Guidance Counselor Handbook. Okaloosa County School District

Transcription

1 Guidance Counselor Handbook Okaloosa County School District

2 CONTENTS Roster of District Counselors... 1 RtI Committee... 4 RtI Guidelines/Procedures 5 English for Speakers of Other Languages...13 LEP Committee..14 Student Records Cumulative Folder Checklist Storage Registration Record Management for Outgoing Students Transfer of Records Public Notification Cost for Reproduction of Student Records Conferencing Testing Schedule Florida Academic Counseling & Tracking for Students Exceptional Student Education (ESE) Instructions for Completing In-School Referral (MIS 1233) Guide for Evaluation, Eligibility/ESE Placement Gifted Information Homeless Guidelines for Disclosure of Information Related to Child Abuse Alternative Placement Crisis Intervention Grief... 47

3 Youth Suicide Prevention Appendix Frequently Used Acronyms and Terms Alternative Placement Referral Form 504 Manual Homeless Information McKinney-Vento Confidential Notification Form Title X, Part C-Student Residency Information Enrollment Process for Students in Transition Community Resource Guide for Homeless Families Quick Tips: Guidance Counselors - Tips for Ensuring Educational Access and Success for Children Experiencing Homelessness Homeless Brochures Family Resource Directory

4 ROSTER OF DISTRICT COUNSELORS SCHOOL WITH NO COUNSELOR HAS ADMINISTRATOR LISTED School Guidance Phone Guidance Counselor(s) Antioch x113 Sandy Connor Baker Beth Geoghagan Shannon Boone Bluewater Pat Licursi Bob Sikes x 290 Vicki Hayden, Principal Bruner Susan Versteeg Lana Franzalia Choctawhatchee x 618 Kaye Brock Della Mandel Kittye Keck CHOICE Mary Beth Jackson, Administrator Crestview Michelle Adams Mary Reid Davidson x 114 Jamie Driver Destin Elementary x Kay Green Destin Middle x 230/231 Karen Schmidt ECCI North Christy Corbin, Asst. Principal Edge Shelly Arneson, Principal Edwins Angie Sammy-Seabrook Eglin Glenda Alford-Atkins Elliott Point Linda Gillette Florosa Ellen Todd

5 Fort Walton Beach x305 Elaine Anderson Bobbi Griffin Kenwood Randy Brooke Christy Simms Laurel Hill Carla Strickland Lewis Jason Driver, Asst. Principal Longwood Sonia Weikel, Principal Mary Esther Stephanie Wheat Meigs Debbie Murphy Niceville Sharon Richardson Willie Biggs NWF Ballet Academie Jeff Welsh, Administrator Northwood Suzanne Cadenhead Plew Sharen Burt Pryor Jon Williams Richbourg Christy Corbin, Asst. Principal Riverside Connie Rice Ruckel Laura Long Shalimar Kim McSparren Shoal River Middle Tracey Lamb

6 Silver Sands Alan Lambert, Principal Southside Center Debbie Haan, Administrator Walker Alicia Humphrey Wright Bill Washington Liza Jackson Kimberly Brennan Juvenile Centers Ok. Reg Kelli Sanders AMIKIDS Maria Przybylski Okaloosa Academy South Cristol Jarrett Okaloosa Academy North Bill Eddins OWC Collegiate HS Bob Schrader

7 PROBLEM SOLVING/RESPONSE TO INTERVENTION (PS/RTI) COMMITTEE Each school principal shall select a PS/RtI Committee. This committee shall act as the multidisciplinary evaluation team as required by Public Law (121a.540). The PS/RtI Committee shall include a minimum of the following: Regular classroom teacher(s) Specialist in the area of the suspected disability, such as speech/language pathologist, literacy coach, staffing specialist, social worker, behavior specialist/analyst Guidance counselor and/or PS/RtI coordinator School psychologist or other person qualified to administer an individual diagnostic examination of children, such as speech therapist or remedial reading teacher It is recommended that the guidance counselor chair the PS/RtI Committee. Responsibilities of the PS/RtI Committee 1. Establish a regular meeting time to process referrals. 2. Inform the faculty of the purpose of the PS/RtI Committee and procedures for making referrals. 3. Designate one committee member to record data from the meeting. 4. Examine all available data to determine if educational planning can be provided via general educational remediation strategies in the school setting. 5. Develop and implement possible intervention techniques applicable to alleviating the student s area of difficulty. Document on the student s PMP. 6. Obtain written parental consent prior to screening and/or psychological evaluation. 7. Examine all available data to determine if referral should be made to Exceptional Student Education for review. 8. Record summary (minutes) of the in-school conference. The Home/School Communication Report (MIS 6245) may be used for this conference. Include data pertinent to time, date, place, participants, recommendations and responsibilities of specific personnel relative to follow-up procedures. 9. Record data and maintain in student s cumulative folder. 4

8 GUIDELINES FOR ROLES IN PS/RTI PROCESS OF PS/RTI TEAM MEMBERS Classroom Teacher and/or Teacher Providing Interventions Active member of PS/RtI team Administers and/or reviews universal assessment/interventions Determines the students who score below peers (graphical representation) Develops PMP with assistance of PS/RtI team members/parents Assists in the development of Tier 2 and Tier 3 interventions and support personnel designated to Implement these strategies Implement Tier 2 and/or Tier 3 interventions Progress monitoring Keeps documentation log of student participation at Tier 2 and Tier 3 sessions Student name, dates, times of implementation, intervention notes name of staff member providing Tier 2 or Tier 3 interventions School Counselor and/or PS/RtI Coordinator Active member of PS/RtI team Assists school-based team in collecting and analyzing data to identify struggling students Assists RtI team in developing and revising interventions, as appropriate Conducts one of the observations as required on Written Summary (MIS 4333) for students suspected of SLD Summarizes FCAT and DEA data to determine performance discrepancy compared to peers Is gatekeeper for individual student RtI documentation Cover of PS/RtI referral packet should include a checklist identifying documents attached Completes Page 1 of Written Summary (MIS 4333) Specific Learning Disability School Psychologist Active member of PS/RtI team Conducts one of the observations as required on MIS 4333 Assists in the development of Tier 2 and Tier 3 interventions Assists teachers with data collection and charting Prepares comprehensive psychological report to include referral information, all applicable screenings, assessment and evaluative data/results, detailed tier support information, graphs documenting rate of progress and expected rate of progress, summary and recommendation(s) Literacy Coach Active member of PS/RtI team Provides professional development for teachers to effectively implement PS/RtI as it relates to the identification of academic difficulties (i.e. phonemic awareness, phonics, fluency, vocabulary and comprehension) Assists in development of Tier 2 and Tier 3 interventions Supports the classroom teacher with implementation of interventions, including observation of student(s) Provides training on data analysis Provides individual coaching sessions with teachers on analyzing student data 5

9 Staffing Specialist Active member of PS/RtI team Assists in development of Tier 2 and Tier 3 interventions Assists counselor/ps/rti coordinator with periodic review of documents in referral packet Reviews all documentation from PS/RtI packet to prepare for eligibility/ineligibility meeting Contacts parents to set up eligibility/ineligibility meeting Completes Page 2 of Written Summary (MIS 4333) Specific Learning Disability and/or Written Summary (MIS 4335) Language Impairment Conducts eligibility/ineligibility meeting and prepares Written Summary (MIS 4333) Speech/Language Pathologist (Especially if Language is a possible issue) Active member of PS/RtI team Assists school based team in collecting and analyzing data to identify struggling students Assist PS/RtI team in developing and revising interventions, as appropriate for language needs Conducts one of the observations as required on MIS 4335 for students suspected of LGI Conducts language screener/evaluation as appropriate; writes and prepares assessment and evaluative data/results related to language Completes Page 1 of Written Summary (MIS 4335) Language Impairment Social Worker/Behavior Specialist Active member of PS/RtI team Assists with development of FBA and BIP Assists in the development of Tier 2 and Tier 3 behavioral interventions Assists the team in helping parents to understand their child s development and education Consults with staff to ensure that the intervention plan devised is appropriate to the needs of the targeted student or students 6

10 GUIDELINES FOR ROLES IN PS/RTI BY MAJOR PS/RTI ACTIVITIES Coordination and Record Keeping Classroom Teacher Writes PMP Writes PS/RtI plan collaboratively and with the assistance of identified members of the PS/RtI team Gathers progress monitoring data Notifies counselor/ps/rti coordinator of student(s) with poor response to intervention(s) Guidance Counselor/PS/RtI Coordinator Coordinates and schedules PS/RtI meetings Assists in the initiation and compilation of Problem Solving/Response to Intervention portfolio Educates faculty on the PS/RtI process (PMP writing, progress monitoring, DEA probes) Literacy Coach Provides professional development implementation of the PS/RtI process School Social Worker/Behavior Specialist Assists with documentation of FBA/BIP process (with MIS 1138) Provides documentation of Social History School Psychologist Assists with documentation of FBA/BIP processes, RtI plans, and progress monitoring data Staffing Specialist Assists PS/RtI coordinator with periodic review of documentation/interventions as needed for compliance and eligibility determination Intervention Development and Documentation Classroom Teacher Develops instructional grouping using data Develops PMP and documentation Collaborates with PS/RtI team members in PS/RtI plan development and with the assistance of the PS/RtI team members, documents PS/RtI plans for more intensive interventions, if needed Guidance Counselor/PS/RtI Coordinator Attends grade level, content area, and PS/RtI meetings Provides data reports and assists in data analysis Collaborates in intervention development Literacy Coach Provides resources for strategies and practice Collaborates with teachers Analyzes data Facilitates professional development 7

