Title I Program Introduction
Title I Program Introduction
The Title I program for schools in the Fort Payne City School System is an integral part of the total academic program. The goal of the Title I program is to improve the academic achievement of students and help all students meet the high academic standards placed on them by state and federal requirements. A copy of the Title I plan can be obtained at the school. Parents are encouraged to provide input in the planning of the Title I program.
Fort Payne City Schools Consolidated Plan
Fort Payne City Schools Consolidated Plan
The purpose of the LEA Consolidated Plan is to ensure that all children receive a high-quality education, and to close the achievement gap between children meeting the challenging State academic standards and those children who are not meeting such standards. Each local educational agency plan shall:
1. Sec. 1112(b)(1)(A)
Describe how the local educational agency will monitor students’ progress in meeting the challenging State academic standards by developing and implementing a well-rounded program of instruction to meet the academic needs of all students.
The Fort Payne City School District (FPCSD) is committed to providing every student with diverse and strong academics and student support programs that provides quality opportunities to students of all ages. In order for our students to be college and career ready and to be able to access advance coursework, we realize that it is our job to ensure that our students are prepared in all content areas through an enriched curriculum. Students are not only provided opportunities in English language arts and mathematics but also the sciences, foreign languages, civics and government, economics, history and geography, the arts, physical education, and much more. Elementary students are instructed in a developmentally appropriate environment with many diverse learning opportunities. We strive for learning to be personalized, and student centered. In addition to core academic courses students are provided with quality career, character and mentoring education programs that are integrated across content and curricular areas; quality technical/vocational educational programs that are responsive to the workforce development needs of our community by providing multiple pathways; access to quality curricular opportunities such as STEM, Project Lead the Way, Robotics, music, art, drama, honors/AP courses and dual enrollment courses. All students in grades K-12 have access to technology support their learning through one to one laptops, IPADS, chrome books and technology specialist. Each school within the FPCSD develops a continuous improvement plan (ACIP) that provides the infrastructure for the instructional school year. Administrators and teachers are trained in using data driven instructional plans. Each year state assessment results are sent to the schools for teachers, administrators, and parents in a timely manner (2018 ACT ASPIRE, ACT, AAA), and local assessments to include DIBLES, Scrantron, universal screeners, textbook assessments, classroom assessments, are analyzed to identify student strengths and weaknesses. Student academic progress regarding the state academic standards are measured through these assessments. The school level team then writes the ACIP and Professional Development plan based on achievement data results. The central office staff assist administrators and teachers in data analysis by providing them charts, graphs and spreadsheets of student data in an easy to read format. Individual student progress data is shared with parents in an ongoing manner to include parent/ teacher conferences, open house, parental engagement days, etc. Furthermore, all state assessment data is sent home to parents in a timely manner. State assessment results are also published by the local media and available on the ALSDE website. State report cards will be sent home to parents as they are made available. Individual student achievement data is also available for parents to view through INOW, Edmodo and other communication APPS used by the individual schools. Furthermore, the System utilized the Blackboard connect system to call and text parents regarding parental involvement activities such as open house, PTO, monthly activities, and parent training opportunities. In addition, school operated social media sites, to include Facebook, are utilized to keep parents informed of school activities.
2. Sec. 1112(b)(1)(B)
Describe how the local educational agency will monitor students’ progress in meeting the challenging State academic standards by identifying students who may be at risk for academic failure.
Data monitoring is a continuous process at the school level. Data meetings are routinely held and individual student data is reviewed. The FPCSD establishes a Response to Intervention (RTI) Plan for each school and a Student Support Team (SST) is in place at each school. The SST team’s purpose is to identify students who may be at risk for substandard academic performance and intervene by providing supplemental interventions targeted for their specific learning need. At the beginning of each year the team reviews all students who were previously on the SST list and up-dates their plan. Furthermore, the team develops a watch list based on student’s previous end of the year school data, and state assessment data in order to monitor these students throughout the school year. Additionally, students are screened twice yearly through Global Scholar and district level assessments and referred to the SST team for below academic grade level benchmark scores. In addition, teachers are trained regarding RTI processes at the beginning of each year. If students are not making progress in the core curriculum, they are referred to the SST team to determine appropriate interventions for each individual student. Additionally, the ELL committees confer on at-risk EL students and determine the most appropriate educational plans for these students. If concerns exist beyond language, then these students may also be referred to the SST Team. Each school has designated intervention time scheduled and students are provided supplemental instruction in reading and mathematics through research proven methodologies. In addition, the FPCSD has partnered with DeKalb Mental Health Services and the Child Advocacy Center to provide services for students who may be at risk of academic failure due to emotional or behavioral concerns. These counselors work with the school level counselors in service provision. Services are provided both at the school and outside the school setting. Also, parents are informed of the RTI process and available services, and they are encouraged to refer their child for academic issues in which they have expressed concern.
3. Sec. 1112(b)(1)(C)
Describe how the local educational agency will monitor students’ progress in meeting the challenging State academic standards by providing additional educational assistance to individual students the local educational agency or school determines need help in meeting the challenging State academic standards.
Each school has a leadership team that meets regularly and is responsible for developing school wide improvement planning in which data is regularly reviewed, program implementation is monitored, and as needed, program components are adjusted to ensure all students meet the state’s academic achievement standards. Additionally, the school system collects and analyzes individual student data in order to determine which students are at risk for not reaching grade level standards. After students are identified as “at risk” they are referred to the student support team and an individual plan is developed, and the student receives additional supplemental instruction. The parent is also provided information regarding their child’s progress. Our homeless students are identified by school guidance counselors and then referred to our Homeless Liaison. Services are then made available through McKinney Vento funds to include academic assistance, and tutoring. EL students are supported through ESL classes and the individualized EL plan through state, local and federal funds. Also, federal funds are utilized to employee additional staff to provide supplemental support in reading and mathematics in all schools. In addition, federal funds are used to hire additional instructional coaches at each school and vertical alignment teams are formed to ensure maximum curriculum alignment with the Alabama Course of Study. Supplemental staff assistance involves providing students with support in order to assist them in attaining grade level standards, overcome academic deficiencies and the acquiring of essential skills. Supplemental assistance is provided in the classroom setting, small group or individual setting, and/or technology-based instruction. Also, students have access to additional computer-based research based programs after school hours. Additionally, at the high school level, virtual classes are offered and a credit recovery program that allows students to retake a course while still advancing in the curriculum.
4. Sec. 1112(b)(1)(D)
Describe how the local educational agency will monitor students’ progress in meeting the challenging State academic standards by identifying and implementing instructional and other strategies intended to strengthen academic programs and improve school conditions for student learning.
The staff will consistently use state performance data to guide instructional decisions and maintain school wide and district wide data systems each year. Data meetings will be scheduled each year in order to analyze all ongoing sources of data. Data will be interpreted in order to examine effective strategies to raise student achievement and monitor the implementation of instructional changes. Based on data analysis, teachers will determine whether to continue instructional improvement strategies in its current form, modify or extend the approach, or try a totally different approach. The school level vertical alignment team (math and reading) grades K-4 and instructional coaching staff at each school will also utilize school wide and district wide data sources to routinely, consistently, and effectively monitor the curriculum, monitor the school wide goals, and use data as a part of the ongoing cycle of instructional improvement. The school level Continuous Improvement Planning Committee is also responsible for reviewing all comprehensive needs assessment data and determining the success of the plans funded through federal sources. Based on evaluation data, the school level committees must determine whether to continue, revise, or begin new plans to meet the needs of the intended population. The planning process encompasses identifying all data sources, a thorough analysis of all data and determining data trends, determining academic areas/concepts that are in greatest need of improvement, discover which subgroups are in the greatest need of improvement and in what subject areas/concepts, utilize school wide needs assessment to determine and prioritize weaknesses, involve all relevant stakeholders in the improvement process and commit district funds as needed for the plan. This process provides a framework for ensuring annual revisions and success of the plans funded with Federal monies. Throughout each year, the District Consolidated Team will monitor this process. Additionally, school level ACIPs will be reviewed and revised as needed during the school year based on the needs of our students.
