BIA-1: The Local Educational Agency (LEA) shall ensure that each school conducting a targeted assistance program assists participating children in meeting the state's proficient and advanced levels of achievement by: • coordinating resources under this part with other resources; • reviewing the progress of participating children to improve the program; and • providing additional assistance to enable each child to meet the state's challenging student

academic achievement standards, if necessary. Section 1115 (c)(2)(A)(B), P.L.107-110

Evidence Example Documents Documentation that the LEA ensures that students in Targeted Assistance Programs are meeting the state’s levels of achievement.

Targeted Assistance Toolkit (Targeted Assistance Weekly Student Feedback, Monitoring Checklist, Title I Fast Fact Series, Student Trace, Targeted Assistance Checklist, Comparison of Targeted Assistance to Schoolwide Title I Programs, and Expenditure Request Form)

Targeted Assistance

Weekly Student Feedback Student: _______________________________ Grade Level: ____________ Homeroom Teacher: _____________________ Objective of Focus: _______________________ Detailed Student Progress (to be completed by tutor) Recommendation from classroom teacher:

� Continue support within the same objective

� Begin supporting a new objective (please provide the new objective of focus below)

Recommendation from classroom teacher:

� Continue support within the same objective

� Begin supporting a new objective (please provide the new objective of focus below)

Title I: CMS Targeted Assistance Monitoring Checklist School: _____________________________________________________________

Title I: Targeted Assistance Monitoring Checklist

School: Specialist: Date: Targeted assistance programs focus on children who are failing or most at-risk of failing to meet state standards, using multiple, educationally-related objective criteria. Children with the greatest academic needs have been identified for and served by Title I services. 1. Eligibility of Students Evidence of Documentation

There is evidence to show that the selection process was discussed with participating schools. Include copies of records documenting meetings between participating schools & LEA to discuss selection criteria, school meetings to discuss and determine programming (agendas, etc.).

Yes No Comments

Selection process documented through rubrics and data identifying areas to serve

Eligibility lists, list of all students in grade level(s) being served through TAS

Rank order list with participants identified Example of assessments used to select students

Children from preschool through grade 2 are selected solely on the basis of such criteria as teacher, judgment, interviews with parents and developmentally-appropriate measures. 2. Selection of Pre-k-2nd grade students Evidence of Documentation Selection process documented through rubrics

Yes No Comments

Examples of assessments used to select students Eligibility lists, list of ALL students in grade level(s) being served through TAS

Programs are based on effective means for improving the achievement of children. Evidence that an effective supplemental program of instruction is taking place. 3. Student Achievement Evidence of Documentation Yes No Comments Needs assessment showing your TAS program is addressing and area of need identified using data. Include procedures for program selection.

Evidence to show program addresses the needs identified in your needs assessment.

Program narrative

Title I: Targeted Assistance Monitoring Checklist

School: Specialist: Date: Effective methods and instructional strategies are used that are based on scientifically based research that strengthens the core academic program of the school. 4. Strategies Evidence of Documentation Yes No Comments Evidence of high expectations for success is evident in the classes. Include progress monitoring measures, alignment to NCSCOS, grading requirements, etc.

Evidence that work is provocative and challenging, evidence of an accelerated, high –quality curriculum. Include samples of curriculum and student work.

Samples of lessons plans from, teachers, tutors, TA’s providing service

Evidence that participating children are progressing towards meeting state standards. Include progress monitoring data

Sample of completed progress reports sent to TAS students/parents

Sample of IEP(s) showing TAS program as a strategy

Program narrative Scientifically-based research supporting your program

Extended time: outline master calendar, schedule, teacher assignments, student groupings and movement.

Pull-out: Master schedule highlighting the number of minutes a student is in TAS program vs. number of minutes in content area, schedule, teacher assignments, student groupings and movement.

In Class: Master schedule highlighting the number of minutes a student is receiving push-in services vs. number of minutes in content area, schedule, teacher assignments, student groupings and movement.