11 Speech/Language Pathologist Provides resources for speech and language strategies Collaborates with team members in intervention development Provides professional development regarding speech and language School Social Worker/Behavior Specialist Liaison with teachers, psychologists and behavior specialists Assists with development of behavioral interventions Conducts observations to assist in intervention development School Psychologist Attends PS/RtI meetings, parent conferences and staffing/iep meetings Assists in data analysis to identify problems and develops hypotheses about performance discrepancies Performs behavioral observations to assist in intervention development Collaborates in the development and documentation of academic and behavioral interventions Staffing Specialist Attends PS/RtI meetings and collaborates with teachers and others in academic and behavioral intervention development Intervention Implementation Classroom Teacher Implements research based teaching strategies and targeted interventions Guidance Counselor/PS/RtI Coordinator Provides behavior support Literacy Coach Provides consultation regarding implementation Models strategies Facilitates professional development Speech/Language Pathologist Consults on implementation of speech/language interventions SLPs may provide direct intervention under certain situations when a work load approach is employed by administration Social Worker/School Psychologist/Behavior Specialist Assists with implementation of behavior plans and possible behavior support Support for Interventions and Ensuring Fidelity Classroom Teacher Implements targeted student intervention strategies as intended Documents attendance/implementation (i.e. frequency and duration) Guidance Counselor/PS/RtI Coordinator Maintains student portfolios of intervention documentation Provides support to interventionist to problem solve barriers 8

12 Literacy Coach Observes student learning Provides guidance reflective sessions concerning intervention implementation Facilitates professional development Speech/Language Pathologist Provides materials, links and resources to teachers Provides consultation and support for implementation of language interventions School Psychologist Observes student performance and response to intervention(s) Provides training and support as needed for implementation Staffing Specialist Assists PS/RtI coordinator with rule compliance issues Progress Monitoring Classroom Teacher Administers progress monitoring assessment(s) classroom assessments, DEA probes, weekly checks Guidance Counselor/PS/RtI Coordinator Provides training on progress monitoring as needed Provides data summaries by grade level/content areas Literacy Coach Conducts on-going data analysis sessions with teachers Observes student learning Facilitates professional development Speech/Language Pathologist Reports speech/language interventions and creates graphs based on data collected by the teacher School Psychologist Helps determine the type and frequency of assessment(s) that will be used for progress monitoring based on intervention goals Helps summarize, graph and interpret progress monitoring data Consults with teachers to help overcome barriers to implementation of progress monitoring procedures Involving Parents Classroom Teacher Schedules conferences with parents to discuss student learning and review progress monitoring as intervention intensifies Counselor/RtI Coordinator Meets with parents as needed Provides parents with information concerning PS/RtI 9

13 Social Worker Helps facilitate home/school communication Talks with parents about behavior support for their student in school and at home Helps families gain access to community resources Speech/Language Pathologist Provides Let s Talk handouts, resources and links to help families understand language-literacy link School Psychologist Attends parent conferences for intervention development and progress monitoring review Explains progress monitoring and evaluation data and implications for student performance Provides information, recommendations, and resources to help parents actively participate in intervention efforts for their student Eligibility Tasks Classroom Teacher Attends eligibility/iep meetings Contributes information concerning classroom performance, strengths/weaknesses and needed accommodations Guidance Counselor/PS/RtI Coordinator Provides screening as needed Observes the student in the general education setting Completes Page 1 of MIS 4333 and provides needed documentation (PS/RtI portfolio) to the staffing specialist Literacy Coach Participates as an active member of the PS/Rti team Speech/Language Pathologist Provides observations of the student in the classroom when speech or language issues are of concern Completes screenings and evaluations Writes reports and goals for eligible students Completes Page 1 of Written Summary MIS 4335 Language Impairment Attends eligibility/iep meetings Social Worker/Behavior Specialist Provides observations of the student when behavior is a concern Completes parent interviews to provide social history documentation School Psychologist Provides an observation of student behavior in the general education environment Helps determine the most useful evaluation procedures to address referral concerns and the specific needs of the student Conducts comprehensive formal evaluations that may include assessment of cognitive, academic, behavior, social/emotional and/or adaptive behavior functioning Compiles comprehensive evaluation reports that include: A summary of referral concerns 10

14 A summary of response to intervention that includes a description of the strategies implemented, the personnel responsible for the implementation, duration/frequency of intervention and the means employed to ensure fidelity. For behavior evaluations, a summary of the FBA/BIP and results of the intervention(s) are required as part of the comprehensive evaluation report Graphs of student progress monitoring data included in or attached to the report Assessment results and interpretation of scores on individually administered assessments and checklists A summary of the student s response to intervention(s), assessment results, and recommendations based on the results of the evaluation Attends staffings/iep meetings to review evaluation results and recommendations with parents, staff and teachers and provides assistance with IEP development based on the results of the evaluation Staffing Specialist Schedules and conducts eligibility staffings/iep meetings for individual students Completes Page 2 of the Written Summary (for SLD and LGI) or appropriate Team Report as needed for other eligibilities (EBD, ASD, etc.) Prepares other eligibility paperwork and writes a draft IEP for students who meet initial eligibility requirements 11

15 THE GUIDANCE COUNSELOR S ROLE IN PS/RTI The counselor is an active member of the PS/RtI team, assists the school based team in collecting and analyzing data to identify struggling students, assists the PS/RtI team in developing and revising interventions, as appropriate, conducts one of the observations as required on Written Summary MIS 4333 for students suspected of SLD, summarizes FCAT and DEA data to determine performance discrepancies compared to peers, is gatekeeper for individual student RtI documentation, completes Page 1 of Written Summary MIS 4333 Specific Learning Disability ROLE ACTIONS RESOURCES NEEDED 1. Educates faculty on the PS/RtI process (PMP writing, Progress Monitoring, DEA Probes, etc) Assists with professional development Attends grade level and content area meetings PS/RtI checklist for teachers 2. Collaborates with administrators and school based teams in collecting and analyzing data to identify struggling students and to determine performance discrepancy Provides data reports for discussion at grade level and content area meetings (DEA, FCAT) Attends grade level, content area meetings on data days 3. Assists in the implementation of research-based strategies/interventions Attends PS/RtI meetings Attends grade level and content area meetings as needed Serves as liaison between grade levels as needed 4. Assists in the initiation and ongoing compilation of the PS/RtI portfolio documentation Gatekeeper of portfolios Completes Page 1 of Written Summary MIS 4333 Universal folder color for ease of tracking students in the PS/RtI process across the district 12

16 ENGLISH FOR SPEAKERS OF OTHER LANGUAGES (ESOL) The ESOL/Intensive English Program in Okaloosa County was developed in compliance with federal mandates to ensure that the Limited English Proficient (LEP) students in the school system are provided with appropriate instructional assistance in acquiring the English language skills necessary for full academic participation in a monolingual English classroom. The ESOL Section of Quality Assurance and Curriculum Support is responsible for coordinating the identification and assessment of LEP students in the School District of Okaloosa County. The ESOL Specialist is also responsible for program curriculum development and provides assistance to the schools in program implementation. The School Board of Okaloosa County provides equal educational opportunities for LEP students through the ESOL Program. The major goals for each student are to develop basic communication skills, to instill a basic understanding of American culture, to promote self-acceptance and self-esteem, and to provide the basic foundation for future employment and/or continued education. is the website for our district ESOL program. 13

17 LEP COMMITTEE ***The LEP Committee can be the PS/RtI Committee with the addition of an ESOL teacher Parents are invited to participate as part of the LEP Committee in the determination of the student's INITIAL instructional programming. Parental preference for instructional programming must be considered. The LEP Committee may also address any questions or concerns regarding appropriateness of LEP Student Plans, or instructional programming AFTER the student has been enrolled in the ESOL program for one semester. After inviting the parent to attend, the student's current needs are reviewed and recommendations for necessary changes in the student's program are made. The LEP Student Plan is updated. Because placement in the ESOL program is based on mandated cut scores; while not required, it is recommended that the LEP Committee meet to discuss initial placement, routine assessment, classification, or exit process of the LEP student with the parent, teacher, administrator or other interested personnel. Routine student progression from year to year DOES REQUIRE an annual LEP Committee meeting. WHO CAN CONVENE THE LEP COMMITTEE? Parent/Guardian, teacher, administrator or designee and other school personnel as needed WHO ATTENDS THE LEP COMMITTEE? Teacher, administrator or designee with invited parent and other school personnel as needed, serves as the LEP Committee. Membership is adjusted to meet student's individual needs. RECOMMENDED PARTICIPANTS: Parent/Guardian ESOL Teacher Administrator or Designee Other Educators as appropriate for situation: Guidance Counselor INITIAL PLACEMENT LEP Committee Meeting/Minutes are NOT required, but are recommended for initial placement. The Parent Notification of Placement form is sent home. ** At the end of the third year in ESOL, the LEP Committee must determine whether to extend services to the fourth year or exit the student from the program. NOTE: this must be done by the third year in the ESOL program. 14

18 ANNUAL REEVALUATION (This occurs after the student has been enrolled in the ESOL program for 3 years.) The LEP Committee must meet for Annual Reevaluation to determine the possible need for extension of ESOL services beyond the base three (3) years. After reviewing the reevaluation data provided by the teacher, the LEP Committee will determine whether or not the student needs extension of service for an additional year. This process must be repeated on an annual basis. Three (3) additional years is the maximum extension recommended for a total of six years in ESOL. *The ESOL FTE funding ends after the sixth year in ESOL. Lack of ESOL funding eligibility does not relieve districts of any obligation they may have under state or federal law to continue to provide appropriate services to LEP children beyond the six years of state ESOL program funding. IF LEP COMMITTEE MEETS, PARENT MUST BE INVITED. RECORDS OF TRANSFER STUDENTS If the LEP student transfers either in-county or out-of-county, the school of origin retains the blue LEP folder and sends copies to the receiving school. (Refer to the ESOL Notebook) 15