5. Sec. 1112(b)(2)
Describe how the local educational agency will identify and address, as required under State plans as described in section 1111(g)(1)(B), any disparities that result in low-income students and minority students being taught at higher rates than other students by ineffective, inexperienced, or out-of-field teachers
The Fort Payne City School District strives to provide equal educational quality to all students. The system is composed of four schools (K-2, 3-4, 5-8, 9-12) and each school feeds into the other. Students from various ethnic and social classes are randomly distributed in classes. Additionally, all teachers, and support staff in the Fort Payne City School Systems’ elementary, middle, and high school meets the highly qualified requirements under ESSA at the current time. However, if any teacher is placed and found not to be highly qualified, the district will develop a plan of action to ensure they obtain highly qualified status within a specified time. This may include taking and passing the Praxis exam or working with the ALSDE certification department for a special alternative certificate. The collaboration of resources from Title I and Title II will be used to ensure that all staff obtains highly qualified status. In addition, parents are informed of their “Parents Right to Know” each year. Additionally, the system participates throughout the year in teacher recruitment activities in order to attract the highest quality staff for all of our students. The system also implements a mentor program for all first-year teachers in order to support and strengthen sustainability of high quality teachers.
6. Sec. 1112(b)(3)
Describe how the local educational agency will carry out its responsibilities under paragraphs (1) and (2) of section 1111(d), School Support and Improvement Activities for schools identified as (1) Comprehensive Support and/ or (2)Targeted Support Schools
Currently, there is not any schools in the Fort Payne City School District labeled Comprehensive Support Schools or Targeted Support Schools. However, if a school is determined eligible, the Federal Programs Coordinator and District Level Administration staff will assist by providing technical assistance to include: assisting school in the development of a Comprehensive Support Plan, review performance data and prioritize weaknesses, review all current intervention programs, assist in analysis of assessment data, identify staff and administrators in need of additional professional development opportunities related to improving student performance, and involve all relevant stakeholders in the improvement/restructuring process and commit district funds as needed for the implementation of the Comprehensive Plan.
7. Sec. 1112(b)(4) Describe the poverty criteria that will be used to select school attendance areas under section 1113.
Section 1113 states an LEA may only use Title I funds in an eligible school attendance area (ESEA section 1113(a)(1)), which is a school attendance area in which the percentage of children from low-income families is —
· At least as high as the percentage of children from low-income families served by the LEA as a whole;
· At least as high as the percentage of children from low-income families in the grade span in which the school is located; or
· At least 35 percent. (ESEA section 1113(a)(2).)
Except as provided below, if Title I funds are insufficient to serve all eligible school attendance areas, an LEA must:
· Annually rank, without regard to grade spans, eligible school attendance areas in which the percentage of children from low-income families exceeds 75 percent (the “75 percent poverty threshold”) from highest to lowest according to poverty percentage; and
· Serve the eligible school attendance areas in rank order. (ESEA section 1113(a)(3).)
For determining the number of children from low-income families in a secondary school, an LEA may estimate that number by applying the average percentage of students from low-income families in the elementary school attendance areas that feed into the secondary school to the number of students enrolled in the secondary school.
· Before an LEA may use feeder patterns to determine the poverty percentage of secondary schools —
- The LEA must notify its secondary schools to inform them of the option.
- A majority of its secondary schools must approve the use of feeder patterns. (ESEA sections 1113(a)(5)(B) and (C).)
An LEA may lower the poverty threshold to 50 percent for high schools served by the LEA.
(ESEA section 1113(a)(3)(B).)
FPCSD will use a poverty criterion of at least 35% (ESEA section 1113(a) (2).) in determining school attendance.
8. Sec. 1112(b)(5)
Describe the nature of the programs to be conducted by such agency’s schools under sections school-wide (Sec. 1114) and Targeted Assistance (Sec. 1115) and, where appropriate, educational services outside such schools for children living in local institutions for neglected or delinquent children, and for neglected and delinquent children in community day school programs.
The FPCSD does not have any facilities for neglected or delinquent children in our attendance zone. However, if the need should arise, students may be served through Title I funds by providing support and supplement to the educational program delivered by the neglected/delinquent facility.
9. Sec. 1112(b)(6)
Describe the services the local educational agency will provide homeless children and youths, including services provided with funds reserved under section 1113(c)(3)(A), to support the enrollment, attendance, and success of homeless children and youths, in coordination with the services the local educational agency is providing under the McKinney-Vento Homeless Assistance Act (42 U.S.C. 11301 et seq.).
It is the policy of the Fort Payne City School District, to the extent practicable under requirements relating to education established by state law, that each eligible child of a homeless individual and each eligible homeless youth have access to a free appropriate education comparable to other education provided the children of district residents who are not homeless, without isolation or stigma. Social service agencies or the school guidance counselors upon enrollment identify homeless students. Students are then referred to the Homeless Liaison. The Homeless liaison reviews the case file and determines eligibility, and coordinates services. Services may include academic assistance, tutoring, school supplies, stipend for extended day program, personal hygiene and clothing items, field trips, school fees and dues. Furthermore, all efforts will be made to accommodate the needs of homeless students through a coordinated effort with the school system and outside agencies. Homeless students have equal access to all programs provided by the FPCSD.
10. Sec. 1112(b)(8)
Describe, if applicable, how the local educational agency will support, coordinate, and integrate services provided under this part with early childhood education programs at the local educational agency or individual school level, including plans for the transition of participants in such programs to local elementary school programs.
The Fort Payne City School District has one PreK-2 school. Wills Valley Elementary School currently has a preschool program with 5 classrooms. Title I funds and Office of School Readiness funds are used to support pre-school programs for children in the Fort Payne City School System. Currently, Title I funds are used to pay the salary, benefits, instructional materials and supplies for one pre-school teacher. The preschool classes follow the Office of School Readiness guidelines and implements the Alabama Developmental Standards for Preschool Children in its programs. Also, Head Start classes are provided within the Fort Payne City attendance zone. Head Start guidelines are followed for student selection. Coordination between programs includes eligibility and service provision for special needs students attending the Head Start program and coordinated transition services for students who will be attending Wills Valley Elementary School. Special Education Services are provided at both the Head Start facility and school, and transportation for service provision is a coordinated effort. Additionally, transition services include organized visits to Wills Valley Elementary school in order to facilitate a uniformed transition to Kindergarten. A HIPPY (Home Instruction for Parents of Preschool Youngsters) program will be provided for the upcoming school year. HIPPY helps level the playing field for at-risk children by giving their parents the knowledge and materials they need to work one-on-one with their child to provide them with the academic skills necessary to be successful in kindergarten. Trained parent educators are sent into the homes of three, four and five-year olds in our community to instruct their parents on lessons that they in turn will teach their child. Parent meetings are also held throughout the year. The meetings are facilitated to include and accommodate both Spanish speaking and English-speaking parents. This program is funded through grants provided by the ALSDE- Department of Early Childhood Education.
11. Sec. 1112(b)(9)
Describe how teachers and school leaders, in consultation with parents, administrators, paraprofessionals, and specialized instructional support personnel, in schools operating a targeted assistance school program under section 1115, will identify the eligible children most in need of services under this part.
Currently all schools in the Fort Payne City School District operates a Title I School- wide Program. Should a school in the system become a targeted assistance school, a multiple criteria selection will be used to determine students identified as most in need of services. This criterion will be student baseline test scores from the reading series used at the schools, Scantron Global Scholar results (3-8), ACT testing and Scantron Global Scholar results at the high school and teacher surveys. Points will be assigned to each of these areas and added together to create a point total for each student. This point total will be placed in ascending order. Students having the fewest point total will be considered those with greatest need and needing Title I reading and/or math services.
12. Sec. 1112(b)(10)(A)
Describe how the local educational agency will implement strategies to facilitate effective transitions for students from middle grades to high school and from high school to postsecondary education through coordination with institutions of higher education, employers, and other local partners.
