ESEA Insider News - Page 48

  • Reviewing nuances of the Extended Year mandate

    Administrators are wise to begin now their discussions and evaluation of what Extended Year services they will need to provide in order to meet requirements under the Individuals with Disabilties Education Act.

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  • Diagnosis – an essential tool for transition plans

    To prepare a student for the adult community, the curriculum for the final years in school should be based on the confluence of the student’s interests and precise knowledge about his or her skills.

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  • Stay compliant by staying informed

    Instances of local education agencies returning funds because of non-compliance are rare. However, there are plenty of cases when allocations have been suspended, i.e., withheld, while program monitors at the state or federal level reviewed procedures to ensure adherence where there was evidence one requirement or another was overlooked.

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  • Gateway to transitions: Person-centered planning

    Individualized transition plans must be tailored first and foremost by student interests and skills, requiring all of those involved in the process to understand and consistently utilize person-centered planning as the ITP cornerstone.

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  • Use “feeder” calculation to boost funding for some schools

    Previously the “ESEA Insider” provided guidance in compliant ranking of Title I, Part A schools and discussed provisions authorizing flexibility in skipping eligible higher poverty Title I schools for allocations to a lower poverty school.  Today’s guidance will focus on calculating the poverty percentage for schools using the “feeder pattern” method.

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