federal programs monitoring federal programs monitoring...
TRANSCRIPT
Federal Programs Monitoring Federal
Programs Monitoring Preparation Toolkit:
Title I, Part D Subpart 2
Prepared by
Bureau of Federal Educational Programs
September 2011
Table of Contents
I. Introduction …………………………………………………………………………. Page 3
II. General Tips for Preparing for Monitoring ……………………………. Page 4
III. Tips for Responding to Review Questions …………………………….. Page 5
IV. Examples of Evidence by Compliance Item …………………………… Page 6
V. Appendices
A. Documentation Coversheet
B. Sample Computer Filing Tree .…………………………………. Page
I. Introduction
The Education Department General Administrative Regulations (EDGAR) at 34 CFR 80.40(a) requires the Florida Department of Education (FDOE) to monitor subgrant activities, “to assure compliance with applicable Federal requirements and that performance goals are being achieved.” Section 1008.32, Florida Statutes, addresses the responsibility of the State Board of Education for oversight and enforcement relative to compliance. FDOE has developed a tiered monitoring system including self-monitoring, desktop, and onsite monitoring. A table identifying the required components of each level of monitoring is illustrated below. Table of Required Monitoring Components
Self-Monitoring Onsite and Desktop
Compliance Status Requirements Met/Further Action Required
Requirements Met/Further Action Required
Work paper Questions
Online Submission Not Required
Completion is Necessary
Online Submission Required
Completion is Necessary
Documentation Upload Required Only for Specific Compliance Item(s) * For Title I, Part D: Currently not applicable
All Compliance Items (All Programs)
The Monitoring Preparation Toolkit is designed to assist Local Educational Agencies (LEAs):
understand expectations of monitoring,
prepare for an onsite/desktop monitoring visit, and
demonstrate compliance.
II. General Tips for Preparing for Monitoring
The content of the Monitoring Preparation Toolkit includes recommended ways to document
compliance. The examples/samples included identify what evidence may look like. In viewing
the examples/samples, note that what is important is the content, not necessarily the format.
However, every LEA can use any of the included examples/samples as templates for
documenting the LEA’s information relevant to that compliance item.
Here are some helpful tips when preparing to submit evidence for each compliance item:
Provide a coversheet for each compliance item with dates of latest upload (see
Appendix A for a sample.) The LEA may list the titles of each piece of evidence used to
document compliance on the coversheet to provide for an easier review by the FDOE
monitor; however, this is not required.
Copy the scanned documentation into a Word document and upload (takes up less
space) OR open the electronic version of the documentation and create a PDF file and
upload.
Follow the Office of Federal Programs’ (OFP’s) guidelines for reducing file size for large
documents (http://www.fldoe.org/NCLB/ppts/pdfs/leamontadoc.pdf).
When preparing for FDOE monitoring, consider it an activity incorporated into your everyday
work and conducted all year long. This approach may help alleviate anxiety caused by last
minute preparation. To assist in maintaining and sorting appropriate
documentation/evidence for each compliance item, consider these tips:
Create a monitoring filing system where you insert evidence throughout the year. (An
example of an electronic computer filing tree for each federal program can be found in
Appendix B.) A filing system also can be maintained in hardcopy (e.g., storage
bin/drawer with a hanging folder for each compliance item).
Identify one or two people who assess ongoing progress in the annual collection of
monitoring documentation.
Post a “monitoring evidence checklist” in a visible location so all staff can take part in
the process.
See helpful monitoring website links, including:
o Monitoring Website - http://www.fldoe.org/NCLB/nclb_monitoring.asp
o Online Monitoring System Manual for Local Educational Agencies -
http://www.fldoe.org/NCLB/ppts/pdfs/leamontadoc.pdf
o Monitoring of Local Educational Agencies Technical Assistance Paper -
http://info.fldoe.org/docushare/dsweb/Get/Document-5870/dps-2010-123.pdf
o Word Version of Work Papers -
http://www.fldoe.org/NCLB/2010wordversion_wkpprs.asp
o Online Monitoring System -
https://app1.fldoe.org/bsa/grantsmonitoring/login.aspx
o Bureau of Federal Educational Programs (BFEP) Website and links to program
specialists or directors: http://www.fldoe.org/bsa/
For Title I, Part D: http://www.fldoe.org/bsa/title1/partd.asp
III. Tips for Responding to Review Questions
Providing clear, comprehensive, and relevant responses to monitoring work paper questions
that meet the required expectations can sometimes be challenging. Some helpful tips that will
assist in addressing the questions are listed below.
Avoid responding to questions with just a Yes/No response; provide explanation.
Documents need to align with responses. For example:
Title I, Part D: The LEA is asked how they ensure that formal agreements or contracts with correctional facilities comply with all elements in section 1425 of the NCLB law. The LEA should provide copies of actual formal agreements and/or addendums to all formal agreements ensuring compliance with the 11 elements as part of the evidence.
Answers need to provide a complete picture.
Where relevant, address goals related to data/compliance item. For example:
IV. Example of Evidence by Compliance Item
The following section presents each compliance item and identifies an example/sample for
each required piece of evidence.
Remember:
*The content of the evidence is what is important to focus on, not necessarily the format.
However, the LEA can use any of the example/sample evidence provided as a template for
recording and reporting information for each relevant compliance item.
*Suggested evidence is provided in each table in the left column titled “Evidence”. Where
multiple examples are provided for the same piece of evidence, those documents are separated
with “OR” in the column titled “Example Documents”. Multiple pieces of documentation are
not required by the LEA, but are provided in this Toolkit to assist the LEA with documenting
compliance.
AID2-1 Examples of
Evidence
Compliance Item AID2-1: Any Local Educational Agency (LEA) that receives funds under this subpart shall operate a program for children and youth returning from facilities for neglected, delinquent, and at-risk children and youth. The LEA shall identify the characteristics, including learning difficulties, substance abuse problems, and other special needs, of such children and youth and describe how the unique needs of such children will be met. Sections 1421(3), P.L.107-110
Evidence Example Documents
Provide evidence of programs for children and youth returning from facilities for neglected, delinquent, and at-risk children and youth
AID2-1 a: Implementation of at-risk program
Provide evidence of how the LEA identified students, returning from facilities for neglected, delinquent, and at-risk children and youth, with learning disabilities, substance abuse issues, and special needs
AID2-1 b: Method for identifying students with learning disabilities, substance abuse issues, and special needs
Provide evidence of unique services provided to students, returning from facilities for neglected, delinquent, and at-risk children and youth, with learning disabilities
AID2-1 c: Procedures on how services will be delivered to students with learning disabilities
Provide evidence of unique services provided to students, returning from facilities for neglected, delinquent, and at-risk children and youth, with substance abuse issues
AID2-1 d: Cooperative agreement in place with behavioral health care center for students with substance abuse issues
Provide evidence of unique services provided to students, returning from facilities for neglected, delinquent, and at-risk children and youth, with special needs
AID2-1 e: Program(s) addressing special needs for students
AID2-1 a: At-risk program being implemented in the local school for students returning from a facility for neglected, delinquent, and at-risk children and youth.
Zeroing In on Prevention (ZIP)
Contacts: Brenda Ramsay or Angela Turk
ZIP Resource Guide to Substance Use and Violence Prevention/Intervention Services
The Zeroing In on Prevention (ZIP) Program is one component of Duval County Public
School’s Safe and Drug-Free Schools Program. ZIP Program activities are designed to
enhance protective factors and reduce risk factors, thereby increasing the student’s ability
to develop healthy, productive, drug and violence-free lifestyles.
Specializing in mental health, substance abuse and crisis counseling; District ZIP Counselors
provide prevention-intervention counseling and referral services to high school students that
are involved in or affected by substance use and violence. They also conduct district and
community trainings on substance use, bullying, violence, and suicide prevention, SREB-
Creating a High Performance Learning Culture, Second Step-Violence Prevention, and new
teacher trainings.
Counseling services are available to the following schools that do not have access to full
service schools: Douglas Anderson, Baldwin, Darnell Cookman, First Coast, Robert E. Lee,
Mandarin, Frank H. Peterson, Stanton, Ed White, and Wolfson. Students from one of these
schools may refer themselves or be referred to the ZIP Program by any concerned person.
Additionally, ZIP Counselors are available to provide referral resources for all students and
schools.
The District ZIP Counselors also assist with the coordination of the Florida Youth Substance
Abuse Survey, the Youth Risk Behavior Survey, and the Duval Alcohol, Tobacco, Other
Drugs, and Violence Survey for all middle and high schools in the district.
