Department of Education (USDE) concerning the provision of services to children who are highly mobile, including military-connected children, migrant children, children in foster care and children who are homeless. These children experience incredible challenges and the USDE and TEA seek your assistance in ensuring that they […]

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