Inter Vocational Memo Download

Under the federal Individuals with Disabilities Education Act (IDEA),1 the Massachusetts Department of Elementary and Secondary Education (the Department) must make annual determinations regarding Local Education Agencies' (LEA) specific needs for technical assistance or intervention in special education.2 Massachusetts does so based on four categories:

The Department supports all districts assigned the NA, NI, or NSI determination by offering targeted and technical assistance related to special education. Coordinated assistance and intervention are available from multiple offices including, the Special Education Planning and Policy office (SEPP), Office of Public School Monitoring (PSM), Statewide System of Support (SSOS), Office of School Turnaround (OST), and Office of Charter Schools & School Redesign (CSSRD). Assistance will be tailored to meet an LEA's needs, depending on the reasons for which an LEA was identified as needing technical assistance or intervention. The Department will communicate directly with LEAs about this assistance and intervention. In many cases, LEAs are already engaged in accountability and assistance activities with the Department this year; therefore, special education improvement activities may be directed by the Department in collaboration with the LEAs' existing accountability and assistance liaisons to ensure there a is coordinated approach to providing LEAs with technical assistance and intervention.

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The Department will provide targeted intervention to these LEAs based on this annual LEA determination. Targeted interventions related to identified areas of need may include those interventions for LEAs with a Needs Assistance determination. NI LEAs are directed to use a portion of the funds made available under IDEA Part B special education Fund Code 240 and Fund Code 262 for the improvement of performance issues identified through the LEA determination system, i.e., Making Money Matter (M3). Also, all LEAs with a determination of NI are prohibited from using the flexibility available under the Maintenance of Effort (MOE) provisions of IDEA.

Additionally, most LEAs with a determination of NI currently receive support from one of the Department's accountability offices including, SSoS, OST, or CSSRD. Therefore, SEPP or PSM, will coordinate with LEAs' current assistance liaison to ensure there is a coordinated approach to providing LEAs with technical assistance and intervention regarding special education. A LEA determination liaison will meet with each LEA to review the district's rubric data and to develop a plan for providing targeted and technical assistance for special education.

The Department will provide targeted intervention to any LEAs with a determination of NSI. The Department may also take any other enforcement activity determined to be required, including all activities identified for other determination levels as well as:

The purpose of this memo is to provide an update with the most current information on the mileage reimbursement for parents who provide transportation for their child in accordance with 603 CMR 28.05(5) and 603 CMR 28.07(6).

This memorandum replaces the increase effective March 20, 2022, when the prevailing rate per mile was 58.5 per mile and the guidance issued by the Department on May 31, 2011 that stated that the prevailing rate was $0.45 per mile.

Identifying your training needs is just the first step. A lot more goes into employee training. You will need to find time for learning, and your employer will need to facilitate it without interrupting the workflow,

Finally, your cover letter expresses your interest in the particular position or particular organization. Cover letters should be individually tailored for each job prospect. Your letter should convey to each prospective employer that you have an understanding of the job, and that you've done some thinking about how you could fit in to the organization and contribute to its goals.

Address the letter to a specific individual. As with all writing, it's important to identify your audience. Taking the time to find out the hiring party's name and correct title is another way to demonstrate your interest in the position.

The introduction states the position you're seeking, explains how you learned about the position, and indicates your interest. It often also contains a brief statement of your qualifications (education, experience, and skills).

The body highlights the most important qualities you can offer to this particular employer, related to the position that you're seeking. Because you will be attaching your rsum, this is not the place to go into great detail. What you are attempting to do is to get the employer's attention and interest him/her in your candidacy. This is also the place to present other relevant information about your characteristics or background that may not be evident from your rsum. You might provide the employer with some specific examples of how you've demonstrated particular key skills or how you fulfill the most important qualifications listed in the job announcement.

The conclusion should summarize your qualifications and your interest in the position. Be sure to close your letter with a request for action or an indication that you'll be following up. This might include a request for an interview, a statement of your intent to call the employer on a specific date, or the dates you'll be in town for an interview. Finally, always thank the employer for considering your application.

Finding a job can be a challenge for youth. They must determine what careers are available, what their interests are, and what skills they have or need to develop. Numerous resources are available to help youth get a sense of their interest and skills as well as gain employment experience and learn about employment opportunities.

Apprenticeships and internships can provide on-the-job opportunities to integrate mentoring into employment experiences for youth. You can find out more about both apprenticeships and internships for youth below. Learn more about mentoring and the benefits for youth and their mentors.

A professional, such as a counselor at a high school, trade or vocational school, college, or career training center, can help in selecting an appropriate assessment, interpreting the results, and providing career counseling.

An additional online resource, Students and Career Advisors, allows students, career advisors, and parents to learn more about potential career opportunities. This resource provides opportunities for students to explore their interests, learn about potential careers, learn how to get job experience, and find additional educational opportunities to support career development.

The goal of an Individualized Learning Plan (ILP), can also be known as Individual Service Strategy (ISS), is to connect what youth are doing in the classroom with their career and college goals and aspirations. ILPs help youth discover their skills and interests, match their interests with degrees and careers, set goals, and follow through in a thoughtful and meaningful way. The Office of Disability Employment Policy has a number of resources and information about ILP. Follow the links below to learn more.

Finding available jobs can be difficult. It is important for youth to recognize that finding a job often takes time and it is important to develop a plan, schedule, and goals when conducting a search. Many sources list available jobs, from newspapers to listservs to online directories. CareerOneStop has online job listings that provide information, and knowledgeable staff at its American Job Centers are available to assist with counseling youth on various employment options. Tools such as GetMyFuture, which allows youth to search for career opportunities based on past employment experiences, can help young people identify future careers that may be available based on their previous work experience. College career centers, CareerOneStop, and American Job Centers can help youth prepare their resumes, write cover letters, and practice interviewing. State vocational rehabilitation agencies are typically represented at or can be accessed through American Job Centers to provide assistance for youth with disabilities in the job search process. College career centers can also provide valuable resources for students as they search for jobs and internships.

More than 50 percent of manufacturers who completed the 2005 skills gap survey reported that technical skills will play an important role in meeting the needs of employers in the upcoming years.5 Vocational training courses or work-study programs can teach marketable technical or occupational skills. CareerOneStop and American Job Centers can make referrals to local postsecondary institutions and youth-serving agencies when training and other services are needed. Not only are the people there knowledgeable about these resources, but they also can approve vouchers to defray training costs. The Center for Employment Training (CET) is a nonprofit organization that has partnerships with the U.S. Department of Labor. CET has pioneered the practice of open-ended, competency-based training that uses the workplace as the context for simulations. The individualized training allows youth to train at their own pace and explore career options firsthand. The majority of training is provided through hands-on experience. The Office of Vocational and Adult Education within the U.S. Department of Education also helps states, schools, and community colleges support technical and vocational education.

Youth apprenticeship programs grew out of the school-to-work movement and offer youth classroom instruction combined with structured on-the-job training with a mentor. The training is split between academic courses and vocational training, while the on-the-job portion provides opportunities for practice in and understanding of work-based contexts for classroom instruction. 6 Youth apprenticeships may lead to admission to adult registered apprenticeship programs after graduation. The U.S. Department of Labor sponsors registered apprenticeship programs that meet its standards. The minimum requirement for participation in a registered apprenticeship program may vary by the skills demanded for the program, but to be eligible, youth must be at least 16. Because of restrictions, some hazardous jobs are limited to individuals over 18. Participation in apprenticeships allows youth to receive the following: ff782bc1db