Title I: Targeted Assistance Monitoring Checklist

School: Specialist: Date: Targeted assistance program is coordinated with, supplements and supports the regular education program. 5. Coordination with Regular Program Evidence of Documentation Yes No Comments Title I funded staff schedules Transition efforts when students enter/exit Targeted program. Include samples of parent communication, protocols, etc.

Evidence of compliance with the “supplement not supplant” requirement.

o FTE Reports o LEA staff allocation records o Lesson plans o Student portfolios

Evidence of communication between TAS program and regular instructional program. Include communication logs, common planning minutes, lesson plans, etc.

Evidence of collaboration with regular program through samples of student work.

Instruction is provided by highly-qualified staff. 6. Staff Qualifications Evidence of Documentation Yes No Comments Staff Certification (Title I Staff) Principal’s Attestation Opportunities are provided for professional development for personnel who work with participating children either in the Title I program or the regular education program. 7. Professional Development Evidence of Documentation Yes No Comments Professional Development Plan Staff/Teacher Training: Staff Meetings

o Agendas o Evidence of Follow-up Activities o Minutes/Notes o Sign-in Sheets

Staff/Teacher Training: In-house and District level (i.e. Continuing Education, Workshops)

o Handouts o Agendas o Sign-in Sheets o Evidence of Follow-up Activities o Minutes/Notes

Title I: Targeted Assistance Monitoring Checklist

School: Specialist: Date: Yes No Comments Paraprofessional Training: In-house and District level (i.e. Continuing Education, Workshops)

o Handouts o Agendas o Sign-in Sheets o Evidence of Follow-up Activities o Minutes/Notes

Schools implement strategies to increase parental involvement. 8. Parental Involvement Evidence of Documentation Yes No Comments Parent Involvement Policy

o Evidence of Distribution o Evidence of document translated into a

language that is easily understood by the families at the school

o Evidence of stakeholder input o Evidence of posting on school website

Parent Meetings-include agenda, sign-in sheets, all hand-outs

o Open Houses, Workshops, ESL parent Classes, Honor roll Assemblies, Graduation Ceremonies, Holiday Programs

o Evidence of Annual Public Meeting o Evidence of posting on school website

increase parental involvement, (based on the results of the needs assessment).

Home School Compacts o Evidence of 100% o Evidence of school’s attempts to drive

involvement into the home

School/Family Advocate o Evidence of collaborations with

community resources o Evidence of school’s attempts to drive

involvement into the home

Volunteer Documentation o Sign-in Sheets o Volunteer Training o Agendas o Log of Activities and Hours

Title I: Targeted Assistance Monitoring Checklist

School: Specialist: Date: Parent Communications

o Entrance & Exit letters for TAS programs

o Conferences o School Letters Home o Grade Level Newsletters o Progress Reports o Weekly/Monthly Classroom

Updates o Teacher/Parent Contact Logs o Connect Ed Scripts/Reports

Progress of participating children is continually monitored and is used for program review and revisions 9. Program Effectiveness Evidence of Documentation Yes No Comments Evidence of evaluation of data to determine program effectiveness using sources such as

o Progress reports o IEP(s)/PEP(s) o Test data o Alternative assessment

Evidence of modification in program as a result findings.

Evidence of revision to SIP based on student data needs

Title I staff assumes limited duties that are assigned to similar personnel who are not so paid including duties beyond classroom instruction or that do not benefit participating children. 10. Non-Instructional Duties Evidence of Documentation Yes No Comments

o Evidence of assignments of non-instructional duties in keeping with program requirements. Include schedule(s) for personnel, Time & Effort and/or PAR forms, etc.

11. Principal’s Meeting Evidence of Documentation Yes No Comments

o Agendas from Principal meetings and technical assistance

o Notes o Minutes from Title I Principal Meetings o Copies of meeting follow-up o All e-mails from Title I

Title I: Targeted Assistance Monitoring Checklist

School: Specialist: Date: 12. Coordinating/Integration of Evidence of Documentation Federal, State & Local Services Yes No Comments There is coordination and integration of federal, state, and local services and programs.