Resources
Preteen Vaccine Week
Substance use and mental health
Drug abuse
Substance use and teens
Bullying
Violence Prevention
Preventing youth violence
Safe and Healthy Families
Safe and Drug Free Schools
CADCA - Community Anti-Drug Coalitions of America
AID2-1 b: Method for identifying students with learning disabilities, substance abuse issues, and special needs upon their return to the local school
Reentry Summary ____________________ _______________ _______________
Youth’s Name Date of Birth Date of Meeting
Upon the student’s return, this form will be forwarded to the local school for implementation of services.
ESE: Y N If ‘Y’, enter the date IEP was requested: __/__/____
Substance Abuse: Y N If ‘Y’, provide more information below.
Special Needs: Y N If ‘Y’, provide more information below.
Is the IEP appropriate for the student’s next placement?
Provide Evidence Supporting Addiction:
Provide Evidence Supporting Special Need:
Suggested Assistance:
Suggested Assistance:
____________________________ _______________________________________ Youth Date Parent/Guardian of Youth Date ____________________________ _______________________________________ Transition Specialist Date Other Date
AID2-1 c: Procedures on how services will be delivered to students with learning disabilities upon their return to the local school.
Upon exit from an N&D facility, the receiving school will be contacted by the Transition Specialist and
will be made aware of the student’s return and any educational plans that need to be implemented, i.e.
Special Education, English as a second language, and/or 504. The receiving school will also receive a
copy of the student’s current schedule and credits earned while in the facility.
All Osceola students returning from an N&D facility will meet with a District Representative at Student
Services and be placed at New Beginnings, an alternative school, for one full semester to get acclimated
to a public school setting.
Students indicating that they have received ESE services prior to coming to Osceola are placed on a
temporary schedule until receipt of the IEP. The Resource Compliance Specialist requests IEPS from the
sending facility so the student can be appropriately placed in classes and receive ESE services. The
educational staff is made aware of a students’ exceptionality so accommodations and strategies in the
classroom can be implemented. If the accommodations and/or strategies are changed on a new IEP the
teachers are informed and the required changes are put in place.
A new IEP meeting will be held to modify the current IEP and the Resource Compliance Specialist notifies
the parents of the meeting. Arrangements are made to hold the meeting to review and/or revise the
current IEP with the parents, teachers, and the student.
AID2-1 d: Cooperative agreement in place with behavioral health care center for students with substance abuse issues returning to the local school
COOPERATIVE AGREEMENT
BETWEEN
THE SCHOOL BOARD OF OSCEOLA COUNTY, FLORIDA
AND
OSCEOLA MENTAL HEALTH, INC
d/b/a PARK PLACE BEHAVIORAL HEALTH CARE
This Agreement entered into this 1st day of July, 2010 by and between Osceola Mental Health,
Inc., a Florida (not for profit corporation), d/b/a Park Place Behavioral Health Care, with corporate
offices located at 206 Park Place Boulevard, Kissimmee, Florida, 34741 (“THE CORPORATION”) and The
School Board of Osceola County, Florida body corporate, (“THE BOARD” or the “School Board”) with its
principal place of business at 817 Bill Beck Boulevard, Kissimmee, Florida 34744.
WITNESSETH
WHEREAS, a mutual Agreement between THE BOARD and THE CORPORATION will be of benefit to all students in the School District of Osceola County, Florida, by facilitating the provision of accessible, school based mental health services and
WHEREAS, a unified, coordinated system of education and/or mental health services will benefit all students in the School District of Osceola County, Florida. NOW, THEREFORE, it is agreed by and between the parties hereto as follows: A. Recitals. The Parties agree that the foregoing recitals are true and correct and incorporate the same by reference in this Agreement. B. Term. The term of this Agreement shall be from July 1, 2010 until June 30, 2011 unless terminated as provided herein, or extended by supplement to this Agreement. C. Termination.
This Agreement may be terminated for any reason or no reason at all, by either party upon not less than thirty (30) days’ prior, written notice to the other party.
AID2-1 e: Program(s) for students with special needs available upon their return to the local school.
TEENAGE PARENT PROGRAM
AT A. PHILIP RANDOLPH Program Category
Teenage Parent Program (TAPP)
Individual Program Plan
1. Program Description and Agency Coordination The Teenage Parent Program (TAPP) at A. Philip Randolph is a special program designed by the Duval County Public School System pursuant to s.232.01, F.S., to meet the needs of students who are pregnant, students who are mothers or fathers, and the children of these students. This comprehensive teenage parent program is a voluntary educational program, which is designed to provide comprehensive educational and ancillary services in order to facilitate the parents’ ability to remain in school and work toward a standard or special high school diploma. A school-based child-care center, which provides developmentally appropriate learning activities for children from two weeks to eighteen months of age, is available for the children of TAPP students during the hours when the student is earning credit toward a standard or special diploma. The Department of Children and Families licenses the child-care center. Transportation, health services and social services are provided for the students who are currently enrolled and for their children. Coordinating agencies include Youth and Family Services, Healthy Families Jacksonville, Duval County Public Health Department, Childbirth Education Association, Jacksonville Urban League, Shands Jacksonville Medical Center, and the University of Florida Family Practice Residency Program.
2. Program Goals The program goals of the Beulah Beal program are:
a. To provide the student with an environment that will allow the student to achieve educational advancement.
b. To facilitate responsible decision-making
AID2-2 Examples of
Evidence
Compliance Item AID2-2: Any Local Educational Agency (LEA) that receives funds under this subpart shall ensure that staff in programs for neglected, delinquent, and at-risk youth are aware of a child’s or youth’s existing individualized education program (IEP). Sections 1423(12), P.L.107-110
Evidence Example Documents
Review Process: LEA’s written procedure for the IEP review process
AID2-2 a: LEA’s written procedures for the IEP review process
Existing IEPs: Evidence that the LEA has forwarded existing IEPS to staff (e.g., emails or other correspondence, facility access to district network, etc.)
AID2-2 b: Email to the Academic Teacher providing access to the IEP for a student with a disability
Existing IEPS: Evidence that the existing IEP is included into educational plans at the facility (e.g., timely IEP meetings, etc.)
AID2-2 c: Lesson plan that includes accommodation(s) identified in the IEP for a student with a disability
Existing IEPs: Evidence that staff participated in the development and updating of existing IEPs (e.g., a copy of staff signatures on the IEP, written input on student by staff who could not attend the IEP meeting, record of access, etc.)
AID2-2 d: Signatures confirming attendance and participation at an IEP meeting
AID2-2 a: LEA’s written procedures for the IEP review process
AID2-2 b: Email to the Academic Teacher providing access to the IEP for a student with a disability.
12/02/10
Mrs. Kim Smith, Academic Teacher:
Access to Byron Johnson’s IEP will be available to you upon request. Please make
sure to review and implement all the services and accommodations addressed in
the IEP. If you have any questions please contact the special education teacher.
Cindy Tucker Principal Acme Juvenile Residential Facility
AID2-2 c: Lesson plan that implements the accommodations identified in the IEP for a student with disability
Language Arts/English
Week of November 15 – 19, 2010
1st Semester, 2nd Quarter
Standards: LA.910.1.6.1 (use new vocabulary that is introduced and taught directly), LA.910.1.6.2 (listen to,
read, and discuss familiar and conceptually challenging text), LA.910.1.7.1 (use background knowledge of subject and related content areas, pre-reading strategies (e.g., previewing, discussing, generating questions), text features, and text structure to make and confirm complex predictions of content, purpose, and organization of a reading selection), LA.910.1.7.3 (determine the main idea or essential message in grade-level or higher texts through inferring, paraphrasing, summarizing, and identifying relevant details)
ESE/ESOL Strategies: Extended time as needed, scaffolding, alternative testing as needed, preferential
seating, direct instruction, one-to-one teacher/teacher’s assistant help, peer tutoring (if desired),
grouping/pairing
Gifted/Honors Strategies: Individual critical thinking projects
Monday, Nov. 15:
Mini-Lesson: 1) Review previously introduced vocabulary, 2) Summarize story through
discussion, 3) Make predictions through discussion, 4) Complete Chapter 2 of The Pearl
Independent Language Arts/English work (including E2020 and FLVS)
Tuesday, Nov. 16:
Mini-Lesson: 1) Summarize story through discussion, 2) Make predictions through discussion, 3)
Begin Chapter 3 of The Pearl
Independent Language Arts/English work (including E2020 and FLVS)
Wednesday, Nov. 17:
Mini-Lesson: 1) Introduce five new vocabulary words, 2) Summarize story through discussion, 3)
Complete Chapter 3 of The Pearl
Independent Language Arts/English work (including E2020 and FLVS)
Thursday, Nov. 18:
No mini-lesson
Independent Language Arts/English work (including E2020 and FLVS)
AID2-2 d: Signatures confirming attendance and participation at an IEP meeting
The following staff signatures denote attendance and participation at _Don Jone’s_ IEP meeting
on June 2, 2011 at 3:00 PM in Room 217.