Counselors from the high school spend several days with the middle school counselors each spring helping students with their 9th grade registration sheets. Counselors explain requirements for graduation, career pathways, and discuss the schedule at the high school. Additionally, there is a freshman and new student orientation conducted before school starts for new students to tour the high school campus. Also, counselors take 9th and 12th graders to Made in Dekalb which is a career program for high school students. Seniors and Juniors go to College Day with other schools from the Dekalb County Schools System in August and Career Day at Northeast Alabama Community College in May. At College Day, college representatives from across the state are available to answer students’ questions about college and to give them admission and scholarship information. The high school also does a Career Day for all students to attend in grades 9-12. Fort Payne High School also has a College Application and Cash for College Week. Colleges from across the state are invited to assist our seniors in applying for college and scholarships. We also have representatives to assist them with their FAFSA applications. A countywide Transition Day will also be conducted for all special needs students in grades 10-12 to discuss transition from high school to post-secondary with the student and parents.
13. Sec. 1112(b)(10)(B)
Describe how the local educational agency will implement strategies to facilitate effective transitions for students from middle grades to high school and from high school to postsecondary education through increased student access to early college high school or dual or concurrent enrollment opportunities, or career counseling to identify student interests and skills.
Counselors assist all students in completing a Career Interest inventory and Four-Year plan in the Career Prep A class. Plans are updated yearly. Students in grades 10-12 have access to dual enrollment courses. Students in grades 11 and 12 may participate in Early College Enrollment. Also, the Career Tech director visits the middle school to discuss career options with eighth graders. All of our Career Tech teachers assist students in learning about careers in their areas of interest. In addition, the Career Technical counselor meets with each senior individually about his or her college and career plans. Students are given all college scholarship information through their high school e-mails. Dual enrollment opportunities continues to increase each year. In addition, students may apply yearly for Early College Enrollment through Northeast Alabama Community College scholarships. These students take all of their courses at Northeast Alabama Community College. Their tuition is paid, and they are responsible for books and transportation. In some cases, students have earned an associate’s degree and graduate from Fort Payne High School at the same time.
14. Sec. 1112(b)(11)
Describe how the local educational agency will support efforts to reduce the overuse of discipline practices that remove students from the classroom, which may include identifying and supporting schools with high rates of discipline, disaggregated by each of the subgroups of student, as defined in section 1111(c)(2) (economically disadvantaged; students from major racial and ethnic groups; children with disabilities; and English learners).
The Fort Payne City School District identifies discipline trends and disaggregates sub groups through an analysis of our Office of Civil Rights data report, our yearly SIRS report, Chalkable INFOCUS data, and all other data submitted by administrators regarding discipline practices. Administrators are provided information and training opportunities on Positive Behavior Supports strategies. In addition, administrators are trained to identify bullying and strategies to address bullying and negative behaviors. The school system contracts with Mental Health service providers and students with significant behavioral problems are referred to outside counseling agencies. In addition, this year our high school will be participating for the second year in the REACH advisor/ advisee program, which provides mentorship to every student in the building. Special Needs students are provided behavioral support plans and additional behavioral specialist are contracted to work with these students and staff. In addition, the superintendent must approve all disciplinary actions that result in a removal of more than ten days.
15. Sec. 1112(b)(12)(A)
Describe, if determined appropriate by the local educational agency, how such agency will support programs that coordinate and integrate academic and career and technical education content through coordinated instructional strategies that may incorporate experiential learning opportunities and promote skills attainment important to in-demand occupations or industries in the State.
The FPCSD has always pursued internships and apprenticeship programs that support a student’s career paths. Currently, a local industry, has employed welders as apprentices and our local hospital as well as the local nursing home have signed intern agreements with our Health Science Program. Additionally, the FPCSS has established a partnership with Northeast Alabama Community College to provide youth apprenticeship opportunities for our students age 16 and older. This program will provide hands on experience while working with a journeyman with earning competitive wages. Students can earn an Associate’s Degree with multiple certifications in this program Furthermore, credentialing and skill attainment is an important aspect of our career technical program. The career technical director works closely with career technical teachers to ensure credentialing opportunities are available for students participating in career technical courses at Fort Payne High School. Funds for the career technical program are currently received from the Carl Perkins grant, state funds and local funds.
16. Sec. 1112(b)(12)(B)
If determined appropriate by the local educational agency, describe how such agency will support programs that coordinate and integrate work-based learning opportunities that provide students in-depth interaction with industry professionals and, if appropriate, academic credit.
Our Co-op program actively recruits business and industry partners that are willing to employ our students with jobs that match their chosen career paths. Academic credit as well as early release from school is granted through the Co-op Program. Funds for the Co-op program are currently received from the Carl Perkins grant and state funds.
17. Sec. 1112(b)(13)(A)
Describe any other information on how the local educational agency proposes to use funds to meet the purposes of this part, and that the local educational agency determines appropriate to provide, which may include how the local educational agency will assist schools in identifying and serving gifted and talented students.
Fort Payne City School District supports the identification and instruction of gifted and talented students through the administration of high quality identification measures, and advanced curriculum for both gifted resource and regular classrooms. The identification of gifted and talented students requires multiple measures, including intellectual ability tests that identify students within diverse/underrepresented populations. State and local funds will be used for verbal and nonverbal intelligence tests that are suitable for identifying high ability students. In addition, regular classroom teachers require additional instructional supports to serve gifted and talented students in the regular classroom. Currently state and local funds are utilized to fund the gifted program. However, if it became necessary, Title I and Title II Funds may be used to provide classroom teachers with curriculum specific professional development specifically designed for high ability learners, in order to provide students access to greater challenge, depth, and complexity within the curriculum.
18. Sec. 1112(b)(13)(B)
Describe any other information on how the local educational agency proposes to use funds to meet the purposes of this part, and that the local educational agency determines appropriate to provide, which may include how the local educational agency will assist schools in developing effective school library programs to provide students an opportunity to develop digital literacy skills and improve academic achievement.
Currently, Local and state funding is used to enhance the curriculum, promote information skills, and encourage ethical behavior through the purchase of quality reading materials and electronic programs and through lessons designed by library media specialists on the subjects of digital literacy, evaluation of online sources, and plagiarism. School libraries emphasize reading as the key to success in life and as the foundational skill to academic achievement; therefore, certified library media specialists acquire the latest books to encourage independent reading and to foster lifelong reading skills. The library media specialist collaborates closely with all stakeholders in order to provide materials and technology that enhances the curriculum. They continuously collaborate with instructional coaches and teachers in order to provide lessons and skills to improve students’ achievement and to provide materials that are current, informative, and enjoyable for the students. With input from teachers and staff, materials purchased for media center are relevant to the curriculum presented at Fort Payne City Schools. Input from staff and students allows the system to purchase materials that meet the different interests and abilities of all students. By participating in regular professional development, the library media specialists are able to develop the knowledge and skills that allow us to incorporate existing and developing technologies into the classroom. By teaching the students Digital Citizenship at regular intervals through the media center, the library media specialist encourages students to follow applicable laws relating to copyright and fair use. The LEA will continue to support the media centers through the purchase of books and eBooks and other materials that will enrich and support the curriculum as well as the personal needs of the students, taking into consideration their varied interests, abilities, maturity levels, and learning styles through state and local monies. If needed, Federal funds could also be utilized to support these endeavors to develop digital literacy and supplement improved academic achievement.
19. Sec. 1112(b)(7)
Describe the strategy the local educational agency will use to implement effective parent and family engagement under section 1116. (This question will be answered in the written policy below).
Parent and Family Engagement Written Policy (Sec. 1116 (2))
A. Describe how the Local Education will involve parents and family members in jointly developing the local educational agency plan under section 1112, and the development of support and improvement plans under paragraphs (1) and (2) of section 1111(d).
The Fort Payne City School District Federal Program Coordinators facilitates the Consolidated Federal Programs Stakeholder Meeting in the Spring and Fall of each school year. During these meetings, faculty, parents, students, community members contribute to the development of District-wide Consolidated Parent and Family Engagement Plan. In addition, there was collaboration through June, July, with relevant stakeholders in the development of the plan. Sources used in the development of these policies and plans include department level meetings, individual school level meetings, ACIP reviews, staff surveys, annual parent survey results, and parent-teacher conferences. This policy and all school policies will be posted on our system and school websites making them available for parent comments and suggestions. This policy is a working document subject to review and revision. The survey of parents at the beginning and end of each year helped identify barriers to parental involvement as well as strengths and challenges to the district plan. Furthermore, parent representatives from each school will serve as a point-of-contact for other parents, and will work with the local school Parental Engagement Specialist to ensure that parents receive information in a timely manner.
