Board of Trustees Meeting Center for Leadership and ... 2015-09-25-Board-Packet.pdf · Call to Order 87 – …………………………… Board of Trustees Meeting Center for

Board of Trustees Meeting Center for Leadership and Development

Moore Hall September 25, 2015 9:00 a.m.

AGENDA

I. Call to Order Page No.

Pledge of Allegiance II.

III. Roll Call IV. Approval, Meeting Minutes, August 21, 2015 1 7

Approval, Workshop Minutes, August 21, 2015 8 11

V. Presidents Report 12 14 Parent Services .. 15 17 Human Resources . 18 Communications . 19

VI. Public Comment

VII. Action Items for Consideration 1. Surplus Property ... 20 21 2. 2015-2016 Revised Operating Budget.... 22 24 3. 2015-2016 Student Progression Plan... 25 26

Action Item #3 Attachment Student Progression Plan. 27 86

VIII. Unfinished Business No Updates

IX. New Business Appointment of Audit Committee Liaison Appointment of Board of Trustee to Endowment & Investment Committee

X. Department Updates Report Attachments

Allied Health Service... ... 87 88

Boarding Program ...... 89 96

...... 97 115Administrator of Business Services Kaleidoscope... 116 122Department of the Blind and CET Its Elementary... 123 131Department for the Deaf .... 132 134Instructional Services .. 135 138Technology Services

XI. Adjournment

bruecknercTypewritten Text

Board of Trustees Meeting Minutes

August 21, 2015, 1:00 p.m. Attendance Present: Mrs. Christine Chapman, Mrs. Linda DiGonzalez, Mr. Terry Hadley, Mr. Owen McCaul, Mr. Christopher Wagner and Dr. Thomas Zavelson - Absent: Mr. Gerald Weedon

Call to Order Mr. Christopher Wagner, Chair, convened a regular meeting of the Board of Trustees of the Florida School for the Deaf and the Blind at 1:00 p.m. in the Moore Hall Center for Leadership and Development.

Pledge of AllegianceAshley Brown, Blind High School student, and Alicia Aviles, Deaf Middle School student, led the Board and the audience in the Pledge of Allegiance.

Special Guests Mr. Wagner recognized and welcomed: Mrs. Teresa Smith, FSDB Education Association; Mr. Sid Ansbacher and Mr. Dave Hanvey, UBS Financial Services.

Executive Session Mr. Wagner announced the first order of business was an Executive Session; he asked for a motion to move into Executive Session. Mrs. Chapman moved to go into Executive Session. The motion was seconded by Mr. Hadley and carried unanimously by the Board. The meeting adjourned for Executive Session at 1:06 p.m.

The Board returned at 1:17 p.m., and Mr. Wagner asked for a motion to close the Executive Session and reconvene the meeting. Dr. Zavelson moved to close Executive Session. The motion was seconded by Mrs. DiGonzalez and carried unanimously by the Board.

The Board meeting reconvened at 1:17 p.m, and Mr. Wagner requested a motion to accept the FSDB Education Association contract changes. Dr. Zavelson moved to accept the changes to the FSDB Education Association contract as discussed during Executive Session. The motion was seconded by Mrs. DiGonzalez and was carried unanimously.

Approval of Minutes, May 29, 2015Mrs. Chapman moved to approve the Board Minutes of May 29, 2015. The motion was seconded by Mrs. DiGonzalez and approved unanimously by the Board.

Presidents ReportDr. Prickett reported that FSDB had a short yet productive summer with a flurry of activities on campus, and many successful summer camps. Dr. Prickett said that the Koger Hall renovation is complete and it re-opened for students at the start of school. The Blind High School girls are pleased with their new dorm. Finally, Dr. Prickett mentioned that the School started the year with enrollment of 626 students.

Board of Trustees' Report September 25, 2015 Page 1

Board of Trustees, Meeting MinutesAugust 21, 2015 Page 2

Parent Services Report Ms. Cindy Day, Executive Director of Parent Services, updated to her written report. She said that as of Friday, August 7, 2015, the School has 626 students enrolled. Ms. Day explained that this was the second year that parents were able to register their child(ren) through the Skyward parent portal online. There were 354 parents who took advantage of the system to register their child(ren).

Ms. Day distributed updated enrollment information. The new data showed that we have 631 students currently enrolled. However, there are 16 students who have not returned, and some may drop after ten days. Ms. Day explained there are 71 potential students who are at some point in the intake process, and who want to come to FSDB. The Intake team is collecting records on 42 students, 16 students are in review, one is ready to schedule for evaluation and 12 already are on the schedule.

Communication and Public Relations Ms. Nancy Bloch, Executive Director of Communications & Public Relations, noted that her team is working on a new website that will be mobile-device oriented. This will make the website mobile friendly and will allow access for those users who dont have home computers. Ms. Bloch also noted that her department is working on the Schools historical timeline and trying to have it ready for the 450th Anniversary of St. Augustine. Michael Johnson is working on a temporary timeline for the museum. When it is completed FSDB will have all this information on the website.

Public Comment There were no public comments presented at this meeting.

ACTION ITEMS

Action Item #1 Adjustment of Property Inventory Records

Board approval is requested to remove unaccounted-for-property items from the Tangible Personal Property Inventory Listing. These items were not found during two (2) consecutive inventory cycles and have been certified by the FSDB Comptroller as unaccounted-for-property. Pursuant to Rule 69I-21.002 and 69I-72.005(7) of the Florida Administrative Code, these items will be submitted to the Chief Financial Officer of the State of Florida for approval to adjust the property inventory records. There are a total of ten items with an original cost totaling $15,303.17. With accumulative depreciation, the total book value of the ten items is $0.00.

Mr. Hadley moved to accept the item #1 as presented. The motion was seconded by Dr. Zavelson and carried unanimously by the Board.

Action Item #2 Surplus Property Board approval is requested for disposal of surplus property. All items had an original purchase value in excess of $1,000.00.

Mrs. Chapman moved to accept the item #2 as presented. The motion was seconded by Mr. McCaul and carried unanimously by the Board.


http:1,000.00http:15,303.17


Action Item #3 Legislative Budget Request for 2016-2017 Board approval is requested for the Legislative Budget Request for fiscal year 2016-2017.

General Revenue Administrative Trust Fund Federal Grants Trust Fund Grants and Donations Trust Fund

49,051,538574,706

2,271,1581,753,699

Total 2016-2017 Request 53,651,101

NOTES: Beyond the cost to continue FSDBs operations, the general revenue workload issues submitted for consideration are: Salary Increases 801,777Technology Refresh and Services 534,603Safety and Security Access Management 417,823Vehicle Replacement 366,323Audio/Visual Emergency Alerts 123,381

Total Workload Request 2,243,907

Mr. Hadley moved to accept the item #3 as presented. The motion was seconded by Mrs. DiGonzalez and carried unanimously by the Board.

Dr. Prickett explained that the School is asking for the Boards approval for our Legislative Budget Request (LBR) after the fact because the School had to submit this to the Department of Education (DOE) and meet their timeline. Ms. Julia Mintzer, Administrator of Business Services explained that the School would like the Boards approval retroactively because of the need to meet DOEs timeline, whether or not the DOE has officially included the items in their overall LBR submission. These are priorities that FSDB would like to see achieved in the future [and] would like it documented that the Board recognizes and approves these priorities.

Action Item #4 2015-2016 Operating Budget Board approval is requested for the fiscal year 2015-2016 Operating Budget.