19 STUDENT RECORDS The Student Education Record is primarily composed of two elements: (A) The major component of a Student Education Record is the Automated Permanent Record which is maintained on the AS400. (B) The Student Education Record housed and maintained at each school site contains limited Category A and Category B information, such as historical and/or current pertinent information not being maintained on the district electronic data base. Also included is hard copy information required for compliance documents (i.e., ESE, LEP). (a) Category A - Permanent Information: Verified information of clear educational importance which shall be retained indefinitely. Category A information shall be retained for each student or adult student. (Legal Reference 6A (3)(a)1-8, F.A.C.) (b) Category A information consists of: 1. Student s full legal name 2. Authenticated birth date, place of birth, race, and sex 3. Last known address of student 4. Name(s) of student s parent(s) or guardian(s) 5. Name and location of last school attended 6. Number of days present and absent, date enrolled, date withdrawn 7. Courses taken and record of achievement, such as grades, units, or certification of competence 8. Date of graduation or date of program completion (c) Category B - Temporary Information: The superintendent is authorized, in his/her discretion and after all applicable audits have been conducted (i.e., Headstart, ESE records), to destroy general correspondence which is over three (3) years old and other records, papers and documents over three (3) years old which do not serve as part of an agreement or understanding nor have value as permanent records. (d) Category B Information consists of: 1. Health information 2. Family background data 3. Standardized test scores 4. Educational and career plans 5. Honors and activities 6. Work experience, including employer ratings, if a part of an educational program 7. Teacher/counselor comments 8. Reports of student services, or exceptional student staffing committees, to include all of the following information: The principal of the school in which the student is taught shall keep a written record of the case history of each exceptional student showing the reason for the student s withdrawal from the regular class in the public school and his enrollment in or withdrawal from a special class for exceptional students. This record shall be available for inspection by school officials at any time. 16

20 9. Correspondence from community agencies or private professionals 10. Driver education certificates 11. List of schools attended 12. Written agreements of corrections and/or deletions as a result of meetings or hearings to amend education records 13. Individual Educational Plans (IEP) for Exceptional Student Education 14. Basic skills remediation plans 15. High School Competency Test results CUMULATIVE FOLDER CHECKLIST Every student should have one cumulative folder that follows the student through his or her educational career with OCSD schools. Records in the cumulative folder should include documents in the following order: 1. Record of Disclosure (MIS 4042) 2. Custody/Adoption paperwork (legal documents, power of Attorney) 3. Language Form (MIS 4025) 4. Social Security Verification Form 5. Internet Form (MIS 5251) 6. Parental Release for Use of Student Images 7. Pertinent letters (such as retention, administrative placement, etc.) 8. Withdrawal forms 9. Any assessments/ testing/evaluation/referrals other than red folder-put most recent first 10. FCAT, Florida Writes! DEA, SAT 10, etc. 11. Out of county records with most recent first Red Folder Any student who has a special education designation with an IEP must have a red confidential folder in addition to a cumulative folder Blue Folder Any student who has been classified as an English Limited Learner (ELL) with an LEP must have a blue folder in addition to a cumulative folder. Yellow Folder Any student who has been identified as a student with a disability under section 504 will have a yellow folder in addition to a cumulative folder. The cumulative folder must have a yellow dot placed by the name label. Health Folder All students will have a health folder which is maintained by the school nurse. Intervention Folder (if applicable) Any student who has a Progress Monitoring Plan (PMP) will have an intervention folder in addition to a cumulative folder. Cumulative folder must have a red or green dot placed by the name label to indicate an intervention folder exists. Information that should not be filed in student education records: 1. Birth certificates, passports, visa, and social security card 2. Attendance card 3. Duplicate copies of Standardized Test Reports 4. Duplicate copies of Progress Reports or IEP s 5. Misleading or inaccurate information 17

21 6. Information which may tend to label or stereotype a student 7. Records described in Policies and Procedures Concerning Student Education Records 8. Any other information which a principal judges to be no longer educationally useful 9. Deficiency reports, discipline referrals, and forms are not filed in the student educational record. Information that may be expunged periodically must be in compliance with Policies and Procedures Concerning Student Education Records. See School Board Policy Chapter 5-Student Education Records for information on: Parent and Eligible Student s Right to Inspect and Review Education Records School Records-Hearing Procedures Disclosure of Information Third Party Restrictions Record of Disclosure Right of Waiver of Access to Confidential Letters or Statements STORAGE Student Education Records shall be secure from general scrutiny, but where they are, nevertheless, accessible to teachers, counselors and school personnel for use on a regular basis. All hard copy records shall be placed in a locked, secure location in the administrative complex of each school. No original Student Education Records shall be removed from the school except by court order or authority of the principal. REGISTRATION Each school should have a routing procedure for incoming records/registration paperwork. Students not previously in attendance at a Florida school (out-of-state): Request records, by mail, from previous school Prepare a Student Education Record Students received from another school in Okaloosa County: Sending school should send the Student Education Record, including all inserts, if any Students entering from another school in the State of Florida: Request records from the previous school, including Florida student identifier (student number) by using the Florida Automated System for Transferring Education Records (F.A.S.T.E.R.). If records cannot be obtained from that school system, prepare a new Student Education Record. Students not in continuous attendance at an Okaloosa County School, upon return, one or a combination of the following should take place: Request records from sending school, in state by F.A.S.T.E.R., out of state by mail. 18

22 If student has previously attended a district school, reactivate files on data base. Do not assign a new student number. The returning student will reactivate his former student number. When all records have been received, create an Automated Permanent Record/Transcript. Build this back to include the student s current involvement (K-5, 6-8, or 9-12). If records indicate a child was in an ESE program, the staffing specialist must be notified for proper placement. Any Home Language Survey with an affirmative answer must be faxed to the Office of Student Services. All other Home Language Surveys are to be retained in the student s cumulative folder. RECORD MANAGEMENT FOR OUTGOING STUDENTS (1) The Student Education Record, and all inserts, for students changing schools within the Okaloosa School District shall be forwarded by the school having the records to the receiving school. (2) The Student Education Record for students leaving the Okaloosa School District shall be processed as follows: (a) Prior to assignment of a withdrawal code all Automated Permanent Records must be updated on the district data base, including grades in progress. Students who have not been continuously enrolled in Okaloosa District Schools should have prior school records entered to reflect their current school involvement (K-5, 6-8, or 9-12). (b) When withdrawing to a school out of the district, each school should encourage parents to hand carry the Student Education Record and a copy of the Automated Permanent Record from the district electronic data base to the receiving school. Each school shall maintain a log of student records hand carried from that school (MIS 4234). (c) Upon records request by mail by a student s parent or the receiving school with a parent release form, schools should send a copy of the Automated Permanent Record from the district electronic data base and Exceptional Student Education Record (red folder), if applicable, to the requesting party. (d) Upon receiving an Automated Permanent Record request, schools will receive from Data Processing a hard copy of the students Automated Permanent Record for verification. Upon verification, the school will implement the automated transfer of records. (e) The school from which a student has withdrawn shall send to Management Information Services: 1. Copy of Automated Permanent Record (the copy Data Processing sends when a withdrawal code is assigned to a student.) 2. Inserts, if any, plus any other academic history information contained in the Student Education Record. (f) In cases where records were electronically transferred, the Student Education Record will be maintained at each school site under the current retention/destruction schedule. 19

23 (3) The Student Education Record for graduating students shall be processed as follows: (a) Schools shall verify and update all student information on Automated Permanent Record data base. (b) In August the school shall return the verified copy of the student s Automated Permanent Record and any white insert to Management Information Services for microfilming. (c) The school shall retain graduating students Education Records at the school site under the retention/destruction schedule. (4) Transcripts of High School Credits: All transcripts shall be mailed directly to the school, college, prospective employer, etc. In case of a pupil transferring from one school to another, a transcript of credits will be forwarded to the receiving school upon request of the principal. Management Information Services will maintain a copy of the Automated Permanent Record of all students who withdraw from the district. It is the responsibility of the principal to insure that Management Information Services receives a current updated copy of the Automated Permanent Record of any student who withdraws from a district school. An official request for transfer of records from a receiving school will be considered prima facie evidence of the parent s or eligible adult student s knowledge of the transfer of records. The transfer of records shall be made immediately upon receipt of a proper request. Under no condition shall the transfer of a student s record be delayed or denied for failure to pay a fine or fee assessed by the school. All reasonable efforts shall be made to collect for damaged or lost library books and textbooks. NOTE: Records for in-state transfers will be accomplished electronically upon request of the receiving school. Records for out-of-state transfers may be mailed or the sending school can generate an electronic copy to include in the Student s Educational Record that is sealed and hand carried. TRANSFER OF RECORDS 1. Records that are being transferred in-district are sent via courier. 2. At elementary schools review each 5 th grade student folder (Eglin and Destin Elementary will review 4 th grade folders, as appropriate) and at middle schools review each 8 th grade student folder. Purge any information that is not relevant. 3. Send folders in alphabetical order to appropriate in-county school. 4. The deadline for in-county transfer of student records of articulating students to the next school level is July 1 st of each year. The transferring of these records will be the responsibility of the principal of the sending school. Records of students retained pending summer school will be transferred upon the successful completion of summer school. 5. Before transfer of records is made, the sending school should insure that all current grades, state assessment results, and all Category A and Category B information is posted on the AS

24 PUBLIC NOTIFICATION Each school must provide to parents and eligible adult students annual notification of their rights to inspect and review Student Education Records (MIS 1198). The notification should be in the language of the parent or eligible student. The following points must be included: (1) The types of education records and information contained therein which are directly related to students and maintained by the institution. (2) The name and position of the official responsible for the maintenance of each type of record; the persons who have access to those records; and the purposes for which they have access. (3) The policies of the institution for reviewing and expunging those records. (4) The procedures established for parents and eligible students to inspect and review education records. (5) The procedures established for amending the content of education records. (6) The categories of information designated as directory information. In this regard, notification must also be made that the parent or eligible adult student will be given a reasonable period of time to inform the institution that a part or all of the directory information should not be released without the appropriate prior consent. The objection should then be stamped or otherwise noted on the student s record. (7) The conditions under which the rights accorded to the parents are transferred to the student. (8) The right of parents and eligible adult students to obtain copies of Student Education Records and the cost charged by the institution for said reproduction. (9) Copies of the District Policies for Student Education Records may be obtained from the office of the Superintendent of Schools. (10) Procedures of transferring student records to another school district. (11) The right of waiver of access, right to challenge contents in the record, right to a hearing, and right to privacy. COST FOR REPRODUCTION OF STUDENT RECORDS With the exception of parents and eligible students, no charge is to be assessed to those authorized requesting reproduction of student records. When parents and eligible students request reproduction of student records, copies will be provided at cost; provided that the fee does not effectively prevent the parents and students from exercising their right to inspect and review those records. An educational agency or institution may not charge a fee to search for or to retrieve the education records of a student. Two free transcripts shall be provided for a student to post-secondary institutions or scholarship granting agencies designated by the student. Thereafter, a charge of $1.00 shall be assessed for each copy of transcript to cover mailing and handling charges. 21