B. Describe how the Local Education Agency will provide the coordination, technical assistance, and other support necessary to assist and build the capacity of all participating schools within the local educational agency in planning and implementing effective parent and family involvement activities to improve student academic achievement and school performance, which may include meaningful consultation with employers, business leaders, and philanthropic organizations, or individuals with expertise in effectively engaging parents and family members in education.
The Fort Payne City School District will provide the following necessary coordination, technical assistance, and other support to assist schools in planning and implementing effective parental involvement activities to improve student academic achievement and school performance. The Federal Programs Director will provide the following:
District oversight and leadership;
Guidance and support on the appropriate use of parent involvement funds and review school level Parental Involvement Policies, School CIP plans, and School-Parent Compacts to ensure compliance;
Maintain and support with appropriate information and training for parental volunteer opportunities;
Facilitate district level stakeholder meetings;
Assist in the development of parental leadership through PTOs and other recognized groups;
Identify and publicize promising programs and practices related to parental involvement.
C. Describe how the Local Education Agency will coordinate and integrate parent and family engagement strategies under this part with parent and family engagement strategies, to the extent feasible and appropriate, with other relevant Federal, State, and local laws and programs.
The positive role that families play in student achievement has been well documented. Fort Payne City Schools know that students perform better when their parents are actively involved in their education; thus, we must ensure that each school creates a climate that makes parents comfortable and gives them meaningful opportunities to participate and support their children. We must also recognize the unique needs of students and families and explore a parental involvement events and activities that will provide parents with multiple opportunities throughout the year to be an active participant in their child’s academic achievement and development. Each school begins the year by participating in an Open House with flexible hours to accommodate families. Parents are encouraged to come and meet their child’s teacher and the school staff. Parents are also encouraged to sign up for volunteer opportunities throughout the year. Parent teacher conferences are scheduled during the year as needed on an individual basis and, Parent /Teacher Involvement days are scheduled in the fall and spring at each school. Parents are given a monthly calendar of all parental activities (science fairs, art fair, PTO Programs, Parental Involvement Night, etc). In addition, parents are encouraged to participate in parent surveys that are conducted twice yearly. Furthermore, each school utilizes a Learning Management System to provide information throughout the school week in order for parents to have access to latest data/ information regarding their child.
D. Describe how the Local Education Agency will conduct, with the meaningful involvement of parents and family members, an annual evaluation of the content and effectiveness of the parent and family engagement policy in improving the academic quality of all schools served under this part, including identifying—
(i) barriers to greater participation by parents in activities authorized by this section (with particular attention to parents who are economically disadvantaged, are disabled, have limited English proficiency, have limited literacy, or are of any racial or ethnic minority background)
The input and suggestions from parents are an essential component of the district-consolidated plan and school level ACIP plans. The Fort Payne City School District will conduct bi-annual surveys of parents to identify barriers to parental involvement as well as strengths and challenges to the district and school level plans. The Parental Engagement Specialist will conduct the surveys at each individual school and the survey results will be utilized in order to help develop and revise this plan. The parent survey results will be disseminated at the district level Consolidated Federal Programs meetings and members of the District Consolidated Federal Programs Committee will include parent representatives from each school who will provide input into the development of this plan. These parents will serve as a point-of-contact for other parents, and will work with the local school and Parental Engagement Specialist to ensure that parents receive information in a timely manner. To ensure that all information related to the district, school, parent programs, meetings and activities are available to all parents in an understandable uniform format, each school will send home calendar of monthly events to parents, and staff will utilize calling system to remind parents of upcoming events in their native language. Parent notifications and resources will be provided to parents in the parents’ native language, when applicable, and interpreters are employed at each school and will be available at parent events and meetings. Information placed on our school website will be translated to the extent practicable. The district will also utilize Blackboard Mass Notifications system, school websites, local news media, social media site and other school message systems to post information for parents.
(ii) the needs of parents and family members to assist with the learning of their children, including engaging with school personnel and teachers
Throughout the school year, parents are provided materials and training on such topics as literacy/mathematics and using technology in order to help parents work with their children to improve their child’s academic achievement. Parent support is given in the state academic standards, state and local assessments including alternate assessments, the requirements of Title I Part A, how to monitor their child’s progress and how to work with educators. Grade level meetings are held at the beginning of the school year to help parents become familiar with curriculum classroom standards, homework policy, assessment, proficiency levels that students are expected to achieve, and directions to access their child’s grades, discipline, and attendance. Additional activities to support parental engagement are scheduled throughout the year.
(iii) strategies to support successful school and family interactions
The Fort Payne City School District will implement the following strategies to support successful school and family interactions: promote advertising and encouraging parents to participate in school activities,
providing a translator as needed for parental engagement, asking parents to serve on the Consolidated Federal Programs Committee, encouraging parents of pre- school age children to utilize the OSR Preschool program, Head Start and HIPPY program, providing assistance on registration day in the spring for incoming students and parents to visit and tour the elementary school, as well as register for the upcoming school year.
Additionally, the system employs a system-wide Parent/Family Engagement Specialist that provides support to assist in planning and implementing effective parent and family engagement and serves as a school liaison in order to nurture a supportive spirit among the school, parent and community. The System also employs a Title I Director that provides guidance and support to administrators and the Parental Engagement Specialist through emails, telephone calls, meetings, etc. and reviews school level parent and family engagement policy/plan to ensure compliance, including documentation from parent meetings showing it was developed jointly with parent input.
E. Describe how the Local Education Agency will use the findings of such evaluation described in the section above (Sec. 1116(2)(D)) to design evidence-based strategies for more effective parental involvement, and to revise, if necessary the parent and family engagement policies described in this section.
The Fort Payne City School District will provide, with the meaningful involvement of parents and family members, an annual evaluation of the content and effectiveness of this parent and family engagement policy in improving the academic quality of its Title I, Part A schools. The evaluation will include measures to identify barriers that limits participation by parents in activities (with particular attention to parents who are economically disadvantaged, are disabled, have limited English proficiency, have limited literacy, or are of any racial or ethnic minority background). The evaluation will also address identifying the needs of parents and family members to assist with the learning of their children, including engaging with school personnel, teachers, and strategies to support successful school and family interactions. The school district will use the findings of the evaluation about its parent and family engagement policy to design evidence-based strategies for more effective parental involvement, and to revise, if necessary, the parent and family engagement policies. The FPCSD will annually implement the following strategies: Annual Parent Meeting, Parental Involvement days (Fall and Spring), evaluate feedback from parent representatives at each school, conduct surveys (take-home, mailed, electronic), offer a variety of opportunities for parents to be involved in their child’s education, publicize (website, school messenger (Blackboard), flyers, social media etc.) all activities in multiple ways and in native languages to ensure families are informed. Also, assistance will be provided to schools throughout year as needed.
F. Describe how the Local Education Agency will involve parents in the activities of the schools served under this part, which may include establishing a parent advisory board comprised of a sufficient number and representative group of parents or family members served by the local educational agency to adequately represent the needs of the population served by such agency for the purposes of developing, revising, and reviewing the parent and family engagement policy.
The Fort Payne City School District will involve parents in the joint development of its LEA parental involvement plan and activities at each school. Parents and families will be invited to serve on the Consolidated District Planning Committee and provide suggestions for annual development or revisions of the LEA Parental Involvement Plan. The committee is comprised of parent representatives from each school, community members, faculty and other stakeholders to provide leadership and advisement on matters related to parental engagement, in title I, Part A programs as well as other issues related to district wide federal programs plans.
Parents and families will be invited to serve on each school’s improvement planning committee in the development of the Continuous Improvement Plan (ACIP) for that school. Each Title I school will notify families of the date of its Annual Title I Meeting and invite them to participate. Schools will conduct annual meetings that provide information concerning the school’s participation in the Title I program and the rights of parents and families under The Every Student Succeeds Act of 2015. Each Title I school will conduct meetings at flexible times to accommodate the schedules of parents and families.