Mrs. Chapman moved to accept the item #4 as presented. The motion was seconded by Dr. Zavelson and carried unanimously by the Board.

Action Item #5 SUBJECT: Campus Police Policy ManualBoard approval is requested for minor updates to the Campus Police Policy Manual, in accordance with comments received from the Florida Legislative Joint Administrative Procedures Committee(JAPC).



Mr. McCaul moved to accept item #5 as presented. The motion was seconded by Mrs. DiGonzalez and carried unanimously by the Board.

Action Item #6 2015-2016 North East Florida Educational Consortium (NEFEC) Master Inservice Plan Additions and Revisions Board approval is requested to approve the additions and revisions to the 2015-2016 NEFEC Master Inservice Plan.

Mrs. Chapman moved to accept item #6 as presented. The motion was seconded by Dr. Zavelson and carried unanimously by the Board.

UNFINISHED BUSINESS

Rule 6D-3.002 F.A.C. Admission and Enrollment Requirement Mr. Sid Ansbacher, Outside Counsel, said that he is not having a workshop on this rule. He said he needs to work with Dr. Michele Handley and Ms. Cindy Day to make sure the School has the correct version before we taken it to JAPC and then to Department Of Education (DOE).

Updated on Rules 6D-12-003, F.A.C. Campus Police Mr. Ansbacher said that now that the manual is completed and the typographical errors are corrected a response will be sent to JAPC. There should be a final version of this at next months meeting; then it will go to DOE.

Update on Storm Water and Sanitary Services Agreement with the City of St. Augustine Mr. Ansbacher informed the Board, that two weeks after the Boards last meeting he received the letter from the Florida Department Environmental Protection confirming that the School is not connected to the Citys storm water system and therefore has no obligation to pay storm water fees. Mr. Ansbacher said that the Schools Business Services and Facilities staffs should meet with the Citys staff and work out with them the location of the pipes and lining of them. Mr. Ansbacher hopes to have a staff-level draft agreement for Septembers Board meeting.

NEW BUSINESS

Election of Officers Chair Dr. Zavelson moved to nominate Mr. Christopher Wagner to be Chair of the Board of Trustees. The motion was seconded by Mr. Hadley and carried unanimously by the Board.

Mr. Wagner said he was honored to accept the nomination.



Vice Chair Dr. Hadley moved to nominate Mr. Owen McCaul as Vice Chair of the Board of Trustees. The motion was seconded by Mrs. DiGonzalez and carried unanimously by the Board.

Endowment and Investment Committee Appointment:Dr. Zavelson nominated Mr. Gerald Weedon to be Chair of the Endowment and Investment Committee. The motion was seconded by Mrs. DiGonzalez and carried unanimously by the Board.

Mr. Wagner appointed Mr. Hadley to be the Vice Chair, and Mrs. DiGonzalez, accepted the third position on the committee. The FSDB Administrators on the committee will be Mr. Theral Mackey and Ms. Julia Mintzer. The Board accepted the changes to the committee and the Board carried it unanimously.

Mr. Wagner noted for the benefit of new Board members that they are always welcome to attend the Endowment and Investment Committee meetings. The meetings take place twice a year in October and April starting at 8:00 a.m. before the regular scheduled Board meetings.

Audit Committee AppointmentsMs. Mintzer introduced the new accounting firm that was selected through the procurement process. The McGladrey Firm of Jacksonville will be FSDBs new internal auditing firm. The auditing team from McGladrey will be Ms. Jennifer Murtha and Mr. Jeffrey Zeichner. Ms. Murtha is the maincontact, she is a Certified Public Accountant (CPA) with 15 years experience in government auditing with an emphasis on working with school districts. Mr. Zeichner is a CPA, a financial reporting specialist and a senior manager with McGladrey, who also has 15 years experience with government and not-for-profit auditing.

Ms. Mintzer explained why the School requires an Audit Committee, and that the committee would review any external as well as internal audits. The Governors office has recommended that the Schoolengage in an external audit. Ms. Mintzer explained that Ms. Murtha advised that the committee consist of three voting members with a Chair, a Vice Chair, and one other voting member. The remaining Board members would serve as alternates. Ms. Mintzer stated that the first meeting of the Committee would be next month, and the School will draft a charter that will help guide the Committee. Ms. Mintzer said she would also like to bring to the Board next month a draft Request For Proposal (RFP) for an external financial auditing firm.

Mr. McCaul recommended Mr. Hadley as Chair, and Mr. McCaul agreed to be the Vice Chair. Dr. Zavelson volunteered to serve as the third member. The remaining Board members will serve as alternates. The Board did not oppose the establishment of this committee, and its establishment was carried unanimously.

Presidents Evaluation ChangesMr. Wagner thanked Ms. Carrie Arnold, Director of Human Resources for working to get the changes to the evaluation completed in time for the meeting. He asked her to review the [proposed] changes that were discussed during the workshop.

Ms. Arnold provided the Board with a copy of the evaluation changes with each measure that wasaltered. She stated that all the alterations and/or additions were highlighted in yellow. She read aloud



each change that the Board requested in order to verify that it was correct. She also noted that specific documents would to be included when it is time to do the Presidents evaluation. The following are the documents the Board requested: the Budget, the Position Description and the Presidents Performance Objectives/Strategic Plan.

Dr. Zavelson moved to accept the changes to the Presidents evaluation as presented. The motion was seconded by Mrs. DiGonzalez and carried unanimously by the Board.

Department Updates

Business Services Ms. Mintzer showed the Board and explained about the new Safety Information brochure developed by the new Safety Director, Joe Bruce. Mr. Bruce worked with Ms. Mintzers assistant Ms. Denise Fernandez. This brochure is for all visitors, volunteers and contractors, so they know what to do in the event of an emergency on the campus.

Instruction Services Mrs. Tracie Snow, Director of Curriculum and Staff Development, said that she was standing in for Ms. Debbie Schuler and explained that the displays in the back of the room and in the luncheon room are part of the Positive Behavior Supports (PBS) program. She said that different student groups created these displays in celebration of what PBS means to them.

Closing Comments

Mrs. Chapman said that the staff and their excitement always impress her. Mrs. Chapman remarked on comments that the new Assistant Principal, Angela Saunders, made about what made her want to come to work at FSDB. She remembered that when she interned here, everyone was still happy in April and they still wanted to be here. That really made an impression on Ms. Saunders.

Dr. Zavelson commented that the Workshop was very informative, and he really liked Ms. Tanya Rhodes presentation. He wanted Ms. Bloch to know that he appreciated her work on the website, and also that the publications that she has been producing are phenomenal.

Mrs. DiGonzalez said her excitement started this year on Registration day. She commented about how the students were so excited to be back on campus, and the teachers were just as excited. She said that she really would like to see more coverage about FSDB accomplishments in all the local newspapers.

Mr. McCaul said he had two that points he wanted to share. He said that he attended the Blind Alumni weekend and some of the older alumni in their sixties and seventies talked about how FSDB impacted their lives. He said it made him realize that decisions we make today will impact these children for decades to come. He also commented on all the articles he has read in the Tallahassee Democrat about the dysfunctional relationship between the Florida AMUs Board of Trustees and AMUs President. He said, It makes me appreciate how well this Board interacts with the President and the School; even when there are disagreements about how something should be done things are handled professionally and above board, and I really appreciate that.


Board of Trustees, Meeting Minutes

August 21, 2015

Page 7

Mr. Hadley explained that in the forty years he has practiced law and has served on numerous boards,

he has never served on a board where there are no personal egos to get in the way of the services being

delivered. He said that every person he has encountered on this campus is truly dedicated to serving the

students and to making their lives better. He said, I really feel privileged to be a Trustee and to work

with this group, so thank you very much.

