[report authors: Nazanin Mohajeri-Nelson and nine others], "March 2015.", Description based on online resource; title from PDF caption; (viewed April 2015)
The central objective of Title I, Part A is to ensure that all children reach challenging academic content standards, specifically in reading and math. The program provides supplemental resources to schools and students who have furthest to go in achieving these standards. In 2009-2010, CDE in collaboration with an external evaluation firm, OMNI Institute, studied the relationship between the amount of Title I funds distributed to schools and student performance. Title I per pupil allocation amounts were compared against the schools' median growth percentile, a metric that represents the academic growth of students on the state assessments in comparison to students' academic peers (students with similar performance histories on the state assessment). Although the study supported that on average schools with higher amounts of per pupil allocation tended to have higher median growth percentiles, there were also some schools with high growth percentiles with low per pupil amounts and vice versa (low growth schools with high per pupil allocations)., "December 2012.", Description based on online resource; title from PDF cover; (viewed March 2015)
The agencies that provide services to adults with disabilities, including vocational rehabilitation services, developmental disabilities services, and colleges/universities require sufficient and specific documentation of a disability in order to determine eligibility for accommodations. The gap between the information requested by adult agencies and that available through the K-12 education system has been a topic of discussion for many years. There are challenges for students and parents to locate and gather the necessary documentation and demonstrate eligibility for accommodations remains., Online resource; title from PDF caption (viewed September 2017)
This "document was developed by a group of secondary educators and school psychologists, postsecondary disability service coordinators and Colorado Department of Education (CDE) staff to assist secondary educators to meet IDEA 2004 transition requirements while preparing students with Specific Learning Disabilities (SLD) for successful transition to post-secondary education. These guidelines, developed by the Transition to Higher Education Work Group (THE) Work Group will help educators build a Body of Evidence that enables students with SLD to access accommodations and services that support successful transition.", Online resource; title from PDF caption (viewed September 2017)
This publication is intended to be a resource for human resource directors and interested others to implement the highly qualified teacher requirements of the NCLB Act of 2001 in Colorado. Because a teacher's highly qualified status in a specific core academic subject area, once documented, is portable and reciprocal throughout all Colorado school districts, one goal of this notebook is to develop greater uniformity in how teachers are determined to be highly qualified., "3/15/06.", Description based on online resource; title from PDF cover (viewed November 2014)
HB15-1323 spans several different education areas, including state assessments, accountability, educator effectiveness and assessment pilots. This summary provides details initial information on the Alternative Assessment Pilot Program, established through legislation and in compliance with federal law., "July 2015.", Online resource; title from PDF caption (viewed September 2020)