Student Signature: ____________________ Interpreter of Inst. Imp: ___________________
ESE Teacher: _____________________ Medical Staff: ________________________
Teacher: ________________________ Probation Officer: _____________________
LEA Representative: ______________________
AID2-3 Examples of
Evidence
Compliance Item AID2-3: Any Local Educational Agency (LEA) that receives funds under this subpart shall ensure that formal agreements or contracts with correctional facilities comply with all elements in section 1425 of the NCLB law. Section 1425, P.L.107-110
Evidence Example Documents
Evidence that the LEA has formal agreements with correctional facilities that comply with all 11 elements in section 1425 of the NCLB law including at least one of the following:
actual formal agreements with all 11 elements highlighted; and/or
addendums to all formal agreements ensuring compliance with the 11 elements
Formal Agreements
AID2-3 a: Formal agreement with all 11 elements highlighted
AND/OR
AID2-3 b: Addendum to existing formal agreement that ensures compliance with the 11 elements
AID2-3 c: Evidence that the LEA has monitored the correctional facility's compliance with the formal agreement
AID2-3 a: Cooperative Agreement with G4S Youth Services identifying the 11 elements in Section 1425 of the NCLB Act.
AID2-3 a: Cooperative Agreement with G4S Youth Services identifying the 11 elements in Section 1425 of the NCLB Act
AID2-3 a: Cooperative Agreement with G4S Youth Services identifying the 11 elements in Section 1425 of the NCLB Act
AID2-3 b: Addendum to formal agreement ensuring compliance with the 11 element
AID2-3 b: Addendum to formal agreement ensuring compliance with the 11 elements
AID2-3 c: Evidence that the LEA has monitored the correctional facility's compliance with the formal agreement
Miami-Dade County Public Schools Title I, Part D, Subpart II
Program Assurance Checklist Dade County Juvenile Facility
Program Assurances Supporting Evidence
Notes
Educational programs in the correctional facility are coordinated with the student’s home school
X Yes _ No
Transition Coordinator keeps detailed reds on
receipt of educational files from the LEA.
Ongoing communication with child’s last
school has been tracked.
Local school was notified for students entitled to receive special education services while assigned to correctional facility.
X Yes _ No
Documentation was available for all ESE
students assigned to Dade County Juvenile
Facility.
Transition services were provided to students focusing on dropout prevention, coordination of services for the family, counseling, assistance in accessing drug and alcohol abuse prevention programs, tutoring, and family counseling.
X Yes _ No
Students entering and exiting the program
participated in meetings designed to prepare
them in transitioning to the workplace and/or
local school.
Support services that encourage children and youth who have dropped out of school to reenter school, gain employment skills, or seek a secondary school diploma or its recognized equivalent.
X Yes _ No
Detailed notes from the career counselor
identify strategies that are used to keep the
student in school. Career exploration
opportunities were provided to students before
release.
Teachers and qualified staff are trained to work with students with disabilities
_ Yes X No
We need to work on providing additional
training in developing behavioral
intervention plans for students with
disabilities.
Educational programs in the correctional facility are related to assisting students in meeting high academic achievement standards
X Yes _ No
Students are provided with the same classes
offered to them in their local school.
Technology is being used to assist in the coordination of educational programs between the correctional facility and the community school
X Yes _ No
Credit retrieval programs and the Florida
Virtual School Program are available for
students
The parent has been involved in efforts to improve the educational achievement of their children and to prevent the further involvement of such children in delinquent activities.
X Yes _ No
‘Family Day’ was held last week and
information was passed out to parents on signs
of gang-related activities.
Coordination of local, State, and other federal funds with Title I, Part D funds.
X Yes _ No
The facility is using Federal funds to serve ESE
students. DJJ is providing us with money to
cover some of the costs associated with
operating an education program.
Coordination of programs with activities funded under the Juvenile Justice and Delinquency Prevention Act of 1974 and other comparable programs, if applicable.
X Yes _ No
Violence prevention class is being offered by the
police officer once a week. Log-in sheets were
available.
Work with local businesses to develop training, curriculum-based youth entrepreneurship education, and mentoring programs.
X Yes _ No
Working with Home Depot on developing a
lesson plan for our vocational program –
Carpentry.
AID2-4 Examples of
Evidence
Compliance Item AID2-4: Any Local Educational Agency (LEA) that receives funds under this subpart shall complete a 2010-2011 evaluation of all programs served with these funds. Section 1431(a), P.L.107-110
Evidence Example Documents
Evidence showing how the LEA uses previous evaluation(s) to improve programs (e.g., evaluations, implemented programs that resulted from evaluation findings, etc.
AID2-4 a: LEA checklist used to evaluate program compliance
Budget: Evidence of budget items used to improve programs as a result of previous evaluation(s).
AID2-4 b: Description of budget items used to increase program quality as a result of previous evaluation
AID2-4 a: LEA checklist used to evaluate program compliance
Miami-Dade County Public Schools Title I, Part D, Subpart II
Program Assurance Checklist Dade County Juvenile Facility
Program Assurances Supporting Evidence
Notes
Educational programs in the correctional facility are coordinated with the student’s home school
X Yes _ No
Transition Coordinator keeps detailed reds on
receipt of educational files from the LEA.
Ongoing communication with child’s last
school has been tracked.
Local school was notified for students entitled to receive special education services while assigned to correctional facility.
X Yes _ No
Documentation was available for all ESE
students assigned to Dade County Juvenile
Facility.
Transition services were provided to students focusing on dropout prevention, coordination of services for the family, counseling, assistance in accessing drug and alcohol abuse prevention programs, tutoring, and family counseling.
X Yes _ No
Students entering and exiting the program
participated in meetings designed to prepare
them in transitioning to the workplace and/or
local school.
Support services that encourage children and youth who have dropped out of school to reenter school, gain employment skills, or seek a secondary school diploma or its recognized equivalent.
X Yes _ No
Detailed notes from the career counselor
identify strategies that are used to keep the
student in school. Career exploration
opportunities were provided to students before
release.
Teachers and qualified staff are trained to work with students with disabilities
_ Yes X No
We need to work on providing additional
training in developing behavioral
intervention plans for students with
disabilities.
Educational programs in the correctional facility are related to assisting students in meeting high academic achievement standards
X Yes _ No
Students are provided with the same classes
offered to them in their local school.
Technology is being used to assist in the coordination of educational programs between the correctional facility and the community school
X Yes _ No
Credit retrieval programs and the Florida
Virtual School Program are available for
students
The parent has been involved in efforts to improve the educational achievement of their children and to prevent the further involvement of such children in delinquent activities.
X Yes _ No
‘Family Day’ was held last week and
information was passed out to parents on signs
of gang-related activities.
Coordination of local, State, and other federal funds with Title I, Part D funds.
X Yes _ No
The facility is using Federal funds to serve ESE
students. DJJ is providing us with money to
cover some of the costs associated with
operating an education program.
Coordination of programs with activities funded under the Juvenile Justice and Delinquency Prevention Act of 1974 and other comparable programs, if applicable.
X Yes _ No
Violence prevention class is being offered by the
police officer once a week. Log-in sheets were
available.
Work with local businesses to develop training, curriculum-based youth entrepreneurship education, and mentoring programs.
X Yes _ No
Working with Home Depot on developing a
lesson plan for our vocational program –
Carpentry.
