SCHOOL FINANCE MEMORANDUM Revised Memo Number Change Only
|
|
- Jason Hawkins
- 8 years ago
- Views:
Transcription
1 ARIZONA DEPARTMENT OF EDUCATION Tom Horne School Finance Superintendent of 1535 West Jefferson Public Instruction Phoenix, Arizona (602) (602) fax To: STATE OF ARIZONA SCHOOL FINANCE MEMORANDUM Revised Memo Number Change Only Charter School Operators, Charter School Sponsors, Charter Business Managers, Charter Principals & Administrators, and All Charter Schools From: Yousef Awwad, Director of School Finance Date: May 26, 2009 Subject: Charter School Estimated Student Enrollment List Collection FY 2010 REQUIREMENTS Per A.R.S B.2 the student count of a charter school shall be determined initially by using an estimated count based on actual registration of pupils bee the beginning of the school year. The Charter Board requires charter schools to have specific student and parent inmation on file any student that is recorded on the estimated list. The required inmation can be located at: The initial estimated student count list must not exceed actual registration of pupils. After school begins, but bee each of the listed due dates, the name of any student who has not participated in instruction must be removed from the list. Failure to remove students that are not receiving instruction can cause over-funding and will be appropriately adjusted and could result in a reduced or non-payment status once the payment is based off of the actual data submitted to SAIS. Students whose names were not on the initial estimated count list may be added at any time the application is available until the last due date. Charter school operators are not obligated to list every student. All charter school operators, including operators of district sponsored charter schools, must submit a student list to ADE using the Charter Estimated Counts on-line application, each charter site. Per A.R.S A.3 District Sponsored Charter Schools may not report charter school pupils funding during the first year of the charter school's operation who were previously enrolled in the school district. ADE will NOT pre-populate the Charter Estimated Counts application with student inmation from the previous school year. The initial release of state aid will be delayed if the deadlines specified on page 8 the charter estimated counts list and the LEA calendar have not been met. 1
2 PROCESS AND PROCEDURES Charter school student lists are submitted to ADE via the Charter Estimated Counts on-line application. This application is accessible through the Common Logon web page at and provides two options submitting the data: 1. Manual entry of each student using the m fields provided within the application; or 2. Upload of a properly matted data file (comma-delimited text file). Please refer to page 3 the Data Submission Requirements. Note: Student names can only be deleted from the Charter Estimated Count through use of the feature designed this purpose in the on line application. Until Average Daily Membership can be calculated from SAIS, payments generated on the 15 th of each month are based on the estimated count list. Please remember to continually and carefully review the charter student list duplicates or erroneous entries that will require correction bee the application is locked to capture the data payment. The estimated student list is due bee 4:30 PM on the due dates listed previously in this document. After 4:30pm, the estimated counts application will be administratively locked up to five ADE business days after the due date. A summary report of the charter s submission will be posted to the charter school s home page on the ADE School Finance website: within the five business days after each due date. It is the responsibility of each charter school to verify that the inmation posted on the summary report correctly reflects the sum of the student level data that was submitted by one of the two data submission processes. Student level data on the Charter Estimated Count List will be used as the basis calculating State Aid: 2
3 Charter School List Due in estimated counts application by 4:30 PM Payment Date: Estimated Counts Application Scheduled Re-Open Date June 26 th, 2009 July 15 th, 2009 July 7 th, 2009 July 29 th, 2009 August 15 th, 2009 August 5 th, 2009 August 28 th, 2009 September 15 th, 2009 September 8 th, 2009 September 28 th, 2009 October 15 th, 2009 Final submission period DATA SUBMISSION REQUIREMENTS The following definitions and descriptions of the student level data apply to both the on-line manual entry into the application and the comma-delimited text file. 1. Data must be submitted at the site level, (the CTDS number ending in 000 represents the holder level not the site level). One data file must be submitted each charter school site. So, if the charter holder is represented by two charter school sites, then two separate files must be completed and submitted each. When saving the file(s), please use the charter school site level number in the name of the file. The site level number is equal to the last three digits of the charter school CTDS number. For example, Bright Blue Charter School has two charter schools. The charter school site CTDS numbers end in 101 and 102, respectively. Theree, school site 101 will submit a data file as BrightBlue101.txt and school site 102 will submit a separate data file as BrightBlue102.txt. 2. Data must be submitted electronically using the Charter Estimated Counts on-line application. ADE will not accept any student level data not submitted via the on-line application. Specifications For Using Comma-Delimited Text Files For those using the text file upload option, the first row must contain data header fields, and all subsequent rows must contain student data. All values must be surrounded by double quotes and separated by commas. Each row of the text file must end with carriage return and line feed characters. Check the example below an illustration of these requirements. Data Header Definition Data Field Definition Data Format CTDS Number County-Type-District-Site (No dashes example: ) Text Charter Name Name of Charter Holder Text Charter Site Name Name of Site Text Contact Name Name of contact to address questions to. Text Contact Telephone Phone number of contact. Text Contact address of contact. Text Note: Address and contact inmation listed on this m does not change the official inmation approved in your contract. The charter school must follow the sponsors policy to change chartered contract inmation. Student List Definition Data Field Definition Data Format Maximum Field Length First Name First Name Text Up to 20 characters MI Middle Initial Text Blank or 1 character Last Name Last Name Text Up to 30 characters Birth Date Birth Date Numeric (MMDDYY) 6 Digits * Previous LEA List the name of the district or Text Up to 80 characters charter school the student attended in the previous school year OR the ISEP/Non-ISEP data if applicable. (Please refer to asterisk on page 4). Grade Level The student s grade the Text: KG, 01, 02, 03, 04, 05, 06, 07, 08, 2 characters upcoming school year. 09, 10, 11, 12 ** SPED Category Please refer to the expanded Text: A, ED, EDP, HI, MD, MDSSI, Blank or up to 5 category definition on page 4. MIMR, MOMR, OHI, OI, SLD, SLI, characters (Please refer to asterisks on SMR, TBI, VI page 5). Service Type Please refer to the expanded service type definitions on Text: A, B, C, D, E, F, G, H, I, J, S, V Blank or 1 character 3
