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S.O.S. for Success!
2014
SCHOOL BOARD OF BREVARD COUNTY Educational Services Facility
2700 Judge Fran Jamieson Way Viera, Florida 32940-6699
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SCHOOL BOARD MEMBERS Karen Henderson, Chairman Andy Ziegler, Vice Chairman
Amy Kneessy Dr. Michael Krupp
Dr. Barbara Murray
SUPERINTENDENT Brian T. Binggeli, Ed.D.
DIVISION OF CURRICULUM AND INSTRUCTION ASSOCIATE SUPERINTENDENT
Cyndi Van Meter
OFFICE OF ELEMENTARY PROGRAMS DIRECTOR
Dr. Lynn Spadaccini
OFFICE OF HIGH SCHOOL PROGRAMS DIRECTOR
Robin Novelli
OFFICE OF MIDDLE SCHOOL PROGRAMS DIRECTOR
Barbara Rodrigues
OFFICE OF EARLY CHILDHOOD AND TITLE I DIRECTOR
Dr. Teresa Wright
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Table of Contents
Summer Academic Program Calendar and Checklist ................................................................................ 4
Summer 2014 Instructional Salary Schedule ............................................................................................. 5
3rd Grade Reading Camp (Level 1 students only) ..................................................................................... 6
3rd Grade Student Summer Camp Information Document ........................................................................................ 10
3rd Grade Portfolio Chart ................................................................................................................................................ 11
SAT 10 Testing 2014 for FCAT Good Cause Exemptions (GCE) .......................................................................... 17
Documentation required from the home school: .................................................................................................... 18
6th-8th Grade Course Recovery ............................................................................................................................ 19
MS Attachment 1 –Conference Request ...................................................................................................................... 26
MS Attachment 2 –Conduct Agreement ....................................................................................................................... 27
MS Attachment 3-End of Program Letter ...................................................................................................................... 28
High School S.O.S. Post-Secondary Remediation ................................................................................................. 29
Driver Education Program ...................................................................................................................................... 30
Extended School Year (ESY) ................................................................................................................................. 31
Letter to Parents - 2014 Extended School Year (ESY) ............................................................................................... 36
Request for Bus transportation ...................................................................................................................................... 37
2014 ESY Summary of Services ................................................................................................................................... 38
ESY Documentation ........................................................................................................................................................ 41
Title I S.O.S. .......................................................................................................................................................... 43
Fee Based Summer Programs............................................................................................................................... 44
Personnel and Payroll for Summer Employment ................................................................................................... 48
Accounting String ............................................................................................................................................................. 55
Instructional Personnel Information form ...................................................................................................................... 56
Support Personnel Information Form Summer/Intersession ...................................................................................... 57
Time Log-Summer ........................................................................................................................................................... 58
Summer/Intersession/Adult ED Employment Change Form ...................................................................................... 59
S.O.S. Data Input ................................................................................................................................................... 60
Elementary........................................................................................................................................................................ 60
Secondary ......................................................................................................................................................................... 62
Food and Nutrition Services ................................................................................................................................... 64
Summer Food Program Form ........................................................................................................................................ 65
Nondiscrimination Notice ....................................................................................................................................... 67
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Summer Academic Program Calendar and Checklist
APRIL 2014 ESY student recommendations for S.O.S. due to the principals April 11, 2014
ALL ESY “Letter of Intents” and “S.O.S. Request for Bus Transportation” mailed to parents April 17, 2014
Deadline for ALL ESY Letter returned to their home school April 25, 2014
“Summary of Services” form is due to the Staffing Specialist April 29, 2014
MAY 2014 ESY Summary of Services sent to ESY schools May 2, 2014
ALL S.O.S. Transportation forms (ESY only) due back to Transportation May 2, 2014
List of potential 3rd grade camp, ESY, sent to Food Services May 8, 2014
All Personnel Information forms are due to your Human Resource Contact May 15, 2014
All “Request for Homebound/Hospital” services due back to Pam Treadwell May 16, 2014
All current year IEP information given to Summer ESY sites May 16, 2014
Testing and Accountability emails SAT10 Material Request form to schools May 27, 2014
3rd Grade Student Summer Camp Information Form (Page 12) along with all accompanying documents due to the S.O.S. site
May 30, 2014
JUNE 2014 Teachers Pre-Planning for (3rd Grade Reading Camp, ESY, High School Cred June 2, 2014
Teachers Pre-Planning for (High School Credit Make-Up, Drivers Education-Session #1) June 2, 2014
Students first day for (3rd Grade Reading Camp, ESY, 6th – 8th Grade Course Recovery, High School Credit Make-Up, Drivers Education-Session #1)
June 3, 2014
ALL End of Year Codes (Regular school year) must be completed June 11, 2014
Students last day for (Drivers Education-Session #1) June 13, 2014
Teachers Post-Planning for (Drivers Education-Session #1) June 16, 2014
Teachers Pre-Planning for (Drivers Education-Session #2) June 16, 2014
Students first day for (Drivers Education-Session #2) June 17, 2014
Special courier will deliver SAT10 testing materials (dates are subject to change) June 17, 2014
SAT 10 Administration June 23, 2014
SAT 10 Special Pickup June 25, 2014
Students last day for (3rd Grade Reading Camp, ESY) June 26, 2014
Teachers Post-Planning for (3rd Grade Reading Camp, ESY) Last day for High School Post-Secondary Remediation Program
June 27, 2014
Students last day for (Middle School Virtual Program, and Drivers Education- Session #2) June 27, 2014
Teachers Post-Planning for (High School Credit Make-Up and Drivers Education-Session #2 June 30, 2014 JULY 2014
End of Year Codes (S.O.S.) July 11, 2014
Summer 2014 Instructional Salary Schedule
Level 10-month 11-month 12-month
AA 37,840 42,087 50,202 BB 37,954 42,214 50,354 CC 38,471 42,789 51,039 DD 39,093 43,481 51,865 EE 39,817 44,286 52,825 FF 40,749 45,323 54,061 GG 41,888 46,590 55,572 HH 43,234 48,087 57,358 II 44,683 49,699 59,280
JJ 46,340 51,542 61,478 KK 48,204 53,615 63,951 LL 50,275 55,918 66,698 MM 52,552 58,451 69,718 NN 54,934 61,100 72,878 O 58,495 65,061 77,602
2014 Summer Programs Funded o Extended School Year (ESY) for Exceptional Education Students o Basic S.O.S. – 3rd grade reading ONLY o Elementary Assistant Principals SOS sites only
Elementary and Secondary schools may fund summer guidance hours using school funds.
The contract year for teachers is 196 days as provided in the approved calendar.
This plan is based on **Bachelor’s Degree, Florida certification. For **Master’s Degree, add $2,625 to the base For **Specialist’s Degree, add $3,900 to the base For **Doctoral Degree, add $5,200 to the base
**Equivalent pursuant to the Florida Department of Education Rules
Adjustments to high salary levels shall be made upon submission by the teacher of appropriate academic credentials. These adjustments shall be included in the first paycheck practicable following submission of the appropriate credentials to Human Resources Services and shall be paid to the date earned within the current fiscal year.
CREDIT FOR TEACHING – Credit shall be given for purposes of placement and vertical movement on the salary schedule for up to twenty-one (21) years of out-of-state teaching experience and/or up to twenty-one (21) years of Florida teaching experience, including college teaching, military experience, and kindergarten experience if part of an elementary school program. Ninety-nine (99) or more days of full-time teaching, to include paid leave, in any single school year shall be considered as one (1) year of experience. All full time experience earned with the School Board of Brevard County shall be awarded.
CREDIT FOR MILITARY EXPERIENCE – Two (2) years of credit for purposes of placement and vertical movement on the salary schedule shall be given for military service completed since January 1, 1940. A year of experience shall be granted for twelve (12) months of active duty service. A partial year shall be counted if the active military service is within thirty (30) days of being a full year. Additional credit shall not be allowed for teaching assignments while in the military service.
Substitute Teacher………………………………………..………………………………$8.25/hr. Substitute Teacher with AS degree ……………...…...…………………...$8.75/hr.
Substitute Teacher with BA or higher….…………………………………$12.50/hr. Substitute Teacher-retired ………………………………………………..$16.25/hr. Homebound Instruction (including travel) ……………………………….$22.50/hr. In-service preparation and teaching……………………………………...$22.50/hr. Summer In-service Institutes ……………………………………………..$12.00/hr.
Summer Professional Development ………………………….………....$12.00/hr.
During the 2010-2011 Legislative session The Student Success Act
(SB 736) was passed and one of the provisions of this bill addressed
advanced degrees. The language states: “A District school board
may not use advanced degrees in setting a salary schedule for
instructional personnel or school administrators hired on or after July
1, 2011, unless the advanced degree is held in individual’s area of
certification and is only a salary supplement.”
Movement of employees on the Instructional Salary Schedule is
accomplished only through negotiations between the Union and the
Board subject to the provisions of Chapter 447, F.S. It is further
understood that upon expiration of the Agreement, incremental
steps on the salary schedule are subject to renegotiations and are
not automatically payable until such time as a new salary has been
ratified
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3rd Grade Reading Camp (Level 1 students only) Purposes: Provide intensive reading instruction for Level 1 third grade students
Target: Basic and ESE students who scored at Level 1 on FCAT Reading
Course Code: 5010050X
Students: 12 students per class Sites:
NORTH- Apollo Elementary (* ~)
Imperial Estates Elementary Coquina Elementary
NORTH-Audubon Elementary (~)
Cape View Elementary Lewis Carroll Elementary MILA Elementary
Tropical Elementary
NORTH-Challenger 7 Elementary (* +)
Atlantis Elementary Enterprise Elementary
NORTH- Mims Elementary (*)
Oak Park Elementary Pinewood Elementary
CENTRAL- Dr. D.W. Creel Elementary (* +)
Croton Elementary Longleaf Elementary Sabal Elementary
Sherwood Elementary
CENTRAL- Fairglen Elementary (*)
Cambridge Elementary Endeavour Elementary Golfview Elementary
Saturn Elementary
CENTRAL- Manatee Elementary
Andersen Elementary Quest Elementary Suntree Elementary
Williams Elementary
CENTRAL- Sea Park Elementary
Roosevelt Elementary Indialantic Elementary Gemini Elementary
Holland Elementary Ocean Breeze Elementary Surfside Elementary
SOUTH- Columbia Elementary (*)
Westside Elementary Sunrise Elementary Turner Elementary
SOUTH- Lockmar Elementary (~)
Discovery Elementary Jupiter Elementary Christa McAuliffe Elementary
SOUTH- Riviera Elementary (* +)
Palm Bay Elementary Port Malabar Elementary University Park Elementary
SOUTH- Roy Allen Elementary (*)
Harbor City Elementary Meadowlane Intermediate Elementary
(*) = Title I (+) + VPK (~) + ESY
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SUMMER CAMP CALENDAR
Student Days/5 hours per day June 3, 2014- June 26, 2014
Total Days (Students) 18 days
Total Hours (Students) 90 hours
Teacher Days June 2, 2014- June 27, 2014
Total Days (Teachers)/6 hours per day 20 days
Total Hours (Teachers) *Including Pre/Post Planning 120 hours
READING INSTRUCTIONAL TIME
Instructional Hours 5 hours per day
Total Time 90 hours
TIME FOR INSTRUCTION AND STUDENT PRACTICE
Intensive Reading Instruction A minimum of ¾ of the instructional day
Independent Reading, Teacher Read-Aloud, Mentoring No more than 30 minutes per day
Supplemental Technology 30 minutes per day
Formal Assessment No more than 30 minutes per day
Supervision and Staffing: The elementary S.O.S. program will be under the direct supervision of the school principal.
The principal is responsible for selecting and recommending the staff for the summer program. District employment procedures shall be observed in the selection and employment of summer staff. Certified teachers under contract for employment at the close of the 2013-14 school year, who have received a satisfactory performance rating, are eligible for employment. Preference should be given to reading certified or endorsed teachers who have evidence of prior success teaching struggling readers.
Basic Teacher for 3rd Grade Reading Camp: These teachers will work a 6-hour day for the duration of the third grade camp including pre and post planning days. The following project numbers should be used for the BASIC teachers only.