Mr. Wagner stated that he echoed everyones comments, and that he would like to highlight two things

from today. First from the Workshop, he said, We need to remember what Tanya Rhodes presented.

He said Board members have a responsibility not only on this campus but off as well: We have to be

leaders and introduce new people to the school and make them aware of FSDB and the services we

provide. He then thanked Ms. Rhodes for an outstanding presentation. Also, Mr. Wagner thanked Ms.

Cindy Brueckner for all her work. He noted that She worked through the summer keeping us posted

and made sure we had everything. He said the Board meetings are efficient and, Its because of her

hard work, and I really want to thank her for all that she does. He thanked the Board and said that he

looks forward to another wonderful year.

Adjournment

Meeting adjourned at 2:41 p.m.

I hereby certify that, to the best of my knowledge, the foregoing minutes are accurate and complete.

Jeanne Glidden Prickett, EdD, President

Christopher D. Wagner, Chair


Board of Trustees Workshop

August 21, 2015, 9:00 a.m.

Attendance

Present: Mrs. Christine Chapman, Mrs. Linda DiGonzalez, Mr. Terry Hadley, Mr. Owen McCaul,

Mr. Christopher Wagner and Dr. Thomas Zavelson. Absent: Mr. Gerald Weedon.

Roles and Responsibilities of the Board of Trustees Presented by: Mr. Damon Kitchen, Attorney at Law and Board Counsel Each Board member received a copy of the PowerPoint presentation Floridas Public Records Act and Sunshine Law.

Florida Public Records Act Florida Statutes Chapter 119.01(1). Mr. Kitchen introduced the topic by noting that FSDB is a State agency and as such is subject to the Open Records Act. He explained what is considered an open record and what records are exempt from the Open Records Act. He told how FSDB must comply with records requests, and what the School can and cannot charge an individual for producing the records.

Mr. Kitchen then explained the Florida Sunshine Law. He noted that it is a very broad law, but it also has some exemptions. He said there are times when meetings can be held in the shade, but these situations are rare. All meetings held in the sunshine must be publicly noticed within a reasonable time frame. However, there is no absolute time that the Legislature has documented as reasonable. The best measure is to allow at least five business days notice. Below are some points that Mr. Kitchen noted:

Board members can meet for social situations, but they cannot discuss any matters that will come before the Board.

If there is something that a Board member feels may present a conflict of interest, he/she should contact Mr. Kitchen to discuss the issue.

Notice of meetings should be at least five (5) business days. Emergency meetings can take place as long as they are posted within 24 hours. Out-of-town meetings are difficult because it is harder for some individuals to attend such

meetings, and plenty of advance public notice should be given. Inspection trips can take place as long as they are properly noticed, but Board members

cannot discuss Board business on these trips.

Mr. Wagner asked about Board meetings via videoconferencing. Mr. Kitchen explained that it is

difficult to do a video meeting. It could be challenged because FSDB cannot provide the public

access that is possible with a telephonic meeting. Not everyone has a computer to access a

videoconference, so it is best not to do them. he said.

Break

The meeting recessed at 9:45 a.m. for a short break and reconvened at 9:55 a.m.


Board of Trustees Workshop August 21, 2015, 9:00 a.m. Page 2

Advancement Department Update Presented by: Mrs. Tanya Rhodes, Executive Director of Advancement Mrs. Rhodes introduced the Advancement staff:

Ms. Amy Moring is Director of Development. Her primary role is to raise money and to foster donor relationships. She has been with FSDB just over four years. Ms. Moring has over 20 years of fundraising experience in hospice and elder services.

Ms. Tori Von Essen is the Administrative Assistant and Volunteer Coordinator. She has worked and volunteered at FSDB altogether for more than seven years. She started as a volunteer, then was a Flagler Work-Study student, and later worked in the dorms. She is a Flagler College graduate. She works with FSDB volunteers and Flagler Work-Study students.

Mrs. Tanya Rhodes said that she has worked at FSDB for just over five years. Previously she worked in New York for ten years, fundraising for cancer research.

Mrs. Rhodes used a PowerPoint presentation. She explained what the Advancement Department does and how the department works with donors, building relationships. She talked to the Board about their participation, noting that more foundations are specifically asking the percentage of Board participation. She said that the goal of foundations is to have 100 percent Board giving, and she explained all the ways that the Board members can give:

Make monetary gifts Consider a planned giving Talk to individuals about how they can help FSDB; invite them to visit the Campus and have

the Advancement department meet with them Consider hosting a luncheon or reception with a small group of people who are capable of

making a gift Make phone calls to donors to personally thank them for their support Do handwritten thank you letters to donors for their support Meet with the Advancement staff at least once a year in their own hometown to learn about

new initiatives and discuss ways to work together Learn what private donors dollars fund at FSDB vs. general revenue funding. This helps

Board members when they talk to potential donors.

After her presentation Mrs. Rhodes invited questions. The Board had many questions, and they wanted to learn ways they could help.

Mr. Wagner wanted to know the difference between the Endowment and the Foundation. Mrs. Rhodes explained that the Foundation is named the Foundation for the Schools for the Deaf and the Blind in Florida, Inc. This Foundation was started by Mrs. Teresa Castro, a former member of the Board of Trustees, and is not part of FSDBs endowment. They do give to FSDB every year and support many programs.

Ms. Moring added that she manages the donor database. If Board members know anyone whom they would like to have added to the donor database, they can send the information directly to her.



August 21, 2015, 9:00 a.m.

Page 3

The Board thanked Mrs. Rhodes for the presentation.

Break

The meeting recessed at 10:45 a.m. for a short break and reconvened at 11:00 a.m.

Presidents Evaluation Mrs. Carrie Arnold, Director of Human Resources Mr. Wagner noted that the Board had requested a Workshop to help Board members better understand the evaluation process and to make possible changes to the current evaluation.

Mrs. Arnold started the discussion by reviewing the individual Performance Expectations. She explained each expectation and asked if there were any changes or updates to add.

1. Agency Values no changes Mr. Wagner noted that this expectation is based on the interaction with everyone present and on the reports that Board members receive at each Board meeting.

2. Communication no changes Mr. Hadley stated that what he looks for is to feel connected with the school, to be tuned in on the major issues where Trustees can have an impact.

Mrs. Di Gonzalez said that she has been impressed with the communication. She was pleased to receive all the information, from news articles and athletics to the major issues.

Mr. Wagner said he wants to know that when there are sensitive matters, all Board members get a phone call from Dr. Prickett. He said he, doesnt like surprises and doesnt want to hear about them from the community.

3. Interpersonal Relations no changes

4. Policy and Procedure Compliance added to this measure: The President exhibits financial responsibilities in preparation of a budget plan, processing and approving financial transactions and continuous financial review. (Budget enclosed). The budget will be supplied with the evaluation.

5. Job Knowledge added to this measure: (Position Description enclosed). The PD will be supplied with the evaluation.

6. Problem Solving added to this measure: The President is proactive in planning for budgetary constraints, and advocates appropriately for funding.

7. Quality added to this measure: Strategic Plan, added in the first line. Also added: (Presidents Performance Objectives/Strategic Plan enclosed). An updated document will be sent with the evaluation.



August 21, 2015, 9:00 a.m.

Page 4

Adjournment

Workshop adjourned at 11:40 a.m.