25 CONFERENCING MIS 6245-School/Home Communication Report - Use this form to document any and all parent conferences whether in person or via phone. 22

26 Okaloosa County School Board Exceptional Student Education Department SCHOOL / HOME COMMUNICATION REPORT MIS 6245 NAME DOB STUDENT # GRADE SCHOOL PARENT NAME ADDRESS HOME PHONE WORK PHONE Documentation of parent contacts to discuss issues identified as areas of concern: DATE Conference Phone Call Other AREAS OF CONCERN/PROGRESS DISCUSSED RESULTS OF CONTACT Recorder PARTICIPANTS (SIGNATURES IF IN ATTENDANCE) 23

27 STUDENT ASSESSMENT SCHEDULE Testing Dates Test/Instrument Students Tested First 30 Days of School Florida Kindergarten Readiness Screener (FLKRS) Grade K Pre-Mid-Post Discovery Education Assessment (DEA) Grades K - 12 October 10, 2011 Florida Comprehensive Assessment Test (FCAT) Reading and Math Retakes Designated Students Grades 11 and 12, Adult September December, 2011 (Window of Time) Preliminary ACT (PLAN) Grade 10, Some Grade 11 January 9 February 24, 2012 Florida Alternate Assessment Designated Students February 28 March 1, 2012 Florida Comprehensive Assessment Test (FCAT) Writing+ Grades 4, 8, 10 March April, 2012 Comprehensive English Language Learning Assessment (CELLA) ELL students April 9 13, 2012 Florida Comprehensive Assessment Test (FCAT) Reading and Math Retakes Designated Students Grades 11 and 12, Adult April 16-27, 2012 Florida Comprehensive Assessment Test (FCAT) Reading, Math, Science Grades 3-10 May 7 25, 2012 End of Course Exams (EOC) Geometry, Biology, Algebra 1 Designated Students May 2012 Advanced Placement Tests (AP) AP Students 24

28 FLORIDA ACADEMIC COUNSELING & TRACKING FOR STUDENTS According to the U.S. Department of Labor, in 2010, eighty-five percent of occupations will require some level of education and training past high school. Emphasis on career and education planning at the secondary level is critical for success post graduation. The FACTS web site is a student advising system created by the Florida Department of Education and the Florida Center for Advising and Academic Support. With FACTS.org, high school students can discover their educational options and plan for their future by mapping out their coursework and evaluating their transcripts for progress towards graduation, earning Bright Futures scholarships, and meeting state university admissions requirements. Students can also explore career and educational options and apply online. Plan, Explore, Apply, and Succeed! Question: What can FACTS.org do for me? Answer: Simply put. A lot! FACTS.org is Florida s academic advising website for secondary and postsecondary educational planning. In addition to many interactive counseling and advising tools, the personalized High School Academic Evaluations and epep (e-personal Educational Planner) provide students, parents and counselors the opportunity to plan and track a student s progress as never before. Other useful tools include the degree program search, which allows students to search Florida institutions for programs and degrees of interest and see specific degree requirements, and the common college admissions application that allows students to complete one application and submit to multiple Florida institutions. The website also maintains online access to the Counseling for Future Education Handbook, list of approved dual enrollment courses, the statewide articulation manual, and direct links to over 200 postsecondary institution websites. Q: What are the High School Academic Evaluations? A: The Evaluations compare a public high school student s transcript to state course requirements for graduation, Bright Futures Scholarships, and SUS admissions. Q: What is the epep? A: The epersonal Education Plan (epep) is a convenient course planner with interactive course lists specific to schools and graduation plans so middle and high school students can map out their road to success. Q: How do I see my students FACTS.org High School Academic Evaluation or epep? A: Guidance Counselors have access to their students High School Academic Evaluations and epep by logging on to the Bright Futures On-line Transcript Entry and Evaluation System and entering the Logon ID and Password provided by Bright Futures. Q: How does a student see their FACTS.org High School Academic Evaluations or epep? A: Students go to and click on High School Academic Evaluations or epep. First- time users will complete a short demographic form to create a Login ID and Password. Login ID s and Passwords are not created or distributed by FACTS.org. In order for an account to be created and the student be recognized, the person creating the account must use the student s Social Security number followed by an X as the student ID number. Q: How often is transcript information in the High School Academic Evaluations or epep updated? A: District staff (MIS/IT/etc.) electronically transmit all student transcripts to the state database at least 3 times a year (5 times a year if on block scheduling). This is accomplished via the FASTER system. Generally speaking, transmissions occur in September, February, and June. 25

29 Q: What do I do if a student comes to me because they can t set up a log in or keep getting error messages when they try to log on to their FACTS.org High School Academic Evaluations or epep? A: First, double-check the information entered and make sure that the student is entering complete demographic information as it appears on their report card or transcript. Sometimes the transcript is incorrect and needs to be corrected at the district before a Login ID can be created. If a problem persists, contact the Bright Futures Helpdesk toll-free at and listen for the FACTS.org option. The FACTS Helpdesk is also available by [email protected]. Q: I ve noticed something incorrect. How do I correct it? A: In creating the High School Academic Evaluations and epep, FACTS.org has provided tools that allow users to view personalized academic records. The student transcripts submitted by your district are not altered or changed; only formatted for easy viewing. If you notice an error on a student record, check with your district s transcript staff. Once corrected, the student s transcript can be electronically re-transmitted to the database. Q: Does FACTS.org have information about the new high school graduation options? A: Yes. Both the High School Academic Evaluations and epep include the requirements for the 18-credit college prep, the 18-credit career prep, and the 24-credit standard high school diploma. There is also a link for Graduation Options under High School Planning. Q: What can I do to inform students and parents about FACTS.org? A: There are many ways to encourage students and parents to engage in career and education planning, you could: Make announcements about FACTS.org every semester reminding students and parents to check their progress as terms end and grades are available. Include notices on the school web site, newsletters, newspapers, or other resources. Incorporate projects that utilize FACTS.org in accordance with lesson plans. Visit us online and sign up to receive more information about FACTS.org via our listserv and download presentations/materials to share. Look for training opportunities in your area or request to arrange a session. Q: How can I attend/request a FACTS.org training session? A: A calendar of Upcoming Presentations is available under the Marketing and Promotional Materials link located at the bottom of each web page. If you would like to request a session, contact the FACTS Helpdesk via [email protected]. We recommend you team up with as many schools in your district as possible and/or a neighboring district to make the training session more effective for everyone. The Counseling for Future Education Handbook is prepared and updated annually to provide school counselors with a comprehensive resource for academic advising; providing a valuable guide to postsecondary education in Florida. In using the handbook throughout the school year, you will find answers to questions about the 2006 middle and high school reform measures, known as the A++ initiatives, and learn new information driving critical career and postsecondary planning. This edition includes important information related to acceleration options, financial aid, and updates from Florida s postsecondary educational community. 26

30 EXCEPTIONAL STUDENT EDUCATION (ESE) INSTRUCTIONS FOR COMPLETING IN-SCHOOL REFERRAL (MIS 1233) First Observation Rate the student s strengths and needs. This is done by the classroom teacher. Describe the presenting problem as specifically as possible. Second Observation This observation is done by a person other than the classroom teacher. It is best to make the observation in a situation where the problem behavior described above can be evidenced. For example, if the issue is reading comprehension, an observation in the cafeteria may not be appropriate. However, if additional pertinent information is observed, please include that also. School/Home Communication Two documented parent conferences that address the presenting problem are required before the referral is begun. Document these on the School/Home Communication Report (MIS 6245). School Based Interventions Interventions, specific to PS/RtI guidelines, implemented over a reasonable time frame designed to address the presenting problem are required. If the interventions are successful, there is no need for a referral. These interventions must be implemented before the referral is initiated. Generally these interventions are documented on the Progress Monitoring Plan (PMP). Dates and outcome(s) are important. Sensory Screening (vision, hearing, speech and/or language) This must be completed within one calendar year prior to the referral. Deficits must be corrected before testing can be initiated. Review of Records Please document the most recent assessment data in the child s record. Medical Information, Attendance, Retention, Infractions of Student Code of Conduct These categories are self-explanatory. Disposition I - This section has two options. A. The committee may meet and decide to implement further interventions. For example, a new computer program may be available to the child or a mentor could be available for emotional support or tutoring. Add additional interventions to the Progress Monitoring Plan and sign the section at the top. B. The committee may decide that the interventions have not modified the presenting problem and suspect that the child has a handicapping condition. Write in the questions that you would like answered by the evaluation process and sign below them. The questions to be answered are related to intelligence, academic levels adaptive levels, processing strengths and weaknesses, attention deficits, or behavior that interferes with learning. Disposition II This section is completed only after the school psychologist s evaluation and report are completed. 27