Employment of personnel in your S.O.S. programs is contingent upon student enrollment. It will be impossible to confirm employment until registration is completed. If your school is open for multiply programs, please be careful to charge your teacher pay to the correct funding source. Assistant Principals for 3rd Grade Reading Camp: These assistant principals will work a 6-hour day for the duration of the third grade camp including pre and post planning days. The following project numbers should be used for the schools indicated below:
TITLE I Assistant Principals only-422.XXXX.414001.7300.111.000
Apollo Elementary, Mims Elementary, Challenger 7 Elementary, Dr. W.J. Creel Elementary, Fairglen Elementary, Columbia Elementary, Riviera Elementary, Roy Allen Elementary
IDEA Assistant Principals only-422.XXXX.414014.6300.132.000
Audubon Elementary, Manatee Elementary, Sea Park Elementary, Lockmar Elementary
BASIC Teacher only -100.XXXX.001612.5100.121.101
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SAMPLE Summer Camp Schedule
7:30 A.M. – 7:45 A.M. Warm-up: computer assisted program or writing task
7:45 A.M. – 10:00 A.M. Whole and small group differentiated instruction; small group guided reading rotations; literacy work stations matched to student needs
10:00 A.M. – 10:30 A.M. Direct writing instruction (Connected to whole and small group instruction)
10:30 A.M.- 11:00 A.M. Explicit teaching of the key comprehension strategies
11:00 A.M. –11:15 A.M. Lunch Snack
11:15 A.M. – 12:15 P.M. Small group intervention and/or word study lesson
12:15 P.M. - 12:30 P.M. Wrap-up: review, read aloud, independent reading, or computer assisted program
Instructional Materials: Florida DOE states, “An effective program incorporates explicit and systematic instruction that sufficiently addresses all five reading components and informal cooperative practice.” The following programs are to be used for initial instruction and considered for immediate intensive instruction.
Required initial instruction for Brevard Public Schools Third Grade Summer Camp Recommended supplemental or intervention materials for Third Grade Summer Camp
Assessment:
Core Reading Program(s) Intervention Reading Programs
Scholastic Summer School Reading Program Explicit Writing Lessons
Targeted Reading Intervention Comprehension Toolkit Strategies Heggerty Daily PA/Phonics Support Syllable Type Lessons Computer assisted programs or websites to
match independent practice opportunities to individual student needs such as: FCAT Focus, Successmaker and Classworks
Fountas and Pinnell Phonics Lessons 95 Percent Group PA and Phonics Intervention Lessons Voyager Passport Intervention Barton Reading and Spelling Program SRA Reading Mastery/Plus SRA Corrective Reading FCRR FAIR Search Tool and Student Center Activities Empowering Teachers intervention
The programs listed above are found frequently in Brevard
Public Schools; however, schools may use other available
supplemental materials.
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Review Student Data:
PMP and Report Card
Portfolio Chart
AP3 FAIR Student Detail Report
Running Record Level
PSI or other diagnostic information
Initial Assessment:
Scholastic Summer School Reading Program’s Pre- Test
Progress Monitoring:
Scholastic Summer School Reading Program’s Weekly Test
Phonics Screening Instrument (PSI)
Voyager Comprehension Practice Passages
DIBELS Next (ORF) or Running Records
FCAT Focus
Outcome
SAT-10 Administer on June 20 only for Level 1 students who do not meet portfolio GCE requirement. Please refer to page 14 for additional information.
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3rd Grade Student Summer Camp Information Document
Please Include a copy of these forms This form and all accompanying documents are due to the S.O.S. site no later than Friday, May 30, 2014
Student
Number
Student Name
Last, First
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Y N Y N
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3rd Grade Portfolio Chart3rd Grade Portfolio Chart
Student Name: ________________________ School Year: ______________
Grade 3 FCAT Assessed Benchmarks Three Evidences of Mastery
LA.3.1.6.3 The student will use context clues to determine meanings of unfamiliar words.
1. Date: Source:
2. Date: Source:
3. Date: Source:
LA.3.1.6.7 The student will use meaning of familiar base words and affixes (prefixes and suffixes) to determine meanings of unfamiliar complex words.
1. Date: Source:
2. Date: Source:
3. Date: Source:
LA.3.1.6.8 The student will use knowledge of antonyms, synonyms, homophones, and homographs to determine meaning of words.
1. Date: Source:
2. Date: Source:
3. Date: Source:
LA.3.1.6.9 The student will determine the correct meaning of words with multiple meanings in context.
1. Date: Source:
2. Date: Source:
3. Date: Source:
LA.3.1.7.2 The student will identify the author’s purpose (to inform, entertain, or explain) in text and how an author’s perspective influences text.
1. Date: Source:
2. Date: Source:
3. Date: Source:
LA.3.1.7.3 The student will determine explicit ideas and information in grade-level text, including but not limited to main idea, relevant supporting details, strongly implied message and inference, and chronological order of events
1. Date: Source:
2. Date: Source:
3. Date: Source:
LA.3.1.7.4 The student will identify cause-and-effect relationships in text.
1. Date: Source:
2. Date: Source:
3. Date: Source:
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3rd Grade Portfolio Chart
Student Name: ________________________ School Year: ______________
Grade 3 FCAT Assessed Benchmarks Three Evidences of Mastery
LA.3.1.7.5 The student will identify the text structure an author uses (comparison/contrast, cause/effect, and sequence of events), and explain how it impacts meaning in text.
1. Date: Source:
2. Date: Source:
3. Date: Source:
LA.3.1.7.6 The student will identify themes or topics across a variety of fiction and nonfiction selections.
1. Date: Source:
2. Date: Source:
3. Date: Source:
LA.3.1.7.7 The student will compare and contrast elements, settings, characters, and problems in two texts.
1. Date: Source:
2. Date: Source:
3. Date: Source:
LA.3.2.1.2 The student will identify and explain the elements of story structure, including character/ character development, setting, plot, and problem/ resolution in a variety of fiction.
1. Date: Source:
2. Date: Source:
3. Date: Source:
LA.3.2.1.7 The student will identify and explain an author’s use of descriptive (tone, mood), idiomatic, and figurative language (personification, similes, metaphors, symbolism) and examine how it is used to describe people, feelings, and objects.
1. Date: Source:
2. Date: Source:
3. Date: Source:
LA.3.2.2.1 The student will identify and explain the purpose of text features (table of contents, glossary, headings, graphs, diagrams, illustrations, charts).
1. Date: Source:
2. Date: Source:
3. Date: Source:
LA.3.6.1.1 The student will read informational text (graphs, charts, manuals) and organize information for different purposes, including but not limited to being informed, following multi-step directions, making a report, conducting interviews, preparing to take a test, and performing a task.
1. Date: Source:
2. Date: Source:
3. Date: Source:
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What does scoring Level 1 on the FCAT mean?
Florida Department of Education
When a third grader scores in the lowest level on the FCAT, it warns us
that the child is reading at a much lower level than is expected of third
graders. Students who score Level 1 may not be able to recognize or
sound-out new words or know their meaning. They may have trouble
answering questions that identify a story’s main idea, main characters,
and order of events. They may not be able to use information from charts,
graphs, or maps to answer specific questions.
THE LAW Florida law says that third graders who score at Level 1 in reading on the FCAT must be retained (not promoted to fourth grade). However, children who demonstrate the required reading level through a state approved alternative standardized reading test or through a student portfolio can be granted a “good cause exemption” and be promoted to fourth grade.
If your child scores at Level 1, you will be notified by the school that your child will not be promoted to fourth grade until he or she achieves the required reading level.
Students who are retained must be given intensive instruction in reading to help them catch up. You will be given information about the intensive instruction that will be provided to help your child make progress in reading.
Note: Some students with disabilities, some students with limited English proficiency, and some students who have already been retained twice can receive a “good cause exemption” and be promoted, although they are not reading at the required level. If your child is not eligible for the good cause exemption, you will be notified as to why your child is not eligible. Please refer to page 4 of this document for additional information
What does the law mean? This law means, “We are not going to give up on struggling students; we are going to invest in them.” This will have a positive effect on our whole state. It will reduce the need for remedial education in middle and high school and may lower dropout rates and juvenile delinquency. It will also help Florida develop the highly skilled workforce needed for a strong economy.
What does retention mean? Retention does not mean that the child has failed. It does not mean that teachers or parents are not working hard enough. It does mean that the child needs more time and help to catch up in reading.
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Purpose of Retention The purpose of retention is to give children who have substantial reading deficiencies more time and the intensive instruction they need to catch up in reading.
Why third grade? A substantial reading deficiency must be addressed before students can move on to the more difficult schoolwork of fourth grade and beyond. As students progress through the grades, the text and tasks that are required for students to understand what they are reading are more complex. Textbooks become more complex; reading passages are longer. Students use encyclopedias, websites, and other written materials to do research for history reports, science projects, and other schoolwork. Those who have trouble understanding what they read find it very difficult to keep up. Many students become frustrated when they try to tackle this schoolwork without necessary reading skills. For some students, this leads to years of difficulty in school and limited opportunities in adult life.
How will we help students who have been retained? Schools must provide reading enhancement and acceleration strategies to students who are retained, including the following: ■ proven, effective teaching strategies and methods ■ a high-performing teacher ■ participation in summer reading camp ■ at least 90 minutes of reading instruction each day, which often involves
✓ one-on-one or small group instruction
✓ special books, computer software, and other instructional materials
✓ more frequent progress monitoring
✓ tutoring or mentoring
✓ transition classes that include third- and fourth-grade students
✓ after-school instruction
Parents must also be offered at least one of the following options:
■ tutoring using proven strategies ■ parent workshops and a parent-guided home reading program ■ a mentor or tutor with specialized reading training
Once the intensive instruction has begun, the child’s progress will be checked frequently and the teaching strategies adjusted as needed.
15
MAKING PROGRESS Mid-Year Promotion If the child can demonstrate the required reading level before the start of the next school year, he or she may be promoted to fourth grade. If the child achieves the required reading level during the next school year, the child may be promoted to fourth grade at that time: mid- year. To be promoted to fourth grade mid-year, the child must demonstrate mastery of the third grade reading skills and beginning fourth grade reading skills. This is because the student must have made enough progress to be successful in fourth grade. The child may be given a standardized test or the teacher may put together a portfolio of the child’s work.
Intensive Acceleration Class If the student has already been retained once in third grade and then scores at Level 1 again, the school must provide an intensive acceleration class that focuses on increasing the child’s reading level at least two grade levels in one school year. The intensive acceleration class must:
■ have a lower teacher-student ratio than other third-grade classes ■ have a high-performing teacher ■ provide reading instruction for most of the school day ■ give students the opportunity to master the fourth grade Sunshine State Standards in other subjects, such as
math and science ■ use research-based reading, language, and vocabulary instructional programs ■ monitor student progress weekly ■ maintain a portfolio for each student
The district must also offer these students the option of being served in a transitional instructional setting designed to help them meet the fourth grade Next Generation Sunshine State Standards, while continuing the remediation of the reading deficiency.
Florida Department of Education
SIX COMPONENTS OF READING Teachers in the early grades work on improving students’ skills in these six components of reading:
1. Oral language provides the foundation for literacy development involving listening and speaking skills. 2. Phonemic awareness is the ability to hear and manipulate the sounds of spoken language. This includes
noticing rhyme and recognizing the separate, small sounds in words (phonemes). 3. Phonics is the understanding of the relationships between the written letters of the alphabet and
the sounds of spoken language. This knowledge allows a reader to “decode” words by translating the letters into speech sounds.
4. Fluency is the ability to read quickly, accurately, and with proper expression. Fluent readers can concentrate on understanding what they read because they don’t have to focus on decoding.
5. Vocabulary includes all the words the reader can understand and use. The more words a child knows, the better he or she will understand what is read. Knowing how words relate to each other is a building block that leads to comprehension.
16
6. Comprehension is the ability to understand what one has read. This includes understanding the
plot of a story or the information in an article. It also includes things like recognizing the main idea of an article or being able to compare and contrast different characters in a story.
EXEMPTIONS FROM THIRD-GRADE RETENTION Some third-graders who score Level 1 on the FCAT in reading can be exempted from the retention requirement and be promoted to fourth his is called a “good cause exemption.” Good cause exemptions are given to only the following students:
1. Limited English proficient students who have had less than two years of instruction in an English for Speakers of other Languages program.
2. Students with disabilities whose individual educational plan (IEP) shows that it is not appropriate for them to take the FCAT.
3. Students who show an acceptable level of performance on an alternative standardized reading test approved by the State Board of Education.
4. Students who show through a teacher-developed portfolio that they can read on grade level.* 5. Students with disabilities who take the FCAT and whose IEP or 504 Plan says that they have received
intensive remediation in reading for more than two years but who still show a deficiency in reading and who were previously retained in kindergarten through grade 3.
6. Students who have received intensive remediation in reading for two or more years but who still has a deficiency in reading and who have already been retained in kindergarten through grade 3 for a total of two years.