AID2-4 b: Description of budget items used to improve reading scores from past evaluation
Description of 2010-2011 budget items used to improve low reading scores Read 180 software
Hired (2) Reading Coaches
(15) Computers for Reading Lab
(2) Part-Time Afterschool Reading Tutors
(12) Paperback books that promote reading outside the classroom
BID2-1 Examples of
Evidence
Compliance Item BID2-1: Any Local Educational Agency (LEA) that receives funds under this subpart shall provide children and youth with the services needed to make a successful transition from institutionalization to further schooling and dropout prevention services or employment. Sections 1401(a)(2), (3); 1421(2), P.L.107-110
Evidence Example Documents
Budget: Evidence of budget items used for transitional services
BID2-1 a: Description of budget items used to for transition services
Academic Transition Preparation: Evidence of projects that facilitate the transition of children and youth from locally-operated institutions to schools served by LEAs
BID2-1 b: Recommendation for alternative program
Social Emotional Transition Preparation: Evidence of transition counseling services provided at institutions for neglected and delinquent students
BID2-1 c: Student log-in sheet for counseling services
Social Emotional Transition Preparation: Referrals to social services for students upon their release from institutions for neglected and delinquent children
BID2-1 d: Referral to ACME Counseling Center
Transition Preparation for Postsecondary Education or Vocational Technical: Evidence that students who have received a secondary school diploma or its recognized equivalent have been provided:
Opportunities to postsecondary education
Vocational, technical, and postsecondary academic counseling
Services designed to place the youth in a university, college, or junior college program
Information concerning, and assistance in obtaining, available student financial aid
BID2-1 e: Recommendation to be placed in a vocational program at a community college BID2-1 f: Career and technical checklist BID2-1 g: Student log-in sheet for counseling services BID2-1 h: Memo to parent on college and career preparatory programs available to eligible students
BID2-1 i: Information in obtaining a Florida Student Assistance Grant
Transition Preparation for Employability: Evidence that students received employability skills training (e.g., resume writing, interview skills training, etc.)
BID2-1 j: Job Application filled out by N&D Student
Dropout Prevention: Evidence of the identification of students that have dropped out of school prior to commitment
BID2-1 k: Tracking log of students who have dropped out in the past.
Dropout Prevention: Evidence of the implementation of dropout prevention programs
BID2-1 l: Attendance sheet for students enrolled in credit retrieval program
Evidence of an exit portfolio upon student’s release from a correctional facility that includes the following components defined in 6A-6.05281, Florida Administrative Code:
Transition Plan
Results of District and Statewide Assessments
Individual Academic Plan (IAP), 504 Plan, and/or Individualized Education Plan (IEP)
Work and/or Project Samples
BID2-1 m: Refer to the exit portfolio at a DJJ site
BID2-1 a: Description of budget items used to for transition services
Description of 2010-2011 Budget Items Transition Services (2) Transition Specialists
Credit Recovery Software – Ed Options
Career Assessment Inventory Software
(1)Employability Skills Teacher
BID2-1 b: Recommendation for alternative program
2/03/11
The following Alternative Educational Programs have been
recommended for:
John E. Jones
Jones Alternative School
Woodville Adult Center
Hillsborough Community College – GED program
The selected programs were based on the location of where John E.
Jones will reside. One month before John E. Jones is released from
Acme Juvenile Detention Center we will be contacting the educational
program of his choice to initiate the enrollment process if he is unable
to return to a regular school setting.
Next Meeting with Student: 3/03/11
Proposed Release Date: 4/05/11
BID2-1 c: Referral to ACME Counseling Center
ACME Counseling Center Referral Form
Suite 2203, Stein Center 972-2318 Fax: 972-3375
Referring Source Janet Smith, Counselor Smith Detention Center Name Office
Referral Source email address [email protected] Phone Number 222-1691
Student being referred: Christopher Taylor ID# 275940
Reason for Referral:
Christopher will be returning to Sandalwood High School on 11/02/02 and will
need ongoing counseling services for substance abuse issues after his departure
from the Acme Correctional Center.
Authorization to Exchange Confidential Information: Psychologists’ and Counselors’ ethical
guidelines require a signed release of information before they can discuss any information
about a client. Please have the student read and sign below if they agree to allow
communication regarding this referral. A copy of this signed form should be kept in the
referring source’s file, a copy should be provided to the Counseling Center, and a copy should
be provided to the student to bring to the initial appointment This document, when signed by
the student, will allow limited communication between the counselor and the referring
source. Only information confirming that the student followed the referral will be provided.
Content of counseling sessions will not be shared with the referring person.
A referral to counseling is an opportunity to grow, to change attitudes, habits, and/or
behaviors that are problematic. Counseling may also provide support needed to overcome
negative situations or feelings that are disrupting your life.
After referral, the client is responsible for keeping the initial appointment at the ACME
Counseling Center and will bring the referral form to the Center at that time. The counselor
will perform an assessment during an intake interview, and the client, in consultation with
the counselor, will set appropriate goals for counseling. Counseling sessions will continue
until such time that the counselor and client mutually agree that adequate progress has been
made toward the client’s goals.
BID2-1 d: Recommendation to be placed in a vocational program at a community college
Acme Correctional Facility Transitional Recommendation
Student Name: Shawn Sloan Returning to: Volusia County Target Date: 5/13/2010 Student Career or Occupational Selection: Barber PIC Survey Results: Trade and Industry/Construction VOCATIONAL Program Choice: H.B.I Vocational School Selection: Daytona State College Daytona Beach, FL
OR Community College Selection:
OR
Student is not age appropriate for Adult Education and will return to public school: ______________________________________________________________________________
Shawn took the GED during the April 2010 testing dates. The results are unknown at this time. In the event he fails to pass the test, the transition team recommends that he be enrolled in an adult education/GED preparatory course in Volusia County. Shawn has expressed an interest in the career field of personal service and would like to become a barber. We recommend that he be enrolled in the Vocational Certificate Program at Daytona State College, taking courses that will help achieve success in this field. We are also recommending that he continue his career education training after he is released from Acme Correctional Facility and to join the Y.M.C.A to play his favorite sport (basketball) which we think will increase his interpersonal skills with his team members and opponents.
BID2-1 e: Career and technical checklist
Acme Correctional Center Checklist for Transitional Activities
Student Name: Bryan Oliver Cottage/POD#: A204-U DOA: 8/26/09 County: Putnam Career Awareness Activities Results of PIC: Computer Applications 9/02/09 CHOICES: _______________________ _______ Other Career Exploration:__________ _______ Post Secondary Exploration Vocational/Technical School: _______ _______ Community College: ______________ _______ Classes/Individual Sessions on Career/Technical Information: 9-2-09 PIC 9-9-09 Career Counseling 11-2-09 Career Counseling 3-03-10 Career Counseling 6/02/10 Career Counseling Educational Plans: Has GED________________
Comments: R: 12.6, M: 9.8_________________
IEP Meetings (if applicable): _____________
BID2-1 f: Student log-in sheet for counseling services
Log-In Sheet Acme Correctional Facility
Counseling Center
Name Topic of Discussion Date Time-In/ Time-Out
Signature
Abrams, Bobby Career Exploration 1/02/11 10:00AM – 11:00 AM Abrams, Bobby Anderson, John Federal Grant Search 1/02/11 11:00 AM – 12:00 PM Anderson, John
Bernstein, Bob Filling out FASFA 1/06/11 1:00 PM – 2:00 PM Bernstein, Bob
Bass, Chris Request FASFA Pin # 1/07/11 3:30 PM – 4:00 PM Bass, Chris
Connor, Ned Career Inventory 1/10/11 1:00 PM – 2:00 PM Connor, Ned Coral, Dietrich Grant/Loan Deadlines 1/14/11 2:30 PM – 3:00 PM Coral, Dietrich
Elliott, Jake Federal Grant Search 1/15/11 3:00 PM - 3:30 PM Elliott, Jake Fowler, Leroy Applying Interest to
unsubsidized loans 1/15/11 10:00AM – 11:00 AM Fowler, Leroy
Grant, Tyler Building Credit 1/17/11 11:00 AM – 12:00 PM Grant, Tyler
Howle, John Federal Grant Search 1/17/11 1:00 PM – 2:00 PM Howle, John
Jones, Ronnie Submitting Loan App 1/17/11 3:30 PM – 4:00 PM Jones, Ronnie Miller, Tyrone Career Inventory 1/18/11 1:00 PM – 2:00 PM Miller, Tyrone
Nelson, Kyle Developing Course Plan 1/18/11 2:30 PM – 3:30 PM Nelson, Kyle
BID2-1 g: Memo to parent on college and career preparatory programs available to eligible students
BID2-1 h: Information in obtaining a Florida Student Assistance Grant
Federal Deadline
Online applications must be submitted by midnight Central Daylight Time, June 30, 2012.
Any corrections or updates must be submitted by midnight Central Daylight Time, September 15, 2012.
State Deadline
Florida - May 15, 2011 - date processed
College Deadline
Each college may have a different deadline. Check with the college(s) you are interested in attending. You may also
want to ask your college about their definition of an application deadline - whether it is the date they receive your
FAFSA, or the date your FAFSA is processed.
Initial Eligibility Requirements to Receive Funding
The student will:
Be a Florida resident and a U.S. citizen or eligible non-citizen. A student’s residency and citizenship status are determined by the postsecondary institution. Questions regarding such status should be directed to the financial aid office or admissions office of the institution the student plans to attend.