Describe Collaborations with Other Programs o Grants o Funding Sources o Agencies o Local Civic or Church Organizations

13. Transitions Evidence of Documentation Yes No Comments Schools implement plans for assisting children in the transition from early childhood programs to local elementary school programs.

Pre-K-Kindergarten • Communication with pre-k and daycare

programs • Open House • Beginner’s Day • Staggered Entry Schedule, lesson plans,

and Communication with parents

5th to 6th 8th to 9th College and Career Ready Transitions

14. Title I Budget Evidence of Documentation Yes No Comments Budget Sheet Salary Worksheets Title I Paid Staff Summary of Title I Positions Equipment Summary/Inventory

TITLE I FAST FACT SERIES

Issue: Title I Student Selection

In a targeted assistance program, Title I law requires that selection of Title I students be based on objective, uniformly applied criteria given to all students at each grade level and documented on a student selection worksheet. Listed below are specific points to keep in mind regarding the student selection process.

The criteria for eligibility for Title I services must be objective, educated-related, and uniformly applied.

Selection criteria for students in grades three and above must be objective. However, the law does allow for subjective

criteria to be used for grades K-2 (i.e., teacher referral).

You must have a worksheet that you use to compare and document student data for selection of who will receive services. The student must be ranked in priority order according to greatest need for services.

The selection criteria should be given to all students in any particular grade.

Examples of criteria used for student selection could include: report card grades, book tests, informal reading inventories,

Star Reading, etc.

The student selection worksheet must list each of the criteria you use so that it is easy to see that student was selected uniformly and objectively.

You must use multiple selections or more than one criterion to determine eligibility.

Economically disadvantaged, learning disabled, LEP, and migrant students must be selected on the same basis as all other

students. Professional staff cannot exclude them just because they are receiving other services.

If a new student moves into the district, they must be selected and ranked in the same way as the other eligible students receiving services. Even if they received services in another school, they must meet your school’s criteria before receiving services. For this reason, schools are discouraged from using the CTBS test as a selection criterion. It is best to use criteria that are readily available if a new student needs to be tested.

A large district with multiple buildings may decide to use a uniform set of criteria in all Title I schools; however, that

certainly is not mandatory or even necessarily recommended. It is a local decision. Large districts with very high numbers of students may also begin the student selection process by designating one criteria

to be used to identify an eligible pool of possible Title I students. The remaining criteria would then be applied only to this eligible pool of students, and the results would identify those students who are eligible for Title I

The average caseload for a Title I teacher is 25-35 students. A caseload above 45 students is too many for one teacher to

oversee. However, very small caseloads may indicate a need to widen the selection criteria to make more students eligible for the program.

The basic rule of thumb is that only students who have been found to be eligible for Title I and whose parents have been

informed, should receive Title I services. Title I services are not meant to be general aid to the classroom. The purpose is to give identified students additional services above and beyond the primary instruction they received in the classroom.

Incidental inclusion allows Title I personnel to work with non-Title I students randomly or periodically but should not

occur on a regular basis. For example, it is illegal for Title I staff to regularly work with a particular reading group on a basis. The Title I teacher should provide supplementary or additional services beyond what a classroom teacher may provide during reading groups and should only work with non-Title I students on a non-regular basis.

Title I law requires local school districts to assume the cost and responsibility of identifying students in need of Title I

services. Schools cannot use Title I funds to test all students for the purpose of identifying Title I students. Schools that are testing all students with the CAT test, the NWEA or any other assessments must use state, local and federal funds for this expenditure

STUDENT TRACE School:___________________ Student: ______________________ Grade: ______ Teacher: ________________ Purpose: To provide a method of investigating Title I procedures as they are applied to an individual student. The process is used to determine if reported practices are actually carried out in targeted assistance schools. Instructions: Select at random the name of a Title I participant. Verify that the student is not a new student, but one for which records should be relatively complete. SELECTION: Ask to see the records of how this student was selected. Test scores should be available. Also ask to see any teacher referrals or other evidence used in selecting this student. Evaluate the quality of this selection.