If you believe your child may be eligible for a good cause exemption, talk to your child’s teacher. For a good cause exemption to be approved, the following steps must take place:
1. The student’s teacher must submit documentation to the principal. 2. The principal must review the documentation and decide whether or not
the student should be promoted. If the principal determines that the student should be promoted, the principal must make the recommendation to the school district superintendent.
3. The school district superintendent must accept or reject the principal’s recommendation that the student be
promoted.
* The teacher selects the contents of the portfolio. The
documents in the portfolio must show that the student has
mastered the Next Generation Sunshine State Standard
benchmarks that are assessed by the grade 3 Reading
FCAT. Talk to your child’s teacher to find out more about
portfolios.
The New Department of
Education Dr. Eric J. Smith, Commissioner
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SAT 10 Testing 2014 for FCAT Good Cause Exemptions (GCE)
Responsibilities of: Testing and Accountability: Individual Schools
Email the SAT 10 Material Request Form to schools on May 27, 2014
Email completed SAT 10 Material Request Form for all students to Midge Rondello,
Email the SAT 10 Scoring Form to schools on May 8th,
If you require additional materials after the original delivery date of June 17, 2014 (subject to change), the materials must be picked up in the Office of Testing and Accountability, ESF room 612,
Special Courier will deliver SAT 10 testing materials tentatively on June 17, 2014 (dates are subject to change based on arrival of FCAT scores),
Email completed SAT 10 Scoring Form to Neyda Francis,
Scoring the SAT 10 tests and emailing results (see scoring section).
Prepare ALL scantrons and test materials for pick up.
Materials: Grades 3-8: Upon the arrival of student scores, use the Materials Request Form to place your order (see page
1 under School Responsibilities). Email the completed order form to Midge Rondello.
SCANTRONS will be included in the school’s order. Use ONE SCANTRON for Reading Comprehension and ONE for Math Problem Solving (Grades 7-10 only). Write the student’s first and last name, grade level, subject, S.O.S. site name, and name of SENDING school on ALL SCANTRONS.
SAT 10 testing materials will be delivered VIA Special Courier on June 17, 2014 (dates are subject to change based on the arrival of FCAT scores)
Scoring: The Office of Testing and Accountability will score ALL tests!
NOTE: Students MUST achieve at the 45th percentile to meet the promotion requirements.
Complete ALL the YELLOW sections of the “SAT 10 Scoring Form” and email the completed form to Neyda Francis by June 27, 2014 [email protected].
Return ALL “to be Scored” scantrons to the Office of Testing and Accountability.
The Office of Testing and Accountability will email the scores to the PRINCIPAL on the Scoring Form.
The password to open the spreadsheet with student information is “SAT 2014”
Packing/Returning Test Materials: **Keep your boxes!!
Sort materials by grade level (this includes administration manuals)
Place the signed Materials Request Form on top of the SAT 10 materials
Clearly write School name and number on the outside of box
“DO NOT” send secure materials in the regular courier!
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Documentation required from the home school:
Prior to S.O.S.
Provide the SOS site(s) with the following by Friday, May 30, 2014
PMP: The Progress Monitoring Plan (PMP), developed by the home school, reflecting deficits relative to the Next Generation Sunshine State Standards. o Serves as a Progress Report o Update PMP prior to the 2013-14 school year
Complete 3rd Grade Student Summer Camp Information Document (sample of this form can be found on page 10).
Copy of the 3rd Grade Portfolio Chart for students attending S.O.S. (sample of this form can be found on page 11).
Following S.O.S.
Cumulative Folder/Elementary School Record o Record Summer attendance o Record changes in placement
Follow procedures for administrative approval for all Good Cause Exemptions.
Data Input:
All SOS students must have an end of the summer code-even if the code is unchanged from the end of the regular school year. Please keep in mind that Reading-Level 1 student will have either an “R” code for (retention) or an “A” code followed by one of the GCE codes that can be located in the Student Progression Plan. A Level 1 student can’t have a “P” code. All codes MUST be input by 3:00 p.m. on July 11, 2014
Student Progression-Placement
Placement for 2014-15
Based on completion of 3rd Grade Portfolio Chart or Stanford Achievement Test
Summer site makes recommendation to home site based on summer performance
Home site makes
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6th-8th Grade Course Recovery
Title: Course Recovery
Target Students: Students in grades 6 – 8 with a focus on promotion based on failing one or two segments of a course or one segment of two courses (mathematics, language arts, science or social studies).
Dates: Teacher Pre-planning: June 2, 2014 (if needed by school)
Student Dates: June 3 – June 27, 2014
Teacher Post-planning: June 30, 2014 (if needed by school)
S.O.S. Hours: Student- 6 hrs./day Teacher-7 hrs./day
Sites: All 7th – 8th programs except Edgewood and West Shore
Direction: The middle school summer program will be under the direct supervision of the school principal.
Staffing: The principal is responsible for selecting and recommending the staff for the summer program. Requirements of district employment process shall be observed in the selection and employment of the staff.
Certified teachers under contract for employment at the close of the 2013-14 school year who have received a satisfactory performance rating, are eligible for employment.
The employment of personnel in the summer program is contingent upon student enrollment. Therefore, it will be impossible to confirm employment until registration is completed.
Host School Expectations: o Early identification of students – courses/segments – Mathematics, Science, Social
Studies OR Language Arts o Communicate with parent/guardian of each student in danger of retention and provide
each potential candidate with information about the summer opportunity (MS Attachment 1 – Summer Conference Request)
o Adopt courses needed for summer and enroll students o Hire appropriate personnel – provide training if necessary o Obtain signatures on the conduct agreement (MS Attachment 2-Conduct Agreement) o Communicate with parents and/or elementary schools at mid-point for those students
not on track to complete by June 27, 2014 (MS Attachment 3-End of Program Letter) o Enter grades at completion of appropriate courses/segments o Communicate with high schools for those students promoted after summer program o Communicate with parents at conclusion of summer program – promotion or retention o Communicate with elementary school with information/recommendations for promotion
or retention
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Elementary School Expectations: o Early identification of students – courses/segments – Mathematics, Science, Social
Studies OR Language Arts (see examples below*) o Summer program is first line of contingency promotion – students and parents are
expected to participate in this program o Communicate with middle school prior to start of summer program o Communicate with parent/guardian of each student in danger of retention and provide
each potential candidate with information about the summer opportunity (MS Attachment 1 – Summer Conference Request).
o Send copies of communication with parents to middle school o Send details of student failure to middle school o Send copies of Student Conduct Agreement (MS Attachment 2-Conduct Agreement),
AUP and report card noting course failures o Principals will review student grades from summer program and determine promotion or
retention o Communicate with parents at conclusion of summer program – promotion or retention
Program Description: The course make-up program will focus on students that have failed year-long courses in 6th, 7th, or 8th grade. The program is a competency based program using computers and a web based computer software. To determine the summer program site, student’s zoned middle school is based on his/her home address and zoning guidelines for the 2013-2014 school year.
Highlights: o All middle schools except Edgewood and West Shore o Computer Labs - site licenses at all schools o 1/20 student teacher ratio-on 1 student per computer per period o Two periods (3 hours each) per day o Competency-based/course make-up model o Focus on promotion o Students failing mathematics, social studies, science, or language arts o Edmentum Software (competency-based/course make-up software) o Transportation services are not available o Reading cannot be offered in the summer program o Students are asked to bring their own lunch (break time will be provided) o Program funded through Supplemental Academic Instruction (SAI) o No charges to students taking courses for make-up
Student Evaluation: o Attendance o Completion o Principal – previous school year grades and summer achievement
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Student Identification
A student enrolled in this program can reasonably be expected to complete a total of two segments (semesters) of
coursework. Therefore, an eligible student must be a potential candidate for promotion or conditional promotion if he/she
successfully completes up to two segments (semesters) of a course. A student who has earned a yearly failing grade in
more than two subject areas required for promotion may not be a candidate.
To identify POTENTIAL CANDIDATES, ask the following:
1. Is the student in danger of retention or conditional promotion in grades 6, 7, or 8 for the 12-13 school year? a. If yes, continue to #2 b. If no, the student is NOT a candidate
2. Is the potential retention/conditional promotion due to failing grades in mathematics, science, social studies and/or language arts/communications? a. If yes, continue to #3 b. If no, the student is NOT a candidate
3. Is the student a candidate for promotion or conditional promotion if he/she successfully completes one or two semesters of any combination of mathematics, science, social studies or language arts/communications? a. If yes, refer to the section on procedures for your school. b. If no, the student is NOT a candidate
To determine the FINAL ROSTER of students who will attend, ask the following:
1. Was the student retained in grades 6, 7, or 8 or conditionally promoted to grades 7 or 8? a. If yes, continue to #2 b. If no, the student is NOT a candidate
2. Was the retention/conditional promotion due to a yearly failing grade in mathematics, science, social studies and/or language arts/communications? a. If yes, continue to #3 b. If no, the student is NOT a candidate
3. Is the student a candidate for promotion or conditional promotion if he/she successfully completes one or two semesters of any combination of mathematics, science, social studies or language arts/communications? a. If yes, refer to the section on procedures for your school and submit the names of students
who have completed the registration process and necessary paperwork. b. If no, the student is NOT a candidate.
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Available Courses: Grade 6 Grade 7 Grade 8
M/J Language Arts 1 M/J Language Arts 2 M/J Language Arts 3
M/J Mathematics 1 M/J Mathematics 2 or Algebra 1* M/J Mathematics 3 or Algebra 1*
M/J Comprehensive Science 1 M/J Comprehensive Science 2 M/J Comprehensive Science 3
M/J World History M/J Civics M/J US History
Examples of Identifying Students: *Following the completion of the school year, identify students who received a yearly failing grade in math, science, social studies or communications. A student assigned may take Segment 1 and/or Segment 2 of a course. Examples provided below assume Level 2 performance on FCAT, therefore retention was based solely on performance in coursework:
Example 1: A student passes all courses, except science. The student’s science grades are:
BPS Quarter 1 BPS Quarter 2 BPS Quarter 3 BPS Quarter 4
F D F F
If the first two quarterly grades were averaged, the student would have received the equivalent of a D and passed the first semester. Therefore, this student should be recommended to retake Segment 2 of M/J Comprehensive Science 1. If the student earned a D or higher during the summer, the student could be promoted.
Example 2: A student passes all courses, except communications and social studies. The student’s grades are as follows:
Communications
BPS Quarter 1 BPS Quarter 2 BPS Quarter 3 BPS Quarter 4
F F F F
Social Studies
BPS Quarter 1 BPS Quarter 2 BPS Quarter 3 BPS Quarter 4
F F F D
The student earned an F in all quarters of communications. If the student were to retake Segment 1 and earn a C or higher, than that grade (accepted at face value) would replace quarters 1 and 2 when determining promotion. When averaged with the two failing grades from quarters 3 and 4, the student would earn a yearly passing grade. In social studies, we can follow the same process as Example 1; this student should retake Segment 2 of social studies. Therefore, this student would be registered for Segment 1 of M/J Language Arts 1 and Segment 2 of M/J World Geography. If successful in both, the student could be eligible for promotion.
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Procedures during summer program – Student Progress Monitoring/Completion by:
June 10, 2014 – The site facilitator will contact each family to introduce him/herself and provide contact information for future questions. This can be done by phone, email or letter.
June 18, 2014 – Send the “Notification of the End Program Letter” to the parent/guardian of any student who is less than
50% complete with all required coursework and therefore not on pace to complete by June 27, 2014. The facilitator will collect signed acknowledgements from each student. (MS Attachment 3-End of Program Letter).
June 24, 2014 – Contact any parent/guardian who did not return the signed letter to ensure the information was received. June 27, 2014 – The facilitator or assistant principal will upload the final roster report, indicating completion codes for all
students, onto the SharePoint Site. Important tasks that need to be done on a Weekly basis – Contact each principal of the sending schools to provide updates on participation and progress of his/her students. Students should be identified only by student number in emails to administrators.
Important tasks that need to be done on a Daily basis-
Enter attendance in AS400.
Provide technical assistance, supervision and encouragement to each student.
Monitor the progress of each student.
Follow completion procedures for any student who completes a course/segment, is removed or elects to withdraw from the program.
Important tasks that need to be done on a Weekly basis-Contact each principal of the sending schools to provide
updates on participation and progress of his/her students. Students should be identified only by student number in emails
to administrators.
Completion Procedures:
June 30, 2014 - Each SOS site will access the roster spreadsheet posted in the SOS SharePoint site by the Office of Virtual Instruction. This spreadsheet will be maintained throughout SOS and returned on June 27, 2014 indicating a completion code for every student. Completion codes are as follows:
P Promoted
I Incomplete, promotion could not be determined by the site or by June 29, 2014
U Removed from S.O.S.
