John Meixner, Regional Superintendent of Schools
Fulton | Hancock | McDonough | Schuyler


All projects in this program are required to develop a community-based program plan.Comprehensive community-based program planning results in the development of the program goals and objectives and strategic plan. The development of the strategic plan should be supported by an analysis of social, human services and academic needs of students within the context of school improvement. The development of program goals and objectives as well as the process of identifying local/community resources in support of program services should evolve from collaborative discussion among a group of program stakeholders and/or partners, such as, but not limited to, the business community, government agencies, parents, local school administrators, teachers and students.

Using in part the results of a comprehensive community-based program planning process, each TAOEP project must make use of the services available from schools, social service agencies, businesses, and their regional and local community entities. Projects should work to coordinate their efforts with those of others concerned with the welfare of children, including school district personnel, social service and community agencies, businesses, parents or guardians, court representatives, and staff advisory groups.

An individualized optional education plan (IOEP) or service plan must be developed for each student served in the TAOEP. This plan is developed with the participation of school officials, the student, and/or the student's parents or legal guardians (if the student is less than 18 years old.) Plans should outline an individual student's academic, social and/or vocational skill needs as well as goals, objectives and various educational experiences needed to reach those goals and objectives. In development of the IOEP, consideration must be given to results of diagnosis procedures conducted for the student. These diagnostic procedures shall include, but need not be limited to teachers' observations, test/assessment scores, and interview with the youth, consultation with the youths parent(s) or guardian(s), a review of the youth's academic history and current educational functioning, and an assessment of the youth's learning environment. The assessment may also include consideration of the student's need for mental health and social services. The individualized optional education or service plan developed for each student must specifically include:

  1. Learning objectives or individual outcomes, such as increased school attendance, course credit, graduation, gains in achievement level or employment;
  2. The basis on which the student is referred to the program;
  3. The services that will be provided in relation to the student's educational needs and achieve learning objectives or individual outcomes;
  4. Assessment procedures to determine the degree to which the student is achieving his/her learning objectives or individual outcomes; and
  5. Appropriate time period during which the student is expected to achieve those objectives or outcomes.

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