Excellent Good Minimal Inadequate o Thorough diagnosis o Use of multiple sources of data o Involvement of instructional

personnel outside Title I

o Test scores supported by other data o Process is systematic and uniform

o Based only on score below LEA selection point

o No data, student not qualified or inappropriate test

Comments:________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________

DIAGNOSIS: Ask to see the diagnostic test results and evidence of other methods used to identify strengthens and weaknesses.

Excellent Good Minimal Inadequate o Thorough diagnosis o Use of more than one method o Involves the regular classroom

teacher

o Diagnosis in sufficient detail to plan instruction (e.g., confuses “c” with “f” sounds, cannot identify main ideas in simple passages; has difficulty with adding whole numbers

o Diagnosis limited to broad categories (e.g., comprehension, vocabulary, computation)

o No diagnosis

Comments:________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________

PARENT INVOLVEMENT: Ask the Title I teacher, “What contact have you had with the parent of this child?” Excellent Good Minimal Inadequate

o One or more conferences with parents of the student

o Conferences have been to discuss instructional plans and student progress

o Parents participate in the instruction of the student either at home or at school

o Written communication only o Communication written in a positive

manner concerning student’s instructional progress (e.g., your child can rather than your child can’t)

o Written communication only o Communication not associated with

instruction (e.g., disciplinary action taken with child)

o No communication with parents

Comments:________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________

Targeted Assistance Programs in Title I Schools Targeted Assistance is:

□ Title I services for schools with a poverty rate of 75.01% or higher; □ Services for schools who qualify for Title I for the first time; □ Services provided only to identified students with the greatest academic need, served in rank

order; □ Services provided to a cohort of students, numbering at least as large as the state’s minimum

subgroup size for AYP purposes (40); □ Services provided to a fluid cohort of students, with periodic reevaluation of student need, based

on assessment results, to serve the students in greatest need of academic enhancement; □ Based on strategic planning using data, to determine the area(s)/grade(s) to be served; □ Services provided to students in a way that will increase the likelihood that students will be

successful according to the rigorous State academic standards; and □ An extension of learning time for identified students. No more than 25% of the instructional

period may be pull-out. Extended school year is encouraged. Targeted Assistance Programs Must:

□ Use Title I resources to help participating children meet the academic achievement standards expected for all children;

□ Ensure that planning for participating students is incorporated into existing school planning; □ Use effective methods and instructional strategies that are based on scientifically based research; □ Give primary consideration to providing extended learning time, such as an extended school year,

before and after school programs and summer programs; □ Help provide an accelerated, high-quality curriculum, including applied learning; □ Minimize removing children from the regular classroom during regular school hours for

instruction; □ Provide instruction by highly qualified teachers; □ Provide opportunities for professional development with Title I resources for teachers, Title I paid

tutors and paraprofessionals who work with participating children in Title I programs; □ Provide strategies to increase parental involvement; and □ Coordinates and integrates Federal, State, and local services and programs.

Establishing Criterion for Rank Order Targeted Assistance Schools “Eligible students are those identified as having the greatest need. They will also include children with one or more of the following characteristics…School-age children identified as failing, or most at risk of failing, to meet the state’s academic achievement standards on the basis of multiple, objective, educationally related criteria…” (NCLB Section 1115) Pre-K-2 may use parent survey and teacher recommendation and educationally-related, objective, developmentally-appropriate criteria (K-2 Assessment, DIBELS, STAR, etc) to rank identified students. Grade 3-12 must use multiple educationally-related, objective, developmentally-appropriate criteria (EOG, EOC, formative assessment, STAR, etc.) to rank identified students, along with parent and classroom teacher recommendations.

Comparison of Targeted Assistance to Schoolwide Title I Programs Targeted Assistance (TAS) Schoolwide Eligibility A school is eligible if it serves students

with a 75% FRL or greater. Schools entering Title I for the first time are served as TAS.

A school is eligible if it serves students with a 75% FRL or greater. A school is served as a schoolwide school if it is entering at least its second consecutive year as a Title I school.

Allowable Expenditures

A targeted assistance school uses Title I funds to support programs for eligible children only.

A schoolwide program uses Title I funds to leverage their entire school program. Funds can be used to serve all children.