31 GUIDE FOR EVALUATION, ELIGIBILITY/ESE PLACEMENT I. Introduction This outline is designed as a guide to describe evaluation, eligibility, individual educational plan (IEP) and placement procedures for Exceptional Student Education (ESE) programs in Okaloosa County Schools. It is intended to explain procedures and safeguards mandated by PL , Individuals with Disabilities Act (IDEA), PL (birth to three year olds) and PL (three to five year olds). II. Procedural Safeguards Procedural Safeguards are rights extended to parents to assure that they are informed about how decisions are made regarding their children. In the Appendix is a copy of the document which explains these rights in more detail. Parents should contact their child s school or appropriate preschool contact person if they have any questions about procedures or their safeguards. III. The Evaluation Process The evaluation process begins at the child s school when the parent or school personnel suspect that a child might have special learning needs. This occurs after observations of the child s needs have been documented, attempts to correct the problem have been made, and conferences with the parents have been held to discuss the problems or interventions through the PS/RtI process. Upon written consent of the parent, screenings will be conducted to assure that the child has adequate vision, hearing, speech and language needed to perform optimally during evaluation. The child may also be given screening tests to assess intellectual ability and academic functioning (excluding PreK). Screenings are conducted by guidance counselors, speech/language pathologists, school psychologists, and school nurses. This information may adequately answer the concerns parents have about their child and the process may end at this point. If the child continues to experience academic or behavioral difficulties after interventions have been provided, a formal evaluation may be requested. Evaluation is a method of collecting information about a student s individual strengths and weaknesses. It is used to help make decisions in determining if a child has an educational disability and is eligible for an Exceptional Student Education Program. Exceptional means students who have an educational disability or who are gifted. Evaluation may include giving individual tests, observing the child, reviewing records, and talking with the student and/or his parents. These evaluations will be completed by qualified professionals. Services provided by the School Psychology staff will comply with ethical standards adopted by the National Association of School Psychologists and the Florida Association of School Psychologists. While a trained guidance counselor or ESE teacher may conduct an educational evaluation, only psychologists can conduct IQ, Process, Adaptive, or Personality evaluations. It is important that a meeting be scheduled with parent and test administrator professional(s) so the test administrator(s)can personally explain the results to the parent. The test administrator(s) should also be included on the Invited side of all initial eligibility meetings to explain results of the assessment, if needed, and to provide input for the team to consider. The following types of tests may be administered to a child during the evaluation process: Tests of Intellectual Functioning These tests are used to measure general intelligence. Tests most often used are: Age appropriate Weschler Intelligence Scale, Kaufman ABC, StanfordBinet (4th Ed.), Differential Ability Scales, Kaufman Adolescent and Adult Intelligence Scale, Leiter International Performance Scale, Matrix Analogies Test, Test of Nonverbal Intelligence. Other tests may be used as appropriate. 28

32 Tests of Developmental Functioning These instruments assess the current developmental functioning of infants and children. Tests most often used are: Bayley Scales of Infant Development (2nd Edition). Cattell Infant Intelligence Scale. Other tests may be used as appropriate. Tests of Academic Achievement These tests evaluate the student s skills in reading, spelling, math, written language, general knowledge and content areas. Tests most often used are: Woodcock-Johnson Revised Tests of Achievement, Woodcock Reading Mastery Tests, Kaufman Tests of Educational Achievement. Key Math Revised. Other tests may be used as appropriate. Tests of Learning Processes These tests are used to measure a student s learning strengths and weaknesses. Tests most often used are: Detroit Tests of Learning Aptitude 3, Detroit Tests of Learning Aptitude Primary 2, Woodcock Johnson Revised Tests of Cognitive Ability, GFW Auditory Skills Battery, Bender-Gestalt Test of Visual Motor Functioning, Beery Buktenica Developmental Test of Visual-Motor Integration, Tests of Visual Motor Skills, Test of Language Development 2 (Primary, Intermediate), Woodcock Language Proficiency Battery, Test of Adolescent Language 2. Other tests may be used as appropriate. Tests/Scales of Personality, Attitude, and Adjustment These tests are used to assess emotional and behavioral characteristics. Tests most often used are: Burk s Behavior Scale, Piers Harris Self Concept Scale, Bender, Houst-Tree-Person, Kenetic Family Drawing, Sentence Completion, Children s Personality Questionnaire and Early School Personality Questionnaire, Child Behavior Checklist, Behavior Disorder Identification Scale, Connors Rating Scales, Behavior Assessment System for Children, Personality Inventory for Children. Other tests may be used as appropriate. Scales of Adaptive Behavior These tests are used to assess personal and social independence. Tests most often used are: Vineland Adaptive Behavior Scales (Interview Edition). Vineland Adaptive Behavior Scales (Classroom Edition). Woodcock-Johnson Scales of Independent Behavior. Other tests may be used as appropriate. TESTS OF SPEECH/LANGUAGE Tests of Speech Mechanism A visual examination of lips, teeth, tongue, jaw and palate to determine if they are adequate in structure and movement for speech. Tests of Articulation The assessment of articulation is a measure of speech and sound production. Tests most often used are: Arizona Articulation Proficiency Scale, 2nd ed., Goldman-Fristoe Articulation Test, Assessment of Phonological Processes (Hodson), Structured Photographic Articulation Test, Whole Word Accuracy and Conversational Sample. Other tests may be used as appropriate. Tests of Language These tests measure the ability to understand spoken language and to verbally express thoughts. Tests most often used are Expressive Vocabulary Test, Peabody Picture Vocabulary Test III, Test of Problem Solving, Clinical Evaluation of Language Fundamentals. 3 Oral and Written Language Scales, Preschool Language Scale 3, Structured Photographic Expressive Language Test, Test of Language Development P:3 and 1:3, Test of Language Competence, and Woodcock Language Proficiency Battery R. Other tests may be used as appropriate. Tests of Fluency These tests measure whether there is a significant stuttering behavior present. Tests most often used are: Mower Fluency Assessment, Protocol for Differentiating the Incipient Stutterer (Pindzola) and Stuttering Severity Instrument (Riley). Other tests may be used as appropriate. Tests of Voice These tests evaluate the appropriateness of pitch, loudness and quality. 29

33 VI. Eligibility Following the evaluation(s) a meeting will be held to discuss the evaluation results. Included in this meeting may be a county representative, a specialist in school psychology, a local school representative, the child s classroom teacher, and other exceptional education teachers as needed. Parents are considered part of the team and will be invited to participate in the meeting. At this meeting it will be determined if the child meets State Board of Education Rules (SBER), Rule 6A FAC for exceptional student education placement and/or related services. Programs for which a child may be staffed eligible Autism Spectrum Disorder The Autistic program serves students with severe pervasive disorders of communication, social relationships and academic achievement. Developmentally Delayed The Developmentally Delayed program serves students who have mild delays in one or more areas of development and are not eligible for other existing ESE programs. This program serves children ages 3-5. Dual Sensory Impaired The Dual Sensory Impaired Program serves students with hearing and visual impairments Emotional/Behavioral Disabilities The Emotional/Behavioral Disabilities program serves students with persistent emotional and behavioral handicaps, which significantly interfere with academic achievement. Gifted The Gifted Program serves students K-12 whose abilities require enrichment or acceleration beyond that offered in a regular program. Student must score two standard deviations above the mean on an individually administered IQ test and demonstrate a majority of gifted characteristics on a standard scale. Hearing Impaired The Hearing Impaired Program serves students with mild to severe hearing losses who are experiencing learning difficulties because of the hearing loss. Hospital/Homebound The Hospital/Homebound Program serves students who are recommended by a physician. These students are not well enough to attend school for an extended period of time. Intellectual Disabilities The Intellectually Disabilities Program serves students with cognitive deficits. Occupational Therapy The Occupational Therapy Program provides evaluation for exceptional students who are medically referred. The Occupational Therapy Program serves students who require a specially prescribed program for occupational therapy in order to function at school. This is a related service for students with a primary eligibility. Orthopedically Impaired - There is evidence of an orthopedic impairment that adversely affects the student s performance in an educational environment. Other Health Impairment - There is evidence of another health impairment that results in reduced efficiency in school work and adversely affects student s performance in an educational environment. Physical Therapy The Physical Therapy Program serves exceptional students who require a specially prescribed program for physical therapy in order to function in school. This is a related service for students with a primary eligibility. 30

34 Specific Learning Disabilities The Specific Learning Disabilities Program serves students with learning disabilities not due to impaired cognition, sensory impairment, or lack of educational opportunity, but who have significant differences between intellectual ability and academic achievement which are caused by a disorder in one of the basic psychological processes. Speech/Language Impaired The SLI Program serves students with articulation, voice, fluency, and language disorders. Traumatic Brain Injury - This applies to a mild, moderate, or severe open or closed head injury that adversely affects educational performance. Visually Impaired The Visually Impaired Program serves students with visual impairments. VII. IEP Plan/Placement If a child is eligible for exceptional student education services, an individual educational plan (IEP) will be designed to meet his/her educational needs. The IEP will include the child s current levels of performance and goals and objectives will be written to meet his/her educational needs. After the IEP has been completed, the IEP Team will determine how the child would best be served. After the IEP and placement options have been discussed with the team, the parent s written consent for initial placement will be requested. A child s educational plan must be reviewed every year or sooner if the parent or the school requests the review. VIII. Re-Evaluation A re-evaluation will occur at least every three years. This is a process whereby information about a student is gathered and reviewed to determine the need for continuation in exceptional student education. Before consent to re-evaluate a student is signed by the parent, the school psychologist should, at a minimum, review the red folder to determine what, if any additional evaluations would be appropriate to administer. Ideally, the school psychologist should be invited to any meeting when re-evaluation testing is being discussed. Professionals who provide related services (speech/language, OT, PT) should also be consulted and/or invited to this meeting. 31

35 School District of Okaloosa County, Florida Student Services In-School Referral MIS 1233 Rev, 08/06 Page 1 NAME DOB STUDENT # GRADE SCHOOL REFERRING PERSON/TITLE PARENT(S)/GUARDIAN(S) NAME HOME PHONE ADDRESS WORK PHONE FIRST OBSERVATION Beginning date Ending date Learning and Behavior Characteristics Strength Need N/A Learning and Behavior Characteristics Strength Need N/A Asking questions in class appropriately Reading specific information Class discussion Remembering Following directions Social skills Getting started Staying on task Independent work skills Study skills & Learning strategies Learning from demonstrations Taking notes Learning from oral presentations Thinking Skills Learning from tape recordings Transferring information or skills Listening Understanding content vocabulary Mathematics Working in groups Oral expression Writing Organization Other Paying attention Reading content material Describe presenting problem: Signature Date SECOND OBSERVATION Date Time Setting Narrative of behavior observed: (may attach 6246) Signature/Title Date SCHOOL/HOME COMMUNICATION: Attach MIS 6245 documenting at least two parent contacts designed to address area of concern for this student. PROGRESS MONITORING PLAN: Attach a copy of PMP documenting at least two specific interventions designed to address area of concern for this student.