Not owe a repayment or be in default under any state or federal grant, loan, or scholarship program unless satisfactory arrangements to repay have been made.
Not have previously received a baccalaureate degree.
Enroll for a minimum of 12 credit hours per term, or the equivalent, in an associate or baccalaureate degree program at an eligible institution to participate in the FSAG Public, FSAG Private, or FSAG Postsecondary programs.
Enroll for 9 - 11 credit hours per term, or the equivalent in an associate or baccalaureate degree program at a state university or Florida college (public community college) in order to participate in the FSAG Public program three-quarter time .
Enroll for 6 - 8 credit hours per term, or the equivalent in an associate or baccalaureate degree program at a state university or Florida college (public community college) in order to participate in the FSAG Public program half time .
Meet Florida’s general eligibility requirements for receipt of state aid.
Applying for an Award
The student will demonstrate financial need by completing the Free Application for Federal Student Aid
(FAFSA) in time to be processed error free by the deadline specified by the institution.
Student Award Renewal
A renewal applicant must have earned a minimum institutional cumulative grade point average (GPA) of 2.0 on a 4.0 scale and earn the following for each term an award was received during the academic year for the programs listed below: o Florida Public Student Assistance Grant,
12 credit hours for each term for full-time enrollment; 9 credit hours for three-quarter time enrollment; or 6 credit hours for half-time enrollment.
BID2-1 i: Job Application filled out by N&D student
APPLICATION FOR EMPLOYMENT
Yum Yum Coffee Company is an equal opportunity employer, dedicated to a policy of non-discrimination in employment on any basis including race, color, age, sex, religion, national origin, the presence of mental, physical, or sensory disability, sexual orientation, or any other basis prohibited by federal, state, or provincial law.
Please complete entire application to ensure processing
PERSONAL INFORMATION (Please print)
Name: Last: __________ First: __________ Middle: __________ Social Security Number: ___-__-____
Other names you are known by: __________ Are you less than 18 years of age? ___
U.S Applicant Only: Are you legally eligible for employment in the U.S.? Yes __ No __ (All new hires will be required to provide proof of eligibility to work in the U.S.)
Have you been convicted of a crime in the last seven (7) years? Yes ___ No ___ If Yes, list convictions in public record. Arrests are not convictions. A conviction will not necessarily disqualify your for employment.
Present Address City State/Province Zip Code/Postal Code
Phone Number Daytime Evening
EMPLOYMENT DESIRED (If you are applying for a retail hourly job be aware that hours may vary)
Position Location/Department Salary Desired Date You Can Start
Specify hours available for each day of the week
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
Are you able to work overtime? Yes __ No __ Have you ever worked for a Yum Yum Company? Yes __ No__ If yes, when _______ which store/dept __________
Have you ever visited a Yum Yum Coffee location? Where? Describe your experience.
What do you like about coffee?
Why would you want to work for the Yum Yum Coffee Company?
Describe a situation where you have provided excellent customer service in your most recent position. Why was this effective?
BID2-1 j: Tracking log of students who have dropped out in the past
Acme Correctional Facility Intake Log
Withdrawal Status for Incoming Students Name County of Last
School Attended
Last Grade Completed
Last Year In School
Date of Intake
Abrams, Bobby Escambia 9 2008 3/02/11 Anderson, John Duval 8 2007 3/02/11
Bernstein, Bob Duval 10 2009 3/04/11 Bass, Chris Putnam 10 2009 3/04/11
Connor, Ned Duval 11 2010 3/04/11 Coral, Dietrich Miami-Dade 9 2008 3/05/11
Elliott, Jake Escambia 11 2010 3/05/11
Fowler, Leroy Lee County 10 2019 3/08/11 Grant, Tyler Putnam 8 2007 3/09/11
Howle, John Duval 9 2008 3/09/11 Jones, Ronnie Leon 11 2010 3/13/11
Miller, Tyrone Hillsborough 10 2009 3/14/11
Nelson, Kyle Hillsborough 8 2007 3/16/11 Quiroz, Dago Duval 10 2009 3/17/11
Yarbrough, Tim Duval 11 2010 3/17/11
BID2-1 k: Attendance sheet for students enrolled in credit retrieval program
Acme Correctional Facility Credit Retrieval Program
Attendance Sheet
Name Group # Subject Area Sign-In/Time Sign-out/Time Abrams, Bobby
1 Math Matt Jones/4:00 pm Matt Jones/5:05 pm
Anderson, John
3 Reading Scott Janson/3:25 pm Scott Jansen/4:00 pm
Bernstein, Bob
2 Language Nelson Smith/4:15 pm Nelson Smith/5:05 pm
Bass, Chris 4 Writing Chris Tomlin/5:00 pm Chris Tomlin/5:45 pm
Connor, Ned
2 Language Roberto Quiroz/5:22 pm Roberto Quiroz/6:00 pm
Coral, Dietrich
1 Math Devon McAfee/3:31 pm Devon McAfee/4:30 pm
Elliott, Jake
1 Math Tayshawn Cooper/3:30 pm Tayshawn Cooper/4:45 pm
Fowler, Leroy
2 Language Ross Harrell/4:00 pm Ross Harrell/5:00 pm
Grant, Tyler
4 Writing John Yarbrough/4:12 pm John Yarbrough/5:00 pm
Howle, John
4 Writing Stefano Sanchez/4:15 pm Stefano Sanchez/5:15 pm
Jones, Ronnie
3 Reading Tom Young/3:10 pm Tom Young/4:30 pm
Miller, Tyrone
2 Language Brice Gomez/3:15 pm Brice Gomez/4:30 pm
Nelson, Kyle
1 Math Cole Howell/3:00 pm Cole Howell/4:35 pm
Quiroz, Dago
2 Language Jonathan Lombardo/3:05pm
Jonathan Lombardo/4:15 pm
Yarbrough, Tim
3 Reading Terrance Darby/3:15 pm Terrance Darby/4:10 pm
BID2-2 Examples of
Evidence
Compliance Item BID2-2: Any Local Educational Agency (LEA) that receives funds under this subpart, where feasible, will involve parents in efforts to improve the educational achievement of their children and prevent the further involvement of such children in delinquent activities. Sections 1425(8), P.L.107-110
Evidence Example Documents
Provide evidence of parent participation in educational meetings discussing student progress and achievement
BID2-2 a: Parent log-in sheet for Individual Academic Plan meeting
Provide evidence of activities implemented for parents of neglected, delinquent, or at-risk students
BID2-2 b: Agenda for Family Day held each month where the parent(s) are given an opportunity to work with their child in improving educational achievement and reducing delinquent activity
Provide evidence of resources to assist parents in preventing further delinquent activities.
BID2-2 c: Pamphlet for parents on using strategies that reduce the impact of gang activity
BID2-2a: Parent log-in sheet for Individual Academic Plan meeting
Acme Correctional Facility Development of the Individual Academic Plan Meeting
August 1, 2011 Parent Participation Log-in Form
Participant(s) Student Relation Areas of Input
Participant(s) Signature
Jan Smallwood Chris Smallwood Mother Math/English Jan Smallwood
Kate Smith Robert Smith Mother Reading Kate Smith
John & Tina Martin Byron Martin Both Parent(s) Reading John Martin
Darren Anderson Tom Anderson Father Reading Darren Anderson
Maria Rodriquez Jacob Rodriguez Mother Math Maria Rodriquez
BID2-2b: Agenda for Family Day held each month where the parent(s) are given an opportunity to work with their child in improving educational achievement and reducing
delinquent activity
Family Day Acme Correctional Facility
Saturday, June 16, 2011 Agenda
8:00 AM – 8:30 AM: Security Clearance/Check-In 8:30 AM – 9:30 AM: Parent/Child Breakfast 9:30 AM – 10:30 AM: Activity 1 - 10:30 AM – 12:00 PM: Activity 2 – 12:00 PM – 1:00 PM: Parent/Child Lunch 1:00 PM – 2:00 PM: Violence Prevention Talk by
victim, Sherry Woods 3:00 PM – 4:00 PM: Identifying Gang Activity & Implementing Strong Family
Support Systems 4:00 PM – 4:30 PM Closing
BID2-2 c: Pamphlet for parents on using strategies that reduce the impact of gang activity
Parent and Community Awareness Strategies
Three goals that parents and communities should seek to reduce the adverse impact of gangs, its associated violence and its devastating life-long impacts are:
Raise your gang awareness level. The majority of parents today have no idea what is going on in the corrupting and slimy abyss of street gangs. These mothers and fathers do not realize these gangs have a very strong and constant attraction to our children. From so called "youth groups" (who are led by 47 year old men) to "Rap Artists" (who are/were street gang members) to camouflaged socially conscious, self-help/save the children organizations (Growth and Development–new spin, new name–Gangster Disciples) and political action groups (21st Century V.O.T.E.–Gangster Disciples), our socially/culturally conscientious, community involved, fashion minded, want to be "cool" kids are targeted by these sneaky, street-wise criminals.