4 pages 5 and 6. ELL Status Will ELL services be provided? Text: Y = Yes; N = No or Blank = No Blank or 1 character Example of Text File Format " ","Sample CharterHolder","Sample CharterSite","Joe Smith","(602) ","joesmith@ .com" "Joe","","Jones","010185","Previous Charter 1","01","","","Y" "Susie","H","Smith","020288","Previous Charter 2","03","A","A","N" * Charter schools receiving Indian School Equalization Program (ISEP) funds must report data used in the calculation of state aid separately the ISEP students and Non-ISEP students. This allows the Arizona Department of Education to accurately apply A.R.S (D) only to the state aid generated by the ISEP funded students. Those students that are Non-ISEP will generate monthly state aid the charter because these students are not funded by the federal Indian School Equalization Program. For reporting purposes, all students must be identified as either ISEP or Non-ISEP in the Previous LEA field of the Charter Estimated Counts application. Once reporting commences with SAIS, all Non-ISEP students must be accurately identified by Register ID Special Education Eligibility Requirements: Special Education students can be claimed on the estimated student list if all eligibility requirements are in place when registering the upcoming school year. The charter is strongly encouraged to be conservative in the submission of the estimates. It is important to note that once actual SPED counts are calculated from data submitted to SAIS, an overestimated SPED count may result in a non-payment status one or more months the charter. The IEP team determines the category under which a student is eligible to receive services once a student has been evaluated. It is possible a student to be eligible to receive special education services in more than one category. If this is the case, only submit the highest weighted (primary) category the student. No student should be submitted more than once to the estimated counts application. Please refer to the Budget Worksheets the special education weights. The budget worksheets with the updated weights fiscal year 2010 will be available by the end of June, If there is any uncertainty regarding the student s category and/or service type or if an IEP is not on file then the charter is encouraged to contact their ESS specialist. All funding any eligible special education student not claimed during the estimated counts period will be retroactive to the beginning of the fiscal year once payment commences from the actual SPED data resident in SAIS. Funding from the charter s actual SPED data resident in SAIS typically begins December 15 th. SPED Need Codes (Disability Categories) Code Description Code Description A Autism ED Emotional Disability Emotional Disability (Separate Facility, Private EDP School) HI Hearing Impairment MD Multiple Disabilities MDSSI Multiple Disabilities Severe Sensory Impairment OI Orthopedic Impairment SLD Specific Learning Disability Speech/Language SLI Impairment SMR Severe Mental Retardation TBI Traumatic Brain Injury VI Visual Impairment 4
5 ** If a Special Education category is listed a student then a service type must also be listed. Special Education funding will not be distributed if both the category and service type are not provided. SPED School Age Service Codes Grade Service Code K-12 A K-12 B K-12 C K-12 D K-12 E Description Inside Regular Class 80% or more of the day. (These are children who received special education and related services outside the regular class less than 21% of the school day.) This may include children placed in: regular class with special education/ related services provided within regular classes; regular class with special education/ related services provided outside the regular classes; or regular class with special education services provided in resource rooms. Inside Regular Class no more than 79% of day and no less than 40% of the day. (These are children who received special education and related services outside the regular classroom at least 21% but no more than 60% of the school day.) This may include children placed in: resource rooms with special education/related services provided within the resource room; or resource rooms with part-time instruction in a regular class. Inside Regular Class less than 40% of the day. (These are children who received special education and related services outside the regular classroom more than 60% of the school day.) This may include children placed in: self-contained special classrooms with part-time instruction in a regular class; or self-contained special classrooms with full-time special education instruction on a regular school campus. Public or Private Separate Day School greater than 50% of the school day. This may include children placed in: public and private day schools students with disabilities; public and private day schools students with disabilities a portion of the school day (greater than 50%) and in regular school buildings the remainder of the school day; or public and private residential facilities if the student does NOT LIVE at the facility. Public or Private Residential Facility greater than 50% of the school day. Receives education programs and lives in the public or private residential facilities during the school week. This may include children placed in: public and private residential schools students with disabilities; or public and private residential schools students with disabilities a portion of the school day (greater than 50%) and in separate day schools or regular school buildings the remainder of the school day. state aid federal funding Self Contained or Resource Yes Yes SC Yes Yes SC Yes1 Yes SC 5