In order to build capacity for Parent and Family Engagement, the Local Education Agency will ensure effective involvement of parents and will support a partnership among the schools involved, the parents, and the community to improve student academic achievement, the LEA shall:
G. Describe how it will provide assistance to parents of children served by the school or local educational agency, as appropriate, in understanding such topics as the challenging State academic standards, State and local academic assessments, the requirements of this part, and how to monitor a child’s progress and work with educators to improve the achievement of their children.
The Fort Payne City School District will, with the assistance of its Title I, Part A schools, provide assistance to parents of children served by the school or school district, as appropriate, in understanding the following topics:
The challenging state academic standards; State and Local Academic Assessments including Alternate Assessments; Requirements of Title I, Part A; How to monitor their child’s progress; How to work with educators; FPCSD will provide parental engagement opportunities throughout the school year for parents to gain knowledge in these areas. Parents will be provided a monthly calendar of dates and locations for parental engagement activities. This information will be shared via newsletter, school website, and blackboard messenger.
H. Describe how it will provide materials and training to help parents to work with their children to improve their children’s achievement, such as literacy training and using technology (including education about the harms of copyright piracy), as appropriate, to foster parental involvement.
The Fort Payne City School District will, with the assistance of the individual schools, provide materials and training to help parents and families to work with their children to improve their children’s academic achievement, such as literacy training, and use of technology, (including education about the harms of copyright piracy) as appropriate, to foster parent and family engagement.
FPCSD will provide parental engagement opportunities throughout the school year for parents to gain knowledge in these areas. The Technology Coaches will provide parent forums on using technology, monitoring their child’s progress, and training regarding education about the harms of copyright piracy. Parents will be provided a monthly calendar of dates and locations for parental engagement activities. This information will be shared via newsletter, school website, and blackboard messenger.
I. Describe how it will educate teachers, specialized instructional support personnel, principals, and other school leaders, and other staff, with the assistance of parents, in the value and utility of contributions of parents, and in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school.
The Fort Payne City School District will provide opportunities for professional development to address these topics and the Parental Involvement Specialist will facilitate parent engagement opportunities and activities at each school in order to build and strengthen ties between parents and the school.
J. Describe how it will to the extent feasible and appropriate, coordinate and integrate parent involvement programs and activities with other Federal, State, and local programs, including public preschool programs, and conduct other activities, such as parent resource centers, that encourage and support parents in more fully participating in the education of their children.
The Fort Payne City School District shall to the extent feasible and appropriate, coordinate and integrate parent involvement programs and activities with Head Start, Home Instruction Program for Preschool Youngsters (HIPPY), OSR Pre-K programs and other state funded pre-K programs in the district and conduct other activities that encourage and support parents in more fully participating in the education of their children. Additionally, faculty and staff from those programs shall be invited to attend parental engagement activities that focus on Kindergarten transition initiatives. Also, parents may tour the schools and receive information to help prepare them and their children for kindergarten. FPCSD will coordinate with these programs to ensure that parents are informed about available resources.
K. Describe how it will ensure that information related to school and parent programs, meetings, and other activities is sent to the parents of participating children in a format and, to the extent practicable, in a language the parents can understand.
To ensure that information related to district, school, and parent programs, meetings and activities are available to all parents in an understandable and uniform format, each school will ensure that to the extent feasible and appropriate parent notifications and resources will be sent home in parents’ native language. The district will utilize TRANSACT and local translators to accomplish this. Furthermore, when applicable, interpreters will be available at parent events and meetings. Information posted on the district website will be translated to the extent practicable. The district will also use Blackboard Mass Notification, school websites, local news media, district social media site, and other school messenger systems to post information for parents.
L. Describe how it will ensure provide such other reasonable support for parental involvement activities under this section as parents may request.
The Fort Payne City School District shall provide such other reasonable support for parental involvement activities as parents may request.
M. Describe how the LEA may involve parents in the development of training for teachers, principals, and other educators to improve the effectiveness of such training.
The Fort Payne City School District will, with the assistance of its schools, parents, and families, educate its teachers, specialized instructional support personnel, principals, and other school leaders, in methods to reach out to, communicate with, and work with parents as equal partners, in the value and utility of contributions of parents, and in how to implement and coordinate parent programs and build ties between parents and schools. The Parent Engagement Committee at each school will meet regularly to ensure school success by informing and empowering parents to support their children’s learning at home. In addition, parents will be given the tools necessary to support student achievement while participating in the making of informed decisions about their child’s learning, thus participating in the improvement process at school. Furthermore, each Title I school will, with the input of parents, and families, develop a home-school compact outlining the responsibilities of the school, students, and parents in the education of each child.
N. Describe how the LEA may provide necessary literacy training from funds received under this part if the local educational agency has exhausted all other reasonably available sources of funding for such training.
The Fort Payne City School District may provide necessary literacy training from funds received under this part if the local educational agency has exhausted all other reasonably available sources of funding for such activities. Additionally, throughout the school year parents are provided materials and training on such topics as literacy/mathematics and using technology in order to help the parents work with their children to improve their child’s academic achievement.
O. Describe how the LEA may pay reasonable and necessary expenses associated with local parental involvement activities, including transportation and child care costs, to enable parents to participate in school-related meetings and training sessions.
The Fort Payne City School District may pay reasonable and necessary expenses associated with local parent and family engagement activities, including transportation and childcare cost, to enable parents to participate in school-related meetings and training sessions as parents may request.
P. Describe how the LEA may train parents to enhance the involvement of other parents.
The Fort Payne City School District has established parent representatives at each school. The FPCSD may train parent representatives at each school to enhance the involvement of other parents in parental engagement activities.
Q. Describe how the LEA may arrange school meetings at a variety of times, or conduct in-home conferences between teachers or other educators, who work directly with participating children, with parents who are unable to attend such conferences at school, in order to maximize parental involvement and participation.
Meetings may be arranged at a variety of times or may be conducted in home for with parents who are unable to attend such conferences at school, in order to maximize parental involvement and participation.
R. Describe how the LEA may adopt and implement model approaches to improving parental involvement.
The ACIP plans contains a parental involvement section that is continually visited and updated as needed. Also, the Parental Involvement Specialist analyses and ensures that the district and schools are implementing model approaches to improve parental involvement.
S. Describe how the LEA may establish a districtwide parent advisory council to provide advice on all matters related to parental involvement in programs supported under this section.
Parent advisory councils are established through each school in the FPCSD. Also, these parents serve as representatives on the District level parent advisory council.
T. Describe how the LEA may develop appropriate roles for community-based organizations and businesses in parent involvement activities.
The Fort Payne City School District will communicate with organizations and businesses in order to encourage building community partnerships with our schools as well as the district in able to foster parental involvement in such areas as:
*Allow time off from work to attend school related meetings
*Have community and business leaders as speakers at parent meetings and workshops
*Donate to schools on behalf of parents who are employees or members
*Sponsor School wide events promoting student achievement
U. Describe how the Local Education Agency, to the extent practicable, shall provide opportunities for the informed participation of parents and family members (including parents and family members who have limited English proficiency, parents and family members with disabilities, and parents and family members of migratory children, parent and family members of homeless children, and parents and family members of immigrant children), including providing information and school reports required under section 1111 in a format and, to the extent practicable, in a language such parents understand.
The ESL teachers and support staff are available to translate information for parents during parent meeting meetings and with written documents sent to parents. Also, all compacts, parental surveys, and information related to parental and family engagement opportunities are provided to the parent in their native language.
This LEA Parent and Family Engagement Policy has been developed jointly with, and agreed on with, parents of children participating in Title I, Part A programs as evidenced by :
Federal Programs Meetings May 2017 and September 2017 annual meeting for parents to discuss and review the Consolidated Plan for FY 2018 and the Parent and Family Engagement Plan for FY 2018. The Plans will also be available for review and comment on the district website August-September 2017. The school district will distribute this policy to all parents of participating Title I, Part A children on or before October 6th, 2017.