I hereby certify that, to the best of my knowledge, the foregoing minutes are accurate and complete.

Jeanne Glidden Prickett, EdD, President

Christopher D. Wagner, Chair


Report to the Board of Trustees September 25, 2015

9:00 A.M. St. Augustine, FL

Presidents Report

Coming Accreditation Visits

In November 2015 we will have accreditation site visits from two organizations with a joint site visit. The first is AdvancED (the Southern Association of Colleges and Schools SACS), which will send a team to review our instructional and extracurricular programs in both the Blind Department and the Deaf Department to assess how FSDB is meeting regular education standards in these areas. The second is CEASD (the Conference of Educational Administrators of Schools and Programs for the Deaf), whose team will review both instructional programs and dormitory/afterschool programs in the Deaf Department, to evaluate our programs in alignment with standards for Deaf Education programs.

Led by Tracie Snow, Director of Curriculum and Staff Development, the AdvancED Accreditation Self-Study is almost complete for submission to that team prior to the site visit. Led by Rebecca Hilding, Principal of the Deaf Department, the CEASD Accreditation Self-Study has been completed and submitted for the team members review prior to the site visit. Much program information has been compiled and included for review by both teams, and additional information will be available for the team members during the visit. They will schedule classroom visits and interview students, and for the CEASD visit, they will schedule boarding program visits.

Both accreditation teams will interview faculty and staff members about their respective areas, and parents regarding how they feel the programs are preparing their children to become successful adults. CEASD team members will interview parents, dormitory and recreation staff members, and other administration team members such as those in Business Services.

Accreditation team members may wish to interview or speak with one or more members of the Board of Trustees during the on-site visit. As soon as we have tentative schedules, we will contact Board members to see if they would be available by telephone or in person to meet with team members. The overall visit is scheduled for the second week of November, beginning Sunday, November 8, and continues for several days. The CEASD team will be comprised of member school representatives from other states, both from schools with boarding programs and from a day school program. The AdvancED team is comprised of members from school districts, university programs and other education organizations.

Student Enrollment

The fall student enrollment is slightly higher initially than it has been in the previous several years, currently at 611 enrolled on campus. There are 29 applications submitted for which records are being requested, 14 more are currently in review (the records are


Presidents Report September 25, 2015 Page 2

complete for review), and 16 prospective students are scheduled for evaluations on campus, for a total of 59 applications in process. We continue to have new students whose families have moved from out of state in order for their child or children to attend FSDB.

State Meetings

On September 3 and 4, an FSDB team and I attended a Florida Department of Education meeting of leaders of school district Exceptional Student Education programs for students with visual impairments or who are deaf or hard of hearing. The focus of this meeting was collaboration within districts and especially beyond district borders, since often small or rural districts do not have enough students with these low incidence disabilities to justify hiring full time teachers to serve the small populations and moreover cannot find teachers with the appropriate teaching credentials and expertise unless they contract with neighboring districts and share costs. For example, a district may be going over the state border to serve Florida students with a contracted shared teacher from Georgia if the programs are geographically close enough to do so.

Statewide data on student demographics and achievement for these groups of students was reviewed. Presentations by personnel from Discretionary Projects the state funds gave participants information about what is available to support district personnel as they serve students with visual impairments or who are deaf or hard of hearing.

Collaboration on programming for students in low incidence disability areas is not a new concept, in fact, it is a very longstanding concept because it allows for the critical mass to ensure that students get the services they require to become literate and learn satisfactorily all the special skill areas they require to be successful. However, a national trend to inclusion since 1975 has made collaboration to serve these populations very challenging, and other local control factors also challenge districts capacities for collaboration. For that reason, many districts with sparse population in general and scarcity of qualified teachers for specialty areas are struggling with appropriate service provision, especially for students with visual impairments or who are hard of hearing.

On September 9 and 10, I attended the inaugural Commissioners Summit on Education for Superintendents and College Presidents in Orlando. The topics included a review of a new synthetic drug that is becoming problematic in three counties of southeast Florida (which the speaker noted is regarded as Ground Zero for this one) so that school personnel can be on the lookout for it on campuses, as its use may spread. A panel discussed Model Partnerships between the states school districts and the state colleges to ensure smooth transitions and college/career readiness for students.

The topic of Mindset was presented, which was based on the book by Dr. Carol Dweck and research she and others have conducted. This was a timely reminder that we can


Presidents Report September 25, 2015 Page 3

move educational organizations forward most successfully if we embrace a growth mindset rather than a fixed mindset with a core belief that we can develop intelligence and abilities, which are not simply fixed or unchangeable from birth. The mindset research is especially important where populations of historically underachieving students are concerned; it demonstrates that we can use rather simple strategies to encourage a learning mentality in the students that will help them achieve satisfactorily.

The Governor came to speak to the group at the end of the second half-day session. He touched on the most relevant topics in Florida education and also spoke briefly regarding the states current fiscal condition, which is highly positive.

Response to Hurricane/Tropical Storm Erika

Updates on our response were provided to the Board of Trustees by email as we were working through the situation. Retrospectively, we were able to see that the overall response system we have developed works well, and we were also able to see the areas where it can be refined more. We used SkyAlert instant alert technology and personal phone calls to inform families about the situation and FSDBs response. This aided in getting the message out to all families. Families were asked at Registration if they wanted to have their information included to receive SkyAlerts. A large number did request the service, which made communication more effective.

Jeanne Glidden Prickett, EdD President


PARENT SERVICES DEPARTMENT September 2015

Parent Information Office

The Parent Information Office provided tours for 40 parents, professionals, and communitymembers during August of 2015.

The first Parent Engagement Workshop for the 2015-2016 school year is scheduled for September 18, 2015. FSDB staff, Rhonda McCahill and Heidi Jordan, will present an introduction to the 5steps of Love and Logic. Parents will have hands-on practice during the small group sessionson Empathy, Choices and Contributions. Parent Liaison, Misty Porter, will present on the powerof partnerships at FSDB. Parents can learn what they can do to create clear lines ofcommunication with FSDB staff to ensure their child is meeting his/her full potential.

Braille classes for parents are scheduled to begin on September 24 from 4:00 5:00 p.m. The classes will be held every Thursday through the end of April, 2016.

American Sign Language classes for parents will begin on September 30 from 3:05 4:05 p.m. The classes will be held every Wednesday through April, 2016.

Orientation and Mobility classes for parents are scheduled from 4:00 5:00 p.m. on October 15, December 3, February 11 and May 5.

Assistive Technology classes for parents will be held from 3:05 4:05 p.m. on November 19, February 25 and April 7.

All events and classes are free for FSDB parents and are supported and funded through IDEA-Part B, Title One and Endowment funded projects.

Parent Infant Program

During August 2015, FSDBs Parent Infant Program (PIP) served 377 families of Deaf/Hard of Hearing and Blind/Visually Impaired infants and toddlers ages 0-5.

Annual Parent Advisor Training was held at FSDB on August 29 highlighting Best Practices in Early Intervention. Parent Advisors traveled from around the state to attend the training. Presentations were made by Parent Infant Program Regional Coordinators, FSDB staff (RhondaMcCahill, Kim Satterfield & Misty Porter) and guest speakers with expertise in the field of Early Intervention with children who have sensory deficits (Kay Ratzlaff from the Florida InstructionalMaterials Center for the Visually Impaired and Allison Sedey from the University of Colorado at Boulder).