6 SPED School Age Service Codes (continued) Grade Service Code K-12 EA K-12 EB K-12 EC K-12 FA K-12 FB Description Public or Private Residential Facility greater than 50% of the school day placed by another state agency (not an IEP team decision) with code A. Placed in public or private residential facility receiving services inside regular class 80% or more of the day. Receives education programs and lives in the public or private residential facilities during the school week. This may include children placed in: public and private residential schools students with disabilities; or public and private residential schools students with disabilities a portion of the school day (greater than 50%) and in separate day schools or regular school buildings the remainder of the school day. Public or Private Residential Facility greater than 50% of the school day placed by another state agency (not an IEP team decision) with code B. Placed in public or private residential facility receiving services inside regular class 40-79% of the day. Receives education programs and lives in the public or private residential facilities during the school week. This may include children placed in: public and private residential schools students with disabilities; or public and private residential schools students with disabilities a portion of the school day (greater than 50%) and in separate day schools or regular school buildings the remainder of the school day. Public or Private Residential Facility greater than 50% of the school day placed by another state agency (not an IEP team decision) with code C. Placed in public or private residential facility receiving services inside regular class less than 40% of the day. Receives education programs and lives in the public or private residential facilities during the school week. This may include children placed in: public and private residential schools students with disabilities; or public and private residential schools students with disabilities a portion of the school day (greater than 50%) and in separate day schools or regular school buildings the remainder of the school day. Correctional Facilities with code A. Receives special education inside regular class 80% or more of the day in: short-term detention facilities (community-based or residential); or correctional facilities Correctional Facilities with code B. Receives special education inside regular class 40-79% of the day in: short-term detention facilities (community-based or residential); or correctional facilities. state aid federal funding Self Contained or Resource Yes1 Yes R Yes1 Yes R Yes1 Yes SC 6
7 SPED School Age Service Codes (continued) Grade Service Code K-12 FC K-12 H K-12 I K-12 J Description Correctional Facilities with code C. Receives special education inside regular class less than 40% of the day in: short-term detention facilities (community-based or residential); or correctional facilities. Homebased/homebound/hospital program. Receives education programs in homebased/homebound/hospital environment that includes children with disabilities placed in and receiving special education and related services in: hospital programs; homebound or homebased programs. Services provided in a regular classroom. The only disability categories that can be reported here are MD, A, SMR, and OI. Private School placement, enrolled by parent(s). Students enrolled by parents or guardians in regular parochial or other private schools who receive special education and related services under a service plan. There is no entitlement to special education and related services. However, the PEA must expend proportionate amount of federal funding on students in this type of private placement. This also includes children that are homeschooled. state aid federal funding Self Contained or Resource Yes Yes SC Yes Yes SC No Yes R Please contact the Exceptional Student Services (ESS) Unit here at the ADE with any questions regarding the categories or service types Special Education. The ESS main phone number is (602)
8 Charter School State Aid Requirements Checklist Release of Fiscal Year 2010 State Aid To be eligible funding Fiscal Year 2010 (school year ), all charter schools, regardless of sponsorship, must verify that all materials have been submitted per the requirements within the specified timelines. It is the responsibility of each charter school to verify that the deadlines the Charter School Estimated Student Enrollment List and the Local Education Agency Calendar have been met prior to the distribution of funds. To ADE School Finance Unit The following items must be received by ADE School Finance on or bee 4:30pm of the specified deadline the initial release of any Fiscal Year 2010 state aid. Charter School Estimated Student Enrollment List Collection Enter via the Charter Estimated Counts on-line application through Common Logon. Update each month; see page 3 of ADE School Finance Memorandum due dates Local Education Agency (LEA) Calendar Enter using the LEA Calendar application through Common Logon. See ADE School Finance Memorandum New charters can enter their calendar at any time but cannot activate it until July 2 nd. Deadline June 26,2009 July 7, 2009 The Federal & State Maintenance and Operations Declaration Form (see ADE School Finance Memorandum ) is due June 26 th, 2009 at 4:30 PM and must be received no later than 60 days past the deadline to prevent the charter from being noncompliant. If assistance is required to submit estimated counts please contact the S.T.a.R. (System Training and Response Team) through the following link: or contact Cindy Ensfield at Cindy.Ensfield@azed.gov, or (602)
J O Y H O F M E I S T E R
J O Y H O F M E I S T E R S T A T E S U P E R I N T E N D E N T O F P U B L I C I N S T R U C T I O N O K L A H O M A S T A T E D E P A R T M E N T O F E D U C A T I O N MEMORANDUM TO: FROM: Superintendents,
Presented by Sarah Gamble
Presented by Sarah Gamble About Primavera Founded in 2001 by Damien Creamer Serves students across the state of Arizona Block schedule- 2 classes every 6 weeks Serves 6-12 th grades Academics Course Content
Special Education NSSRS Data Element Definitions
Special Education NSSRS Data Element Definitions These definitions are compiled to supplement the Special Education Snapshot instructions in the NSSRS Student Template available on the NSSRS Instructions
Special Education Data Reporting Requirements for Early Childhood Students for Cycles 4 & 7