PLAN APPROVED BY (Person or Entity) Jim Cunningham DATE OF APPROVAL 6/01/2018
Parents Right-to-Know Request Teacher Qualifications
Fort Payne City Schools
Parents Right-to-Know / Request Teacher Qualifications
Title I, Part A, Section 1112(c)(6), Every Student Succeeds Act,, Public Law 114-95
I am requesting the professional qualifications of _______________________________________________________ _______________________________________________________________________________________________
who teaches my child, _____________________________________ at ____________________________________
Child’s Name (Please Print) School (Please Print)
My mailing address is _________________________________ __________________________________________ _______________________________________________________________________________________________
Street (Please Print) City Zip
My telephone number is _________________________________________.
My name is ___________________________________________________.
Name (Please Print)
This Section to be Completed by School/Central Office
Date Form Received: ____________________________ Received by: __________________________
Teacher’s Name: ___________________________________ Subject: ___________________________
Has the teacher met state qualifications and licensing criteria for the grade levels and subject areas in which he/she teaches? Yes No
Is the teacher teaching under emergency or other provisional status?
Undergraduate Degree _____________________________________________ (University/College)
Major Discipline _____________________________________________
Graduate Degree _____________________________________________ (University/College)
Major Discipline _____________________________________________
Does a paraprofessional provide instructional services to the student?
__________ Yes __________ No
If yes, what are the qualifications of the paraprofessional?
High School Graduate (Year)
Undergraduate Degree ___________________________________ (University/College)
College/University Credit ______________ (Hours)
_____________ _________________________________ ________________
Signature of Person Completing Form Date
Parents Right-to-Know Required Information
Parents Right-to-Know Required Information
INFORMATION FOR PARENTS
(A) IN GENERAL- At the beginning of each school year, a local educational agency that receives funds under this part shall notify the parents of each student attending any school receiving funds under this part that the parents may request, and the agency will provide the parents on request (and in a timely manner), information regarding the professional qualifications of the student’s classroom teachers, including at a minimum, the following:
(i) Whether the student’s teacher -
(I) has met State qualification and licensing criteria for the grade levels and subject areas in which the teacher provides instruction
(II) is teaching under emergency or other provisional status through which State qualification nor licensing criteria have been waived; and
(III) is teaching in the field of discipline of the certification of the teacher.
(ii) Whether the child is provided services by paraprofessionals and, if so, their qualifications.
(B) ADDITIONAL INFORMATION - In addition to the information that parents may request under subparagraph(A), a school that receives funds under this part shall provide to each individual parent of a child who is a student in such school, with respect to such student—
(i) information on the level of achievement and academic growth of the student, if applicable and available, on each of the State academic assessments required under this part; and
(ii) timely notice that the student has been assigned, or has been taught for 4 or more consecutive weeks by, a teacher who does not meet applicable State certification or licensure requirements at the grade level and subject area in which the teacher has been assigned.
Project Lead The Way (PLTW)
Project Lead the Way (PLTW)
Project Lead The Way, Inc., is the leading provider of rigorous and innovative STEM education curricular programs used in schools. PLTW’s comprehensive curriculum has been collaboratively designed by PLTW teachers, university educators, engineering and biomedical professionals, and school administrators to promote critical thinking, creativity, innovation and real-world problem solving skills in students. The hands-on, project-based program engages students on multiple levels, exposes them to areas of study that they typically do not pursue, and provides them with a foundation and proven path to college and career success. For more information, visit www.pltw.org.
Student Support Services
Student Support Services
Response to Intervention (RtI) integrates assessment and intervention within a multi-level prevention system to maximize student achievement and to reduce behavioral problems. With RtI, schools use data to identify students at risk for poor learning outcomes, monitor student progress, provide evidence-based interventions and adjust the intensity and nature of those interventions depending on a student’s responsiveness. A three-tier model of intervention within the general education curriculum is applied which includes academic as well as behavioral interventions.
· Tier 1: High-Quality Classroom Instruction, Screening, and Group Interventions: All students are screened on a periodic basis to establish an academic and behavioral baseline and to identify struggling learners who need additional support.
· Tier 2: Targeted Interventions: Students not making adequate progress in the regular classroom in Tier 1 are provided with increasingly intensive instruction matched to their needs on the basis of levels of performance and rates of progress
· Tier 3: Intensive Interventions and Comprehensive Evaluation: At this level, students receive individualized, intensive interventions that target the students’ skill deficits
Problem Solving Team PST
The Problem-Solving Team (PST) is a team of school professionals who meet on a regular basis to address teacher’s concerns about struggling students and to help design intervention plans. The purpose of the team is to be an effective problem-solving group that: assesses teachers’ concern about student academic and/or behavioral difficulties, identifies student strengths, interests and talents, review baseline data that has been collected, sets projected outcomes and methods for measuring progress, designs specific intervention plans, reviews and monitors intervention plans, and develops a plan to communicate plan/results with students’ parents.
Steps in the Problem-Solving Process: 1. What is the problem? 2. Why is the problem happening? 3. How are we going to solve the problem? 4. Did the intervention work?
The PST is not to be used as a referral system to special education. If a student does not make adequate progress in tier I, more targeted instruction is provided and monitored for 8-10 weeks. For students who do not adequately respond to the targeted tier II intervention, they receive tier III intensive intervention targeted to their deficits for 8-10 weeks. A referral can be made for special education when interventions from tier II and III have been deemed unsuccessful; all data used to make determinations must be submitted with the referral.
If you have any questions regarding RtI or the PST, please contact the counselor at your child’s school or the School Psychometrist at Fort Payne City Board of Education for further information and parent training.
Students with Disabilities
Child Find Activities
The Special Education Department promotes opportunities for gifted and disabled students to participate in
educational activities designed to help each student achieve maximum potential. A full range of services,
meeting the needs of all identified and placed disabled students (Pre-K - 12), is offered in schools throughout the
Fort Payne City School System. People who use telecommunication devices for the deaf may also access
Child Find by calling the TTY Alabama Relay Service. Child Find is a service of the Alabama Department of
Education through collaborative efforts of its Division of Special Education Services, local education agencies and
other education agencies. Through ongoing Child Find outreach efforts, the Department of Special Education is
working to make physicians, social workers, parents, service providers and the general public aware of the
need to identify all individuals who have disabilities and refer them to Child Find. Disabilities recognized by the
State of Alabama include Autism, Deaf-Blindness, Developmental Delay, Emotional Disability, Hearing Impairment,
Intellectually Delayed, Multiple Disabilities, Orthopedic Impairment, Other Health Impairment, Specific Learning
Disabilities, Speech and Language Impairment, Traumatic Brain Injury and Visual Impairment.
1-800-392-8020 (Ages 3-21)
1-800-543-3098 (Birth -2)
256-845-0915 Fort Payne City Schools
Disability Definitions and Criteria
Autism- Autism is a developmental disability that significantly affects verbal and nonverbal communication and social interaction evident before age three that adversely affects educational performance.
Developmental Delay (ages 3-9) A child becomes eligible for this area of disability on his/her third birthday if there is a significant delay in one or more of the following areas: 1. Adaptive development, 2. Cognitive development, 3. Communication development, 4. Social or emotional development, and/or 5. Physical development; and if the child needs special education services.
Deaf-Blindness is a concomitant hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with hearing or visual impairments.
Emotional Disability means a disability characterized by behavioral or emotional responses so different from appropriate age, cultural, environmental, or ethnic norms that the educational performance is adversely affected. Characteristics must be exhibited over a long period of time and to a marked degree that adversely affects educational performance.
Hearing Impairment is an impairment in hearing, whether permanent or fluctuating, that adversely affects a child's educational performance. This term includes both deaf and hard-of hearing children.
Intellectual Disability means significantly sub average general intellectual functioning existing concurrently with deficits in adaptive behavior and manifested during the developmental period that adversely affects the child's educational performance.
Multiple Disabilities means concomitant impairments, the combination of which causes such severe educational needs that they cannot be accommodated in special education programs solely for one of the impairments.
Orthopedic Impairment is characterized by impairments caused by congenital abnormality (e.g., spina bifida), disease (e.g., Poliomyelitis, bone tuberculosis), and impairments from other causes (e.g., fractures or burns that cause contractures, amputation, cerebral palsy). Having a medical diagnosis alone is not enough to justify being identified in the area of orthopedic impairment. The impairment must adversely affect educational performance.