W Withdrew voluntarily
NR Never Reported to S.O.S.
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Students Enrolled in only ONE Segment:
1. The site facilitator will notify the site administrator of the course completion and grade received. 2. The final grade will be accessed and entered on S520 in AS400 under district 071 and school 0500 (grades 6-8
courses) or 0600 (high school courses) at the direction of the site administrator. 3. The student will be withdrawn from in AS400.
a. If the student regularly attended school site: i. The school administration will review the student’s grades from first semester, second semester
and summer completion to make a promotion decision. ii. The promotion decision will be communicated to the student and parent/guardian. iii. The appropriate promotion code will be indicated in AS400. iv. The site facilitator will record the student’s completion code on the roster spreadsheet (to be
posted at the end of the program). v. If applicable, the student’s cumulative folder will be prepared for the feeder high school. A cover
memo to the principal to notify him/her of the student’s successful completion of the program and promotion to the next grade level will be attached and folder sent to the feeder school.
Students Enrolled in TWO Segments: 1. The site facilitator will notify the site administrator of the first course completion and grade received. 2. The final grade will be accessed and entered on S520 in AS400. 3. Upon completion of both segments, the site facilitator will notify the site administrator of the course completion and
grade received. 4. The student will be withdrawn in AS400.
a. If the student regularly attended the summer program site: i. The school administration will review the student’s grades from first semester, second semester
and S.O.S. to make a promotion decision. ii. The promotion decision will be communicated to the student and parent/guardian. iii. The appropriate promotion code will be indicated in AS400. iv. The site facilitator will record the student’s completion code on the spreadsheet (to be posted at the
end of the program). v. If applicable, the student’s cumulative folder will be prepared for the feeder high school. A cover
memo to the principal to notify him/her of the student’s successful completion of the program and promotion to the next grade level will be attached and folder sent to feeder school.
Students who withdraw or are removed Site Prior to Completion
1 The site facilitator will record the student’s completion code on the spreadsheet as “W” or “U” (to be posted at the end of the program).
2 The student will be withdrawn in AS400.
AS400 Directions: Follow the “General Procedures for Entering Data” section of this manual for defining your bell times and mods, adding teachers and enrolling students.
a. Use Calendar 06, session 44 b. Establish Mod 0101 as your single Mod for the full-day program.
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c. On Day 1 of S.O.S. only those students who have reported to the S.O.S. site should be enrolled in AS400.
2. Adopt courses on the S176 panel. 3. Set up each course/section on S602 Panel and establish section numbers according to the preference of the
school. An optional pattern is as follows: a. The first two letters of the Section Number will indicate the subject area (MA, SS, SC, LA) b. The third digit will indicate grade level - 6, 7 or 8 c. The fourth digit will indicate segment 1 or 2
i. M/J Language Arts 2, Segment 1: LA71 ii. M/J Language Arts 2, Segment 2: LA72 iii. M/J Mathematics 1, Segment 1: MA61 iv. M/J Mathematics 2, Segment 2: MA62
4. All course sections will be assigned to the same Mod 0101. This will allow the facilitator to mark attendance for all sections on a single panel (S241).
Exceptions to the “General Procedures for Entering Data” Section of the Handbook 1. Student grades cannot be entered on S517. They must be entered directly on S520. 2. Students in the summer program are withdrawn at the completion.
If additional assistance is needed, please contact the Help Desk at 633-1000 ext. 735
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Date
Dear Parent/Guardian name, According to Florida statute s. 1003.4156 F.S. in order to be promoted, a student in grades 6, 7, and 8 must successfully complete academic courses in mathematics, language arts, science, and social studies. The Brevard Public Schools Student Progression Plan defines successful completion as earning a yearly passing grade in each of these subjects. Although additional criteria for promotion must be met, this letter will address the basic academics – mathematics, language arts, science and social studies. Members of the guidance and administrative staff have reviewed Student’s Name academic performance and the grades received on the first semester and third nine weeks report cards. We are requesting a conference with you and your student to formulate a plan for helping your student to be successful and earn promotion to the next grade level. In this conference we will be discussing a summer opportunity. Please contact at your earliest convenience to make an appointment to discuss your student’s plan for promotion and this summer program.
Sincerely,
Principal
MS Attachment 1 –Conference Request
Print on School Letterhead (Remove this Text Box)
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Student Conduct Agreement The summer program is a unique opportunity for students to retake one or two core subjects failed during the school year. Students will be provided a supervised computer lab setting. Participation in this program is limited to students who have been retained for receiving a yearly failing grade in mathematics, science, language arts or social studies. Reading will not be offered in the summer program. Participation in the program is to be taken seriously. Misbehavior and non-attendance will not be accepted. The program is fast-paced, with students completing approximately one week of content each day in the program. To ensure a successful program for all participants, parents/guardians and students will agree to the following prior to enrollment in the program:
1. The summer program will meet daily June 3 -June 27, 2014. Students will meet from 7:30 a.m. to 1:30 p.m. Attendance is expected the entire day for the full term. The student will be released from the on-site program if coursework is completed prior to June 27, 2014.
2. Students must maintain appropriate pace in the course(s) by working diligently each day. 3. Misconduct and off-task behavior will not be accepted. 4. Upon completion of coursework, the final grade will be used by the school administration to determine if
promotion to the next grade level is appropriate. 5. Participation in this program does not guarantee promotion. Students must demonstrate an acceptable
level of mastery in order to earn promotion. 6. Parents/Guardians will assist students in successfully completing each course. 7. Students will be given a lunch break each day.
Your student will participate in this summer program if he/she fails a core course during the school year. Your student
has been identified for potential participation in the following course(s):
Grade 6 Grade 7 Grade 8
M/J Language Arts 1
Segment (Semester) 1 Segment (Semester) 2
M/J Language Arts 2
Segment (Semester) 1 Segment (Semester) 2
M/J Language Arts 3
Segment (Semester) 1 Segment (Semester) 2
M/J Mathematics 1
Segment (Semester) 1 Segment (Semester) 2
M/J Mathematics 2
Segment (Semester) 1 Segment (Semester) 2
M/J Mathematics 3/Pre-Algebra
Segment (Semester) 1 Segment (Semester) 2
M/J Comprehensive Science 1
Segment (Semester) 1 Segment (Semester) 2
M/J Comprehensive Science 2
Segment (Semester) 1 Segment (Semester) 2
M/J Comprehensive Science 3
Segment (Semester) 1 Segment (Semester) 2
M/J World History
Segment (Semester) 1 Segment (Semester) 2
M/J Civics
Segment (Semester) 1 Segment (Semester) 2
M/J US History
Segment (Semester) 1 Segment (Semester) 2
We agree to the policies and expectations of the summer program and commit to participate.
Student Name Student Signature Date
Parent/Guardian Name Parent/Guardian Signature Date
MS Attachment 2 –Conduct Agreement
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Notification of the End Program Letter
June 30, 2014
Dear Parent/Guardian name, Student name has been participating in the summer program at Middle School which is scheduled to end on June 27, 2014. As of today we have completed half of the on-site program, but your student has completed less than 50% of his/her required coursework. As a result of your student’s current pace, he/she may not be able to complete the course(s) before the end of the on-site program. It will be important for your student to work diligently to get back on pace and complete all coursework by the end of the program. I will be working with your student to help him/her get back on pace for a June 27, 2014 completion. In order for your student to be considered for promotion to the next grade level, he/she must successfully complete each course enrollment no later than June 27, 2014. Please sign and return the bottom portion of this letter to acknowledge receipt of this information. If you have any questions between now and the end of the on-site program, please do not hesitate to contact me. After June 27, 2014 please contact your student’s administration with any questions. Sincerely,
Facilitator Name
Site Facilitator
- - - - - - - - -- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Please detach and return to your student’s eLearning Center Facilitator by June 24, 2014
I am aware that my student may not complete all required coursework he/she is taking during the summer. All coursework must be completed by June 27, 2014. Student Name Student Signature Date
Parent/Guardian Name Parent/Guardian Signature Date
MS Attachment 3-End of Program Letter
Print on School Letterhead (Remove this Text Box)
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High School S.O.S. Post-Secondary Remediation Title: High School Credit Make-Up/Remediation
Target Students: High school students with a focus on promotion based on cohort group especially grades 9 and 10 who failed a course (English and Math a priority).
Dates: Teacher Pre-planning: June 2, 2014 (3.5 hours – ½ day)
Student Dates: June 3 – June 27, 2014
Teacher Post-planning: June 30, 2014 (3.5 hours – ½ day) (7 hours can be divided between the two planning days in any combination.)
S.O.S. Hours: Student- 6 hrs./day Teacher-7 hrs./day
Sites: All high schools except Edgewood and West Shore
Direction: The secondary S.O.S. program will be under the direct supervision of the school principal.
Staffing: The principal is responsible for selecting and recommending the staff for the summer program. Requirements of district employment process shall be observed in the selection and employment of the staff.
Certified teachers under contract for employment at the close of the 2013-14 school year who have received a satisfactory performance rating, are eligible for employment.
The employment of personnel in S.O.S. programs is dependent upon limited units provided to each school and contingent upon student enrollment. Therefore, it will be impossible to confirm employment until registration is completed.
Program Description: The credit make-up/remediation program will focus on promotion based on cohort group for credit make-up especially for 9th and 10th grade students failing a course (English and/or Math a priority).
Highlights: ● Limited units will be provided to schools ● Computer Labs - site licenses at all schools
● 20:1 student/ teacher ratio - 1 student per computer per period ● Two periods (3 hours each) per day ● Competency-based/credit retrieval model ● Focus on promotion based on cohort group ● Students failing English and/or Math a priority ● Edmentum Software (competency-based/credit retrieval software)
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Driver Education Program Title: Driver Education Non-Credit (Fee-Based) Program Target Students: High school students grades 9-12 Dates: Teacher Pre-planning: June 2, 2014 (8 hours) Student Dates: Session I: June 3-June 13, 2014 (9 days) Session II: June 17-June 27, 2014 (9days) Teacher Post-planning: Session I: June 16, 2014 (6 hours) Session II: June 30, 2014 (6 hours) Hours: Teacher- 7.5 hrs/day (except planning days @ 6 hrs/day)
Student- 6.5 hr/day (two three-hour periods plus 30 minute break) for one session Sites: Astronaut High Cocoa High (Session 1 only) Edgewood Jr./Sr. High (share enrollment with Merritt Island High) Heritage High Melbourne High Viera High Program Description: This non-credit (fee- based) program provides driver education instruction in the classroom,
as well as the driving range. Fee: $120 per student (Minimum 24 - 28 students per session)
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I. Definition of Extended School Year Extended School Year (ESY) refers to special education and/or related services beyond the normal school year calendar for students with disabilities. The need for ESY is recommended by an IEP team when it is determined by the team that without ESY, the student will demonstrate significant or substantial regression of previously learned skills and that without ESY, the student will have a substantial recoupment period following a break in services significantly beyond the time typical for other students.
II. Scope of Program The ESY program is provided for ESE students whose IEP specifies the need for continued special
education and/or related services during an extended school year calendar. The IEP team makes the determination, on an annual basis, if a student needs a program of special education and/or related services extending beyond the established normal school year calendar (i.e., ESY). Determination of the need for ESY is made through review of ongoing data analysis and assessment. IEP Team members review the student’s progress throughout the school year based on data related to IEP goals for the student that have been implemented during the school year in order to determine a student’s need for ESY. Some students may have several IEP implementation dates in the course of a school year. It is important that all data regarding previous and current IEPs should be considered, as appropriate, when determining a need for ESY.
The form, “ESY Documentation”, may be used by a student’s IEP team to document the team’s decision
regarding the need for ESY. This form may be accessed at www.brevardschools.org. Select “Departments”, then select “Exceptional Education”, and then select “ESY” to download the document (PDF format). Although completion of this form is optional, this process for the IEP team to use when determining the student’s need for ESY is mandatory.
It is the current ESE teacher/clinician/therapist’s responsibility to collect data throughout the school year for
every student who has an IEP. It is important to review specifically the data collected at the close of a school year, at the beginning of the new school year, and between 6 to 8 weeks after the beginning of the new school year. For a student who enrolls after the beginning of the school year, it is important for this data to be collected when the student enters and at the 6 to 8 week mark for comparison purposes. These comparisons provide the data that can be used to determine a student’s regression, if any, and the time period it takes to recoup skills for each student. It is only through data collection and comparison on a consistent basis that ESY decisions can be appropriately made from year to year. Data collection must be a part of every ESE teacher/clinician/therapist’s routine during the entire school year.