Electronic Home Visit Reporting System has been announced to the Parent Advisors. They areoverwhelmingly excited to have this tool available to them. Fine tuning continues in theTechnology Department to make this form versatile for reporting and use on various types ofdevices. Initial impressions of interface are positive.

L. Daniel Hutto Early Learning Center

School started early this year and FSDBs youngest students came back ready to learn. On Registration Day, each Pre-K students family was asked to create an All About Me page for our


class books. Every child has a page that they can read to the class so that we can all learn abouttheir families, their pets and their favorite activities. The book is kept on the classroom libraryshelf all year and the children take turns reading the book and learning about each other. The children have also been learning about their classroom and their school.

Early Learning Center (ELC) families joined their children for a picnic lunch in the gazebo onThursday, August 27. Returning families were able to meet new families and the childrenintroduced their new friends to their families. It was a wonderful celebration of the new school year.

On the third Thursday in September, the ELC families come to school to experience learning the Montessori way. After a short introduction to the classroom, the children will take their parents to work alongside them with the Montessori materials. This is an opportunity for parents to learnabout the Montessori philosophy and materials that their children use every day.

Intakes and Staffings

During the peak enrollment of August 2015, FSDB served 987 students and their families. There were 609 students served on campus and 378 were served through the Parent Infant Program.

There are currently 59 student intake files in progress. We are collecting additional records on 29students, 14 students files are in review, 16 are scheduled or ready to schedule.

Respectfully Submitted by:

Cindy Day

Executive Director of Parent Services


FSDB Board Report from 8/10/2015 to 8/30/2015

Start Adds Drops End Deaf High School Grades 9 12 163 0 0 163 Middle School Grades 6 8 80 4 0 84 Elementary Grades KG 5 100 2 0 102 Totals: Deaf 343 6 0 349

Blind High School Grades 9 12 96 0 0 96 Middle School Grades 6 8 53 2 0 55 Elementary Grades KG 5 58 2 0 60 Totals: Blind 207 4 0 211

ELC (PreK) Deaf 9 0 0 9 Blind 4 0 0 4 Totals: Deaf & Blind 13 0 0 13

CET High School Grades 9 12 (Deaf) 26 0 0 26 High School Grades 9 12 (Blind) 10 0 0 10 Totals: Deaf & Blind 36 0 0 36

FSDB Overall High School Grades 9 12 295 0 0 295 Middle School Grades 6 8 133 6 0 139 Elementary Grades PK 5 172 4 0 176 Totals: FSDB Overall 600 10 0 609

Peak Enrollment 609 on 8/30/15

Day Students (PreK -12) Deaf 114 3 0 117 Blind 83 4 0 87 Totals: Day Students 193 0 0 193

Parent Infant Program On Campus PreK Early Learning Center Deaf 10 Early Learning Center Blind 4 On Campus Overall Program Total * Toddler Program 3 973 Off Campus Visually Impaired 216 Deaf/Hard of hearing 134 Dual Sensory Impaired 11 Totals: Parent Infant Program 378

* Includes Parent Infant Program.


Human Resources Board Report September 2015

Class Code Count Board of Trustees Administrator Positions 65 Teacher Positions 123 Specialist Positions 47 Select Exempt Service Positions 81 Career Service Positions 368 General Revenue Positions 648 Grant Funded Positions 36

Add/Deletes 8342 Research & Training Specialist, SES-Classroom Teacher II CS 8348 Building Construction Specialist, SES-Groundskeeper, CS 8157 Telecommunications Specialist II-Telecommunications Specialist I-SES 8416 Senior Safety Specialist, SES-Fire Protection Specialist, CS 8600 Instructional Assistant I-Classroom Teacher II 8346 Grants Specialist II-Grants Specialist III 8422 Director of Business Systems Analytics-Coordinator of Business Technology 8629 Training & Research Consultant-Senior Web Page Design Specialist 8246 Instructional Assistant II-Classroom Teacher II

Service Awards 30 Years

Carolyn Brown Deborah Reid Monica Landis

20 Years Laronda Jenkins Sharon Ruditis

15 Years Keesha Patterson Maylin Adams

10 Years David Mack

5 Years Gregory Peacock


Communications and Public Relations Department

Report to the FSDB Board of Trustees September 2015

This report summarizes activities for the period of July and August 2015. These focus on the following goals: promote FSDB brand, solidify reputation among stakeholders, and position FSDB as a statewide leader in DHH/BVI education and accessibility.

Advertisements and Exhibits Association for Education and Rehabilitation of the Blind and Visually Impaired (AERBVI) newsletter and

website, ongoing ads Council of Administrators of Special Education (CASE) newsletter and website, ongoing ads Florida Association of the Deaf (FAD) Deaf Awareness Day, one-day exhibit

Live Streaming FSDB Volleyball had their four home games in August streamed. There were a total of 392 views for all

four matches. Replays can be viewed at http://livestream.com/FSDB/volleyball More athletic events are scheduled for live streaming during the month of September.

News Stories Fourteen stories were featured on the FSDB website, of which five were reprints of 15 by the St. Augustine

Record. The Record reprinted five of our original stories, and the Florida Times-Union reprinted one story. Google Alerts also picked up the abovementioned news stories.

Website Content preparation is under way for future launch of new responsive, mobile-focused and accessible

website, including translation of English content to Spanish. This actually means we will have two websites, one for each language.

Percentage of new visitors to our website constitute 48.2% of overall traffic, a small increase.

Social Media VimeoUploaded FSDB Summer Day Camp video, during which time our channel had a total of 5,792

views and four likes. YouTubeNo new videos uploaded; our channel had 85,038 views and a run time of 468,086 minutes,

with 170 new subscribers and 305 new likes. FacebookLikes rose to 7,416 with 59 stories that had a total of 127,196 viewers. The ASL Interactive

Sign Classes post was reached 7,323 people and was shared 82 times, and a second post, Dragons Hope to Slay Demons (Cedric Scott), reached 5,100 people and shared 29 times.

Twitter We had 30 new posts with 17,293 tweet impressions, and increased to 1,093 followers. FSDB was also mentioned 17 times in other tweets. The top tweet was on August 2 that announced the Girls Volleyball Preview that had 903 impressions and 44 engagements.

Museum Welcomed 21 visitors during July, three of whom were alumnus in town for the Blind Alumni Reunion. Hosted 27 visitors during August, including 20 on Registration Day and six visitors who were fifth

generation family members of Artemas W. Pope, one of the first two FSDB graduates in 1898. Lobby area underwent renovations for a brand-new FSDB Historical Timeline exhibit in September,

prepared by our department working with museum volunteers and campus personnel.


http://livestream.com/FSDB/volleyball

September 25, 2015 Action Item Number 1

FLORIDA SCHOOL FOR THE DEAF AND THE BLIND Board of Trustees Meeting

SUBJECT: Surplus Property

PROPOSED BOARD ACTION

Board approval is requested for disposal of surplus property. All items had an original purchase value in excess of $1,000.00.

Attachment: Surplus List

Presenter/Department: Julia Mintzer/Administrator of Business Services


http:1,000.00



SUBJECT: 2015-2016 Revised Operating Budget


Board approval is requested for the fiscal year 2015-2016 Revised Operating Budget.

Note: This revision reflects the Executive Office of the Governor adjustments and the realignment of $300,000 from expense to operating capital outlay for textbook purchases. Additionally, the revised budget includes a pending nonoperating transfer authority request in the amount of $4,000 for the statewide cost allocation plan.