Student Selection A targeted program is required to identify the students who are most at risk for failing to meet the state’s standards, and serve them in rank order with parent consent.

A schoolwide program may serve all students in the school.

School Improvement Plan

A targeted program must annually review and revise the school improvement plan based on the comprehensive needs assessment. Targeted services must be recorded as part of the plan. The 8 components must also be addressed in the plan.

A schoolwide program must annually review and revise the school improvement plan based on the comprehensive needs assessment. The 10 components must also be addressed in the plan.

Supplement not Supplant

A targeted assistance school must use its Title I funds only to supplement and in no case supplant the amount of funds that, in the absence of Title I funds, would be made available from non-federal funds.

A schoolwide school must use its Title I funds only to supplement and in no case supplant the amount of funds that, in the absence of Title I funds, would be made available from non-federal funds.

Annual Review A targeted program must review, on an ongoing basis, the progress of participating students and revise the Title I program as necessary to help the identified students to meet the State’s standards.

A schoolwide program must review the progress of its schoolwide plan on an ongoing basis. The plan must be reviewed and revised in order to help ALL students in the school meet the State’s standards.

Program Coordination

The Title I program should coordinate Title I, Part A resources with other resources.

The Title I program should coordinate Title I, Part A resources with other resources. A schoolwide program also has the option to combine its federal funds.

Parent Involvement

Parent involvement opportunities must be provided to the families of the identified students. All Parents’ Right to Know criteria must be met.

Parent involvement opportunities must be provided to all families. All Parents’ Right to Know criteria must be met.

Scientifically Based Research

All programs and strategies must meet the requirement of being based on scientifically based research.

All programs and strategies must meet the requirement of being based on scientifically based research.

Monitoring Documentation

Targeted programs are required to keep compliance documentation based on the 8 components.

Schoolwide programs are required to keep compliance documentation based on the 10 components.

DISTRICT COUNTY SCHOOLS

TITLE I DEPARTMENT - FEDERAL AND STATE COMPLIANCE REQUEST FOR FUNDING FORM-(School-Wide Program)

2010-2011

All requests for expenditure of Title I Funds should be made 1 month in advance of the planned activity.

Expenditures that are not approved in advance by the Title I Department will not be covered/reimbursed.

TO BE COMPLETED BY SCHOOL

Professional Development workshop information needs to be submitted to the Title I Office a minimum of one month prior to the date of the activity. Contracted Services requests that are $15,000 or more are required to be sent to the Title I Office a minimum of 45 days prior to the date of the activity. A paper contract requisition number, a complete paper contract on COUNTY SCHOOL template with signatures and all supporting documentation should be submitted with this form. Contracted Services requests that are less than $15,000 are required to be sent to the Title I Office a minimum of 45 days prior to the date of the activity. A service contract requisition number should be submitted with this form. ESEA Title I requires that all instructional programs must be scientifically research-based. Please attach answers to the

following questions and attach any supporting documentation. 1. What data in your comprehensive needs assessment supports this request? Where is it documented in your current School Improvement

Plan (Please provide a brief narrative description)? 2. Please provide a detailed summary of your request and attach any supporting documentation including agendas, program summaries,

item descriptions, etc. 3. How will you assess the impact on the overall school-wide program and student achievement? Provide details of follow-up activities.

Dates are required for each signature

_________________________________ ___________________ ___________________________________

Principal's Signature Signature Date Date sent to the Title I Office _________________________________ ___________________ ___________________________________

Title I Directors’ Signature Signature Date Date copy sent to the School/Department _________________________________ ___________________ __________________________________ Central Zone Superintendent’s Signature Signature Date Date sent back to the Title I Office

School: Courier # Date completed by the school:

Name of Activity:

Date(s) of Activity:

Cost of Item/Activity: Location of Activity: Budget Code: Requisition Number: Budget Code: Requisition Number: Budget Code: Requisition Number:

For Title I Use Only Approved Not Approved

BIA-2: The Local Educational Agency (LEA) shall ensure that schoolwide programs: • use effective methods and instructional strategies that provide opportunities for all

children to meet the state achievement standards; • are based on scientifically based research (SBR) that strengthen the core academic

program of the school; • provide extended learning opportunities and accelerated learning; • include strategies for meeting the educational needs of historically underserved

populations; and • include strategies to meet the needs of low-achieving children. Section 1114(b)(1)(B)(i-iii), P.L.107-110; 34 CFR, Part 200, Section 200.28(a)

Evidence Example Documents Documentation that the LEA ensures that schoolwide programs are implemented according to federal law.

