Sentences with phrase «leas identify»

Not exact matches

In the end, we were forced to omit some LEAs, mainly in rural counties, where we could not identify a good comparison LEA.

As plans are developed and funding is identified for implementation of RTI, the LEA must have clearly defined RTI components.

[7] If the updated Identified Student Percentage is higher than previously, schools and LEAs may use the increased percentage as the basis for reimbursement by USDA.

For purposes of CEP, Identified Student Percentages need to be updated only once every four years, although LEAs are encouraged to update these data more often.

In a very large majority of cases, the data used to determine which students are from low - income families at this stage are not the same as the Census data used to identify school - age children in poor families for purposes of calculating allocations to states and LEAs.

Local Indicators identifies the approved performance standards and self - reflection tools that LEAs can use to determine progress on the local indicators.

When LEAs and schools implement CEP, these data are no longer collected, and school districts must identify alternative methods for assessing the income level of students served by a school.

With respect to identified schools, LEAs shall be required to develop a plan to improve outcomes.

If an LEA chooses to participate and has at least 40 percent of its student population counted as Identified Students, that LEA then provides free breakfast and lunch to every student within each school in its district.

Except as provided in subparagraph (vi) of this paragraph, a local educational agency (LEA) that received funds under title I for two consecutive years during which the LEA did not make adequate yearly progress on all applicable criteria in paragraph (14) of this subdivision in a subject area, or all applicable indicators in subparagraphs (15)(i) through (iii) of this subdivision, or the indicator in subparagraph (15)(iv) of this subdivision, shall be identified for improvement under section 1116 (c) of the NCLB, 20 U.S.C. section 6316 (c) and shall be subject to the requirements therein (Public Law, section 107 - 110, section 1116 [c], 115 STAT.

Finally, in September of the following school year, the LEA begins providing Title I services to eligible private school students identified the previous spring.

Thus, states and LEAs are also allowed the options of identifying students from low - income families in CEP schools through state or LEA income surveys or CEP's Identified Students (preferably updated annually), including eligibility for supplemental educational services and school choice priority, where relevant.

A school, group of schools, or an entire local educational agency (LEA or school district) may offer community eligibility if the number of children enrolled for free school meals without a paper application, referred to as «Identified Students,» is at least 40 percent of the total enrollment.

Alternatively, LEAs may use the number of Identified Students multiplied by 1.6 as the share of the school's enrollment that are from low - income families for all schools, whether or not they participate in the Community Eligibility Provision, assuring comparable treatment of all schools.

Alternatively, if LEAs use the Identified Student Percentage multiplied by 1.6 for all of their public schools, such use of a new data source may result in changes in the identification of Title I schools and allocation of funds among them.

LEAs following USED's CEP policy guidance will in some cases be using different data sources on low - income students for CEP and non-CEP schools (for example, Identified Students * 1.6 for CEP schools and students approved for free or reduced - price meals for non-CEP schools).

Current law requires an LEA to use specified measures of poverty to identify, and determine allocations to, eligible school attendance areas.

Overall, LEAs are encouraged to update Identified Student data annually, even though this is required only once every four years by USDA for CEP schools, and to consider using these data for Title I purposes in both CEP and non-CEP schools.

Except as provided in subparagraph (vi) of this paragraph, at any time following the identification of an LEA for improvement, the commissioner may further identify the local educational agency for corrective action under section 1116 (c)(10) of the NCLB, 20 U.S.C. section 6316 (c)(10).

Where the Identified Student Percentage multiplied by 1.6 is used for CEP schools, non-CEP schools in the LEA may use any other authorized data source, such as children approved to receive free and reduced - price lunches.

And if identified schools in an LEA don't make sufficient progress to meet state «exit» requirements, Section 1111 (b)(3)(B) broadens state authority to act directly — potentially without LEA approval — to «take additional improvement actions» to implement «alternative evidence - based State - determined strategies» for improving the district's comprehensive and targeted improvement schools.