Special Education Data Reporting Requirements for Early Childhood Students for Cycles 4 & 7 Session Overview Current School Year Reporting Requirements: Cycle 2 Submission: Reports Child Count for Child
Traveling the Special Education Highway. A Parent s Guide to a Successful Journey. Arizona Department of Education Exceptional Student Services
Traveling the Special Education Highway A Parent s Guide to a Successful Journey Arizona Department of Education Exceptional Student Services Revised 2015 TRAVELING THE SPECIAL EDUCATION HIGHWAY The Individuals
Submitting and Verifying Early Childhood Preschool Data
Arizona Department of Education Tom Horne, Superintendent of Public Instruction Document Number 20 January 2008 System Training and Response (STaR) Team Submitting and Verifying Early Childhood Preschool
School Questionnaire, Part II-B Special Education Programs Operated by District Office
Special Education Expenditure Project (SEEP) Sponsored by the Contact information Please complete the required information before returning this questionnaire School (required) District (required) State
EVALUATION AND ELIGIBILITY. Processes and Procedures From Referral to Determination of Eligibility
AZ-TAS EVALUATION AND ELIGIBILITY Processes and Procedures From Referral to Determination of Eligibility Exceptional Student Services January 2012 Table of Contents Introduction.. 3 Child Find...3 Response
Continuum of Alternative Placements
Continuum of Alternative Placements ARSD 24:05:28:01. Least restrictive program to be provided. Children in need of special education or special education and related services, to the maximum extent appropriate,
Average Daily Membership Audit Report Primavera Technical Learning Center Arizona Online Instruction Program Fiscal Years 2012, 2013 and 2014
Arizona Department of Education The Audit Unit 1535 W. Jefferson St., Bin 19 Phoenix, Arizona 85007 602-364-4061 Average Daily Membership Audit Report Primavera Technical Learning Center Arizona Online
SAIS Online Users Guide
Arizona Department of Education Tom Horne, Superintendent of Public Instruction System Training and Response (STaR) Team SAIS Online SAIS Online Users Guide This document is intended to provide basic step-by-step
ASCUS Presentation: Reporting Reconciliation and 915 Processing. School Finance Arizona Department of Education
ASCUS Presentation: Reporting Reconciliation and 915 Processing School Finance Arizona Department of Education New Changes For FY 2014 Report Reconciliation for Student Detail and Student Counts Reports
Sample enrollment Checklist for Bullis Charter School
Registration Checklist Open Enrollment Period: November 1, 2011 February 3, 2012 Thank you for registering your child in Bullis Charter School. Enclosed in this packet are the registration materials that
APPLICATION GUIDELINES Special Education Program 2014
SPECIAL EDUCATION Financial Assistance from the Queensland Government 2014 APPLICATION GUIDELINES Special Education Program 2014 IMPORTANT INFORMATION Applications should be submitted when an eligible
ETR. Evaluation Team Report TYPE OF EVALUATION: CHILD'S INFORMATION: DATES PARENTS'/GUARDIAN INFORMATION ETR FORM STATUS CHILD'S NAME:
CHILD'S INFORMATION: TYPE OF EVALUATION: STREET: GENDER: CITY: STATE: OH ZIP: DISTRICT OF RESIDENCE: DISTRICT OF SERVICE: GRADE: INITIAL EVALUATION DATES DATE OF MEETING: DATE OF LAST ETR: REFERRAL DATE:
Disability Evaluation & Second Language Learners. Martha Buenrostro PhD, Education Program Specialist, ODE Martha.Buenrostro@state.or.us 503.947.
Disability Evaluation & Second Language Learners Martha Buenrostro PhD, Education Program Specialist, ODE Martha.Buenrostro@state.or.us 503.947.5611 Learning Objectives Review: Oregon s ELL SPED K-12 data,
Table 1100.1 Required Assessments and Qualified Examiners by Type of Disability Disability Assessments Required Qualified Examiners
Table 1100.1 Required Assessments and Qualified Examiners by Type of Disability Disability Assessments Required Qualified Examiners AUTISM School School Professional Licensed to provide a DEAF-BLINDNESS
Focused Monitoring Report State Supported/Operated Programs
Focused Monitoring Report State Supported/Operated Programs Education Agency: Excel Institute Special Education Coordinator: Ms. Wanda Smith Focused Monitoring Date: December 1-3, 2008 Date Mailed to Coordinator:
160-5-1-.34 GEORGIA SPECIAL NEEDS SCHOLARSHIP PROGRAM.
160-5-1-.34 GEORGIA SPECIAL NEEDS SCHOLARSHIP PROGRAM. (1) DEFINITIONS. Code: JNB (a) Americans with Disabilities Act, Amendments Act of 2008 - a federal law, codified at 42 U.S.C. 12101, et seq, that
SCHOOL FINANCE MEMORANDUM 10-018. District Personnel Directors, Business Managers, and Superintendents
ARIZONA DEPARTMENT OF EDUCATION Tom Horne School Finance Superintendent of 1535 West Jefferson Public Instruction Phoenix, Arizona 85007 (602)-542-5695 (602)-542-3099 fax STATE OF ARIZONA SCHOOL FINANCE
Special Services. Evaluation Procedures Initial, Re-evaluation, In State and Out of State
Initial Evaluation: Special Services Evaluation Procedures Initial, Re-evaluation, In State and Out of State 1. Student is brought to CMT meeting to discuss overall concerns 2. Parent is contacted regarding
NEW JERSEY DEPARTMENT OF EDUCATION SPECIAL EDUCATION SUBMISSION STUDENT DATA HANDBOOK VERSION 4.1. State of New Jersey Department of Education
NEW JERSEY DEPARTMENT OF EDUCATION SPECIAL EDUCATION SUBMISSION STUDENT DATA HANDBOOK VERSION 4.1 State of New Jersey Department of Education 100 River View Executive Plaza P.O. Box 500 Trenton, New Jersey
Documents Eligible to Earn Added Authorizations in Special Education (AASE) UPDATED 6/2012
Documents Eligible to Earn Added Authorizations in Special Education (AASE) UPDATED 6/2012 Credential Held Autism Spectrum Disorders (ASD) Deaf- Blind Emotional Disturbance Orthopedic Impairment Other
FY 2010 Arizona Online Instruction (AOI) Business Rules
FY 2010 Arizona Online Instruction (AOI) Business Rules Purpose Version 57 The purpose of this document is to describe the business rules for Arizona Online Instruction (AOI) formerly known as Technology
Lock in Your Team: The Role of the School Nurse in Special Education
Lock in Your Team: The Role of the School Nurse in Special Education 2009 National Alliance for Medicaid in Education Thursday, October 15, 10:45 AM 12:15 PM Derby Janet Lowe, LSN, CPN, MA Lock In : To
Special Education FTE 101
Special Education FTE 101 Let s Start at the Very Beginning.A Very Good Place to Start! FY15 Georgia Department of Education Data Collections Conference Dr. John D. Barge, State School Superintendent Dr.