Attachment: 2015-2016 Revised Operating Budget

Presenter/Department: Julia Mintzer/Administrator of Business Services




SUBJECT: 2015-2016 Student Progression Plan


Board approval is requested for FSDB's 2015-2016 Student Progression Plan

Attachment: 2015 2016 Addition/Changes to Student Progression Plan 2015 2016 Student Progression Plan

Presenter/Department: Tracie Snow, Director of Curriculum and Staff Development


Addition/Changes to Student Progression Plan

Board Approval Requested: September 25, 2015

Board approval is requested for the following changes and additions made to FSDBs Student Progression Plan which are a result of Legislative decisions and State Board Rule. Changes listed below are effective for the 2015-2016 school year.

Topic Pages

Updated Table of Contents .......................................................................................2-5

Updated Middle School EOC Requirement for 2014-2015 school year

Removed ELA Grade 11 Florida Standard Assessment Requirement ..........................Throughout

.....................18

Removed Requirement for College Success and Readiness Courses ..........................21

Removed Requirement for Placement in Remediation Courses .................................22, 23, 24, & 38

Removed Reference to Career Online Tool, CHOICES..............................................36

Added Information for Civics Requirement for Transfer Students...............................37

Added Information for Credit Acceleration Program (CAP) For Middle School ..........38

Added Specification for Personal Fitness Test............................................................40

Added Clarification Language for Online Learning Courses ......................................40

Updated Requirement to Scholar Designation for Algebra II .....................................45

Added Grade Forgiveness and EOC Assessment Section ...........................................51

Updated Written Notification to Parents (Diploma Options & Grad Requirements....53

Added Clarification on EOC Waiver Regarding Course Grade ..................................57

Added Online Exemption for Students With Disabilities Section ...............................58

Added Credit Clarification for Regular Certification of Completion ...........................60

Note: Due to State Board of Education rule, during the 2015-2016 school year, sections of this document may need to be updated again.


T. Snow 9/9/15

Student Progression Plan

Florida School for the Deaf & the Blind 207 North San Marco Ave

St. Augustine, Florida 32084 (904) 827 - 2200

Board Approved: September 2015 Board of Trustees' Report September 25, 2015

Page 27

Table of Contents

STUDENT PROGRESSION K-ADULT................................................................................... 6

Required Instruction and Assessment ................................................................................................................................ 7 INSTRUCTION ..........................................................................................................................................................................................7

Based on State Standards ................................................................................................................................................................7 Equity in Classroom Instruction and Extra-Curricular Activities ...................................................................................8 F.S. 1003.42 Required Instruction K-12...................................................................................................................................8

ASSESSMENT........................................................................................................................................................................................... 10 State Assessments ............................................................................................................................................................................ 10 Retaking the State Assessments ................................................................................................................................................. 11 Concordant Scores Option.......................................................................................................................................................... 11

Concordant Scores by Year Student Entered Grade 9 .............................................................................................. 12 Assessment of Exceptional Student Education (ESE) Students ..................................................................................... 12 Assessment of English Language Learners (ELLs) .............................................................................................................. 12 Workforce Preparation Assessment......................................................................................................................................... 12 Florida Kindergarten Readiness Screening (FLKRS) ......................................................................................................... 12

Promotion and Retention ....................................................................................................................................................12 GENERAL COMMENTS...................................................................................................................................................................... 12 PROMOTION AND RETENTION OF EXCEPTIONAL STUDENT EDUCATION STUDENTS IN K-8 ........... 14 PROMOTION ......................................................................................................................................................................................... 14

Social Promotion/Administrative Placement ...................................................................................................................... 14 Promotion of Students with Disabilities ................................................................................................................................ 15 Academically Challenging Curriculum to Enhance Learning (ACCEL) .................................................................. 15 Promotion by Acceleration in Grades K-8 ........................................................................................................................... 16 Articulated Acceleration in Grades 9-12 .............................................................................................................................. 16 Promotion of English Language Learners (ELLs) in K-8 .................................................................................................. 16 Promotion of Late-in-the-Year Transfer Students .............................................................................................................. 17 Promotion of Students in Grades K-2 ..................................................................................................................................... 17 Promotion of Students in Grades 3-5 ..................................................................................................................................... 17 Promotion of Middle School Students ................................................................................................................................... 17 Progress Monitoring Plans ........................................................................................................................................................... 20 Parental Notice and Annual Reporting of Progress ......................................................................................................... 20 Public Notice ..................................................................................................................................................................................... 20 Promotion of High School Students ........................................................................................................................................ 20 Midyear Promotion of Retained High School Students ................................................................................................. 21 Midyear Promotion of Junior to Senior Status .................................................................................................................... 21 Mathematics and English Language Arts College Success and Readiness Courses .......................................... 21

REMEDIATION ....................................................................................................................................................................................... 21 Specific Remediation Requirements ....................................................................................................................................... 21 Reading Remediation Requirements ...................................................................................................................................... 22

Elementary .................................................................................................................................................................................... 22 Reading Deficiency in Grades K-3 .............................................................................................................................. 23 Parent Notification of Reading Deficiency and Remediation Plan............................................................... 23

Middle Grades and High School Students ..................................................................................................................... 23 Content Area Reading Intervention ................................................................................................................................... 24

Mathematics Remediation Requirements............................................................................................................................. 24 Middle Grades and High School Students ..................................................................................................................... 24

Mathematics and English Language Arts College Success and Readiness Courses .......................................... 24 RETENTION ............................................................................................................................................................................................. 24

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Guidelines for Retention in Grades K-8 ................................................................................................................................ 25 Retention Notification ................................................................................................................................................................... 25 Mandatory Retention for Reading in Grade 3 .................................................................................................................... 25 Requests for Good Cause Exemptions ................................................................................................................................... 26 Progression for Retained Grade 3 Readers .......................................................................................................................... 26 Mid-Year Promotion for Retained Grade 3 Readers........................................................................................................ 28 Retention of Grade 3 Students Transferring Late in the Year ...................................................................................... 28 Retention of Exceptional Student Education (ESE) Students......................................................................................... 28

Placements ..............................................................................................................................................................................28 Placements Within a School ...................................................................................................................................................... 28 Placement of English Language Learners (ELLs) ................................................................................................................ 29 Enrollment Criteria .......................................................................................................................................................................... 29

ELEMENTARY SCHOOL PLACEMENT ....................................................................................................................................... 29 Mandatory School Attendance .................................................................................................................................................. 29 Responsibility for Placement in Grades K-5........................................................................................................................ 29 Kindergarten Initial Placement .................................................................................................................................................. 29 Grade 1 Initial Placement ............................................................................................................................................................ 30 Grades 2-5 Initial Placement...................................................................................................................................................... 31

MIDDLE SCHOOL PLACEMENT ................................................................................................................................................... 31 Responsibility for Placement in Grades 6-8 ........................................................................................................................ 31 Placement from Accredited Schools in Grades 6-8......................................................................................................... 31

HIGH SCHOOL PLACEMENT......................................................................................................................................................... 31 Responsibility for Placement ...................................................................................................................................................... 31 Grade Placement Within High School .................................................................................................................................. 32

Reporting and Grades ..........................................................................................................................................................32 Report Cards ...................................................................................................................................................................................... 32 Parent Notification of High School GPA Less Than 2.5 ................................................................................................ 32 Students Working on Grade Level in Grades K-8 ............................................................................................................ 32 Students Working Below Grade Level in Grades K-8..................................................................................................... 32 Interim Progress Reports ............................................................................................................................................................... 33

GRADING................................................................................................................................................................................................. 33 Grading Scale Unweighted/Weighted Grading System ................................................................................................. 33

