The 2023 New Jersey Student Learning Standards for Mathematics have been adopted and are set to be implemented in September 2024. The structural revisions include changes in domains such as Measurement, Data Literacy, and Geometry. Revisions in indicators and elementary standards aim to enhance topi

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This slide deck provides Local Educational Agencies (LEAs) with a tool to organize recommended screenshots within the 2023 Consolidated Application, facilitating seamless navigation through the application process. The screenshots cover various categories such as equitable services, budget allocatio

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ADA Hold Harmless for FY2021 implemented by TEA offers relief to LEAs with lower attendance counts in specified reporting periods. The methodology involves a trend projection based on past years' data. Important considerations include Hurricane Harvey ADA counts and FSP funding implications. The pol

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New Jersey Student Learning Standards for Mathematics were adopted in 2023 and will be implemented by LEAs in September 2024 with support provided through the Standards Transparency and Mastery Platform. The revisions include structural changes to the K-5 domains, progression from elementary to high

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The document outlines the required local indicators for LCFF priorities in California schools, emphasizing basics like teachers and facilities, academic standards implementation, and parent engagement. It also touches on school climate, course of study, and the criteria for LEAs/charters to be rated

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Explore the importance of Work-Based Learning Experiences (WBLE) for students with disabilities, learn about resources and documentation methods, understand the role of the Office of Vocational Rehabilitation, and delve into the impact of Pre-Employment Transition Services (PETS) mandated by WIOA. D

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The program highlights the McKinney-Vento Homeless Assistance Act, ensuring educational rights for homeless youth. The CDE receives $12 million to aid 121 LEAs in supporting homeless children's access to education. Funding is utilized for identification, enrollment, and transportation to and from sc

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Keystone Exams Precodes involve data submission to the Pennsylvania Information Management System (PIMS), identifying students who must take the exams, setting up test sessions, and ensuring data quality for successful submission to PIMS. The process includes timelines, internal snapshot deadlines,

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This session introduces and discusses the implications of the CARES Act Equitable Services for private schools, including a timeline of events, court decisions, and implications for districts and private schools. The presentation covers the requirement for LEAs to provide equitable services to non-p

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Maintenance of Equity (MOEq) in ARP ESSER ensures that Local Education Agencies (LEAs) do not disproportionately reduce funding or staff in high-poverty schools. LEAs must meet specific requirements to receive funds and report on equity maintenance. Updates and reporting deadlines are outlined for F

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Federal IDEA Part B funds support special education programs, helping LEAs implement IDEA. These funds must be used for allowable purposes like special education services, appropriate technology, and early intervening services. It's essential to use IDEA Part B funds to pay for excess costs and supp

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The Office of Title Services supports and monitors federal programs such as Title I, II, III, and IV to ensure all children receive a fair and high-quality education. Federal funding aims to close educational achievement gaps by supplementing school services without supplanting them. Title I focuses

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The Assembly Bill (AB) 1200 provides insights into the fiscal oversight role of Butte County Office of Education (BCOE). It outlines the responsibilities of local boards of education, BCOE as an intermediary agent, and the creation of the Financial Crises and Management Assistance Team (FCMAT) in 19

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Explore the evolution of school choice in Massachusetts, with over 28 years of history and significant growth in enrollment and tuition rates. Discover important milestones throughout the year for school committees, DOR-DLS, DESE, and LEAs. Learn about the process, forms, and regulations related to

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This document outlines the goals of promoting equitable access and improving outcomes for all students in Galveston ISD through increasing staff awareness. It also provides information on the McKinney-Vento Homeless Assistance Act, covering who is eligible for its protections, such as children and y

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Learn about the monitoring visits conducted by the Indiana Department of Education (IDOE) to ensure compliance with federal funding regulations for educational programs under Title I-D. Explore the differences between onsite and desktop monitoring, risk assessment factors, and access helpful resourc

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The detailed breakdown of federal funding allocations for various education programs in 2023 includes grants for disadvantaged students, individuals with disabilities, child nutrition, effective instruction support, career and technical education, and more. The funds also cover nonrecurring grants f

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Equitable Services Requirements and guidelines under ESSA outline the responsibilities of education officials, ombudsman, and private school administrators to ensure fair distribution of federal funds. The ESEA Team in Maine works to uphold Title I, Part A, Migrant Education, Teacher Quality, Englis

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Explore the world of cyber threat hunting and intelligence in IoT environments through the eyes of Ali Dehghantanha. Discover myths, truths, and applied research projects in collaboration with EU LEAs and SMEs. Learn about the importance of threat intelligence, intrusion detection, and securing IoT/

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ESSER funds require LEAs to develop and publicly share a plan for safe in-person instruction within 30 days of receiving the funds. The plan involves seeking public comment, school board approval, and making it accessible to all. OSPI has added three additional requirements for LEAs, including using

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Title I-A Comparability Reports ensure that Local Education Agencies (LEAs) receiving funds provide services comparable to those in non-Title I schools. LEAs must meet specific requirements and complete annual reports to compare student/staff ratios. All public school districts accepting Title I-A f

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Local Educational Agents (LEAs) play a crucial role in ensuring students with disabilities receive appropriate education and support as mandated by Federal and State laws. This involves overseeing the implementation of Individualized Education Programs (IEPs), facilitating access to general educatio

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This document provides detailed information on the DocuSign process for fully locally funded capital improvement projects at the Alabama Department of Education (ALSDE). It covers abbreviations, key words, the process for local education agencies (LEAs), preparation steps, and how the system works.

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Title I, Part A programs aim to address the needs of at-risk children by providing financial assistance to Local Education Agencies (LEAs) and campuses serving economically disadvantaged students. Campuses can operate either a schoolwide program or targeted assistance to raise academic achievement.

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This detailed walkthrough of federal non-regulatory guidance focuses on ensuring stability for children in foster care, with a particular emphasis on educational stability under ESEA and ESSA provisions. It covers key aspects such as the school of origin, collaboration between SEAs, LEAs, and child

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SEB Screener Reviews were developed for the DE-PBS Project in Spring 2022 to support Delaware educators in building knowledge and skills in Positive Behavior Support (PBS). The project aims to create safe and caring learning environments that promote social-emotional and academic development. The sc

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Gain valuable insights on avoiding procedural violations within Tennessee's Response to Intervention (RTI) framework through the guidance provided by Theresa Nicholls, Director of Special Education Eligibility. Learn about the risks associated with procedural violations, review pertinent case law, r

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Presentation on environmental literacy metrics and draft indicators discussed in a meeting with the Environmental Literacy Workgroup. Includes results from surveys on preparedness for environmental education, implementation of MWEEs, and sustainability in school systems. Also covers response rates,

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This document provides insights into the results and recommendations of the i-LEAD project led by Patrick Padding for the Netherlands Police and Polish Platform for Homeland Security. It discusses the role of ENLETS as an initiator of EU projects, the funding of i-LEAD by the European Union's Horizo

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