Other Health Impairment is characterized by limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that s de to chronic or acute health problems such as a heart condition, tuberculosis, rheumatic fever, nephritis, asthma, sickle cell anemia, hemophilia, epilepsy, lead poisoning, leukemia, attention deficit disorder, attention deficit hyperactivity disorder, or diabetes. Having medical diagnosis alone is not enough to justify being identified in the area of other health impairment. The impairment must adversely affect educational performance.
Specific Learning Disabilities is characterized by a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell or to do mathematical calculations. Children with specific learning disabilities will demonstrate a severe discrepancy between intellectual ability and achievement in one or more of the following areas: basic reading skills, reading comprehension, mathematical calculation, mathematical reasoning, oral expression, listening comprehension, or written expression. No single criterion or specific number of characteristics can be used in identifying children with specific learning disabilities. Rather, the age-appropriateness of observed behaviors and the frequency, intensity, and duration of a child's learning problems are critical in distinguishing specific learning disabilities from learning problems resulting from such factors as low motivation, underachievement, or inadequate instruction.
Speech and Language Impairment is characterized by a communication disorder in the area of articulation, voice, fluency, or language that adversely affects a child's educational performance.
Traumatic Brain Injury is characterized by an acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairments or both, that adversely affects educational performance.
Visual Impairment Characterized by a visual impairment that, even with correction, adversely affects a child’s educational performance. This includes both partial sight and blindness.
Special Education Referral Process
Special Education Referral Process
Who can make a special education referral?
• Any person who has knowledge of or interest in the student may refer him or her.
What information must be on the referral form?
• Date of referral
• Student's name and demographic data
• Information about the student's problem
• Documentation of pre-referral interventions and their effectiveness
• Completion of environmental, economic, cultural concerns checklist
• IEP Team member's signatures
How long does it take to complete the referral to placement process?
A referral begins with the date that the parent signs the Consent for Evaluation. The process from referral to IEP development must be completed in 120 calendar days regardless of any scheduled interruptions in the scholastic year or the scheduled summer vacation.
• Evaluations must be completed no later than sixty (60) calendar days from the Consent of Evaluation.
• Eligibility must be determined no later than thirty (30) calendar days from the date of the completion of
• An IEP must be held and placement made within thirty (30) calendar days after the student is
What is an IEP Team?
• The IEP team is a team of people who meet to make decisions about evaluation, eligibility, and programming for students. The IEP Team makes eligibility decision in the Fort Payne City School District.
What is involved in the IEP Team?
• At least one regular education teacher of the student (if the student is or may be participating in the regular education environment);
• At least one special education teacher or special education provider or the student;
• The parent, guardian, or surrogate parent of the student;
• A Local Education Agency (LEA) representative who is qualified to provide or supervise specially designed instruction is knowledgeable about general education curriculum and knowledgeable of available resources;
• Someone who can interpret evaluation results;
Other person knowledgeable about the student, including related services personnel; and
• Whenever appropriate, the student.
What are the functions of the IEP Team?
• Reviews the initial referral;
• Reviews existing data and determines the need for evaluation;
• If the student is to be evaluated, determines what areas and what evaluations will be conducted;
• Obtains parental written informed consent for evaluations to be conducted;
• If the student is not to be evaluated, provides written notice to the parent of the intent not to evaluate;
• Review the existing data and determines what, if any, additional date is needed for reevaluations
• Reviews data and determines whether the student is a student with a disability and determines the educational needs of the student;
• Provides a copy of the evaluation report and the documentation of determination of eligibility to parent.
• Develops a narrative statement of the student's present levels of educational performance, including how the student's disability affects the student's involvement in the general curriculum,
• Develops measurable annual goals and benchmarks related to meeting needs to enable the student to be involved in and progress in the general curriculum; determine need for extended school year services, when discipline issues are addressed in the IEP conduct a manifestation determination as required in the Alabama Administrative Code, and discuss suspension and expulsion issues as required in the Alabama Administrative Code.
Confidentiality Under IDEA
The Fort Payne City School System ensures that the educational records of all children referred for evaluation and/or identified as disabled will be stored, retrieved, and utilized in a manner that will insure confidentiality and privacy rights.
1. Education agencies must appoint one person to assume the overall responsibility for ensuring that personally identifiable information will be safeguarded and confidential.
2. The educational records of all children referred for evaluation and/or identified as disabled will be maintained in a limited access location that will ensure confidentiality
3. Parents may inspect and review all educational records relating to identification, evaluation, and educational placement for their child.
4. Parents must be given the opportunity to review their child's records without necessary delay (within forty-five days) and before any meeting regarding an IEP or before a due process hearing is conducted.
5. Parents must be provided copies of their child's records, when failure to do so would effectively prevent the parents from exercising their right to access.
6. Parents must be given explanations and interpretations regarding their child's records
7. Parents may have a representative review their child's records under the same access rights afforded to them.
8. The educational agency may presume that the parents have the authority to review the records unless the agency has been advised that authority has been removed unless laws governing guardianship, separation, and divorce.
9. When a record contains information on more than one child, the parents may review only the data regarding their child.
10. The parents must be provided with a list of the types and locations of educational records collected, maintained, or used by the agency pertaining to their child.
11. The educational agency may charge the parents a reasonable fee for copies of educational records, but not an amount that would prevent them from exercising their rights to access the record.
12. The educational agency must maintain for inspection a current listing of the names and postings of those employees within the agency who have access to personally identifiable information.
13. Parental consent must be obtained before personally identifiable information is disclosed to anyone other than the officials of federal, state, or local educational agencies collecting or using information in conjunction with the child's special education program.
14. Parental consent is not required as a condition of disclosure of records to:
· Educational employees who have a legitimate interest.
· Educational employees of other schools, school systems, or other state agencies to which the child has enrolled.
· Authorized state or federal officials in conjunction with monitoring
· Authorities in response to a judicial order or pursuant to a legal subpoena.
· Appropriate parties in connection with an emergency.
· Law enforcement and judicial authorities when the child has committed a crime.
15. Upon request from the parent, an educational agency must transfer a copy of all special education records no later than thirty calendar days from receipt of request.
16. Parental consent is not required as a condition for a transfer of special education records from one educational agency to another, however, the parents must be given prior notice of the transfer, receive a copy of the records (if requested), and have an opportunity for a hearing to challenge the content of the records.
17. Except when the transfer of records has been initiated by the parents, the educational agency must make a reasonable attempt to notify the parents prior to the transfer, i.e. written notice to the last known address or by other notice procedures normally utilized by the education agency.
18. A parent who believes that the special education records are inaccurate or misleading or violate the privacy or other rights of the child may request that the educational agency amend the records. (Within 15 days of receipt of request).
19. If the educational agency decides to amend the records in accordance with the request, the parent must be notified in writing of the decision.
20. If the educational agency decides not to amend the records, written notices musts be provided to the parent. The notice must advise the parent of their right to a local hearing before the educational agency within fifteen calendar days from receipt of request.
21. If, as a result of the hearing, the educational agency decides that the information is inaccurate, misleading, or otherwise in violation of the privacy or other rights of the child, it must amend the information accordingly and inform the parent in writing.
22. If, as a result of the hearing, the educational agency decides that the information should not be amended, the educational agency must inform the parent of the right to place in the records a statement commenting on the information or setting forth reasons for disagreeing with the decision.
23. If the records on the contested portion are disclosed by the education agency to any party, then the explanation must also be disclosed.
24. The hearing must be conducted according to the procedures in the Family Educational Rights Privacy Act. (34 CFR 99.22)
25. The educational agency must retain a copy of the education records containing personally identifiable information for a period of 5 years after the termination of the special education program for which they were used.
26. A permanent education record that contains the child's name, address, telephone number, his/her grades, record of attendance, for special education services, classes attended, grade level completed, and year completed may be maintained without a time limitation. At the end of the five-year retention period, the education agency must provide written notice to parents that inform them that the special education records are no longer needed. The educational agency is not prohibited from retaining special education records indefinitely as long as confidentiality is ensured. Confidentiality of the information to be destroyed must be maintained.