The school only has access to enter data information into two fields using SIS. These two fields may only be entered through SIS:
STUDENT INFORMATION SYSTEM SCREEN 24 - IWEN INDIVIDUALS WITH EXCEPTIONAL NEEDS (IWEN) PURPOSE/DESCRIPTION The IWEN screen allows for the viewing and limited entry of data for Special Education, and Sec.
QCSD Special Education
QCSD Special Education April 12, 2012 Lenny Greaney, Director of Pupil Services Shirley Moyer, Supervisor of Special Education Anthony Carty, Teacher IDEA EVERYTHING WE DO IS GOVERNED BY THE LAW PDE Compliance
How To Enter A School Register Summary
STATE OF NEW JERSEY DEPARTMENT OF EDUCATION DIVISION OF ADMINISTRATION & FINANCE OFFICE OF SCHOOL FINANCE SCHOOL REGISTER SUMMARY ONLINE TECHNICAL MANUAL 2014-2015 June 2015 General requirements for Submission
Arizona School Finance Summary Manual
December 2010 Arizona School Finance Summary Manual A tool developed to assist your understanding of the school budget where the money comes from and where it goes www.aasbo.org Permission is granted to
Staffing Requirements 1. and retain such personnel. All special education teachers K-12 must be highly qualified by
Staffing Requirements 1 Newport News Public Schools understands the need to retain highly qualified and appropriately and adequately trained personnel with the knowledge and skills to provide special education
Chapter 89. Adaptations for Special Populations. Subchapter D. Special Education Services and Settings
Chapter 89. Adaptations for Special Populations Subchapter D. Special Education Services and Settings 89.61. Contracting for Residential Educational Placements for Students with Disabilities. Residential
Special Education For Preschoolers
C A L I F O R N I A E A R L Y S T A R T Special Education For Preschoolers A G U I D E F O R P A R E N T S Early Intervention services system encouraging partnerships between families and professionals,
THE RESIDENTIAL VOUCHER PLACEMENT, PRIVATE SPECIAL EDUCATION, AND ED-P PROGRAM MANUAL. John Huppenthal Superintendent of Public Education
THE RESIDENTIAL VOUCHER PLACEMENT, PRIVATE SPECIAL EDUCATION, AND ED-P PROGRAM MANUAL John Huppenthal Superintendent of Public Education Revised August 2014 Preface This guide outlines the placement process
STATE SPECIAL EDUCATION FUNDING CHANGES: FY 2014 - FY 2016
STATE SPECIAL EDUCATION FUNDING CHANGES: FY 2014 - FY 2016 Special Education Caseloads Task Force October 15, 2013 Tom Melcher, Director School Finance Division FY 2013 Funding General Education Revenue
Education Management Information System (EMIS) Revision Date December 17, 2014. Prepared by Office of Data Quality and Governance
FEDERAL CHILD COUNT REPORT EXPLANATION (.TXT_CCYYS_STU_FED_CHILD) (.CSV_CCYYS_STU_FED_CHILD) Education Management Information System (EMIS) Prepared by Office of Data Quality and Governance Federal Child
Analysis of Special Education Enrollments and Funding in Pennsylvania Rural and Urban School Districts
Analysis of Special Education Enrollments and Funding in Pennsylvania Rural and Urban School Districts By: William T. Hartman, Ph.D., Pennsylvania State University September 2015 Executive Summary This
TITLE III FREQUENTLY ASKED QUESTIONS
TITLE III FREQUENTLY ASKED QUESTIONS Frequently asked questions (FAQs) are listed below covering: Funding: For English Language Learners (ELLs) and Immigrant Children and Youth Accountability measures(annual
Sample Program Profile Table. 1. Select Administrative. 2. Select Program Profile
40 TH DAY AND 100 TH DAY COURSE ENROLLMENT REPORTING Policy Citations In alignment with A.R.S. 15-902.I CTE requires districts to report Career and Technical Education student enrollment data to the Department
St. Joseph County Intermediate School District. Plan for Delivery of Special Education Programs and Services
St. Joseph County Intermediate School District Plan for Delivery of Special Education Programs and Services July 2003 TABLE OF CONTENTS DOCUMENT ENDORSEMENT Local District/ISD Endorsement 1 Local District/ISD
SPECIAL EDUCATION RIGHTS AND RESPONSIBILITIES
5051.01 English SPECIAL EDUCATION RIGHTS AND RESPONSIBILITIES Chapter 11 Information on Preschool Education Services From a 13-Chapter Manual Available by Chapter and in Manual Form Written by: Community
Illinois State Board of Education Division of Funding and Disbursement Services
Illinois State Board of Education Division of Funding and Disbursement Services Special Education Personnel - Questions and Answers Updated July, 2015 Special Education Personnel Reimbursement is authorized
Transition to Early Childhood Special Education A Guide for Parents of Children with Disabilities Who Are Turning Three
Transition to Early Childhood Special Education A Guide for Parents of Children with Disabilities Who Are Turning Three Originally developed: (1995) Bridging Early Services, Transition Taskforce, Kansas
Support Services Subcommittee
Support Services Subcommittee Support Services 7/20/2012 1 School Psychologists School Social Workers School Speech-Language Pathologists Discussion about what is needed to make recommendations at the
Spring School Psychologist. RTI² Training Q &A
Spring School Psychologist RTI² Training Q &A Clarification on the use of the Gap Analysis Worksheet: As part of the RTI² decision making process, teams meet to review a student s rate of improvement to
Resources for the Statewide Special Education Task Force. Preparation to Teach
Resources for the Statewide Special Education Task Force Preparation to Teach March 9, 2014 Narrative Overview of Teaching Credentials in California (pages 1-3) Describes the basic requirements for teacher
NEW YORK STATE EDUCATION DEPARTMENT Special Education Space Requirements Plan 2009-14. Cover Page. BOCES Region: Putnam/Northern Westchester
NEW YORK STATE UCATION DEPARTMENT Special Education Space Requirements Plan 2009-14 Cover Page BOCES Region: Putnam/Northern Westchester District Superintendent: Dr. James T. Langlois Space Plan Contact
2013 A-F Letter Grade Accountability System TECHNICAL MANUAL
2013 A-F Letter Grade Accountability System TECHNICAL MANUAL Arizona Department of Education John Huppenthal, Superintendent For more information, please contact: Research & Evaluation Section (602) 542-5151
Athens Technical College Student Support Disability Services 800 U.S. Highway 29 North Athens, GA 30601-1500 706-355-5006 / jfelts@athenstech.