The IEP will specify the special education and/or related services that will be provided for the student who
needs ESY. ESY services may be needed only in some of the areas addressed on a student’s IEP. The special education services, frequency, and duration are determined for each student by the IEP team. The
IEP team determines the environment in which ESY services will be provided. ESY is not enrichment, remediation, catch-up, or respite care. ESY is not provided to maximize a student’s education or potential.
There are several options for delivery of ESY special education and related services that can be considered
by the IEP team. These options include direct and/or indirect special education services, related services, or a combination of same. ESY delivery options include, but are not limited to:
Extended School Year (ESY)
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Home Packets: The IEP team may recommend that a student’s need for ESY can be delivered through an individualized home packet for the student, either with or without periodic student or parent contact during the summer. If a home packet is needed, the student’s current teacher/clinician/therapist is responsible for developing the home packet and giving a copy to the parent with instructions. If monitoring of the home packet is needed by school personnel, this same teacher/clinician/therapist must send a copy of the home packet to the ESY person who will be responsible for the monitoring.
On-the-Job Support: The IEP team can recommend that a student needs support on his/her job during
the summer as an ESY option. At School Attendance: The IEP team can recommend that a student needs an at-school program for
special education and/or related services for a specific number of hours each day, week, or month. Hospitalized/Homebound Instruction: The need for hospital/homebound instruction during the summer
months is determined by the student’s IEP team. A copy of the supporting IEP that documents the need for homebound instruction during summer must be sent to the Student Services Director for Exceptional Student Education on or before May 16, 2014.
III. ESY Sites (At School Attendance Option)
The ESY program on a school campus is supervised by the school principal or designee at the designated ESY school site. Students do not “roll-up” to their next grade level designation for purposes of assignment to an ESY class/school (i.e., for 2014 ESY, students remain in the same grade to which they were assigned in 2013-14). Eligible students with disabilities in schools not offering an ESY program will be assigned to a school site that is providing a program based on the district’s ESY feeder plan. The ESY school site is assigned for each student by the Area Offices in consultation with the Transportation Office. For 2014, the following schools will provide ESY special education and related services on their campus and the feeder schools will be as follows:
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2014 Elementary ESY (Grades PreK-6)
ESY Site Feeder Schools
Apollo Atlantis, Coquina, Enterprise, Imperial Estates, Mims, Oak Park, Pinewood
Dr. W.J. Creel Roy Allen , Croton, Gemini, Harbor City, Holland, Indialantic, Longleaf, Ocean Breeze, Sabal, Sea Park, Sherwood, Suntree, and Surfside
Manatee Andersen, Cambridge, Endeavour, Fairglen, Quest, Saturn, Williams, and Golfview
Lockmar Discovery, Jupiter, McAuliffe, Turner, Westside, Gemini, Columbia, Meadowlane Primary, Meadowlane Intermediate, Palm Bay Elementary, Port Malabar, Riviera, Sunrise, University Park, West Melbourne Science, and South Melbourne Decentralized
Audubon Lewis Carroll, Cape View, MILA, Roosevelt, Tropical, Stevenson, Freedom 7
Quest Auditory Verbal Grades Pre-K to 1
2014 Secondary ESY (Grades 7-12) ESY Site Feeder Schools
Cocoa High Cocoa Beach Jr/Sr, Jefferson MS, Kennedy MS, McNair MS, Merritt Island HS, Rockledge HS,
Rockledge, and Viera HS
Eau Gallie
High
Central MS (North of 192), DeLaura MS, Hoover MS, Johnson MS, Melbourne HS (North of 192
and Beachside), Satellite HS, Stone MS (North of 192), Viera HS (South of Wickham), and
Westshore.
Palm Bay High Bayside HS, Central MS (South of 192), Heritage HS, Melbourne HS (South of 192 on Mainland), Stone MS ( South of 192), and Southwest MS
Astronaut High Jackson MS, Madison MS,
Space Coast Jr/Sr , and Astronaut HS
2014 Special Day Schools (Grades K-12) Riverdale Country School, Horace Mann Academy, and Fieldston Preparatory School will serve their own students
who are recommended for ESY services.
IV. ESY Transportation
District provided transportation will be offered to ESE students whose IEPs document the need for ESY
services on a school campus and who live more than two (2) miles between home and the assigned ESY
school. For students, that live less than two (2) miles from the assigned ESY school, district provided
transportation will be provided if that need is documented on the IEP.
The form, “S.O.S. Request for Bus Transportation” will be used as the application for all transportation.
Principals send the “S.O.S. Request for Bus Transportation” form to parents of eligible ESE students
who have been recommended through the IEP process for the extended school year program on or before
April 17, 2014. This form must be signed by the parent and returned to the referring school on or before
April 25, 2014. The school sends the form to the appropriate Transportation Office bus supervisor on or
before May 2, 2014 to avoid disruption of district provided transportation services. Parents are responsible
for providing transportation until district transportation services can be made available.
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V. IEP for Extended School Year
The at-school full-day extended school year program for ESY students constitutes a separate class assignment. If the student’s current IEP reflects a different placement, then the IEP must be amended to reflect the ESY placement of a separate class. It is not required to rewrite the IEPs for students recommended for ESY therapy service(s) only, i.e., occupational therapy, physical therapy, speech therapy, language therapy, etc.
VI. Student Records/Evaluation/Progress Reporting
It is the responsibility of the referring school to provide the principal at the receiving ESY school with a
paper copy of the current IEP for each ESE student that will be attending ESY at the receiving school.
During the ESY period, the teacher/clinician/therapist working with the student is responsible for
documenting the student’s status for each benchmark/objective addressed during ESY on this copy of the
IEP. Documentation is made on the actual paper IEP form and must include a status statement, date, and
the initials of the teacher/clinician/therapist beside each goal/benchmark/objective. At the close of the ESY
period, this copy of the IEP must be sent to the school that the student will attend in 2014-15. There are
no IEP goal progress reports or grade reports required during ESY.
The teacher/clinician/therapist serving the student during ESY is responsible for developing a written
schedule for each student served and maintaining this schedule for audit purposes. The ESY
teacher/clinician/therapist is responsible for maintaining daily student attendance. ESY
teachers/clinicians/therapists are required to document data collected at the end of ESY.
The student’s current school must code ESE students correctly on AS400, screen S702, as regarding the
ESY recommendation. Under field ES, enter “Y” if the student is recommended for ESY and enter “N” if
the student is not recommended for ESY.
VII. Staffing Plan
District requirements and procedures for employment of personnel are used in the selection and employment of personnel for ESY. The employment of personnel in ESY programs is based upon student enrollment. Therefore, employment cannot be finalized/confirmed until after registration is completed. Unit allocations of teachers/clinicians/therapists and assistants are determined by the Student Services Director for Exceptional Student Education in consultation with Principals and Area Superintendents on or before May 9, 2014 based on projected attendance numbers. If attendance does not reach the projected registration number, unit allocations may be adjusted after ESY begins.
Certified teachers/clinicians/therapists are eligible for employment in the ESY program if they were under
contract for employment with Brevard Public Schools at the close of 2013-14 school year and if they
received a satisfactory performance rating in 2013-14. All teachers/clinicians/therapist must complete the
appropriate application to apply and be considered for ESY employment.
ESY unit allocations for the positions of ESE Instructional Assistant, Personal Care Assistant (PCA),
Interpreter, and Nurse are determined by the Student Services Director for Exceptional Student Education
in consultation with Principals and Area Superintendents.
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Students attend ESY five (5) hours per day. Teachers/clinicians/therapist will work six (6) hours per day if
employed full-time. Assistants work five (5) hours per day if employed full-time. In addition, the school
Principal can assign assistants to ride a school bus as needed. The school Principal and the Transportation
Office will collaborate to assign assistants to ride buses.
VIII. Tuition and Usage Charge
No charges shall be made to students for tuition, materials, or supplies used or consumed in the ESY program.
IX. ESY Calendar for Students Needing “At-School Full-Day Program”:
Student Attendance Days: June 3, 2014 through June 26, 2014 (Total of 18 days) Teacher Work Days: June 2, 2014 through June 27, 2014
Pre-Planning June 2, 2014 Post-Planning June 27, 2014 X. John M. McKay Scholarship for Students with Disabilities (McKay Scholarship)
Based on Florida State Board of Education Rules Pertaining to Special Programs 6A-6.0970(3)(a), a
student at a private school on a McKay Scholarship will forfeit his/her McKay Scholarship to a private school
when the student returns to a public/charter school or to any public/charter school program. Return to public
school is defined as attending any class/course at a public/charter school whether for credit or non-credit.
It does not matter if the course/class is fee supported or non-fee supported. Any return to a public/charter
school for any course/class will result in forfeiture of the McKay Scholarship to a private school. Forfeiture
of the McKay Scholarship applies to taking a course in the public/charter school anytime including during
summer school (S.O.S.) which includes all ESY programs and Driver’s Education. All staff involved with
registering students for any summer program should be aware of the McKay Scholarship provision as stated
in district procedures. Any parent enrolling a student in a Brevard Public School summer program that did
not attend a public school during the prior school year needs to be asked if their child is a McKay Scholarship
student and if so, be told about the forfeiture of the scholarship.
For questions regarding the McKay Scholarship, please contact the ESE District Office at (321) 633-1000,
extension 531 or extension 503.
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Brevard Public Schools, Florida Letter to Parents-2014 Extended School Year (ESY)
Intent to Participate/Not Participate in the ESY Program at a School Site Student Name: _______________________________________Student’s Current School:_________________ Proposed ESY School Site: ___________________________________________________________________ This is the school recommended for your child’s ESY Program.
(You will be contacted if there is a change)
Dear Parent/Guardian:
Your child’s IEP team has recommended that he/she receive special education and/or related services at a school
site during the extended school year (ESY) program. The location of the ESY program for your child is written
above (see proposed ESY school site). Your child’s exceptional education teacher(s), clinician(s) or therapist(s) will
be able to answer any questions you may have regarding your child’s ESY recommended program. Please decide
whether your child will be able to attend the ESY program in June 2014 and check your choice in the box below.
The ESY Program for your child is scheduled for: June 3- June 26, 2014 (Monday through Friday)
Please provide the information below if your child will be attending ESY:
Summer Home Address/City ___________________________________________________________________
Parent/Guardian (Father) __________________________________ (Telephone#) ________________________
Parent/Guardian (Mother)_________________________________ (Telephone#) _________________________
District bus transportation is available if you live more than two (2) miles from your child’s proposed ESY school site. Students who live less than two (2) miles from the proposed ESY school site may be eligible for district bus transportation if the IEP team makes that determination.
If your child is recommended for district bus transportation, the form, S.O.S. Request for Bus Transportation,
has been included with this letter. Please complete this S.O.S. form if you want your child to ride the district school
bus.
Return the transportation form to your child’s current school on or before April 25, 2014.
Letter to Parents - 2014 Extended School Year (ESY)
(1) Please check one option below, sign the form, and date your signature.
(2) Return this form to your child’s school on or before April 25, 2014.
Please return this form to the school even if your child will not be attending ESY.
________ (√ Check) My child will attend the ESY program in June 2014.
________ (√Check) My child will not be able to attend the ESY program in June 2014.
Parent Signature: ____________________________________________ Date: __________________
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You can purchase these forms from the Print Shop
Request for Bus transportation
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BREVARD PUBLIC SCHOOLS, FLORIDA 2014 ESY Program for Students with Disabilities
Checklist and Timeline
1. ______ List of ESY Students Recommended to Principal: IEP Teams meet and determine ESY needs for all ESE students. A list of all students in the school recommended for ESY special education and/or a related service is provided to the Principal on or before April 11, 2014. This list can be generated from AS400 or Excent/Enrich.
2. ______ Sent from School to Parent: On or before April 17, 2014, the Principal sends the form,
“Letter to Parents-2014 Extended School Year” to parents for ESE students who are recommended for an ESY program at a school site. If district bus transportation will be offered to the student then the form, “S.O.S. Request for Bus Transportation” is also sent to the parent at this time.
3. _______ Due from Parent: On or before April 25, 2014, the parent is to return the form, “Letter to
Parents-2014 Extended School Year” to the current school. If the student is eligible for district bus transportation, the form, “S.O.S. Request for Bus Transportation” must also be returned to the school by this date.
4. ______ ESY Summary of Services form due to Staffing Specialist: This form is completed and due
to the school’s Staffing Specialist on or before April 29, 2014. Any additions/changes to the students recommended for ESY after this date, should be sent to the appropriate Area Facilitating Staffing Specialist at the Area Office: Teri Stricklin-Rowan (South Area), Yolonda McGriff (Central Area), or Debbie Fordham (North Area).
