"May 1974."--P. ii., At head of title : Regional interstate planning project (an ESEA, Title V, Section 505 project), "William G. Grimsley, Director; Donald D. Brooks, Seminar Correspondent; Verl W. Snyder, Chief, Mid-Continent Program Operation Board, Division of State Agency Cooperation, USOE.", "The work ... was performed under terms of the grant from the Office of Education, United States Department of Health, Education, and Welfare.", "#489." -- P. ii., Description based on print version record.
Cover title., "David J. Benson, primary author."--P.[ i], "A Guide to Standards-Based Practices for Districts and Schools in Colorado."--P. [i]., The coalition is comprised of: Colorado Department of Education, Colorado Education Association, Focused Leadership Solutions, Colorado Association of School Executives, the Tointon Institute for Educational Change at the University of Northern Colorado., Includes bibliographical references (p. 61-66)., Mode of access: World Wide Web.
"David J. Benson, primary author."--Page [i]., "A Guide to Standards-Based Practices for Districts and Schools in Colorado."--Page [i]., "The Colorado Coalition of Standards-based Education: Department of Education, Colorado Education Association, Colorado Association of School Boards, Colorado Association of School Executives, Advance ED Colorado, Focused Leadership Solutions.", Includes bibliographical references (pages 72-78)., Online resource; title from PDF cover (viewed June 2020)
This is the second in a series of annual reviews of the Colorado Model Content Standards. Its purpose is to identify student performance in the sciences., "May 2006.", Includes bibliographical references (p. 36-38), Mode of access: World Wide Web.
The Colorado growth model and state accountability frameworks have been part of the Colorado educational landscape since 2009. That being said, many 'myths' continue to persist related to each of these topics. In order to help address these misunderstandings we've created this fact sheet. This document reflects some of the most common myths that CDE staff have encountered along with the facts related to each claim., "January 10, 2019.", Online resource; title from PDF caption; (viewed April 2025)
The purpose of this fact sheet is to address the most common misunderstandings that CDE staff have encountered from education stakeholders in regards to the Colorado Growth Model and the state educational accountability system., "April 11, 2019.", Online resource; title from PDF caption; (viewed April 2025)
by Marty Elquist., At head of title: Fact sheet., "Information for this Fact Sheet supplied with permission from the Nevada Dual Sensory Impairment Project. The article was first published in their Fall 2005 Newsletter, Volume 15, Number 4.", Online resource; title from PDF caption (viewed April 2017)
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.