Athens Technical College Student Support Disability Services 800 U.S. Highway 29 North 706-355-5006 / Dear Athens Technical College Applicant/Student: Thank you for contacting the Disability Services Office
Step by step instructions for verifying 1701 data
FALL DATA COLLECTION INSTRUCTIONS FOR SCHOOL LEVEL 1701 VERIFICATION WEB REPORTS When schools load the 1701 file into the verification web, the file is automatically verified and a number of reports are
Special Education Certification in AZ:
Special Education Certification in AZ: New proposals, nationwide trends, and current research Arizona Department of Education Current Certification in AZ Cross-categorical Hearing Impaired Severely and
CHILD FIND POLICY and ANNUAL PUBLIC NOTICE OF SPECIAL EDUCATION STUDENTS AND PROGRAMS FOR STUDENTS WITH DISABILITIES
CHILD FIND POLICY and ANNUAL PUBLIC NOTICE OF SPECIAL EDUCATION STUDENTS AND PROGRAMS FOR STUDENTS WITH DISABILITIES It is the policy of YouthBuild Philadelphia Charter School that all students with disabilities,
Catholic Conference of Ohio
Catholic Conference of Ohio Q&A DOCUMENT TO ASSIST PARENTS OF SPECIAL NEEDS CHILDREN AND SERVE AS A RESOURCE FOR CATHOLIC SCHOOLS ENROLLING CHILDREN WITH DISABILITIES 1. What is the Individual Disability
SPECIAL EDUCATION, COMMUNITY RESOURCES AND TRANSITION FOR THOSE WITH DISABILITIES
SPECIAL EDUCATION, COMMUNITY RESOURCES AND TRANSITION FOR THOSE WITH DISABILITIES Jacqueline L. Cruse, Outreach Coordinator The Arc: Greater Houston 3737 Dacoma, Suite E, Houston, Texas 77292 713.957.1600
A Parent s Introduction to Exceptional Student Education. in Florida. Florida Department of Education
A Parent s Introduction to Exceptional Student Education in Florida Florida Department of Education This publication is produced through the Bureau of Exceptional Education and Student Services (BEESS),
Special Education Child Count December 1, 2013
Special Education Child Count December 1, 2013 Reporting Instructions 12/1/2013 Child Count Collection Due No Later Than December 16, 2013 6/30/2014 Exiting Collection Due No Later Than July 15, 2014 General
Side-by-side Comparison of Early Intervention and Preschool Special Education
NM Part C Early Intervention Procedures - Appendix A. Side-by-side Comparison of Early Intervention and Preschool Special Education The following is a side-by-side comparison of: Early intervention services
Navigating the Course:
Navigating the Course: Finding Your Way Through Indiana s Special Education Rules A companion guide to: ARTICLE 7 September 2009 TABLE OF CONTENTS Table of Contents... 1 Section I: INTRODUCTION... 7 PURPOSE...
Individual Education Program (IEP) Form Guidance
The purpose of the IEP document is to provide a written record of the decisions made at an IEP meeting where parent(s) and school personnel jointly make decisions about the educational program for a student
Project Parkway Special Education Advisory (Students with Disabilities) September 19, 2011 1
Project Parkway Special Education Advisory (Students with Disabilities) September 19, 2011 1 Parkway Mission and Goals The mission of the Parkway School District is to ensure all students are capable,
MSIS SPECIAL EDUCATION MANUAL
MSIS SPECIAL EDUCATION MANUAL Copyright 2014 MDE/Office of Instructional Programs/Office of Special Education 05/15/2014 Table of Contents Important Dates... 3 SPP/APR Indicator data sources and timelines...