Guidelines and policies for instructional materials adoption and an LEA’s K-12 reading plan documenting researched based materials Policies for serving underserved populations (School Improvement Plan is not a required upload since FDOE has this documentation on file.)

Escambia County School District’s uses researched based curriculum and implements effective 

instructional strategies.   District K‐12 Reading Plan is a sample of this integrated effort: 

 

https://app1.fldoe.org/Reading_Plans/Narrative/(S(nzdaxg55uy4io0n3bd1bm055))/CompleteReport101

1.aspx 

 

See:     Section 2.1 under heading “Elementary Student Achievement and Instruction” 

  Section 2.2 under heading “Middle School Student Achievement and Instruction” 

  Section 2.1 under heading “High School Student Achievement and Instruction” 

1 of 5

Duval County Public Schools K-12 Instructional Materials Adoption

Guidelines for Publishers Submitting for Instructional Materials Adoption in

Duval County Public Schools Publishers should not communicate or discuss with any Duval County Public School employee other than those outlined in these processes and procedures the instructional materials being considered for adoption ♦Publishers should not send sample materials to any school unless requested to do so by the Supervisor of Instructional Materials.

♦All official correspondence from Duval County Public Schools concerning the science adoption will be made through the publisher’s regional manager as listed on the state’s publisher registration information sheet. Official correspondence will be by email. Any requests to add, delete, or change contact information must be made in writing or email to the Supervisor of Instructional Materials.

♦Publishers should not sponsor any event for the Duval County Public Schools that in any way promotes, advertises or is associated with the current adoption unless requested to do so by either the Chief of Academic Services or the Supervisor of Instructional Materials as outlined in these processes and procedures. Publishers will be given an opportunity for District-wide presentations. ♦Any prior commitments must be made public to the Supervisor of Instructional Materials as soon as possible so that appropriate steps can be taken to ensure the integrity of the adoption.

♦Publishers should neither communicate with nor be related in any way to committee members. If there are any questions as to appropriateness, please check with the Supervisor of Instructional Materials as soon as possible.

♦Publishers employing former Duval County Public School employees or board members who will be working in the District on the adoption must be made public to the Supervisor of Instructional Materials, as soon as possible.

♦All communication, correspondence, promotional literature and written matters, including any invitations to publisher sponsored events, sent to school personnel concerning the materials being considered for adoption must first be cleared through the Supervisor of Instructional Materials before dissemination to school personnel.

♦If you have any questions, please ask first! Contact numbers are: Kathy LeRoy, Chief Officer (904) 390-2128 leroyk@duvalschools.org

Bryant Frazier, Supervisor (904) 858-3673 frazierb@duvalschools.org Niki Micheau, Supervisor (904) 348-7740 micheaun@duvalschools.org

Mary Willbright, Secretary (904) 858-3677 willbrighm@duvalschools.org Step 1: Committee Setup and Selection

♦ S eparate committees will be seated to recommend for each of the following areas: Elementary School Committee (10-15 members)

Middle School Committee (10 members)

High School Committee (10-15 members)