Grades Descriptor Unweighted-Weighted Value (HS only) .................................................................................. 33 Right to Make Up Work for Excused Absences ................................................................................................................. 33 Right to Make Up Work for Unexcused Absences .......................................................................................................... 33

HIGH SCHOOL AWARDS AND HONORS............................................................................................................................. 33 Honor Graduates Criteria ............................................................................................................................................................ 33 Valedictorian and Salutatorian Awards ................................................................................................................................. 34 Co-Valedictorian .............................................................................................................................................................................. 34 Co-Salutatorian ................................................................................................................................................................................. 34

Elementary School Program ...............................................................................................................................................34 Daily Uninterrupted Elementary Reading Block Instruction ....................................................................................... 34 Instruction in the Comprehensive Core Reading Program ........................................................................................... 35 Physical Education Requirements ............................................................................................................................................ 35

Physical Education Waiver K-8 ........................................................................................................................................... 35 Replacement of Elementary School Courses ...................................................................................................................... 35

Middle School Program .......................................................................................................................................................36 Physical Education .......................................................................................................................................................................... 36 Health Education ............................................................................................................................................................................. 36

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Career and Education Planning ................................................................................................................................................ 36 Civics ..................................................................................................................................................................................................... 37 High School Credit in Middle School .................................................................................................................................... 37

Successful completion of a high school level Algebra I or Geometry course ............................................... 37 Successful completion of a high school level Biology I course ........................................................................... 38

High School Courses Taken Prior to Grade 9 .................................................................................................................... 38 The Credit Acceleration Program (CAP) ............................................................................................................................... 38 High School Online Courses Taken Prior to Grade 9 .................................................................................................... 38 Assignment to Remedial Classes in Middle School ......................................................................................................... 38 Replacement of Middle School Courses ............................................................................................................................... 39

High School Program - Grades 9-12 ................................................................................................................................39 Determination of Mastery of Student Performance Standards/Next Generation Sunshine State Standards/Florida Standards........................................................................................................................................................ 39

GENERAL REQUIREMENTS FOR HIGH SCHOOL GRADUATION............................................................................. 39 HIGH SCHOOL TESTING/GRADUATION REQUIREMENTS BY 9TH GRADE YEAR OF ENTRY ................... 41

Students Entering Ninth Grade for the 2007 to 2010 School Years......................................................................... 41 Students Entering Grade Nine In 2010-2011 School Year ........................................................................................... 42 Students Entering Grade Nine In 2011-2012 and 2012-2013 School Year ......................................................... 43 Students Entering Grade Nine In 2013-2014 School Year and Forward ............................................................... 45 End-of-Course Assessment Requirements (EOC)............................................................................................................... 46 Academic Exemptions Based on Attendance ..................................................................................................................... 47 Students Enrolled in College Courses for College Credit Only .................................................................................. 47 Enrollment in Sequential Courses ............................................................................................................................................ 47

ENROLLMENT IN VIRTUAL COURSES...................................................................................................................................... 48 Placement/Acceleration in Florida Virtual School (FLVS) ............................................................................................ 48

HIGH SCHOOL CREDIT ISSUES ................................................................................................................................................... 48 Definition of High School Credit ............................................................................................................................................. 48 Awarding of Credit for English Language Learners (ELLs)............................................................................................. 48 Qualifications and Restrictions for Earning Credit ........................................................................................................... 48 Exclusions for Earning Credit ..................................................................................................................................................... 49 Credit for Remedial and Compensatory Courses .............................................................................................................. 49 Honors Credit Used in Calculating Weighted Grade Point Average ...................................................................... 49 The Credit Acceleration Program (CAP) ............................................................................................................................... 49 College/Career and Technical Dual Enrollment Credit ................................................................................................. 49 Declaration of Type of Credit for Joint Dual Enrollment and AP Courses ............................................................ 50 Credit for High School Courses Taken Prior to Grade 9 ............................................................................................... 50 High School Uniform Transfer of Credits ............................................................................................................................. 50

Credits and Grades.................................................................................................................................................................... 50 State Assessments....................................................................................................................................................................... 50

Grade Forgiveness ........................................................................................................................................................................... 51 Grade Forgiveness and EOC Assessments...................................................................................................................... 51

DUAL ENROLLMENT, ADVANCED PLACEMENT AND ACCELERATION INFORMATION ........................... 52 Dual Enrollment Qualifications ................................................................................................................................................ 52 Student Materials for Dual Enrollment Courses................................................................................................................. 52 Advanced Placement ..................................................................................................................................................................... 52 School-to-Work Transition .......................................................................................................................................................... 52

DIPLOMA OPTIONS AND GRADUATION REQUIREMENTS........................................................................................ 53 Standard High School Diplomas .............................................................................................................................................. 53

24 Credit Standard Diploma................................................................................................................................................. 53 24 Credit Scholar Designation Diploma ......................................................................................................................... 53 24 Credit Merit Designation Diploma ............................................................................................................................. 54 Certificate of Completion ....................................................................................................................................................... 54

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FLORIDA BRIGHT FUTURES SCHOLARSHIP PROGRAM REQUIREMENTS.......................................................... 54 EXCEPTIONAL STUDENT EDUCATION (ESE)........................................................................................................................ 55

Diploma Options and Graduation Requirements ............................................................................................................ 55 Beginning with students entering grade 9 in the 2014-2015 school year....................................................... 55 Standard Diploma for Exceptional Student Education (ESE) Students ............................................................... 57

ESE FCAT/END OF COURSE EXAM (EOC) WAIVER: ......................................................................................... 57 ONLINE EXEMPTION FOR STUDENTS WITH DISABILITIES ........................................................................ 58

Special Diploma Options for Exceptional Student Education (ESE) Students ................................................ 58 Special Diploma Option 1 for Exceptional Student Education (ESE) Students ........................................ 58 Special Diploma Option 2 for Exceptional Student Education (ESE) Students ........................................ 60

Certificates of Completion for Exceptional Student Education (ESE) Students .............................................. 60

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Student Progression K-Adult According to Florida Statute 1008.25, each school board will establish a comprehensive program for student progression that will be based upon an evaluation of each students performance, including how well the student masters the performance standards approved by the state board.

The Florida School for the Deaf and the Blind (FSDB) Student Progression Plan establishes procedures to achieve parent/guardian understanding, cooperation and acceptance of the students placement. School attendance procedures as described in the FSDBs Attendance Policy are considered a part of the Student Progression Plan.

The FSDB program for student progression is based upon goals and objectives that are compatible with the states plan for education.

All procedures listed in the Student Progression Plan are subject to change because of FSDB board or school administrative action. Students and parents/guardians will be notified when such changes occur.

To ensure their total and continuous development, students will be placed in programs and levels best suited to meet their academic needs, with consideration given to their social, emotional and physical development.

Decisions regarding student promotion, retention and special placement are primarily the responsibility of the individual schools professional staff. This plan and the procedures for its implementation reflect clearly that promotion is based on student achievement.

FSDB and state regulations place the responsibility for decisions regarding student placement with the Principal and the Individual Education Plan (IEP) Team.

The Florida School for the Deaf and the Blind Board of Trustees shall allocate remedial resources to students in the following priority:

Students who are deficient in reading by the end of grade 3.

Students who fail to meet performance levels required for promotion consistent with the FSDB plan for student progression.