36 Student s Name SENSORY SCREENING (within one calendar year prior to evaluation date) VISION Date Pass Fail Glasses? HEARING Date Pass Fail Hearing Aid? SPEECH/LANGUAGE Date Pass Fail In Therapy? REVIEW OF RECORDS (may attach MIS 6247) Previous Assessment Data from Educational Records Area Date Instrument Results Achievement Process Adaptive Intellectual Social/Behavioral MEDICAL INFORMATION Date Diagnosis Treatment ATTENDANCE Number of days enrolled this school year Number of absences Reason Number of tardies Reason RETENTION Has this student ever been retained? Yes No Grade (s) repeated INFRACTIONS OF STUDENT CODE OF CONDUCT Does this student have infractions? Yes No (If yes, attach copy) Recurring discipline issues are: MIS 1233 Revised 8-06 Page 3

37 Student s Name DISPOSITION I The committee consisting of the members documented below met on (date) and recommended additional interventions to address the identified problem area. See attached PMP. (Name) Referring Teacher (Name) (Title) (Name) Principal (Name) (Title) (Name) Guidance Counselor (Name) (Title) (Name) School Psychologist (Name) (Title) (Name) Parent (Name) (Title) The committee consisting of the members documented below met on (date) and requested formal individual evaluation. Questions that the evaluation needs to address: (Name) Referring Teacher (Name) (Title) (Name) Principal (Name) (Title) (Name) Guidance Counselor (Name) (Title) (Name) School Psychologist (Name) (Title) (Name) Parent (Name) (Title) MIS 1233 Revised 8-06 Page 4

38 Student s Name DISPOSITION II The committee consisting of the members documented below met on and reviewed the following evaluation and referral information: (Date) REFERRAL INFORMATION (required documentation): First Observation Second Observation School/Home Communication Reports Review of Records Record of Interventions Sensory Screenings Other EVALUATION INFORMATION: Educational Assessment (s) Intellectual Assessment (s) Psychological Process Assessment (s) Adaptive Assessment (s) Developmental Assessment (s) Behavioral Assessment (s) Personality Assessment (s) Social History Speech Assessment (s) Language Assessment (s) Motor/Physical Assessment (s) Sensory Evaluation (s) OTHER INFORMATION: Academic Progress Attendance Report Discipline Report Learner Strength/Needs Report (MIS 6249) Assignment History Medical Information Other The committee requests: Additional interventions based on assessment results Eligibility/Ineligibility Staffing by school-based committee Eligibility/Ineligibility Staffing by district ESE Department Name Referring Teacher Name Title Name Principal Name Title Name Guidance Counselor Name Title Name School Psychologist Name Title Name Parent Name Title

39 GIFTED In Florida, children who have special learning needs are called exceptional students. Exceptional students include students who are gifted and students with disabilities. The special help these students are given at school is called exceptional student education (ESE). The purpose of ESE is to help each child with an exceptionality to progress in school and prepare for life after school. Exceptional student education services may include special teaching methods and materials. Decisions about a child s ESE services are made by a team. The child s parents are part of this team. Below is a basic explanation of the ESE process for students who are gifted. This process is based on state requirements. REFERRAL FOR INDIVIDUAL EVALUATION A referral is a request for an individual evaluation of a child who is suspected of needing ESE/Gifted services. Some children are referred because their needs are not being met in the general classroom or based on their scores on state or district assessments. INDIVIDUAL EVALUATION An individual evaluation is a way of collecting information about a child s learning needs, strengths, problems, and interests. The evaluation may include tests, observations, interviews, or other ways of gathering information. In order for a child to be individually evaluated, the parent or guardian must give written consent. ELIGIBILITY DETERMINATION After the evaluation, the school holds a meeting called an eligibility staffing. The team at the eligibility staffing discusses the information collected about the child. Then the team determines whether the child is eligible for ESE/Gifted services. To receive ESE/Gifted services, the child must meet the criteria listed in Florida s State Board of Education rules. DEVELOPMENT OF THE FIRST EP If the child is eligible for ESE/Gifted services, the next step is to hold a meeting to write an educational plan (EP) for the student. The child s parents are invited to this meeting because they are members of the EP team. The EP team documents the child s present levels of performance, establishes goals for the child, and decides which special services and supports the child needs in order to make progress and achieve his or her goals. The EP team also decides in what kind of classes or setting the child will receive services. Most children who are gifted spend most of their school day in general education classrooms. Some children leave the general education classroom for part of the day to receive services in an ESE/Gifted resource class. CONSENT FOR PLACEMENT & SERVICES BEGIN After the first EP has been written, the parent is asked to give written consent for the child to receive ESE/Gifted services. A child cannot receive ESE/Gifted services for the first time until the EP is written and the parent has given consent for placement. DEVELOPMENT OF A NEW EP A new EP is developed annually in grades K-5. In middle school and high school, an EP is developed for the duration of each level; 3 years and 4 years respectively. Of course, the child s needs may change at any time, so the parent, the teacher, or other team members may ask for an EP meeting at any time. The child s services can only be changed during an EP meeting. Note: Programs for students with disabilities are also part of ESE. However, the process for serving students with disabilities is not the same as the process described above. For more information, contact the school district's ESE administrator. 36

40 I. SECTION 504: WHAT IS IT? 504 INFORMATION "Section 504" is short for Section 504 of the Rehabilitation Act of It is an anti-discrimination law that was enacted in In essence, Section 504 provides that: No otherwise qualified individual with a disability in the United States...shall, solely by reason of her or his disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance. 29 U.S.C In general, the intent of Section 504 is to prohibit discrimination solely on the basis of disability and to afford equal access for individuals with disabilities to all programs, activities and benefits offered by federal fund recipients, such as school systems. In 1977, the U.S. Department of Education issued regulations in order to clarify obligations under Section 504. These regulations can be found at 34 C.F.R 104 and their requirements have been incorporated into the procedures contained in this Manual. II. WHAT "PROGRAMS OR ACTIVITIES ARE COVERED BY SECTION 504? All of the programs or activities operated by the School Board of Okaloosa County are subject to the antidiscrimination provisions of Section 504. Students with disabilities, therefore, cannot be discriminated against within the school environment or with respect to any school activities. As part of ensuring that equal access is afforded to students with disabilities, school personnel may be required to provide accommodations in accordance with the procedures herein. III. WHO IS A STUDENT WITH A DISABILITY UNDER SECTION 504? The 504 regulations provide definitions relevant to whether a student is disabled under Section 504. A. Who is protected against discrimination under Section 504? An individual entitled to protection against discrimination is any person who: 1. Has a physical or mental impairment that substantially limits one or more major life activities. 2. Has a record or history of such impairment. 3. Is regarded as having impairment. For purposes of determining whether a student is in need of accommodations under Section 504 in order to ensure equal access, the pertinent question is whether the student presently has a physical or mental impairment which substantially limits a major life activity. B. What about persons with a "record of" or those "regarded as" having an impairment? Students cannot be discriminated against because of a record of or history of having a disability or because the School System regards a student as disabled. For example, a student who has a history of cancer that has been successfully treated could not be excluded from extracurricular activities based solely upon his record of cancer, if the student is otherwise qualified to participate in a certain activity. Similarly, a student who tests 37

41 positive with the HIV virus could not be excluded from school because he is regarded as disabled by school personnel, even though he presently has no condition that is substantially limiting a major life activity. C. What is a "physical or mental impairment"? A physical or mental impairment is: 1. Any physiological disorder or condition, cosmetic disfigurement, or anatomical loss affecting one or more of the following body systems: neurological; musculoskeletal; special sense organs; respiratory, including speech organs; cardiovascular; reproductive; digestive; genito-urinary; hemic and lymphatic; skin; and endocrine; or 2. Any mental or psychological disorder. D. What are "major life activities? "Major life activities" include activities such as caring for self, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning and working, eating, sleeping, standing, lifting, bending, reading, concentrating, thinking and communicating, and the operation of major bodily functions. The major life activity affected and how it manifests itself in a school environment is particularly important in determining what accommodations a student may need in order to equally access a program or activity. E. What is a "substantial limitation"? Several courts have found that a student does not have a disability simply because an impairment prevents a person from performing a particular activity in a better or in the best way. Rather, a student s ability to perform a major life activity is to be compared to the ability of the average student to perform the same activity or skill. Thus, if the major life activity of learning is at issue, the fact that a student is making passing or even below average grades is a factor to consider in determining whether the student truly has a disability. Of course, any student who could perform better in the area of learning than he/she actually is, for whatever reason, should be provided extra assistance by school personnel, including the provision of an PMP or other appropriate instructional assistance. However, a student does not need to be considered disabled to receive such assistance. Only where a student is truly disabled and needs accommodations in the school environment because of an identifiable disability does Section 504 come into play. F. Are students who are receiving ESE/special education services covered by Section 504? Obviously, students with disabilities that are found to adversely affect the major life activity of learning are generally found eligible for and are educated through the special education/ese process contemplated by the Individuals with Disabilities Education Act (IDEA) and are provided special education and related services through an IEP. ESE students, therefore, are protected against discrimination under Section 504, but their learning needs require more than regular education accommodations. Where a student is suspected of having a disability that is significantly affecting the major life activity of learning, school personnel should follow first the process of referring the student for ESE consideration to determine whether more than accommodations are required. After the referral process is complete and evaluations are conducted, if the student is found not eligible for ESE services, then a referral may need to be made to consider whether there is a physical or mental condition that constitutes a disability for which additional accommodations under Section 504 may be necessary in the regular education environment. 38