5. ______ Sent from School to Transportation Office: On or before May 2, 2014, the school sends the
NCR form, “S.O.S. Request for Bus Transportation” to the appropriate Transportation Office for all students needing district bus transportation for ESY.
1. ______ ESY Summary of Services Sent to ESY Schools: Facilitating Staffing Specialists will send
the ESY Summary of Services Form (lists of ESY students recommended to attend the ESY school site) to the Principal at each ESY school site on or before May 2, 2014.
7. ______ IEP Copy from Current School to ESY School: On or before May 16, 2014 the student’s
current school sends a copy of the current IEP to the ESY school site. 8. _________ ESY School Sends Attendance Summary: On June 9, 2014 the ESY school sends this form
to the Area Office for each class with names of students attending and names of students who have registered but failed to attend.
9. ________ Attendance Report from AS400 Screen 244: On June 27, 2014, the ESY
teacher/clinician/therapist sends this report to the Area Office.
2014 ESY Summary of Services
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Instructions for Completion of this Form
The form, “2014 ESY Summary of Services” is completed by every school that has ESE students who are going to attend ESY. The school completes this form by listing all ESE students having ESY documented on their IEP and whose parent(s) have agreed to have their child participate in ESY. Each student’s ESY needs are documented on this form. The school’s Staffing Specialist must sign this form. Schools should work with their staffing specialist if there are questions or concerns regarding the ESY needs or recommendations for any student and for assistance in completing this form.
Student Name: Write the student’s name (Last, First).
Grade in 2013-14: Write the student’s current grade level (please note that for ESY, students will remain in the grade they are currently assigned to and will not roll-up to the next grade level designation).
Primary Program: Write the student’s primary ESE program (such as ASD, InD, EBD, etc.)
Class Type For students that will be attending ESY all-day at a school site, write the type of class that the student needs for ESY (VE=Varying Exceptionalities, S=Supported, P=Participatory, E=EELP, J=On-Job- Support).
Home Packet: If the student needs a home packet for ESY, put “X” in the appropriate column.
PT, OT, Speech, Language, D/HH and VI Therapy:
If the student needs OT, PT, Speech Therapy, Language Therapy, Hearing Therapy or Vision Therapy during ESY, write the minutes per week needed for each service.
Assistant, Nurse Interpreter:
If student needs an Assistant, Nurse, or Interpreter, put an “X” in the appropriate column.
254 or 255: Write 254 or 255 if the student has that matrix level. If the student’s matrix is less, write N/A.
Transport: If the student needs district transportation, put an “X” in the Transport column.
ESY School: Write the name of the school the student will attend for ESY from:
Elementary: (Grades Prek-6) Apollo, Dr. W.J. Creel, Lockmar, Quest, Audubon, Manatee Secondary: (Grades 7-12) Eau Gallie High, Palm Bay High, Cocoa High, Titusville High Special Day School: (Grades K-12) Riverdale Country School, Horace Mann Academy, Fieldston Preparatory School
● On May 2, 2014, the form, ESY Summary of Services is completed and provided to the school’s Staffing
Specialist: Any additions/changes to the students recommended for ESY after this date should be sent to the
appropriate Area Facilitating Staffing Specialist at the Area Office:
Teri Rowan (South Area); Yolonda McGriff (Central Area) and Debbie Fordham (North Area)
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ESY Summary of Services
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Brevard Public Schools, Florida IEP Team’s Documentation of Need for Extended School Year (ESY) Services
School _____________________________________________ Date of Meeting _________________
For every ESE student, the IEP team must determine, on an annual basis, if the student needs a program of special education and/or related services extending beyond the established school year calendar (extended school year or ESY). ESY services are provided as a part of the IEP to provide a Free Appropriate Public Education (FAPE) to an ESE student only when the IEP team has determined that the student needs ESY. Determination of the need for ESY services is ascertained by ongoing assessment of the student’s IEP goals as they relate to progress, possible regression, and length of recoupment for an individual student. In conducting this determination, the IEP team must consider student data.
This form, ESY Documentation, may be used by a student’s IEP team to document the team’s decisions regarding the need for ESY. Although completion of this form is optional, the process for the IEP team to use when determining the student’s need for ESY is mandatory. The process used by the IEP team in consideration of a student’s need for ESY includes discussion of information to determine if the student will suffer from significant or substantial regression of previously learned skills without ESY and to determine if the student will have a substantial recoupment period following the break in services without ESY. In order to make these decisions, the IEP team must address the 5 questions below.
Research shows that regression occurs in all students during breaks in instruction/services and that non-disabled students can require a re-teaching or review period of up to 40 school days after a summer break in instruction. The question the IEP team must consider is, will the ESE student’s regression will be significantly more than that expected for a non-ESE student or so substantial and the recoupment period so long that without ESY, the learning that occurred during the regular school calendar year would be significantly jeopardized. In other words, a student may need ESY services if the period of review and re-teaching required to recoup the skills or knowledge level attained at the end of the prior school year is substantially beyond the time ordinarily expected for non-ESE students.
It is possible that the IEP team may determine that ESY services are needed only in some of the areas addressed on the IEP. ESY services may include direct and/or indirect special education services; related services; or a combination of same. The IEP team determines the environment in which ESY services will be provided. ESY is not enrichment, remediation, catch-up, or respite care. ESY is not provided to maximize the student’s education or potential.
In order to be eligible for ESY, the IEP team must determine the following based on a review of the student’s data: ● Without ESY, the student will suffer from significant or substantial regression of previously learned skills, and ● Without ESY, the student will have a substantial recoupment period following the break in services.
INSTRUCTIONS: For each of the following five statements, the IEP team determines the appropriate response regarding this student. The team’s supporting data used to make the determination must be documented for each question. For questions 1, 2, 3, and 4, check N/A if the student has no IEP goal in that area.
1. Curriculum and Learning: Does the data indicate the likelihood that significant regression will occur in critical or emerging skills related to academics (or in developmentally appropriate pre-academic skills for pre-kindergarten students) and that these skills cannot be recouped within a reasonable amount of time without ESY services? If YES, the IEP team should recommend ESY for the student in this area. If NO or N/A, there is no ESY need in this area. □YES □NO □N/A Data: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________-___________________________________________________________________________________________________ Page 1 of 2
ESY Documentation
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Student Name:___________________________________________
2. Social/Emotional: Does the data indicate the likelihood that significant regression will occur in critical or emerging skills related to social/emotional behavior and these skills cannot be recouped within a reasonable amount of time without ESY services? If YES, the IEP team should recommend ESY for the student in this area. If NO or N/A, there is no ESY need in this area.
□YES □NO □N/A Data: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
3. Independent Functioning: Does the data indicate the likelihood that significant regression will occur in critical or emerging skills related to independent functioning and self-sufficiency and these skills cannot be recouped within a reasonable amount of time without ESY services? If YES, the IEP team should recommend ESY for the student in this area. If NO or N/A, there is no ESY need in this area.
□YES □NO □N/A Data: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
4. Communication: Does the data indicate the likelihood that significant regression will occur in critical or emerging skills related to communication and that those skills cannot be recouped within a reasonable amount of time without ESY services? If YES, the IEP team should recommend ESY for the student in this area. If NO or N/A, there is no ESY need in this area.
□YES □NO □N/A Data: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
5. Extenuating Circumstances: Are there extenuating circumstances pertinent to the student’s current situation that indicates the likelihood FAPE would not be provided without ESY services? Examples include, but are not limited to:
a student who has recently obtained paid employment and requires the services of a job coach during ESY in order to be successful on that job;
a student whose frequent health-related absences have significantly impeded progress on goals related to critical life skills.
□YES □NO Data: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
IEP Team Recommendation: Is ESY recommended for this student? □YES □NO
IEP Team Signatures (Name/Title): ________________________________________ _____________________________________ ________________________________________ ______________________________________ ________________________________________ ______________________________________ Page 2 of 2
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Title I S.O.S.
Transportation: Transportation will be provided to and from the 3rd Grade Reading Camp sites for students who attended a Title I school during the regular school year. Schools shall work closely with the Office of Transportation to register students for a summer bus route.
Dates/Hours/Sites: The district Office of Title I Programs will sponsor summer programs for students that include a parent engagement component. All communication for these programs will come directly from the Office of Title I to school principals. Teacher Salary: Procedures for paying teachers during the summer from Title I funds may be obtained by
contacting Sharon Kennedy, Title I secretary, at 633-1000 ext. 350 or by email at [email protected].
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Dates: June 1, 2014 - June 30, 2014
Sites: All Elementary and Secondary sites may provide fee-based programs
Class Size: Elementary-20 students per class Secondary- 25 students per class
Target: Schools may identify the grade level(s) or age(s) to target for fee-based programs. Schools will select the eligibility criteria for students based on the program offerings.
Goal: To provide fee-based opportunities for students.
Direction: The S.O.S. fee-based program will be under the direct supervision of the school principal. The school principal will plan and obtain approval for the program from the Director of Elementary, Middle or Secondary Programs, as one part of the entire S.O.S. program.
Staffing: The principal is responsible for selecting and recommending the staff for fee-based summer programs. Refer to the personnel section in this handbook for further details.
Schedule: Students hours may vary depending on the offerings. Teacher allocation-6 hour/ day to include one hour planning, or schools may choose to employ 2 teachers for 3 hours each with 30 minutes of planning.
Offering: Schools have flexibility to offer a variety of classes. Examples include: Creative Writing, Science Camp, Music, Visual Arts, Mathematics Lab, etc.
Fee-Based Programs Information
I. Fee-based Programs
Schools may offer Fee-Based Programs to students by assessing a minimal fee to provide a variety of offerings. Students cannot earn credit in a fee-support program. The table below has been designed to assist schools in planning for these programs. This EXAMPLE (that follows) represents a 1-week (4-day) course with 5 hour student days (total 20 hours). In this EXAMPLE this teacher earns $32.42/hour (this includes fringe) and will work 5 days (1 day preplanning) for 6 hours each day.
Table 2: EXAMPLE ONLY
These figures will vary depending on your individual TEACHER’S hourly rate.
THIS CHART IS FOR EXAMPLE ONLY AND DOES NOT REPRESENT ANY ACTUAL TEACHER INFORMATION!
Length Of Course (# of days)
Total Student Hours (5 hrs. Daily)
Total Teacher Hours (6.0 hrs. Daily
+ 1 day pre-planning)
Total Teacher Pay $32.42 /hr.
(including fringe)
Number of
Students
Teacher Pay per Student
Supplies per
Student
Cost Per Student
(Fee)
4 20 hrs. 30 hrs. $972.60 25 $38.90 $8.00 $46.90
* [Total Teacher Pay ($972.60) ÷ number of enrolled students (25)= $38.90] + [$8.00/student (supplies / materials)= $46.90 (cost per student)
A Fee-Based Calculation Form will be sent to each secretary by Terri Harmon, Office of Elementary Programs to help determine the cost of each program.
Fee Based Summer Programs
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A. Programs will operate within the summer academic program window (June 1 through June 30, 2014).
B. Schools determine the length, number of days per week, and hours per day (a total number of
program hours) specific to their program offerings (Table 2 above, IS provided as a guide only each Fee-Based Program will be different, depending on your teachers hourly rate). Each cost/student will be different, depending on your teachers’ hourly rate. Terri Harmon will send the secretaries a chart that will assist in determining the cost of each summer workshop.
Instructors may be certified teachers or non-certified personnel. Non-certified personnel, who are not employed by the district, must comply with the substitute teacher employment procedure prior to beginning work.
C. All fee collection must follow the accounting procedure that is listed under Section IX.
“Tuition/Usage Charges.”
II. Scope of Program
A. Fee-based programs will be consistent with the goals of the S.O.S. Program.
B. Program offerings will be established at each individual site based on the needs and interests of the students, as well as the ability to employ a qualified instructor in the specific area.
III. Direction
A. The fee-based summer program will be under the direct supervision of the school principal.
B. The school principal will plan and obtain approval from the appropriate director, as one part of the entire summer program at 633-1000
Elementary Schools would contact Dr. Lynn Spadaccini (ext. 330) [email protected]
Middle Schools would contact Barbara Rodrigues (ext. 583) [email protected]
High Schools would contact Robin Novelli (ext. 310) [email protected]
IV. Program
A. Before the summer term begins, the fee-based program should be sent to Elementary, Middle or Secondary Programs for approval.
B. Fee-based programs will be offered as outlined in Section I and by the approval of the Board
regarding the fee schedule. V. Student Eligibility
A. Schools will select the eligibility criteria for students based on the fee-based program offering(s). Cluster sites should include students from all schools in cluster.