Supervise your children. Our kids want, need and expect clear limits on their activities. So do the right thing and set them, right along with reasonable consequences for violations, and most importantly, make the call and stick to your decision. Being "the nice guy" only makes a mockery of your disciplinary efforts in the eyes of your child. Know who your kid's friends are and what he/she is doing with them.
Get involved with your children, your neighborhood and your community. Do you know your neighbor two or three houses down from you? The majority of people do not. Take an active interest in your child's school. Get to know the teachers and volunteer to support activities. Participating in your child's activities and interests will be time well invested in his/her future.
BID2-3 Examples of
Evidence
Compliance Item BID2-3: Any Local Educational Agency (LEA) that receives funds under this subpart will work to ensure that the correctional facility is staffed with teachers and other
qualified staff who are trained to work with children and youth with disabilities, taking into consideration the unique needs of such children and youth. Sections 1425(5), P.L.107-110
BID2-2 a: Qualifications of teacher working with students with disabilities at Acme Correctional Facility
Evidence Example Documents
Staff Qualifications: Provide evidence showing that teachers and staff of correctional facilities are qualified to work with students with disabilities
BID2-2 a: Qualifications of teacher working with students with disabilities at Acme Correctional Facility
Professional Development: Provide evidence showing that staff participated in training as it relates to working with students with disabilities (log-in sheets, certificates of completion, etc.)
BID2-2 b: Log-in sheet for professional development workshop
Name DOE
Number District Certification Type Validity Period
Coltharp, Amy Priscilla 841986 Exceptional
Student
Education,
(grades K - 12)
Professional 7/1/2008 - 6/30/2013
Coltharp, Amy Priscilla 841986 Mathematics,
(grades 6 - 12)
Professional 7/1/2008 - 6/30/2013
Educator Certification Lookup can be accessed via http://www.fldoe.org/edcert/public.asp
Sample of Certification Lookup
*First Name
*Last Name
OR
*DOE Number
OPTIONAL
District ALL
GO
BID2-2 b: Log-in sheet for professional development workshop
Math Strategies for Students with Disabilities August 1, 2011 10 AM – 3 PM
Acme County School District
Participants ID # Name of School Position Participant’s Signature
Jan Smallwood Bishop Kenny High School
Algebra Teacher Jan Smallwood
Kate Smith Jackson Correctional ESE Teacher Kate Smith
John Martin Smith Alternative Paraprofessional John Martin
Darren Anderson School of the Arts – Douglas Anderson
Science Tutor Darren Anderson
Maria Rodriquez PACE Reading Coach Maria Rodriquez
CID2-1 Examples of
Evidence
Compliance Item CID2-1: Any Local Educational Agency (LEA) that receives funds under this subpart shall coordinate with existing social, health, and other services to meet the needs of students returning from neglected, delinquent, and at-risk programs. Section 1423(6), P.L.107-110
Evidence Example Documents
Coordination: Provide evidence of coordination with existing services (e.g., counseling/mental health services, medical/dental services, nutrition, etc.)
CID2-1 a: Referral to ACME Counseling Center for student returning from an N&D facility
CID2-1 a: Referral to ACME Counseling Center for student returning from an N&D facility
ACME Counseling Center Referral Form Suite 2203, Stein Center 972-2318 Fax: 972-3375
Referring Source_______________________________________________________________________
Name Office
Referral Source email address ______________________________ phone number_________________
Student being referred * _________________________________ ID#*__________________________
Reason for Referral
_____________________________________________________________________________________
Authorization to Exchange Confidential Information: Psychologists’ and Counselors’ ethical guidelines
require a signed release of information before they can discuss any information about a client. Please
have the student read and sign below if they agree to allow communication regarding this referral. A
copy of this signed form should be kept in the referring source’s file, a copy should be provided to the
Counseling Center, and a copy should be provided to the student to bring to the initial appointment
This document, when signed by the student, will allow limited communication between the counselor
and the referring source. Only information confirming that the student followed the referral will be
provided. Content of counseling sessions will not be shared with the referring person.
A referral to counseling is an opportunity to grow, to change attitudes, habits, and/or behaviors that
are problematic. Counseling may also provide support needed to overcome negative situations or
feelings that are disrupting your life.
After referral, the client is responsible for keeping the initial appointment at the ACME Counseling
Center and will bring the referral form to the Center at that time. The counselor will perform an
assessment during an intake interview, and the client, in consultation with the counselor, will set
appropriate goals for counseling. Counseling sessions will continue until such time that the counselor
and client mutually agree that adequate progress has been made toward the client’s goals.
*Redact all personal identifiers before uploading to the system.
CID2-1 a: Referral to ACME Counseling Center for student returning from an N&D facility
I*,____________________________________, have read the paragraph above and I give the referring
source and the staff of the ASU Counseling Center permission to communicate regarding my follow
through on this referral.
________________________________ ________________________________ Signature of Client*/ Date Signature of Referral Source*/Date
**Note: A student should only sign this form when they are willing to give permission for the referring
source to know that they have followed through with the referral.
*************************************************************************************
For Counseling Center Staff Use for Report to Referring Source
_____________ Client kept initial appointment
_____________ Client did not keep initial appointment
_________________________________________________________________ Psychologist’s/Counselor’s Signature /Date
*Redact all personal identifiers before uploading to the system.
CID2-2 Examples of
Evidence
Compliance Item CID2-2: Any Local Educational Agency (LEA) that receives funds under this subpart shall partner with local businesses to develop training, curriculum-based youth entrepreneurship programs, and mentoring services for students participating in programs for neglected, delinquent, and at-risk youth. Section 1423(7), P.L.107-110
Evidence Example Documents
Partnerships: Provide evidence showing that programs serving neglected, delinquent, and at-risk students are partnering with local businesses to develop training, curriculum-based youth entrepreneurship programs, and mentoring services (e.g., visits from community members, speakers, workshops sponsored by businesses, etc.)
CID2-2 a: Syllabus for vocational course offered by North Florida Acme Facility in partnership with Bill’s Mechanic Shop
CID2-2 b: Log-in sheet for mentors visiting Acme Correctional Facility
CID2-2 a: Syllabus for vocational course offered by North Florida Acme Facility in partnership with Bill’s Mechanic Shop
North Florida Acme Facility Introduction to Automotive Industry
Course Code 10121
I. Introduction A. The North Florida Acme Facility will be partnering with Bill’s Mechanic Shop in
preparing students to work in the automotive industry. The course will focus on automotive history, safety practices, shop equipment and tools, vehicle subsystems, service publications, fasteners, professional responsibilities, and automotive maintenance. Experienced auto technicians will be paired with students in providing in-depth training and one-on-one mentoring that will enforce their knowledge of this technical trade.
II. Learning Outcomes
Upon successful completion of this course, Introduction to Automotive Technology, the student will:
A. Utilize appropriate safety procedures. B. Demonstrate safe, professional, and responsible work practices. C. Identify and demonstrate proper use of shop equipment and tools D. Identify and describe functions of vehicle subsystems E. Demonstrate the use of service publications. F. Identify various automotive fasters used in industry G. Perform automotive maintenance H. Explain OSHA I. Perform mathematical operations (addition, subtraction, multiplication, division) J. Identify and explain the use of various types of fire extinguishers K. Name the classes of fires and explain them L. Identify and properly use sealants M. Identify and explain the uses of seals and bearings N. Identify and use protective clothing O. Explain basic first aid techniques
CID2-2 b: Log-in sheet for mentors visiting Acme Correctional Facility
Acme Correctional Facility Visitor Log
Tuesday, April 4, 2011
Print Name Signature Organization/Purpose Time In Time Out
Janet Starling Janet Starling Florida Credit Union/Personal Finance
8:30 AM
10:00 AM
Mac Robertson Mac Robertson Winn Dixie/Employment Skills
8:30 AM
10:00 AM
Leroy Connor Leroy Connor Winn Dixie/Employment Skills
8:30 AM
10:00 AM
Jimmy Smith Jimmy Smith One Stop Center/Dress for Success
9:00 AM
10:15 AM
Mary Barber Mary Barber One Stop Center/Dress for Success
9:00 AM
10:15 AM
Jennifer Zeigler Jennifer
Zeigler
HCC/College Prep Tutoring 9:00 AM
10:15 AM
Tommy Young Tommy
Young
First Baptist Church/Counseling
9:30 AM
10:30 AM
Christian Chandler
Christian
Chandler
Landscape Extraordinaire/Job Shadow
9:30 AM
10:30 AM
Carol Manning Carol
Manning
Volunteer from DOC/Talk on the consequences of Gang Activity
2:00 PM
4:00 PM
Nancy Grace Nancy Grace Volunteer from DOC/Preventing substance abuse
2:00 PM
4:00 PM
CID2-3 Examples of
Evidence
Compliance Item CID2-3: Any Local Educational Agency (LEA) that receives funds under this subpart shall coordinate with other federal, state, and local programs to provide services to students in programs for neglected, delinquent, and at-risk youth. Section 1423(9), P.L.107-110
Evidence Example Documents
Coordination: Provide evidence of actual coordination with federal, state, and local programs (e.g., other NCLB programs, local education initiatives, vocational and technical education programs, etc.)