It is the responsibility of the Board of Trustees and FSDB administration to provide students with effective instructional and remedial programs that monitor progress, promote continuous achievement, and make provisions for individual differences; of students to assume responsibility for learning, being at school and in class, and to engage in instruction; of parents/guardians for their childrens attendance and for promoting an interest in learning and ensuring their childrens proper conduct while at school; of the Principal for required records and reports; of teachers for providing effective instruction and remediation and documenting instruction in and students mastery of the Next Generation Sunshine State Standards (NGSS)/Mathematics Florida Standards (MAFS) and Language Arts Florida Standards (LAFS).

FSDB is committed to the implementation of a Problem Solving/Response to Instruction (RtI)/ Multi-Tiered System of Supports (MTSS) process to integrate/align efforts to improve educational

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outcomes and meet the academic/behavioral needs of all students. FSDB will provide high quality instruction/intervention matched to student needs and use learning rate and level of performance to inform instructional decisions including decisions regarding promotion, acceleration, retention, and remediation. Response to Instruction/Multi-Tiered System of Supports is data-based decision making process applied to education. A four-step problem-solving method and the systematic use of assessment data at the school, grade, class, and individual level will guide decisions about the allocation of resources and intensity of instruction/interventions needed to improve learning and/or behavior. This integrated instruction and intervention is delivered to students in varying intensities (multiple tiers) based on student need.

Tier 1: Core Curriculum: All students, including students who require curricular enhancements for acceleration.

Tier 2: Strategic Interventions; Students who need more support in addition to the core curriculum

Tier 3: Comprehensive and Intensive: Students who need individualized interventions.

Required Instruction and Assessment

INSTRUCTION

The requirements for instruction are designed to conform to the vision, mission and objectives of The Florida School for the Deaf and the Blind. The procedures herein are consistent with Florida Statute and recognize the unique characteristics and needs of FSDBs students.

Based on State Standards Instruction that complies with the State Board of Education adopted Student Performance Standards shall be offered in each school. These standards are incorporated into appropriate courses in all subject areas in grades K-Adult and are the basis for curriculum, instruction and evaluation of student performance in the district.

Next Generation Sunshine State Standards (NGSS)/Mathematics Florida Standards (MAFS) and Language Arts Florida Standards (LAFS) NGSSS, MAFS, and LAFS prepare students to effectively engage, communicate, and compete globally with students around the world. These standards incorporate important skills such as critical thinking, problem-solving, and workforce-literacy skills; communication, reading and writing; mathematics skills; collaboration skills; contextual and applied-learning skills; technology-literacy skills; information and media-literacy skills; and civic-engagement skills. These standards are broad statements that describe what a child should know and be able to do at every grade level. These standards cover seven content areas: social studies, science, language arts, health/physical education, the arts, foreign language, and mathematics. The standards are divided into smaller units called benchmarks, which include distinct grade-level expectations for the core content knowledge and skills that a student is expected to have acquired by each individual grade level. Each students performance on the Florida Comprehensive Assessment Test - FCAT 2.0 (Science in grades 5 and 8 and EOCs in Biology, U.S. History and Civics) and the Florida

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Standards Assessments (English Language Arts, Mathematics and End-of-Course Exams in Algebra and Geometry) indicates his or her progress in reaching these benchmarks.

Equity in Classroom Instruction and Extra-Curricular Activities Provisions shall be made for all students to participate fully in classroom instruction and extra-curricular activities. No student shall be denied participation because of age, sex, race, handicap, religion, national origin, or for any other reason not related to his or her individual capabilities.

F.S. 1003.42 Required Instruction K-12 (1) FSDB shall provide all courses required for middle grades promotion, high school graduation, and appropriate instruction designed to ensure that students meet State Board of Education adopted standards in the following subject areas: reading and other language arts, mathematics, science, social studies, foreign languages, health and physical education, and the arts.

(2) Members of the instructional staff of the public schools, subject to the rules of the State Board of Education and the FSDB Board of Trustees, shall teach efficiently and faithfully, using the books and materials required that meet the highest standards for professionalism and historic accuracy, following the prescribed courses of study, and employing approved methods of instruction, the following:

(a) The history and content of the Declaration of Independence, including national sovereignty, natural law, self-evident truth, equality of all persons, limited government, popular sovereignty, and inalienable rights of life, liberty, and property, and how they form the philosophical foundation of our government.

To educate students about the sacrifices made for freedom in the founding of this country and the values on which this country was founded, the last full week of classes in September shall be recognized in public schools as Celebrate Freedom Week. Celebrate Freedom Week must include at least 3 hours of appropriate instruction in each social studies class, as determined by each school district, which instruction shall include an in-depth study of the intent, meaning, and importance of the Declaration of Independence.

To emphasize the importance of this week, at the beginning of each school day or in homeroom, during the last full week of September, public school Principals and teachers shall conduct an oral recitation by students of the following words of the Declaration of Independence: "We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable rights, that among these are life, liberty and the pursuit of happiness. That to secure these rights, governments are instituted among men, deriving their just powers from the consent of the governed."

Student recitation of this statement shall serve to reaffirm the American ideals of individual liberty.

Upon written request by a student's parent/guardian, the student must be excused from the recitation of the Declaration of Independence. (F. S. 1003.421)

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(b) The history, meaning, significance, and effect of the provisions of the Constitution of the United States and amendments thereto, with emphasis on each of the 10 amendments that make up the Bill of Rights and how the constitution provides the structure of our government.

(c) The arguments in support of adopting our republican form of government, as they are embodied in the most important of the Federalist Papers.

(d) Flag education, including proper flag display and flag salute.

(e) The elements of civil government, including the primary functions of and interrelationships between the Federal Government, the state, and its counties, municipalities, school districts, and special districts.

(f) The history of the United States, including the period of discovery, early colonies, the War for Independence, the Civil War, the expansion of the United States to its present boundaries, the world wars, and the civil rights movement to the present. American history shall be viewed as factual, not as constructed, shall be viewed as knowable, teachable, and testable, and shall be defined as the creation of a new nation based largely on the universal principles stated in the Declaration of Independence.

(g) The history of the Holocaust (1933-1945), the systematic, planned annihilation of European Jews and other groups by Nazi Germany, a watershed event in the history of humanity, to be taught in a manner that leads to an investigation of human behavior, an understanding of the ramifications of prejudice, racism, and stereotyping, and an examination of what it means to be a responsible and respectful person, for the purposes of encouraging tolerance of diversity in a pluralistic society and for nurturing and protecting democratic values and institutions.

(h) The history of African Americans, including the history of African peoples before the political conflicts that led to the development of slavery, the passage to America, the enslavement experience, abolition, and the contributions of African Americans to society.

(i) The elementary principles of agriculture.

(j) The true effects of all alcoholic and intoxicating liquors and beverages and narcotics upon the human body and mind.

(k) Kindness to animals.

(l) The history of the state.

(m) The conservation of natural resources.

(n) Comprehensive health education that addresses concepts of community health; consumer health; environmental health; family life, including an awareness of the benefits of sexual abstinence as the expected standard and the consequences of teenage pregnancy;

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mental and emotional health; injury prevention and safety; nutrition; personal health; prevention and control of disease; and substance use and abuse.

(o) Such additional materials, subjects, courses, or fields in such grades as are prescribed by law or by rules of the State Board of Education and the district school board in fulfilling the requirements of law.

(p) The study of Hispanic contributions to the United States.

(q) The study of women's contributions to the United States.

(r) The nature and imp

Documents

Board of Trustees Meeting Center for Leadership and ... 2015-09-25-Board-Packet.pdf · Call to Order 87 – …………………………… Board of Trustees Meeting Center for