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B. Only after eligible students from the summer site/cluster have not filled the program can slots be offered to other students.
VI. Staffing
Refer to personnel section in this handbook for further details.
A. The employment of personnel in fee-based summer programs is contingent upon student
enrollment. It may be impossible to confirm employment until registration and fee collections are completed.
B. The principal is responsible for selecting and recommending the staff for fee-based summer
programs.
C. Requirements of district employment procedures shall be observed in the selection and employment of the staff. 1. All fee-based teachers are required to receive 30 minutes preparation
time for each day spent instructing students.
2. Certified teachers under contract for employment at the close of the 2013-14 school year, who have received a satisfactory performance rating are eligible for employment. Non-certified personnel who have completed the substitute employment procedure may be considered for fee support summer employment.
3. In making assignments for summer fee-based program, an effort shall be made to offer the
position to a person who is most qualified for the specific program.
4. Prepare the Instructional Personnel Information Form on each selected employee. This form can be located on the district website at: http://www.intranet.brevard.k12.fl.us/hr/Instructional_Summer_Intercession_Form.pdf These forms once approved will be sent to your Human Resources contact.
VII. Evaluation
No formal evaluation is required; however, routine communication to parents on an informal basis is highly encouraged.
VIII. Tuition/Usage Charges
A. Fees will be assessed based on Board approved fee support schedule.
B. Collection and accounting of fees will follow these procedures:
1. All cash and checks collected must be listed on a “monies collected” form by school personnel and district bookkeeping procedures followed.
2. All cash, checks and “monies collected” forms must be turned into the school bookkeeper
daily.
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3. The school bookkeeper will send ONE check weekly for all collections to Accounting
Services along with a copy of the “monies collected” form. 4. Accounting Services will deposit the check and advise Budgeting of the amount of the schools budget for the Fee Support Summer Programs. It will be the school’s responsibility
to do appropriate budget transfers to cover all expenditures (both labor and non-labor).
C. Schools must use district procedures for purchasing needed materials for the Fee Support Summer Programs.
D. Personnel assigned to the fee-based Summer Programs must be charged to the correct accounting
string. IX. Funding The fee-based summer programs will be completely self-supporting. Schools will have flexibility to
offer a wide-range of program designs, as well as the choice of total program hours. X. Supplies/Materials/Textbooks
A. The fee schedule provides:
Total hours for students
Total hours for teachers,
The rate per hour,
The rate for supplies and materials.
B. Students will be assessed to cover the cost of the program.
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Personnel and Payroll for Summer Employment
NOTE: PLEASE READ THESE INSTRUCTIONS CAREFULLY.
I. Summer Employment Payroll Schedule Payroll information will be distributed to all schools and departments at the appropriate time by the Payroll Department. If you have questions concerning payroll, please contact your site specialist for your school or department. The payroll check stubs for summer employees can be viewed on the MY INFORMATION CENTER (MIC) portal from the employee link on the District website at:
https://iss.brevard.k12.fl.us/webess/es000.pgm.
The last pay for summer teachers will be after the summer school ends.
II. Eligibility
A. All instructional employees MUST have a valid Florida teaching certificate to participate in any type of summer program.
B. Ten-month assistant principals are under contract through May 30, 2014, and cannot be employed for any
summer work until June 2, 2014.
III. Summer Employment Salary Schedule
A. Summer instructor salaries will be determined by degree level and experience as of May 30, 2014, subject to
the “Summer 2014 Instructional Salary Schedule” page 5 as adopted by the School Board of Brevard County.
B. All certified employees who work in any summer program will be paid according to the “Summer 2014
Instructional Salary Schedule.” C. Substitute teachers may be employed during an absence for sickness or jury duty for a regular summer school
teacher. Regular summer school teachers will be paid during their absence for illness, provided they have a sick leave balance. Jury Duty is paid absence when subpoena is submitted. Substitute teachers will be authorized only if employed to instruct students. All summer program substitute teachers will be paid at the established rate in the “Summer 2014 Instructional Salary Schedule.” All substitute teacher expenses will be charged to the school.
D. Time and attendance must be maintained in hours worked each day for every employee. A “Time Log” will be
utilized for this purpose. The logs will be summarized in hours worked by week as indicated on the form and input into CrossPointe for reporting to the payroll per the schedule to be distributed by the Payroll Department. Input for time worked (sporadic work schedule) pay types MUST be made for each day worked and NOT for an accumulated week bases.
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E. Each teacher selected for any summer program (academic or workshop) will be advised of his/her normal hours
of work per day by the principal or director/coordinator. A copy of this notification should be sent to the employee’s principal/department head. Adopted Summer Academic Programs will not permit an employee in summer programs to work more than the prescribed daily hours adopted by the Board.
IV. Summer Employment ~ School and Department Accounting Information
A. Employees in the summer program (academic and guidance) will be charged to the school/department in which they are employed during the summer.
B. The school principal will complete the Summer Program Personnel Information Form on each selected
employee. Send only those forms for guidance and academic instructors (SOS teachers) to Human Resources for processing. All workshop/training will be sent to the appropriate resource teacher at the district.
C. The Personal Information Form for employees selected to work in Federal Projects must be signed by the
project director or department head and sent directly to Human Resources. V. Summer Employment ~ Personnel Forms and Payroll Entry
A. Instructional Personnel Information Form ~See sample on page 56. This form is to be completed for each
Instructional employee selected by the principal to work in guidance or academic programs (SOS), signed by the principal, and forwarded to Human Resources. Resource Teachers and Staffing Specialists who are working during the summer are to complete this form. Copy and paste the link below to access the current Instructional summer form.
http://www.intranet.brevard.k12.fl.us/hr/Instructional_Summer_Intercession_Form.pdf Please print on white paper, sign with “blue” ink.
B Instructional Assistant ~ Special Assignment ~ If a instructional assistant is assigned as a Teacher
Assistant ~ Special Assignment to ride on a bus in addition to his/her regular summer teacher assistant position, the Special Assignment information should be entered in the section labeled TEACHER ASSISTANT ~ SPECIAL ASSIGNMENT (bus run). The project number will be 001619. Copy and paste the link below to access the current Support Employees summer form.
http://www.intranet.brevard.k12.fl.us/hr/Support_Summer_Intercession_Form.pdf
Use the appointment forms for all new support employees and mark it “SUMMER APPOINTMENT” in the
upper left corner (page 57). Please print on white paper, sign with “blue” ink.
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C. Support Personnel Information Form for Summer/Intersession Program ~ See sample on page 78. This
form is to be completed for all on-board support employees who have been selected to work during the summer programs, including Bus Drivers and Instructional Assistants. This form is to be completed by the principal or department head and forwarded to Human Resources. Copy and paste the link below to access the current Support summer form
http://www.intranet.brevard.k12.fl.us/hr/Support_Summer_Intercession_Form.pdf. Please print on white paper, sign with “blue” ink.
D. Payroll Type/Entry for Summer Hours
Time for summer academic (SOS), guidance, and support staff is generated through the assignment set up by Human Resources Time exceptions are entered as usual for each employee’s assigned summer job. Please call Human Resources for assistance. Once these positions have been created, they will fall into two different categories:
How to determine Pay Type: NOTE: THE PAY TYPE ASSOCIATED WITH THE JOB ASSIGNMENT WILL DETERMINE WHICH
CATEGORY THEY FALL INTO. THE PAY TYPE IS REFERENCED IN CROSSPOINTE ON PANEL H515 (COLUMN TITLED “Ptp”) AS ILLUSTRATED BELOW:
Pay Types: Time Generated Job Assignments-These assignments are created for those employees who will be working a set schedule during summer programs. These job titles include teachers in SOS and VPK programs, staffing specialist, resource teachers, cafeteria managers, instructional assistants. Hours worked will be generated automatically based on the pay type (see below) and corresponding CrossPointe calendar. A Time Log must be maintained on each employee selected for summer employment. The responsibility for recording the employee’s time on this form is charged to the school/department where the employee is assigned for summer programs.
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Pay types that are TIME GENERATED are:
Pay Type Assignment PKS VPK teachers EIS SOS Teachers OMS Cafeteria Managers NIS Instructional Assistants EDS Summer Resource Teacher
Time exceptions may be entered as usual using panel H609 (See Sample Below). During SOS, the only approved time exception entries are:
TIME WORKED ASSIGNMENTS (SPORADIC WORK SCHEDULE) – These assignments are created for those employees who do not work a set schedule during SOS or other summer assignments. Time worked (hours) will NOT be time generated but instead must be entered on each day worked in one of two CrossPointe pay panels: H618 or H620 (See Sample Below) using the appropriate job number and adjustment code that is provided by HR. Time exceptions cannot be entered for these employees. They are paid only for hours when they actually work. A Time Log must be maintained on each employee selected for summer employment. The responsibility for recording the employee’s time on this form is charged to the school/department where the employee is assigned for summer programs.
SCK-sick (provided employee has sick leave balance PNP- personal not paid JUR-jury duty (jury duty MUST be supported by a subpoena)
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NOTE: FOR BETTER AUDITING AND ACCOUNTABILITY, ALL WORKED TIME ENTERED IN EITHER OF
THESE PANELS MUST BE SEPARATED FOR EACH DAY. DO NOT COMBINE WEEKLY TOTAL HOURS
INTO ONE DAY’S ENTRY.
To enter time worked in the H620 panel, “Other Compensation,” Access the H620 panel in CrossPointe; Enter the appropriate run number that corresponds to the pay date cut-off. Please refer to your payroll
calendar. Enter your own Batch ID, usually your cost center (four characters) Press Enter and Tab to next line. Enter the Employee ID, Job ID number (please refer to panel H515), Record number, usually 1, cost center
and date worked (please remember to enter each day separately, then enter the time worked. Enter the adjustment code provided by Human Resources for the specific job number. Press Enter. The accounting string should “red-box”. Enter the appropriate cost center highlighted and press Enter again. The “red-box” should disappear. If the
“red-box” remains after entering your cost center, please contact either Sandy Cross or Charlie Smith, in Human Resources at ext. 204 or Joe Strohfus (x612) or Gail Danver (x608), in Budgeting. The entry should be complete. Continue with the next entry.
When finished with all entries, make a screen print to attach to your payroll records. Panel H619 is a query panel for entries made in panel H620. To view, access panel H619, enter the appropriate run number and batch identifier, then press Enter. All entries should appear. You may screen print. The following is a sample of entries made on the H620 panel:
The following is a sample of the H620 query panel
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The following is a sample of the H619 query panel:
To enter time worked in the H618 panel, “Account Pay,”
Access the H618 panel in CrossPointe (Sample Below); Enter the appropriate run number that corresponds to the pay date cut-off. Please refer to your payroll
calendar. Enter your own Batch ID, usually your cost center (four characters) Enter the adjustment code provided by Human Resources for the specific job. Enter the date worked (please remember to enter each day separately. Press Enter. The accounting string should “red-box”. Enter the appropriate cost center highlighted and press Enter again. The “red-box” should disappear. If the
“red-box” remains after entering your cost center, please contact either Sandy Cross/Charlie Smith, in Human Resources at ext. 204 or Joe Strohfus, in Budgeting at ext. 612.
Next enter the Employee ID, Job ID (refer to panel H515), cost center and the time worked. The entry should be complete. Continue with the next entry. When finished with all entries, make a screen print and keep with your payroll records. Panel H617 is a query
panel for entries made in panel H618. To view, simply access panel H617, enter the appropriate run number and batch identifier, then press Enter. All entries should appear. You may screen print this panel
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The following is a sample of the H617 query panel:
VI. Employment Change Form ~ Summer Employment Academic, Guidance, and Support Programs
The Summer Change Form is to be used for any change made to the job assignment, days or hours worked for ~ academic, guidance, and support personnel. The Summer Change Form must be completed and signed by the appropriate administrator of each program indicating the change to be made in assignment. These forms should be sent directly to Human Resources for processing. The Instructional Personnel Information Form must be completed on all late start instructors (replacements, etc.) in any Summer Program. Do not use the Summer Change Form for late start instructors in Summer Programs.
VII. Due Date in Human Resources All Summer Personnel Information Forms for academic, and support personnel must be on file in Human
Resources on or before Thursday, May 15, 2014 to ensure everyone is paid on the first payroll for the summer.