Annual Public Notice of Special Education Services and Programs for Students with Disabilities
1 Annual Public Notice of Special Education Services and Programs for Students with Disabilities Mastery Charter School publishes the following Annual Notice in the school s Parent-Student Handbook and
Compliance Standards for Special Education
s for Special Education Michigan Department of Education Office of Special Education October 2013 State Board of Education John C. Austin, President Casandra E. Ulbrich, Vice President Daniel Varner, Secretary
Indicator 1: Graduation
The Individuals with Disabilities Education Act (IDEA) requires each state to report to the public on state-level data and individual school division-level data and to report on whether the state and the
RSU #38 MARANACOOK AREA SCHOOLS PARENT HANDBOOK
RSU #38 MARANACOOK AREA SCHOOLS PARENT HANDBOOK Children can have all sorts of difficulties growing up. Sometimes, the problems are obvious right from the start; sometimes, they do not appear until the
This definition of special education comes from the Individuals with Disabilities Education Act (IDEA), Public Law 105-17.
Questions Often Asked About Special Education Services By the National Dissemination Center for Children with Disabilities (NICHCY), 1999. Public Domain. I think my child may need special help in school.
TEACHER SURVEY. (National Research Center on Rural Education Support, 2010)
TEACHER SURVEY (National Research Center on Rural Education Support, 2010) First we would like to ask you a few general questions about your background and your current position 1 What is the highest level
STAFF DEVELOPMENT in SPECIAL EDUCATION
STAFF DEVELOPMENT in SPECIAL EDUCATION Roles and Responsibilities of the Special Education Teacher AASEP s Staff Development Course Roles and Responsibilities of the Special Education Teacher Copyright
2013 2014 Student Attendance Accounting Handbook Change Document Section Change 2012 2013 2013 2014
Section 1 Overview 1.5 Auditing of Attendance Information 1.5 Auditing of Attendance Information Regardless audit by the Financial Audits Division of Regardless audit by the Financial Compliance Division
LOS ANGELES UNIFIED SCHOOL DISTRICT POLICY BULLETIN
TITLE: NUMBER: ISSUER: High School A-G Graduation Requirements and Students with Disabilities BUL-6257.0 DATE: May 19, 2014 Sharyn Howell, Executive Director Division of Special Education ROUTING All Secondary
Parent s Guide to Special Education
Revised 2010 Parent s Guide to Special Education Virginia Department of Education Division of Special Education and Student Services Table of Contents Introduction....3 Understanding Special Education
Service Delivery Models
Service Delivery Models Anne Arundel County Public Schools (AACPS) is committed to educational excellence by "Elevating all Students, Eliminating all Gaps." To that end, AACPS offers a full continuum of
SPECIAL EDUCATION COMPREHENSIVE LOCAL PLAN
SECTION 0000 BOARD POLICY PHILOSOPHY-GOALS-OBJECTIVES BP 0430 AND COMPREHENSIVE PLANS SPECIAL EDUCATION COMPREHENSIVE LOCAL PLAN The Governing Board recognizes that, under Federal law, all individuals
AUSTIN INDEPENDENT SCHOOL DISTRICT INTERNAL AUDIT DEPARTMENT SPECIAL EDUCATION AUDIT PROGRAM
SPECIAL EDUCATION GENERAL: Texas Administrative Code 89.1001 Special Education Services shall be provided to eligible students in accordance with all applicable federal law and regulations, state statutes,
Connecticut Birth to Three System. A Family Handbook. Guide 3: Transition to Early Childhood Special Education
Connecticut Birth to Three System A Family Handbook Guide 3: Transition to Early Childhood Special Education July 2013 Connecticut Birth to Three System A Family Handbook This handbook and others are available
Graduation Rate Technical Manual. State of Arizona Department of Education Research and Evaluation
Graduation Rate Technical Manual State of Arizona Department of Education Research and Evaluation Published by the Arizona Department of Education, January 2013. The Arizona Department of Education of
2013 A-F LETTER GRADE ACCOUNTABILITY SYSTEM
2013 A-F LETTER GRADE ACCOUNTABILITY SYSTEM RESEARCH & EVALUATION DIVISION ARIZONA DEPARTMENT OF EDUCATION MAY 2013 Purpose for Today s Discussion Components of A-F Letter Grade Models Traditional Small
THE SPECIAL EDUCATION PROCESS IN PHILADELPHIA. Information about the Special Education Process for Children from Kindergarten to 21 years old
THE SPECIAL EDUCATION PROCESS IN PHILADELPHIA Information about the Special Education Process for Children from Kindergarten to 21 years old Compiled by Parents Involved Network (PIN) Summer 2013 If you
1. Employee Records. 1a. Identity Management Tool
1. Employee Records Each employee, in order to be paid through the MyTime system, must have an active MyTime record. The employee record contains information about the employee, such as their name, ID
STATE OF ARIZONA HOUSE OF REPRESENTATIVES
STATE OF ARIZONA HOUSE OF REPRESENTATIVES SUMMARY OF LEGISLATION 2011 Forty-Ninth Legislature Ninth Special Session Fiftieth Legislature First Regular Session First and Second Special Sessions Prepared
Marion County School District. Special Education Process and Procedures Guide
Marion County School District Special Education Process and Procedures Guide Marion County School District Making a Difference Every Day DR. DAN STRICKLAND Superintendent DR. KANDACE BETHEA Deputy Superintendent
Name of Grant Program: Early Childhood Special Education Allocation Fund Code: 262
Name of Grant Program: Early Childhood Special Education Allocation Fund Code: 262 PART IV REQUIRED STATISTICAL INFORMATION please use this template as a working document and submit final numbers through
Superintendent Policy Code: 6290 Page 1 of 5 HOMESCHOOLING
Page 1 of 5 1.0 Enrollment in Homeschooling. HOMESCHOOLING 1.1 Parents or legal guardians seeking to establish a homeschooling program for their student(s) need to complete a Notification of Intent to
SPECIAL EDUCATION MANUAL
SPECIAL EDUCATION MANUAL TABLE OF CONTENTS RESPONSE TO INTERVENTION PST/REQUEST PROCEDURES. 4 Procedure for student assistance 4 Request Process. 4 IEP AND REVIEW OF EXISTING EVALUATION DATA (REED) DEADLINES..