Participating LEAs can use this tool to identify turnover trends and shortage areas; examine which schools lack access to effective teachers; determine where to direct more intentional recruitment resources; and study the degree to which professional learning experiences are tied to improvements in effectiveness.

(ii) Increase the number and percentage of effective teachers (as defined in this notice) teaching hard - to - staff subjects and specialty areas including mathematics, science, and special education; teaching in language instruction educational programs (as defined under Title III of the ESEA); and teaching in other areas as identified by the State or LEA.

States should identify resources and opportunities to engage LEA administrators and teachers in development of assessment literacies to support the effective use of, engagement in, and response to an assessment audit.

We work with SEAs, local education agencies (LEAs), and Regional Comprehensive Centers to identify, adopt, and sustain research - based practices and emerging promising practices that ensure equity and drive system change to rapidly improve the lowest - performing schools.

NDPC ‐ SD's framework provides a structured process by which SEA or LEA teams can gain sufficient knowledge to develop, sustain, and expand efforts in data analysis to (1) identify risk and protective factors; (2) identify priority areas for intervention; (3) identify and select evidence ‐ based practices to address needs; and (4) develop and implement effective programs in dropout prevention.

New Jersey charter school law identifies charter schools as independent local education agencies (LEAs) that function in many ways like traditional school districts.

The West Virginia Department of Education will identify local education agencies and schools with statistically significant high performance in specific areas and match them as statistical neighbors to demographically similar LEAs and schools that are struggling in those same specific areas.

This information is used to assist LEAs and schools when making placement decisions for new students who are identified as English learners.

«Providing a summative measure does not have to conflict with the multiple indicator approach that California has adopted and can build on it, to ensure that parents have a clear entry point to interact with the richer performance data and the state can clearly identify those LEAs and schools with wide achievement gaps and in need of extra attention,» the letter says.

Local education agencies (LEAs — Texas school districts and charter schools) have long identified core issues with the legacy system:

The LEA will adopt and use proper methods of administering each program including enforcement of any obligations imposed by law on agencies responsible for carrying out programs and correction of deficiencies in program operations identified through audits, monitoring or evaluation.

Through this program, LEAs are creating opportunities for students to identify and pursue areas of personal academic interest — all while ensuring that each student masters critical areas identified in college - and career - ready standards or college - and career - ready high school graduation requirements.

It is intended to spell out how the local education authority (LEA, usually the school district) will address each of the deficits or needs that have been identified in the Evaluation Report (ER.)

Identified students are those that are qualified to receive a meal at no cost through Direct Certification, including students certified as homeless, runaway, migrant, foster, children enrolled in a federally funded Head Start program, and nonapplicant students approved by the LEA.

The purpose of the guides is to help SEA and LEA teams identify evidence - based practices that might address the needs of their schools most appropriately.

The SEA Guide for Identifying Evidence - Based Interventions for School Improvement and the LEA Guide for Identifying Evidence - Based Interventions for School Improvement along with other ESSA resources may be accessed at: http://fcrr.org/essa.

State agencies can provide training and support to LEA staff in conducting need assessments and designing local plans; developing templates for needs assessments and the plans that include references to early learning; and identifying potential data sources.

State agencies can also provide structure by identifying data likely available at the SEA and / or LEA to illuminate areas of need.

Therefore, it is essential that SEAs (State Education Agencies), LEAs (Local Education Agencies, or districts), or schools communicate with parents throughout the school improvement process and welcome them as key partners in addressing the academic issues that led to the school being identified for improvement.2

Second, MDE will work closely with Michigan's professional organizations to develop guidance for LEAs in identifying and cultivating the skills and dispositions of effective principal mentors and provide professional learning opportunities, including communities of practice, for high - potential principals to become mentors.

Even if the LEA has not identified McKinney - Vento students in the past, virtually no LEA (charter or otherwise) can be 100 % sure that they will never have a student experience homelessness in the coming year.

We work in conjunction with the local Part C or LEA (which work with children with disabilities) to ensure that all children receive the necessary, identified services.