42 G. What are some examples of students who may be covered under Section 504 but are not covered by IDEA? Students who may need accommodations under Section 504 to provide them equal access to school activities and programs but may not be in need of special education and related services under IDEA may include the following: 1. Alcoholics or drug addicted students, if they are not currently engaging in the illegal use of drugs; 2. Students with diseases, such as AIDS, tuberculosis or Hepatitis-B; 3. Students with medical conditions, such as juvenile rheumatoid arthritis, asthma, severe allergies, diabetes, heart disease, epilepsy or Attention Deficit Hyperactivity Disorder (ADHD); 4. Students who are physically disabled but not in need of special education services, such as a student with cerebral palsy who needs a special desk or a student who needs only catheterization or some other school health service; or 5. Students with temporary disabilities, such as students with broken limbs or students otherwise injured in accidents. H. Is every student dismissed from an ESE program automatically covered under Section 504? Every student dismissed from ESE is not automatically covered under Section 504. However, when a student is dismissed from ESE, the staffing specialist or ESE designee must notify the school-based Section 504 Coordinator in order to ensure a smooth transition and to ensure that the student s oncerecognized disability does not begin again to adversely affect educational performance such that accommodations may be needed or a referral for ESE is needed. I. Is every student referred for an ESE evaluation and found ineligible automatically covered under Section 504? When a student is evaluated and found ineligible for ESE services, this does not mean that he or she is automatically disabled under Section 504. However, the staffing specialist or ESE designee must notify the school-based Section 504 Coordinator of the determination of ineligibility so that the school-based committee can meet and ensure that the student is not in need of accommodations under Section 504. IV. SCHOOL DISTRICT S GENERAL COMPLIANCE PROCEDURES A. District Assurance The Okaloosa County School District must provide to the U.S. Department of Education written assurance of nondiscrimination as a condition of the receipt of federal funds. Such an assurance is signed annually by the Superintendent. 39

43 B. Appointment of District Section 504 Coordinator The District must appoint a Section 504 Coordinator. The Okaloosa County School District s 504 Coordinator is: C. Appointment of School-based Section 504 Coordinator Melody Sommer 504 Compliance Officer 120 Lowery Place, S.E. Fort Walton Beach, Florida Phone: Fax: Each school principal shall appoint a school-based Section 504 Coordinator who will be charged with following the procedures contained in this Manual. D. Informal Grievance Procedures The District maintains informal grievance procedures to resolve complaints of discrimination under Section 504. These grievance procedures are contained in Appendix C of the 504 Manual. E. Impartial Hearing Procedures The district maintains formal impartial hearing procedures with respect to complaints concerning any action regarding the identification, evaluation or educational placement of a student under Section 504. *See the district s Section 504 Manual for procedural safeguards, forms, and other information. 40

44 HOMELESS Definition of Homeless Child - Section , Florida Statutes Section (12), Florida Statutes (12);"Homeless child" means: (a); One who lacks a fixed, regular nighttime residence; (b) One who has a primary nighttime residence that is: 1. A supervised publicly or privately operated shelter designed to provide temporary living accommodations, including welfare hotels, congregate shelters, and transitional housing for the mentally ill; 2. An institution that provides a temporary residence for individuals intended to be institutionalized; or 3. A public or private place not designed for, or ordinarily used as, a regular sleeping accommodation for human beings; or (c)one who temporarily resides with an adult other than his or her parent because the parent is suffering financial hardship. A child who is imprisoned, detained, or in the custody of the state pursuant to a state or federal law is not a homeless child. 2. School Attendance Section , Florida Statutes Section (1)(f), Florida Statutes Homeless children, as defined in s must have access to a free public education and must be admitted to school in the school district in which they or their families live. School districts shall assist homeless children to meet the requirements of subsection (4) and s , as well as local requirements for documentation Section (4)(g), Florida Statutes Before admitting a child to kindergarten, the principal shall require evidence that the child has attained the age at which he or she should be admitted in accordance with the provisions of subparagraph (1)(a)2. The district school superintendent may require evidence of the age of any child whom he or she believes to be within the limits of compulsory attendance as provided for by law. If the first prescribed evidence is not available, the next evidence obtainable in the order set forth below shall be accepted: (a) A duly attested transcript of the child's birth record filed according to law with a public officer charged with the duty of recording births; (b) A duly attested transcript of a certificate of baptism showing the date of birth and place of baptism of the child, accompanied by an affidavit sworn to by the parent; (c) An insurance policy on the child's life that has been in force for at least 2 years; (d) A bona fide contemporary religious record of the child's birth accompanied by an affidavit sworn to by the parent; (e) A passport or certificate of arrival in the United States showing the age of the child; (f) A transcript of record of age shown in the child's school record of at least 4 years prior to application, stating date of birth; or 41

45 (g) If none of these evidences can be produced, an affidavit of age sworn to by the parent, accompanied by a certificate of age signed by a public health officer or by a public school physician, or, if neither of these is available in the county, by a licensed practicing physician designated by the district school board, which certificate states that the health officer or physician has examined the child and believes that the age as stated in the affidavit is substantially correct. A homeless child, as defined in s , shall be given temporary exemption from this section for 30 school days. 3. School-entry Health Examinations/Immunizations Section , Florida Statutes Section (1), Florida Statutes Each district school board and the governing authority of each private school shall require that each child who is entitled to admittance to kindergarten, or is entitled to any other initial entrance into a public or private school in this state, present a certification of a school-entry health examination performed within 1 year prior to enrollment in school. Each district school board, and the governing authority of each private school, may establish a policy that permits a student up to 30 school days to present a certification of a school-entry health examination. A homeless child, as defined in s , shall be given a temporary exemption for 30 school days. Any district school board that establishes such a policy shall include provisions in its local school health services plan to assist students in obtaining the health examinations. However, any child shall be exempt from the requirement of a health examination upon written request of the parent of the child stating objections to the examination on religious grounds. Section (5), Florida Statutes The provisions of this section shall not apply if: a) The parent of the child objects in writing that the administration of immunizing agents conflicts with his or her religious tenets or practices; b) A physician licensed under the provisions of chapter 458 or chapter 459 certifies in writing, on a form approved and provided by the Department of Health, that the child should be permanently exempt from the required immunization for medical reasons stated in writing, based upon valid clinical reasoning or evidence, demonstrating the need for the permanent exemption; c) A physician licensed under the provisions of chapter 458, chapter 459, or chapter 460 certifies in writing, on a form approved and provided by the Department of Health, that the child has received as many immunizations as are medically indicated at the time and is in the process of completing necessary immunizations; d) The Department of Health determines that, according to recognized standards of medical practice, any required immunization is unnecessary or hazardous; or e) An authorized school official issues a temporary exemption, for a period not to exceed 30 school days, to permit a student who transfers into a new county to attend class until his or her records can be obtained. A homeless child, as defined in s , shall be given a temporary exemption for 30 school days. The public school health nurse or authorized private school official is responsible for follow up of each such student until proper documentation or immunizations are obtained. An exemption for 30 days may be issued for a student who enters a juvenile justice program to permit the student to attend class until his or her records can be obtained or until the immunizations can be obtained. An authorized juven justice official is responsible for follow up of each student who enters a juvenile justice program until proper documentation or immunizations are obtained. 42

46 McKinney-Vento Homeless Assistance Act McKinney-Vento is the primary piece of federal legislation dealing with the education of children and youth experiencing homelessness in U.S. public schools. It was reauthorized as Title X, Part C, of the No Child Left Behind Act in January ***When you find out a student is homeless you must notify the Title I office immediately. Data entry is required as well. All three codes must be entered on S316. Refer to the Appendix for technical assistance. Federal data fields: Hs (Homeless situation) Uy (Unaccompanied youth) Hc (Homeless cause) Information regarding Title X and education of homeless students can be found via the Okaloosa Schools website: Departments Tab, Title 1 Tab, Homeless Student Services link. The Okaloosa County School District Title X/Homeless Student contact is: Lisa West Title X Liaison [email protected] 43

47 GUIDELINES FOR DISCLOSURE OF INFORMATION CHILD ABUSE INVESTIGATIONS 1. Reporting Suspected Abuse and Neglect A. Disclosure of Category A or B information from student records should not be documented on the Record of Disclosure (MIS 4042) if the school reports suspected child abuse; however, should the Department of Children and Families contact the school during an abuse investigation, disclosure would be documented on the Record of Disclosure (MIS 4042). Information released from the student s educational record should be recorded. 2. Participation in Child Protective Custody and Child Protective Investigation Interviews Before taking a student into custody or conducting an on-site interview, the official from the DCF Department will sign in on the DCF log and have their identity confirmed by showing it to appropriate school personnel who will cross reference the name on the badge with the DCF investigator list. Any questions or concerns will be addressed to the DCF supervisor responsible for Okaloosa County. Prior to a student interview commencing, the primary or secondary contact will request to be present during questioning. The investigating official may allow the staff member to be present if: a. The department or law enforcement agency believes that the school staff member could enhance the success of the interview by his or her presence; and b. The child requests or consents to the presence of the school staff member at the interview. In the event a DCF investigator removes a student from the school site, REM must be entered within Purpose of Visit on the DCF log. The investigator will record time out on the DCF log when leaving the school. No other record of the investigation will be created or maintained by the school or school staff member. Child Abuse Source Book for Florida School Personnel: A Prevention and Intervention Tool can be found at: 44