CID2-3 a: Budget Expenditure report for Title II, Part A
CID2-3 b: Lesson Plan for Vocational Program using State Funds
CID2-3 c: Local program for students upon release who are struggling with addictive, compulsive, and/or dysfunctional disorders
CID2-3 a: Budget Expenditure report for Title II, Part A
Project Budget Summary and Disbursement Report FY 2011-2012
District Name: Acme County Program Name: Title II, Part A
Total Project Dollars: $29,488.38 FUNCTION OBJECT NAME BUDGET
AMOUNT TOTAL DISBURSEMENT TO DATE
UNDISBURSED BALANCE CURRENT DISBURSEMENT REPORTED
6100 220 SOCIAL SECURITY 16.24 16.24 .00 .00
330 TRAVEL 24,894.17 22,876.11 2,018.06 .00
510 CONSUMABLES 583.15 104.59 478.56 .00
640 FURN, FIX, EQUIP .00 .00 .00 .00
730 DUES AND FEES 2,801.54 1,395.00 1,406.54 .00
7200 790 INDIRECT COST 1,193.28 1,030.33 162.95 .00
TOTAL 29,488.38 25,422.27 4,066.11 .00
CID2-3 b: Lesson Plan for Vocational Program using State Funds
North Florida Acme Facility Introduction to Automotive Industry
Course Code 10121
III. Introduction B. The course will focus on automotive history, safety practices, shop equipment
and tools, vehicle subsystems, service publications, fasteners, professional responsibilities, and automotive maintenance. Experienced auto technicians will be paired with students in providing in-depth training and one-on-one mentoring that will enforce their knowledge of this technical trade.
IV. Learning Outcomes
Upon successful completion of this course, Introduction to Automotive Technology, the student will:
P. Utilize appropriate safety procedures. Q. Demonstrate safe, professional, and responsible work practices. R. Identify and demonstrate proper use of shop equipment and tools* S. Identify and describe functions of vehicle subsystems T. Demonstrate the use of service publications. U. Identify various automotive fasters used in industry V. Perform automotive maintenance W. Explain OSHA X. Perform mathematical operations (addition, subtraction, multiplication, division) Y. Identify and explain the use of various types of fire extinguishers Z. Name the classes of fires and explain them AA. Identify and properly use sealants BB. Identify and explain the uses of seals and bearings CC. Identify and use protective clothing DD. Explain basic first aid EE. Use a computer
* Tools, instructional materials, and equipment purchased with State funds.
CID2-3 c: Local program for students upon release who are struggling with addictive, compulsive, and/or dysfunctional disorders.
www.celebraterecovery.com.
(Are you a Teen? Click here for CR Teens / Above & Beyond information)
Meeting every Tuesday starting at 6:00 p.m. (dinner starts at 5:45 p.m., first weekend of every
month is pot luck night!). Directions and a map here.
Celebrate Recovery is a Christ-Centered 12-step program that recognizes Jesus Christ as our Higher Power. We
recognize that the 12-steps are biblical; that they provide the framework for our daily walk with God and that they are
a necessary part of His resurrection and ongoing healing of our lives.
We recognize that recovery is very fragile and an ongoing journey; we strive to be effective leaders and role models
by dealing with our own recoveries with vigilance and open honesty. Our goal is to serve all that come to Celebrate
Recovery with the love of Jesus Christ. We want to come alongside you and share from our healing experiences so
that you can do likewise. We believe that this is an act of serving one another, thus fulfilling the Word of God. (2
Corinthians 1:3-7)
The purposes of Real Life Family Center’s Celebrate Recovery ministry are to fellowship and celebrate God’s healing
power in our lives through the “8 recovery principles.” This experience allows us to “be changed.” By working and
applying these Biblical principles, we begin to grow spiritually We can become free from our addictive, compulsive,
and dysfunctional behaviors.. This freedom creates peace, serenity, joy, and most importantly, a stronger personal
relationship with God and others. As we progress through the program we discover our personal, loving and forgiving
Higher Power-Jesus Christ, the one and only true Higher Power.
CELEBRATE RECOVERY SMALL GROUPS CAN:
Provide you a safe place to share your experiences, strengths and hopes with others who are going through the
“Principles” in a Christ-Centered recovery
Provide you a leader who has gone through similar hurt, hang-up, or habit that will facilitate the group as it focuses
on a particular step each week.
Exhibit C: Local program for students upon release who are struggling with addictive, compulsive, and/or dysfunctional disorders.
Provide you with the opportunity to find an accountability partner and/or sponsor.
Encourage you to attend other recovery meetings held throughout the week, if available.
CELEBRATE RECOVERY SMALL GROUPS WILL NOT:
Attempt to offer any professional clinical advice. Our leaders are not counselors. We will provide you with a list of
approved counselor referrals
Allow its members to attempt to fix one another.
Celebrate Recovery is a place where you can…
share, find refuge, belong
give and receive caring
practice respect
be assured of confidentiality
take off your mask
find an accountability partner
locate other recovery meetings
grow strong again
learn vital life lessons
dare to take healthy risks
get referral to counselors
decide to change your life The issue group is not a place where you can practice selfish control of others, get therapy, keep secrets, look for dating partners, judge others, or find a quick fix.
Celebrate Recovery is conducted by Christians who have been through 12-step recovery themselves.
They understand. Many have been dealt tragic blows in their lives. Our choices cause painful and lingering consequences, leading to guilt, remorse, grief, and shame. These individuals can truly understand and lead others.
Perhaps you are wondering why Celebrate Recovery is so successful in hundreds of churches across the land. There are three reasons why this approach is special:
Jesus Christ is the “Higher Power”.
Issue Groups are led by real people who have been through recovery with Him.
The Principles and methods applied are built upon Biblical truths.
CID2-4 Examples of
Evidence
Compliance Item CID2-4: Any Local Educational Agency (LEA) that receives funds under this subpart shall coordinate with programs operated under the Juvenile Justice and Delinquency Prevention Act (JJDPA) of 1974 and other comparable programs, if applicable, to provide services for students in programs for neglected, delinquent, and at-risk youth. Section 1423(10), P.L.107-110
Evidence Example Documents
Coordination: Provide evidence of actual coordination with other programs that prevent delinquency of children (e.g., dropout prevention programs, violence prevention programs for youth, anti-gang programs, etc.)
CID2-4 a: Log-in sheet for students participating in a drug prevention class offered by the local Sheriff’s Office
Exhibit A: Log-in sheet for students participating in a drug prevention class offered by the local Sheriff’s Office
Acme County Sheriff’s Office Substance Abuse Prevention Wednesday, May 22, 2011
4:00 PM – 5:00 PM Participant Log
Print Name Expected Release Date (Month/Year)
Time In Time Out
Janet Starling June/2012 4:00 PM 5:00 PM Mac Robertson August/2014 4:00 PM 5:00 PM Leroy Connor March/2013 4:00 PM 5:00 PM Jimmy Smith July/2011 4:00 PM 5:00 PM Mary Barber December/2013 4:00 PM 5:00 PM
Jennifer Zeigler January/2012 4:00 PM 5:00 PM Tommy Young September/2011 4:00 PM 5:00 PM
Christian
Chandler April/2012 4:00 PM 5:00 PM
Carol Manning July/2011 4:00 PM 5:00 PM Nancy Grace May/2013 4:00 PM 5:00 PM
CID2-5 Examples of
Evidence
Compliance Item CID2-5: Any Local Educational Agency (LEA) that receives funds under this subpart shall work with probation officers to assist in meeting the needs of children and youth returning from programs for neglected, delinquent, and at-risk youth. Section 1423(11), P.L.107-110
Evidence Example Documents
Coordination: Provide evidence of actual coordination with probation officers such as their participation in :
transition Team meetings,
Individualized Education Plan (IEP) meetings, and
other aspects of the programs for neglected and delinquent youth
CID2-5 a: Email to Transition Team from Probation Officer on the status of student returning from an N&D program
CID2-5 a: Email to Transition Team from Probation Officer on the status of student returning
from an N&D program
From: Riley, Chris
Sent: Thursday, January 20, 2011 1:54 PM To: Transition Team (E-mail)
Subject: Transition Staffing Update
Below are my notes for the Transition Staffing for youth, B. Young, for your review and follow-up. Also, His mother has a new contact # 999-999-9999.