4. If two or more eligible students have complete applications on the same date, single parent students will be funded first.
MN POSTSECONDARY CHILD CARE GRANT PROGRAM SCSU Financial Aid Office 106 Administrative Services Building St. Cloud State University 2015-2016 Application Procedures and Information Sheet 720 Fourth Avenue
STARTING UP THE SPECIAL EDUCATION PROGRAM AT CHARTER SCHOOLS. 1. Accept all students with disabilities who apply and/or are drawn from the lottery.
STARTING UP THE SPECIAL EDUCATION PROGRAM AT CHARTER SCHOOLS Charter School Responsibilities 1. Accept all students with disabilities who apply and/or are drawn from the lottery. 2. Develop an LEA Special
Instructions for Completing the Discount Calculation Templates
Instructions for Completing the Discount Calculation Templates These instructions will assist E-rate Program applicants in using a discount calculation template in a USAC-provided Excel spreadsheet. The
BETHANY PUBLIC SCHOOLS: DISTRICT POLICY
Pa g e 1o f 6 BETHANY PUBLIC SCHOOLS: DISTRICT POLICY ADMISSION, RESIDENCY, PLACEMENT, TRANSFER, AND WITHDRAWAL Admission: The following students shall be admitted to the District if they meet the age,
Special Education Grades PK-12 JULY 2010 Special Education (Grades PK-12) Page 84
Special Education Grades PK-12 JULY 2010 Special Education (Grades PK-12) Page 84 Highly Qualified Requirements At a Glance No Child Left Behind Act of 2001 According to the No Child Left Behind Act of
INSTRUCTION MANUAL APPLICATION FOR SPECIAL EDUCATION EXTRAORDINARY AID
STATE OF NEW JERSEY DEPARTMENT OF EDUCATION DIVISION OF ADMINISTRATION & FINANCE OFFICE OF SCHOOL FINANCE INSTRUCTION MANUAL APPLICATION FOR SPECIAL EDUCATION EXTRAORDINARY AID For Costs within the Fiscal
2014 A-F LETTER GRADE ACCOUNTABILITY SYSTEM
2014 A-F LETTER GRADE ACCOUNTABILITY SYSTEM ARIZONA DEPARTMENT OF EDUCATION MAY 2014 Purpose for Today s Discussion Components of Models Traditional Small Alternative K-2 Changes to A-F Letter Grades Graduation
Arkansas Public School Computer Network. SPECIAL EDUCATION SCHOOL AGE Training Guide. Revision: September, 2009
Arkansas Public School Computer Network SPECIAL EDUCATION SCHOOL AGE Training Guide Revision: September, 2009 School Age - Special Education Training Guide Table of Contents School Age - Special Education
BUTTE COLLEGE DISABLED STUDENT PROGRAMS AND SERVICES (DSPS) Main campus: SAS-238
BUTTE COLLEGE DISABLED STUDENT PROGRAMS AND SERVICES (DSPS) Main campus: SAS-238 Appointments available Monday-Thursday, 8:00 to 3:00 p.m. 895.2455 [voice] 895.2308 [TTY] 895.2235 FAX Email: dsps@butte.edu
SPECIAL EDUCATION ELIGIBILITY CRITERIA AND IEP PLANNING GUIDELINES
SPECIAL EDUCATION ELIGIBILITY CRITERIA AND IEP PLANNING GUIDELINES CHAPTER 6 INDEX 6.1 PURPOSE AND SCOPE...6 1 6.2 PRIOR TO REFERRAL FOR SPECIAL EDUCATION.. 6 1 6.3 REFFERRAL...6 2 6.4 ASSESMENT.....6
R277-726 Statewide Online Education Program (Amendment)
MEMORANDUM TO: FROM: Members, Utah State Board of Education Natalie Grange, CPA CFE School Finance Director DATE: May 12-13, 2016 ACTION: R277-726 Statewide Online Education Program (Amendment) Background:
PRESCHOOL PLACEMENT CATEGORIES
PRESCHOOL PLACEMENT CATEGORIES CASEMIS 20 EARLY CHILDHOOD SPECIAL EDUCATION SETTING Early Childhood Special Education Setting: This is a placement setting where children receive all of their special education
Preconditions Response for California Educator Preparation Programs
s Response for California Educator Preparation Programs September 15, 2011 Teacher and Administrator branch September 12, 2011 s Response Table of Contents Part I: s to Address... iii Part II: s for All
What is The Art of Science competition?
What is The Art of Science competition? The Art of Science is a visual arts competition for elementary, middle and high school students in the state of Arizona. Students participate by entering one (1)
State Public Records - The Annual Performance Plan (APR)
Report to Public FFY 2013 APR (July 1, 2013 June 30, 2014) Page 1 Children with Disabilities ages 3 to 5: 0 Children and Youth with Disabilities ages 6 to 21: 192 Children and Youth with Disabilities:
Comprehensive Special Education Plan. Programs and Services for Students with Disabilities
Comprehensive Special Education Plan Programs and Services for Students with Disabilities The Pupil Personnel Services of the Corning-Painted Post Area School District is dedicated to work collaboratively