48 Okaloosa County School District Child Abuse and Incident Referral Report CONFIDENTIAL and OPTIONAL [To be retained by the individual reporting Child Abuse in accordance with FS] 1. Student s Name: 2. Date Reported: 3. Student s Present Grade: 4. Parent s Name: 5. Student s Home Address: 6. Student s Telephone Number: 7. Date of Incident: 8. Student s Age: 9. Student s Race: 10. Student s Sex: 11. School Name: 12. Principal Notified: [ ] Yes [ ] No 13. Reported by: [ ] Voice Phone (800) [ ] TDD (800) [ ] Voice Mail (800) [ ] Fax (800) If completed by fax, keep the Florida Department of Children and Families Fax Transmittal Report as the written record in lieu of this form. 14. Person Reported to (only if completed by voice phone): 15. Notes on observations and information given in the oral report (Use additional sheet of paper or back if necessary) 16. I stated that I believe that the child is in immediate physical danger. [ ] Yes [ ] No 17. I stated that if the child is hospitalized, I believe he/she should be released to his/her family. [ ] Yes [ ] No 18. I granted the Department permission to reveal my name during the course of its investigation if the Department determines it is necessary to do so. [ ] Yes [ ] No 19. I requested that the Department provide me with follow-up information on this case. [ ] Yes [ ] No Signature Options for utilization of this form include the following.... A. Maintain as a record documenting that the incident was referred to Children and Family Services. B. Maintain as a record of information that can be utilized in any subsequent investigation that may occur as a follow-up by Children and Family Services investigators to the referral. C. Documentation that may be shared should the reporter wish to discuss the referral with his/her principal or immediate supervisor. D. Under no circumstances should this document be placed in the Student s Cumulative Folder. 45 Date

49 ALTERNATE PLACEMENT The School District of Okaloosa County recognizes that a growing proportion of our young people are not making successful transitions to productive adult lives. The district believes that a child who does not complete his or her education is greatly limited in obtaining employment, achieving his or her full potential, and becoming a productive member of society. Therefore, it is the intent of the district to encourage schools to develop and establish Dropout Prevention and Academic Intervention Programs. These programs are designed to meet the needs of students who do not perform well in traditional educational programs and who potentially are capable of not graduating with a high school diploma within four years of entering ninth grade. It is the intent of the district that cooperative agreements be developed with other governmental, private, and community agencies in order to implement innovative exemplary programs. The goals of these programs are to reduce the number of students who do not complete their education, to increase the number of students who have a positive experience in school and for students to obtain a high school diploma. The programs offered as dropout prevention programs are voluntary programs, except for those programs to which adjudicated youth are court ordered. However, those programs still require consent by parent for placement. Students who enroll in an alternative placement must the appropriate drop-out prevention forms completed with parental consent and kept in the student s drop-out prevention folder. The following are options for students who require an alternative placement. Educational Alternative Programs Best Chance Performance Based Diploma Program Limited Credit Recovery Middle School Credit Recovery Model CHOICE High School/North High School The Okaloosa Academy Charter School Teenage Parent Program TAPP Disciplinary Programs Emerald Coast Career Institute North (ECCI) Performance Based Option Youth Services Programs Adjudicated Youth Facility (DJJ) AMIKids (Formerly Emerald Coast Marine Institute-ECMI) Okaloosa Regional Detention Center (ORDC) Gulf Coast Youth Academy (GCYA) Milton Girls Residential Facility Okaloosa Youth Development Center (OYDC) Okaloosa Youth Academy (OYA Substance Abuse Programs Adolescent Substance Abuse Program (ASAP) For additional information, please refer to the School District of Okaloosa County Comprehensive Dropout Prevention Plan or call the Student Intervention Services office at The Alternative Placement Referral Form (MIS 6326) is located in the Appendix of this manual. Drop-out Prevention Fill-in Forms (Drop-out Prevention Form, Drop-out Prevention Academic Plan, Teenage Parent (TAPP) Drop-out Prevention Form, Student Placement Form TAPP, DJJ Dropout Prevention Form) are available through the Student Intervention Services website, which can be accessed through the Okloosaschools.com website under the School District link. 46

50 CRISIS INTERVENTION SCHOOL CHECKLIST FOR ANNUAL PREPARATION Designate a school contact person Establish/update a telephone tree Designate areas within the school for crisis counseling Develop/update a school policy regarding memorials, plaques TYPICAL GRIEF PROCESS GRIEF Shock/Denial: Denial, disbelief, numbness, detachment. "It can't be true." Guilt/Blaming: Feelings of shame, unworthiness, relief, and failure. "It's my fault." "If only..." Anger: Angry feelings which may be directed towards deceased, world, God, self, or unrelated. "Why?" Acceptance: Willingness to acknowledge the finality of death and move on with their life. These reactions may occur in any order or at any time during the grief process. TYPICAL GRIEF REACTIONS Anxiety Sadness Fear of separation Crying for no apparent reason Difficulty concentrating Difficulty controlling emotions Mood Swings Irritability Changes in sleeping habits Withdrawal Regression Confused/Disorganized Dreams/Flashbacks Impulsivity Hyperactivity Acting out: aggressive, hostile behavior, truancy Stomach aches/headaches/body aches Changes in eating habits WHAT TO DO: 1. Encourage students to feel and talk about their emotions. Listen! 2. Encourage your students to share feelings with someone who can offer assurance, empathy, and guidance. You may want to set aside class time for this purpose. 3. Any combination of the grief signs may typically be present. If symptoms persist over time, professional help should be considered. 4. If you are concerned about a student's grief reaction, we encourage you to refer him/her to a member of the crisis team or school support personnel for further support and evaluation. 47

51 SUGGESTIONS FOR CLASSROOM ACTIVITIES AFTER A LOSS Elementary Design a mural Draw pictures representing feelings Classroom discussion including facts of death, stages of grief and ways to cope Read books and discuss Make sympathy cards for family (review them before sending out!) Physical exercise to positively direct energies Middle School/High School Write a eulogy Design a yearbook page commemorating the deceased Encourage students to keep a journal or make cards/notes to family Classroom discussion Encourage mutual support YOUTH SUICIDE PREVENTION The Youth Suicide Prevention School-Based Guide is designed to provide accurate, user-friendly information. The Guide is not a program but a tool that provides a framework for schools to assess their existing or proposed suicide prevention efforts (through a series of checklists) and provides resources and information that school administrators can use to enhance or add to their existing program. First, checklists can be completed to help evaluate the adequacy of the schools' suicide prevention programs. Second, information is offered in a series of issue briefs corresponding to a specific checklist. Each brief offers a rationale for the importance of the specific topic together with a brief overview of the key points. The briefs also offer specific strategies that have proven to work in reducing the incidence of suicide, with references that schools may then explore in greater detail. A resource section with helpful links is also included. The Guide will help to provide information to schools to assist them in the development of a framework to work in partnership with community resources and families. The complete guide to The Youth Suicide Prevention School-Based Guide can be found at: 48

52 A P P E N D I X 49

53 FREQUENTLY USED ACRONYMS AND TERMS AMIKids AR AS400 AYP Benchmarks CRISS DEA DAR DIBELS DA DJJ ECCI EOC EP ESE ELL ESOL ESL ESY FCAT 2.0 FLKRS FTE GLE GMRT IDEA IEP IPDP Formerly ECMI Alternative Placement School Accelerated Reader District data base Adequate Yearly Progress Next Generation Standards Creating Independence Through Student Owned Strategies Discovery Education Assessment Diagnostic Assessment for Reading Dynamic Indicators of Basic Early Skills Differentiated Accountability Department of Juvenile Justice Schools Emerald Coast Career Institute End of Course Exams Education Plan for gifted students Exceptional Student Education English Language Learners English for Speakers of Other Languages English as a Second Language Extended School Year for ESE Students Florida Comprehensive Achievement Test Florida Kindergarten Readiness Scale Full Time Equivalent Grade Level Expectations Gates McGinitie Reading Test Individuals with Disabilities Act Individual Education Plan for ESE students Individual Professional Development Plan

54 LEA NRT OT PMP PPP PT SIP/SPP Local Education Agency Norm reference test where students are compared to national norms Occupational Therapy Progress Monitoring Plan Pupil Progression Plan Physical Therapy School Improvement Plan/School Performance Plan

55 MIS 6326 Rev.7/11 ALTERNATIVE PLACEMENT REFERRAL STUDENT INTERVENTION SERVICES SCHOOL DISTRICT OF OKALOOSA COUNTY, FLORIDA Completion of this application constitutes an official referral for a student attending an Okaloosa County District school to be considered for alternative placement for reasons specified herein. A copy of this completed form with supporting documentation should be forwarded to the Student Intervention Services Department and the receiving school. REFERRING SCHOOL: 1. Student Information: Student Name Student Number Grade DOB Home Phone Number Work Phone Number *ESE Date of Manifestation Determination Meeting or 504 Date of IEP/504 Meeting to Determine Alternative Placement *Note: If student is ESE, Staffing Specialist must be notified! Currently Suspended Dates of Suspension: to Cumulative Number of Days (SY) 2. Referral Reason(s): The student has been referred by a public school principal/designee for placement in an alternative setting for the following reason(s): A. Serious and /or frequent violations of the Code of Conduct as evidenced by the disciplinary record. (Non Felony) B. Off campus felony (School Board Policy Chapter 4-32(E). Date of hearing (Include Documentation of Hearing Results) Briefly describe most recent incidents leading to the student s referral: (i.e. Discipline screen or letter describing disciplinary act) 3. District School Placement Recommendation: The Principal understands the educational and financial obligations set forth and agrees to this placement and transfer of funds to be effective the date the student enrolls. Placement: EMERALD COAST CAREER INSTITUTE (ECCI) OKALOOSA ACADEMY OKALOOSA ON-LINE (MS/HS) (Must meet eligibility criteria) BEST CHANCE OTHER Date Student is Eligible to Return to Regular School Setting: 4. Parent/Student Notification: I understand that this placement is in an alternative program, and I have the right to a Review of the specific program recommended for my child s placement by the Superintendent or his/her Designee, Further review is: requested not requested. Parent Signature Date I understand the reason for my being placed in an alternative program. Student Signature Date Principal s Signature Date *Note: After meeting, DO NOT withdraw the student from your school until you contact Receiving Alternative School and receive a Request for Records. COPIES MUST BE PROVIDED TO: ORIGINAL SENDING SCHOOL; COPIES TO PARENT RECEIVING SCHOOL BAO/STUDENT SERVICES