Transition Staffing Update
3/27/2010 - It was reported by C/M Justice that youth have Direct Release on the current charges. However, youth have pending charges in intake status and charges that have not been filed. DJRF was aware of next court date for 02/16/11. CM reported youth have pending court date for 01/26/11. He will forward email to SSC that he will forward to State Attorney/Public Defender. If youth needs to appear on that date the program will need a order to transport youth. 4/02/2010 - Based on current recommendation from the program, the Case Manager has agreed to submit referral to I.T.M. That agency will be able to provide the recommended services (continue counseling to address social skills, stress management, parenting skills. substance abuse prevention
4/14/2010 - Case Manager reported that he could possible connect the youth with a local church for a mentor 4/20/2010 - Cm reported that the mother would need to make contact with the Transition Specialist in his county- Mr. Smith. Our Transition Specialist, Mr. Jones, will provide the contact information for the mother to make contact prior to youth’s release. Youth’s last school placement was Acme Alternative School. It have been reported that youth should be able to return to his home school upon release.
5/02/2010 - MH reported that they can possible set up a few family sessions with youth and mother via telephone conference call prior to release. 5/11/2010 - Youth have pending court fees that will need to be paid in the amount of $100.00. He will have order to show cause to report to court status of payment. Please let me know if you have any questions. Thank you – Chris Riley, PPO
IID2-1 Examples of
Evidence
Compliance Item IID2-1: The Local Educational Agency (LEA) shall use funds received under this subpart to improve educational services for children and youth in local institutions for neglected or delinquent children and youth so that such children and youth have the opportunity to meet the same challenging state academic content standards and challenging state student academic achievement standards that all children in the state are expected to meet. Section 1401(a)(1), 1421(1), P.L.107-110
Evidence Example Documents
Comparability: Provide evidence of comparability between the curriculum offered at the local institution and the curriculum offered at LEA schools
IID2-1 a: Curriculum offered to students at a state institution
Comparability: Student schedules that show students being enrolled in classes that are comparable to classes offered at LEA schools
IID2-1 b: A snapshot of student schedules identifying classes that are comparable to classes offered at LEA schools
Academic Program Improvement: Provide evidence of supplemental activities and/or materials provided by these funds to improve the academic program provided at local institutions for neglected and delinquent students
IID2-1 c: Student work sample that focuses on preparing the student for the FCAT
Meeting Academic Achievement Standards: Provide evidence of credit retrieval opportunities
IID2-1 d: Title I activity schedule identifying how supplemental activities/ materials are used to improve the academic program
Meeting Academic Achievement Standards: Provide evidence of FCAT preparation opportunities
IID2-1 e: A note informing parent(s) of student that their child is enrolled in a credit retrieval program
Meeting Academic Achievement Standards: Provide evidence that students are meeting LEA and/or state defined achievement standards
IID2-1 f: Evidence that students are meeting state defined achievement standards
IID2-1 a: Curriculum offered to students at a state institution
IID2-1 b: A snapshot of student schedules identifying classes that are comparable to classes offered at LEA schools
Student Schedule Register SJohn Doe
GR: 11
Period Term Course Sec Description Teacher
01 1 2001310 419 ERTH/SPA SCI NEEL 02 1 1502410 708 IND DUAL SPORTS I EATON
03 1 0500500 899 PER CAR SC DEV I JONES 04 1 1001370 701 ENG III MITCHELL
05 1 1206310 853 GEOMETRY THOMPSON
06 1 2106310 549 AMER GOVT LONG
IID2-1 c: Student work sample that focuses on preparing the student for the FCAT
IID2-1 d: Title I activity schedule identifying how supplemental activities/ materials are used to improve the academic program
Acme County School District Acme Boys School
Title I Activity Schedule
Course/Periods Activities Funded by Title I, Part D
Algebra I 1st: 8:00 – 8:50 3rd: 9:44 – 10:34
(1)Paraprofessional Assist students by providing 1-1 instruction to supplement core instruction received by academic teacher.
Smart Board Used to make academic content clear to students struggling in subject area
Intensive Reading 2nd: 8:52 – 9:52 4th: 12:35-1:25
(1)Paraprofessional Provide direct assistance to low-level students in increasing comprehension skills identified in the general education curriculum.
SOS Software To assist students in meeting statewide standards.
English I 5th: 1:27-2:17
20 Computers for English I Students will have the chance to get back on track by utilizing grammar remedial software installed on 2/01/10 in addition to their required instruction received by the English teacher.
IID2-1 e: A note informing parent(s) of student that their child is enrolled in a credit retrieval program
Mr. & Mrs. Charles Coleman 2093 Longview Drive Palatka, Florida 99999 Dear Parent(s) of John D. Coleman – After reviewing John’s transcript and academic assessments from his previous school, the entry transition team has decided to enroll him in a credit retrieval program at Acme Correctional Facility. We have enclosed a summary for you to review on John’s current academic status. We will also be providing quarterly updates to keep you informed on John’s progress towards earning a high school diploma. Thank you, Janet Stallings Assistant Principal Acme Correctional Facility 2000 Grove Park Blvd Acme, Florida 32301
IID2-1 f: Evidence that students are meeting state defined achievement standards
FLORIDA COMPREHENSIVE ASSESSMENT TEST (FCAT) 2009 SUNSHINE STATE STANDARDS
State Report of School Results Grade 10 Reading
Total Test Scores Mean Points
Earned
% in each Achievement Level
%
AL3+
By Content
School N
um
ber
School Name
Num
ber
of S
tudents
Me
an D
evelo
pm
enta
l S
cale
Score
Mea
n S
cale
Sco
re
(
100
-500
)
Perc
ent P
assin
g
1 2 3 4 5 Per
cen
t in
Ach
ievem
ent
Lev
els
3
and
Ab
ov
e
Word
s/ P
hra
ses
Ma
in Idea/ P
urp
ose
Com
parisons
Refe
rence / R
esearc
h
Number of Points Possible
6 17 16 12
0000 GRADE 10 186,464 1955 305 57 34 30 18 7 11 37 4 11 10 7
0052 A QUINN JONES 6 . . . . . . . . . . . . .
0151 GAINESVILLE HIGH SCH 454 1978 310 57 35 25 17 7 16 40 4 11 10 7
0201 HAWTHORNE HIGH SCH 57 1747 267 26 65 21 7 4 4 14 3 9 7 5
0261 NEWBERRY HIGH SCH 141 1910 297 50 41 26 20 5 8 33 4 10 9 6
IID2-2 Examples of
Evidence
Compliance Item IID2-2: Any Local Educational Agency (LEA) that receives funds under this subpart shall use the funds appropriately for programs described in the approved application compliant with section 1424. Section 1424(1), P.L.107-110
Evidence Example Documents
Use of Funds: Provide evidence including budget expenditure reports and receipts that the LEA has used all funds appropriately in one or more of the following areas:
Transition
Dropout Prevention
Coordination of health and social services
Special programs to meet the unique academic needs of participating children and youth, such as: vocational and technical education, special education, career counseling, curriculum-based youth entrepreneurship education, and assistance in securing student loans or grants for postsecondary education
IID2-2 a: Description of budget items used for transition services
IID2-2 a: Evidence of Budget Items Used for Transition Services
Description of 2010-2011 Budget Items Transition Services (2) Transition Specialists
Credit Recovery Software – Ed Options
Career Assessment Inventory Software
(1)Employability Skills Teacher
Appendix A Create a Coversheet for each compliance item with the compliance item number and the date of the latest upload. The LEA may also list the names of documents on the coversheet, but this is not required.
IID2-2 Examples of
Evidence
Appendix B Create a computer tree or electronic filing system like the one pictured below to store
electronic copies of your monitoring documents throughout the year.