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Project #
Title Accounting String Responsible Party
Contact Information
001612 S.O.S. Program (Non-Title I)-Teachers 100.XXXX.001612.5100.121.101 Spadaccini 633-1000 ext. 330
414001 Elementary Assistant Principals (Title I DISTRICT sites only) 422.XXXX.414001.7300.111.000 Wright 633-1000 ext. 350
414014 Elementary Assistant Principals (NON-Title I only) IDEA Funded 422.XXXX.414014.6300.132.000 Bobersky 633-1000 ext. 520
001613 Ex Ed S.O.S. Program (Teachers) 100.XXXX.001613.5200.122.XXX Bobersky 633-1000 ext. 520
001613 Ex Ed S.O.S. Program (Assistants) 100.XXXX.001613.5200.152.XXX Bobersky 633-1000 ext. 520
001994 School Age Child Care-Summer Operations 921.XXXX.001994.9100.XXX.000 Arnott 633-3660
001612 6th -8th Grade Course Recovery 100.XXXX.001612.5100.121.XXX Rodrigues 633-1000 ext. 583
001614 CTE S.O.S. Program (High School) 100.XXXX.001614.5300.XXX.300 Scholz 633-1000 ext. 380
001013 Drivers Education 100.XXXX.001013.5900.121.000 Novelli 633-1000 ext. 310
001618 School Funded Summer Hours 100.XXXX.001618.XXXX.XXX.000 Principals
001613 S.O.S. Bus Drivers 100.XXXX.001613.7800.161.000 Creach 633-3680 ext. 14001
001978 Summer Bus Drivers Other 100.XXXX.001978.7800.161.000 Creach 633-3680 ext. 14001
001619 Teacher Asst. On Special Assignment-Bus Attendants 100.XXXX.001619.5200.152.255 Bobersky/Creach 633-1000 ext. 520
001005 All Summer Programs- Cafeteria 410.XXXX.001005.7600.161.000 Thornton 633-1000 ext. 690
414014 Instructional Assistants (IDEA) 422.XXXX.414014.5200.152.XXX Bobersky 633-1000 ext. 520
000521 Summer VPK 100.XXXX.000521.5500.121.500 Wright 633-1000 ext. 340
001060 Space Coast Area Transit System (SCATS) 100.XXXX.001060.9100.161.000 Creach 633-1000 ext. 14001
001487 Fee Supported Summer School 100.XXXX.001487.5900.121.000 Principal
Accounting String
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Link to access the actual form:
http://www.intranet.brevard.k12.fl.us/hr/Instructional_Summer_Intercession_Form.pdf
Instructional Personnel Information form
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Link to actual form is located at:
http://www.intranet.brevard.k12.fl.us/hr/Support_Summer_Intercession_Form.pdf.
Support Personnel Information Form Summer/Intersession
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The employee will enter, opposite his/her name, the number of hours worked each day and the total hours worked each week for the period shown. The
employee must sign this form, certifying that the time he/she reported is correct. Note: A time card cannot be issued unless the employee has completed
and signed this form.
School or department _________________________________ Bi-weekly period beginning ____________________________________
Name Fri. Mon. Tue. Wed. Thu. Hrs.
Wkd.
Fri. Mon. Tue Wed. Thu. Hrs.
Wkd.
Signature
Time Log-Summer
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Summer/Intersession/Adult ED Employment Change Form
Form located at:
http://www.intranet.brevard.k12.fl.us/hr/CHANGES_Summer_Intersession_Form.pdf
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General Procedures for entering SOS
When entering data for Summer School, make sure the year and year type on the panel are set correctly. Use the
current school year with “S” as the year type.
Panel: S313. Demographics S: #### Y: 2012 S
Contact Help Desk to set up School Definitions
Panel S136 School Definitions
Define Bell Times and Mods
Panel S161 Bell Times – Set up two periods.
Panel S162 Bell Modules – Set up two mods.
Review and Add Teachers
Panel S166 Teacher – Cert
Verify Bldg/Rm
Enroll Students
Panel S313 Demographics
Review and update if needed. (Address and Phone) If your school is not the student’s home school, designate the home school on S313 by entering
“OUT” in the assignment (Asg-) area of (Asg-Schl) and the student’s home school number in the school (-Schl) field of (Asg-Schl).
Enr: T Ecd Edate Schl Gr Cl Thm Hmrm Tm Csl Asg-Schl P Wcd Wdate Pr S Year Y
S E01 mmddccyy 1041 03 01 OUT 1131 0 2012
Panel S315 Contacts (Review summary and update if necessary on S315 Contact Detail)
Adopt Courses
Panel S176 Course Record
Review Courses that have been adopted
Panel S175 Course Query
Set up Classes (Course/Section), Calendar “01”, Session ”44”
Panel S602 Class – Base
Elementary
S.O.S. Data Input
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Review Teacher Assignments
Panel S608 Class Roll – (Use this panel to assign all students to a particular class.)
Or
Panel S614 or S615 Schedule – Summary (Use this panel to input an individual student’s schedule.)
Print Rosters by Teacher
Panel S611 Print Class Rolls
Print Teacher Load List
Panel S606 Print Classes
Attendance
Teachers will be taking attendance online just as they do during the regular school year. All teachers will be rolled
from the regular school year into summer school and intersession for their respective schools.
If the teacher is one of your school’s regular teachers use the already defined teacher id to assign that teacher to
their particular classes (course/section).
Teacher not regularly assigned to your school
If there is a teacher who is teaching at your school for summer/intersession only and he/she is not one of your
regular teachers, please follow the steps below to ensure they are able to take attendance.
1. Assign Summer/Intersession teacher a teacher ID (S166) to be used at your school.
2. Principal submit through email to the Help Desk the following information to request the addition of a teacher for summer/intersession:
Teacher name
Teacher User ID (AS400 sign-on)
Teacher SSN
School Teacher will be teaching at during Summer/Intersession (your school)
Teacher Id at school teacher will be teaching at during Summer/Intersession (Student system 3 digit id from S166)
Beginning date
Ending date
Please Note:
Do not withdraw students from Summer School. – If you withdraw students from Summer School they will not
be reported for Summer FTE and they will not receive report cards.
For assistance in adopting courses and setting up classes, please refer to the online manual “Elementary
School Scheduling”.
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General Procedures for entering S.O.S. Data
When entering data for Summer School, make sure the year and year type on the panel are set
correctly. Use the current school year with “S” as the year type.
Panel: S313. Demographics S: #### Y: 2005 S
Contact Help Desk to set up School Definitions Panel S136 School Definitions
Define Bell Times and Mods Panel S161 Bell Times – Set up two periods. Panel S162 Bell Modules – Set up two mods.
Review and Add Teachers Panel S166 Teacher - Cert
Enroll Students Panel S313 Demographics Review and update if needed. (Address and Phone) If your school is not the student’s home school, designate the home school on S313 by entering “OUT”
in the assignment (Asg-) area of (Asg-Schl) and the student’s home school number in the school (-Schl) field of (Asg-Schl).
Enr: T Ecd Edate Schl Gr Cl Thm Hmrm Tm Csl Asg-Schl P Wcd Wdate Pr S Year Y S E01 mmddccyy 1041 03 01 OUT 1131 0 2005
Panel S315 Contacts Review summary and update if necessary on S315 Contact Detail.
Adopt Courses Panel S176 Course Record
Review Courses that have been adopted Panel S175 Course Query
Set up Classes (Course/Section), Elementary will use session “45” – Secondary will use “44” and “55”. Panel S602 Class – Base
Review Teacher Assignments Panel S167 Teacher – Asg
Schedule Students for Session “45” Elementary will use session “45” – Secondary will use “44” and “55”. Panel S608 Class Roll – (Use this panel to assign all students to a particular class.)
Or Panel S614 Schedule – Summary (Use this panel to input an individual student’s schedule.)
Print Rosters by Teacher Panel S611 Print Class Rolls
Print Teacher Load List Panel S606 Print Classes
Secondary
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Attendance
Teachers will be taking attendance online just as they do during the regular school year. All teachers will be rolled from the regular school year into summer school and intersession for their respective schools.
If the teacher is one of your school’s regular teachers use the already defined teacher id to assign that teacher to their particular classes (course/section).
Teacher not regularly assigned to your school
If there is a teacher who is teaching at your school for summer/intersession only and he/she is not one of your
regular teachers, please follow the steps below to ensure they are able to take attendance.
Assign Summer/Intersession teacher a teacher ID (S166) to be used at your school.
Principal submit through email to the Help Desk the following information to request the addition of a teacher for summer/intersession:
Teacher name
Teacher User ID (AS400 sign-on)
Teacher SSN
School Teacher will be teaching at during Summer/Intersession (your school)
Teacher Id at school teacher will be teaching at during Summer/Intersession (Student system 3 digit id from S166)
Beginning date
Ending date
Please Note:
Do not withdraw students from Summer School. – If you withdraw students from Summer School they will not be reported for Summer FTE and they will not receive report cards.
For assistance in adopting courses and setting up classes, please refer to the online manual “Topic R Set Up Classes on S602”.
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FNS will operate two Summer Feeding Programs for S.O.S. and VPK. The two program requirements are listed below:
The Summer Food Service Program (SFSP): Schools with a 50% or greater Free/Reduced poverty rate (based on the 2013 Survey 3 Data) will operate under the SFSP Breakfast and Lunch Program. Under this program breakfast and lunch will be provided as “no cost” to all students enrolled in the program. Some sites may be designated as “open” sites and will provide meal service to all children 18 yrs. and younger.
The National School Breakfast Program (SBP) and National School Lunch Program (NSLP): Schools that have a poverty rate less than 50% Free/Reduced (based upon the 2013 Survey 3 Data) will operate the SBP and NSLP. Schools will have the choice to either offer breakfast and/or lunch or opt out altogether. Program participation should be considered prior to determining feeding needs.
The Office of Food and Nutrition Services (FNS) will operate a central kitchen to feed the students that are attending S.O.S. and VPK. A cafeteria manager will be assigned a route that will entail delivering meals to 3 or 4 schools per day. Lunch will be delivered to schools starting at 10:00 am and will continue throughout the morning. A cafeteria manager will be on-site for the lunch serving period which will be approximately 20 minutes. In addition, each school will have to designate a primary contact and an alternate contact for meal service, and attend the required training on the appropriate program (SFSP/SBP/NSLP) provided by FNS staff. Schools desiring to offer breakfast will need to designate a trained staff member to distribute and account for the meals served. Breakfast will be delivered for the following day and left in a reach-in cooler in the cafeteria. A tally sheet (see attached) will be used to keep track of the number of unitized meals served. Each student will receive one (1) unitized meal. Any leftovers meals must be returned to the cafeteria within 20 minutes of the conclusion of the breakfast meal service and placed back into the reach-in cooler with the tally sheet completed. The following information is required to be provided to FNS by May 8, 2014:
List of students who are eligible to attend the S.O.S. program
Questions regarding meal services should be directed to Kevin Thornton at (321) 633-1000 extension 690.
Food and Nutrition Services
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Summer Food Program Form
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Florida Department of Agriculture and Consumer Services
Division of Food, Nutrition and Wellness
Instructions for Completing the Daily Meal Count Record
Use a separate copy of this form for each meal service. Be sure to count meals as they are served to children (not
before or after). Counts based on attendance are not acceptable.
1. Block A is the number of TOTAL MEALS AVAILABLE. To obtain this value, add the number of meals
delivered/prepared plus the number of meals leftover from the previous day.
2. Block B is the total number of MEALS served to children. Cross out each number as each child receives
a meal using a diagonal hash mark.
3. Block C is the total number of SECOND MEALS (Second Meals are not allowed) served to children.
This box should be left blank.
4. Block D is the TEST MEAL. The individual testing for quality control should sign on the signature line in
this section. Please note, test meals should be documented in Block D only. Routine testing of meals is
not reasonable or justified.
5. Block E is the TOTAL NUMBER OF MEALS TO CLAIM for reimbursement. To obtain this value, add the
numbers in B and D.
6. Block F is the total of meals served to PROGRAM ADULTS (In-kind meals). “Program Adult Meals” are
allowed for adults who work directly as part of the operation of the food service.
7. Block G is the total number of meals served to NON-PROGRAM adults. “Non-Program Adults” Meals are
not allowed. This box should be left blank.
8. Block H is the total number of meals that are unusable because they are damaged, incomplete, or
otherwise non-reimbursable.
9. Block I is the number of TOTAL MEALS SERVED. To obtain this value, add Block E, F and H.
10. Block J is the NUMBER OF MEALS LEFTOVER. To obtain this value, subtract the Total Meals Available
(answer in Block A) – Total Meals Served (answer in Block I).
11. Block K is where you will note the number of meals transferred IN to your site or meals transferred OUT
of your site, IF APPLICABLE. Simply indicate the number of meals IN or OUT and the appropriate Site
Number and Name.
12. The Site Supervisor must sign the daily meal count record.
FDACS-01933 Rev. 10/12
Page 2 of 2—(revised 22-March-2013)
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Nondiscrimination Notice