Formatted: Font: 8 pt

School Board Policy

CHAPTER 5.00 – STUDENTS HOMELESS STUDENTS 5.15 I. Homeless children who live within the District shall be admitted to school in the District and shall have access to a free public education. The District shall ensure that homeless children and youth are provided with equal access to free, appropriate educational programs, have the opportunity to meet the same challenging State of Florida academic standards, are not stigmatized nor segregated on the basis of their status as homeless. II. The McKinney-Vento Act defines homeless students as individuals who lack a fixed, regular and adequate nighttime residence and includes: a. One who has a primary nighttime residence that is i. An emergency or transitional shelter that is designed to provide temporary living accommodations; ii. Living in motels, hotels, FEMA Trailers, trailer parks, or camping grounds due to lack of adequate accommodations; iii. A public or private place not designed for, or ordinarily used as a regular sleeping accommodation for human beings or normally used for human residence; b. Sharing the housing of other persons due to the loss of housing, economic hardship or a similar reason; doubled-up; c. Abandoned in hospitals; d. Awaiting foster care placement; e. Living in cars, parks, public spaces, abandoned buildings, substandard housing, bus or train stations, or similar settings; f. Migratory children may qualify as homeless for the purpose of this definition if the children are living in any of the circumstances described above. g. Are an unaccompanied youth (youth not in the physical custody of a parent or guardian). III. The District shall, according to the student’s best interest, and by parent, guardian, or unaccompanied youth request, continue the homeless student’s education in the school of origin for the duration of homelessness, or enroll the student in a District school in the attendance zone in which the homeless student is actually living on the same basis as other district students. In determining the best interest of the student, the District shall: a. To the extent feasible, keep a homeless student in the school of origin, unless doing so is contrary to the wishes of the student’s parent or guardian. b. In the case of an unaccompanied student, ensure that the District Homeless Education Liaison helps in placement or enrollment decisions, considers the views of the student and provides notice of the right to appeal placement and enrollment decisions. c. The school of origin means the school that the student attended when permanently housed, or the school in which the student was last enrolled. The choice regarding placement shall be made regardless of whether the student lives with the homeless parents or guardian or has been temporarily placed

elsewhere. CHAPTER 5.00 – STUDENTS IV. Schools must immediately enroll students in homeless situations, even if they do not have required documents, such as school records, medical records, proof of residency, proof of guardianship (for unaccompanied youth), or other documents. The term "enroll" is defined as attending classes and participating fully in school activities. Enrolling schools must obtain school records from the previous school, and students must be enrolled in school while records are obtained. The District Homeless Liaison shall assist homeless children to provide documentation to meet state and local requirements for entry into school. V. If a dispute arises over school selection, enrollment, or any issue covered in this policy: a. the student shall be immediately admitted to the school of origin or assigned zone school as requested by the parent or guardian, pending resolution of the dispute; b. The parent or guardian of the student shall be provided with a written explanation of the District’s decision regarding school selection, including the rights of the parent, guardian or student to appeal the decision through the District’s enrollment dispute procedure and the Florida Department of Education’s appeal process; c. The student, parent or guardian shall be referred to the District Homeless Education Liaison, who shall ensure the resolution process is carried out as expeditiously as possible after receiving notice of the dispute; and d. In the case of an unaccompanied student, the District Homeless Education Liaison shall ensure that the student is immediately enrolled in school pending resolution of dispute. VI. The District shall ensure at the request of the parent or guardian, or in the case of an unaccompanied youth, The District Homeless Education Liaison, that transportation will be provided for a homeless student to the school or origin, to the extent feasible, as follows: a. If the homeless student continues to live in the school district in which the school of origin is located, transportation will be provided. b. If the homeless student moves to an area served by another district, though continuing his or her education at the school of origin, the district of origin and the district in which the student resides must agree upon a method to apportion responsibility and costs for transportation to the school of origin. c. If the districts cannot agree upon such method, the responsibility and costs must be shared equally. VII. Homeless students shall be provided services and educational programs comparable services to those offered to other students, including: a. Transportation services b. Meals through school nutrition programs c. Educational services for which the child meets the eligibility criteria such as Exceptional Student Education CHAPTER 5.00 – STUDENTS d. Title I

e. Head Start f. Limited English Proficiency programs g. Preschool programs VIII. The District shall ensure that there is a District Homeless Education Liaison and his/her duties are communicated to district and school personnel and appropriate agencies and providers. STATUTORY AUTHORITY: 1001.42, 1001.43, and 1003.01(12) F.S.; 1003.21 F.S LAW (S) IMPLEMENTED: The McKinney-Vento Homeless Assistance Act 42 U.S.C. §§11431 – 11436. Title I, Part A of the Elementary and Secondary Education Act, 20 U.S.C. §§6311 – 6315. The Individuals with Disabilities Education Act, 20 U.S.C. §§1400 et seq. April 6, 2002 Policy of the Child Nutrition Division of the U.S. Department of Agriculture. June 5, 1992 Policy of the Administration for Children and Families of the U.S. Department of Health and Human Services HISTORY: ADOPTED: November 10, 2008 REVISED: ________ FORMERLY: NEW