Restraint & Seclusion Notification and Procedures
Restraint & Seclusion Notification and Procedures
Procedures for Implementing Alabama Rule Seclusion and Restraint of all Students
The Fort Payne City Board of Education utilizes physical restraint in a manner that complies with the Alabama State Board of Education rule 290-3-1-02(1)(f). Physical restraint, as defined by the state rule, may be used in situations in which a student is an immediate danger to himself or to others. Designated faculty and staff are provided with training in the appropriate use of physical restraint. In each instance that physical restraint is used, the student’s parents will be provided with written notification of the incident.
1. Definitions from Alabama Administrative Code:
Chemical Restraint refers to any medication that is used to control violent physical behavior or restrict the student’s freedom of movement that is not a prescribed treatment for the student.
Physical Restraint is direct physical contact from an adult that prevents or significantly restricts a student’s movement. The term physical restraint does not include mechanical restraint or chemical restraint. School employees may provide limited physical contact and/or redirection to promote student safety or prevent self-injurious behavior, provide physical guidance or prompting when teaching a skill, redirect attention, provide guidance to a location, provide comfort, or provide limited physical contact as reasonably needed to prevent imminent destruction to school or another person’s property. Physical Restraint that restricts the flow of air to the student’s lungs, including any method (face-down, face-up, or on your side) of physical restraint in which physical pressure is applied to the student’s body that restricts the flow of air into the student’s lungs, is prohibited in Alabama public schools and educational programs.
Mechanical Restraint, the use of any device or material attached to or adjacent to a student’s body that is intended to restrict the normal freedom of movement and which cannot be easily removed by the student, is prohibited. School employees may use adaptive or protective devices when recommended by a physician or therapist to promote normative body positioning, physical functioning, and/or to prevent self-injurious behavior. Seat belts and other safety equipment can be used to secure students during transportation.
Seclusion, a procedure that isolates and confines the student in a separate, locked area until he or she is no longer an immediate danger to himself/herself or others, is prohibited. The seclusion occurs in a specifically constructed or designated room or space that is physically isolated from common areas and from which the student is physically prevented from leaving. Seclusion does not include situations in which a staff member trained in the use of de-escalation techniques or restraint is physically present in the same unlocked room as the student, time-out as defined below, in-school suspension, detention, or a student-requested break in a different location in the room or in a separate room.
Time-Out refers to a behavioral intervention in which the student is temporarily removed from the learning activity. Time-out is appropriately used when: (1) The non-locking setting used for time-out is appropriately lighted, ventilated, and heated or cooled; (2) The duration of the time-out is reasonable in light of the purpose of the time-out and the age of the student, but should not exceed 45 minutes per time-out; (3) The student is reasonably monitored and in line of sight by an attending adult; and (4) The time-out space is free of objects that unreasonably expose the student or others to harm.
2. Requirements of Seclusion and Restraint Rule:
The use of physical restraint is prohibited in Alabama public schools and educational programs except in those situations in which the student is an immediate danger to himself or others and the student is not responsive to less intensive behavioral interventions including verbal directives or other de-escalation techniques. Notwithstanding the foregoing, physical restraint is prohibited in Alabama public schools and educational programs when used as a form of discipline or punishment or as a means to obtain compliance. All physical restraint must be immediately terminated when the student is no longer an immediate danger to himself or others or if the student is observed to be in severe distress.
Section 504 Child Find and Gifted Education
Section 504 Child Find and Gifted Education
Section 504 Child Find Notice
The Fort Payne City School System has a duty to locate, evaluate and identify any child residing in the District who qualifies for Section 504 accommodations or services.
Children eligible for Section 504 accommodations or services include those children who have a physical or mental impairment that substantially limits a major life activity.
If you suspect your child has a disability and may require Section 504 accommodations, or if you would like additional information, please contact your child’s counselor or Dr. Laran Crowe, District 504 Coordinator, Fort Payne City Schools, 231 38th Street NE, Fort Payne, AL 35967, telephone 256-845-9288.
Section 504 is part of the Rehabilitation Act of 1973, which prohibits discrimination based upon disability in any program, receiving federal financial assistance. Any discrimination would subject the entire institution to the possible loss of federal funding.
Any public school that receives federal funds is subject to the requirement of Section 504. Students who have a disability that meets the general definition of a disability but that does not fall into one of the IDEA categories above might be eligible for services under Section 504.
Unlike IDEA, Section 504 does not describe a precise procedural scheme for implementation. Instead, school districts set their own policies, but most use a process very similar to that used for special education students.
Transportation of Students with Disabilities
Special transportation MUST be provided for any student with disabilities whose Individualized Education Program Plan requires it.
Transportation for students with disabilities may include travel to and from school, travel between schools, travel in and around school buildings, modified vehicles or additional personnel assigned to ensure the safe transportation of the students. All special transportation vehicles must meet the rules and regulations of the State Department of Education, with drivers of such vehicles meeting training requirements of the State Department of Education of other applicable State laws.
Gifted Education Services
Gifted students are those who perform at or have demonstrated the potential to perform at high levels in academic or creative fields when compared with others of their age, experience, or environment. These students require services not ordinarily provided by the regular school program. Students possessing these abilities can be found in all populations, across all economic strata, and in all areas of human endeavor. Gifted students may be found within any race, ethnicity, gender, economic class, or nationality. In addition, some students with disabilities may be gifted.
A student may be referred for these services by teachers, counselors, administrators, parents, guardians, peers, self, or any other individuals with knowledge of the student’s abilities. Additionally, all second grade students will be observed as potential gifted referrals using a gifted behavior checklist.
For each student referred, information is gathered in the following areas:
1. APTITUDE- Assessed through an individual or group test of intelligence or creativity.
2. CHARACTERISTICS- A behavior rating scale designed to assess gifted behaviors is completed by the classroom teacher.
3. PERFORMANCE- At least three indicators of performance at a gifted level such as achievement test scores, grades, products, work samples, and/ or portfolios.
The scores from assessments or items used are entered on a matrix where points are assigned according to established criteria. The matrix scores determine if the student qualifies for gifted services or for further evaluations. For more information contact the Gifted Specialist at your child’s school, or Coordinator of Gifted Services at 845-0915.
Title III EL Services
Title III EL Services
It is the intent of the Fort Payne City Board of Education that every student in the city who has a primary home language other than English and who is identified as a Language Learner (EL) be provided with the opportunity to participate in an English as a second language (EL) program. English Learners (ELs) must be identified at the point of enrollment. All enrolling students are given the “Home Language Survey” which identifies students that have another language other than English as their major language. The student’s language proficiency is accessed using the W-APT (WIDA-ACCESS on-line placement test). The EL committee meets to determine the level of English proficiency and to facilitate appropriate instructional and program placement decisions. The goal of EL instruction shall not be to replace or to negate the students’ primary home language. Rather, the EL program strives to enable the EL student to become competent in listening, speaking, reading and writing in the English language. This instruction shall emphasize the acquisition and mastery of English to enable EL students to participate fully in the benefits of public education.
ACCESS 2.0 (Assessing Comprehension and Communication in English State-to-State) for ELs is administered annually to all English language learners in Alabama. It is a secure large-scale English language proficiency assessment administered to Kindergarten through 12th grade students who have been identified as English language learners (ELLs). The ACCESS 2.0 assessment will assess the language students need to process or produce in various school contexts. Each assessment item and task will target at least one of the five WIDA ELD Standards:
· Social and Instructional Language
· Language of Language Arts
· Language of Mathematics
· Language of Science
· Language of Social Studies
EL student’s composite score on the ACCESS 2.0 must be a 4.8 or higher to exit the program.
For additional information, you can access the system EL plan on the school system’s website.
State Testing and Digital Devices
Use of Digital Device During the Administration of State Test
The possession of a digital device (including but not limited to cell phones, MP3 players,
cameras, or other telecommunication devices capable of capturing or relaying information) is
strictly prohibited during the administration of a secure test. If a student is observed in
possession of a digital device during the administration of a secure test, the device will be
If a student is observed using a digital device during the administration of a secure test, testing
for the student will cease, the device will be confiscated and is subject to search, the student
will be dismissed from testing, and the student’s test will be invalidated. Local education
agency (LEA) personnel will make all students, parents, and/or guardians aware of this prohibition through inclusion of this policy in the Student Code of Conduct
Handbook and other regularly used modes of communication.