The Quality Indicators offer guidance to educators and administrators when developing, implementing and evaluating quality programs and services for students with the most significant needs. This guide identifies ten components to consider for effective programs: Inclusive Culture, RtI/Progress Monitoring, Instruction, Positive Behavior Support, Communication, Self Determination, Health and Safety, Transition, and Paraeducators. This guideline is tool designed to assist those who are educating students with significant support needs. Each quality indicator has a list of research/evidence based practices for providing a rich school experience with the goal of improving post school outcomes for all students. Students with significant support needs are highly diverse learners with extensive needs in the areas of cognition and/or learning, communication, movement and social/emotional abilities. The individual may also have concurrent health, sensory, physical and/or behavioral disabilities., "November 2009.", Online resource; title from PDF cover (viewed August 2017)
At the request of the Colorado Department of Education the Center was asked to research and identify effective quality standards for services provided to children and youth who are deaf and hard of hearing., Title from cover., "June 2006.", Includes bibliographical references., Mode of access: World Wide Web.
With input from facilities' special education directors and teachers, as well as school district out-of-district placement coordinators, the Quality Standards have been revised to reflect the most recent changes in the law (IDEA, No Child Left Behind) and highlight best practices. Furthermore, every effort has been made to make each individual quality standard concrete and discrete, as well as to eliminate redundancy., "March 2008.", "QS 03/17/08."--Footer., Description based on online resource; title from PDF cover (viewed April 2014)
text file, 2003/04-2006/07., Data based on school year., Prepared for Colorado Department of Education by National Center for School Engagement., Caption title.
"This project made possible by a grant from the U.S. Institute of Museum and Library Services"--Back cover, Digitization resulted in 2 PDF pages., Cover., Print version record.
The Colorado Reading to Ensure Academic Development Act (the READ Act, House Bill 12-1238) required the Colorado State Board of Education to develop rules to guide the creation of a resource bank for districts in support of implementation of the READ Act. The resource bank contains lists of approved interim and diagnostic reading assessments and lists of recommended (optional) instructional programs, professional development programs, and summative assessments., "August 2013.", Online resource; title from PDF caption (viewed January 2017)
The READ Plan is a general education plan that includes tiered instruction/intervention to be provided within a student's general education program. Under the federal Individuals with Disabilities Education Act (IDEA), which is incorporated into Colorado's Exceptional Children's Education Act (ECEA), an Individualized Education Program (IEP) is a statement of the student's special education and related services [34 CFR 300.320; ECEA Rule 4.03]. Importantly, notwithstanding the statement in C.R.S. 22-7-1206(3), quoted below, nothing in the READ Act makes students with disabilities exempt from or otherwise not entitled to the benefits of the READ Act., "9/4/13."--Page 5., Online resource; title from PDF caption (viewed September 2017)
The RTT Early Learning Challenge grant is a federal program which aims to improve the quality of early learning and development and close the achievement gap for children with high needs., Online resource; title from PDF caption (viewed February 2019)
The RTT Early Learning Challenge Fund will provide resources and supports for districts with implementation of school readiness plans and assessments in kindergarten. Numerous young children, particularly those with disabilities or identified as being at high risk for challenges as they enter formal schooling, will benefit from the initiatives and resources made possible by the Early Learning Challenge Funds., January 2013., Online resource; title from PDF caption; (viewed March 2016)
Colorado's $17.9 million Race to the Top grant, disbursed over four years. Fifty percent of the award is designated for local education agency (LEA) use based on Title I-A share distributions. Awards to the LEAs were non-competitive. However, any LEA agreeing to participate was required to sign a memorandum of understanding (MOU) with the state, submit a detailed scope of work and budget, and sign a terms and conditions letter indicating their responsibilities as a subgrantee., by Colorado Department of Education, Vision 2020 Unit., "August 2012.", Online resource; title from PDF cover (viewed February 2017)
text file, Cycle 3 (2003/04)-, Reports completed by outside consultants for the Colorado Department of Education, Competitive Grants and Awards Unit., Cover title.