School Board Policy

CHAPTER 4.00 - CURRICULUM AND INSTRUCTION EXCEPTIONAL STUDENT EDUCATION 4.12 An exceptional student shall mean any child who requires special instruction or related services to take full advantage of or to respond to educational programs and opportunities because of a physical, mental, emotional, social or learning exceptionality, as determined by an eligibility determination team (EDT) which includes psychological, educational, and/or physical evaluation results provided by specialists qualified under State Board of Education rules. Exceptional students include children with intellectual disabilities, speech impairments, language impairments, who are deaf/hard of hearing, visually impaired, physically impaired with orthopedic impairments, physically impaired with other health impairments, physically impaired with traumatic brain injuries, emotion/behavior disabilities, specific learning disabilities, autism spectrum disorder, developmental delays, and who are participating in the home/hospital program as a student with disabilities. I. Upon recommendation of the Superintendent, the Board shall annually adopt a plan for the provision of exceptional student education programs for all exceptional students. II. The annual plan for special programs and procedures for exceptional students shall include: screening procedures; pre-referral activities; referral procedures; eligibility criteria; program placement; program dismissal; and descriptions of program organization and operations. III. The annual plan for exceptional student education shall be subject to the approval of the State Commissioner of Education and is hereby incorporated by reference and made a part of this policy. IV. Every parent of an exceptional student shall be informed about the services that are available and appropriate for the student’s disability. V. Decisions with respect to students are made without regard to race, ethnicity or gender during the referral, identification, assessment, placement and re-evaluation processes. Members of the Multidisciplinary Team (MT) which determine Exceptional Student Education program eligibility and placement, shall be diverse in racial, ethnic, and gender composition whenever feasible. VI. In order to monitor compliance with this policy, the Superintendent shall submit to the Board, by July 1 of each year, a report showing the following information: A. Data indicating the numbers of students referred, identified, assessed, placed and re-evaluated as a part of the Exceptional Student Education process, disaggregated by race, ethnicity and gender. B. Any recommended changes which the Superintendent feels are necessary to ensure decisions are made in a fair and equitable manner without regard to race, ethnicity or gender during these processes. CHAPTER 4.00 - CURRICULUM AND INSTRUCTION STATUTORY AUTHORITY:

1001.41, 1001.42, F.S.

LAW(S) IMPLEMENTED: 1001.42, 1001.43, 1003.01, 1003.57, 1006.07, F.S.

STATE BOARD OF EDUCATION RULE(S):

6A-6.0131, 6A-6.03411

HISTORY: ADOPTED: APRIL 1, 1997 REVISION DATE(S): 11/10/08 FORMERLY: IHBA

School Board Policy

CHAPTER 4.00 - CURRICULUM AND INSTRUCTION ENGLISH FOR SPEAKERS OF OTHER LANGUAGES 4.15 The English for Speakers of Other Languages (ESOL) Program shall implement and English language acquisition program according to the Florida Department of Education and School Board approved English Language Learners (ELL) Plan. The plan is written to comply with the requirements of the No Child Left Behind Act of 2001 and the federal court order META Consent Decree. STATUTORY AUTHORITY:

1001.41, 1001.42, F.S.

LAW(S) IMPLEMENTED: 1001.43, 1002.20, 1003.56, F. S. NO CHILD LEFT BEHIND ACT OF 2001, P. L. 107 – 110 META Consent Decree

HISTORY: ADOPTED: APRIL 1, 1997 REVISION DATE(S): 11/10/08 FORMERLY: NEW