Title I, Part A funds may be used for preschool education under some circumstances. This brochure provides an outline of the intersection of these two programs., Description based on online resource; title from PDF column (viewed February 2014)
Section I provides NCLB-mandated requirements for Title I Targeted Assistance Plans. These requirements are laid out in an easy-to-use format. Also included are guidance and suggestions for writing your Title I Program Plan. Section II contains templates to facilitate the writing of your Targeted Assistance plan. Section III provides a checklist to assist you in reviewing your plan and assuring that all components have been addressed. Section IV provides NCLB-mandated requirements for Title I Targeted Assistance schools on improvement., "March 2010.", Description based on online resource; title from PDF cover; (viewed March 2015)
The Title II, Part A program offers the opportunity to design and implement a wide variety of activities that support teacher and principal quality., "January 2014.", Description based on online resource; title from PDF caption; (viewed August 2021)
AMAOs are performance objectives or targets, for English Language Learners, which Local Educational Agencies (LEAs) that receive Title III sub-grants must meet each year. LEAs receiving Title III sub-grants are required to meet two English language proficiency AMAOs, based on student performance on the Colorado English Language Assessment for Proficiency (CELApro), and a third academic achievement AMAO, based on reading and math Adequate Yearly Progress (AYP) determinations., text file, Began with 2009/2010; ceased with 2013/14., Cover title.
Under both the Rehabilitation Act and Individuals with Disabilities Education Act (IDEA), "Transition Services" are defined as a coordinated set of activities for a student, designed within an outcome-oriented process, that promotes movement from school to post-school activities., Online resource; title from PDF caption (viewed October 2018)
