Federal Programs

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Section 1

Federal Programs

Contents

Personnel Contact List ............................................................................................................................... 1-1

Title I, Part A ............................................................................................................................................... 1-3

Parent Involvement and Family Engagement ............................................................................................ 1-4

Instructional Coaching ............................................................................................................................... 1-6

Summer Programs ..................................................................................................................................... 1-6

Academic Intervention Teachers ............................................................................................................... 1-7

Students and Tutors Achieving Results (STAR) Tutoring Program ............................................................. 1-7

Title I, Part A - Technology ......................................................................................................................... 1-8

Title I, Part A – Migrant Education ............................................................................................................. 1-9

Title I, Part C – Migrant Education ............................................................................................................. 1-9

Title I, Part A- Homeless Non-Title I Schools ............................................................................................ 1-10

Title X - Homeless ..................................................................................................................................... 1-10

Title I, Part A – Neglected and Delinquent ............................................................................................... 1-11

Title I, Part D – Neglected and Delinquent .............................................................................................. 1-11

Title I, Part A – Private Schools ................................................................................................................ 1-12

Title II, Part A - Preparing, Training, and Recruiting High Quality Teachers, Principals, or other School Leaders (Public and Private) .................................................................................................................... 1-13

Title III - ESOL ........................................................................................................................................... 1-14

Title I, Part A - Early Childhood Learning Initiative .................................................................................. 1-15

Summer Voluntary Pre-Kindergarten (VPK) ............................................................................................. 1-15

Employee ESE-VPK Blended Program ...................................................................................................... 1-15

Research and Program Evaluation ........................................................................................................... 1-17

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Federal Programs & Grants Development Services Personnel Contact List Program and Title Name Ext. Director Leticia Roman 33213 Administrative Assistant Dee Dee Marquart 33213 Title I, Part A & Title I, SIG 1003(a) Coordinator Sandra Kaye 33232 Office Specialist VACANT 33217 Budget Analyst Nichole Brake 33216 Title I, Part A / Instructional Coaching Specialist Victoria McCracken 33211 Office Specialist VACANT 33217 Teacher on Assignment VACANT 33235 Title I, Part A / Research & Program Evaluation, Title I Tutoring & Intervention Coordinator Mary Diez 33225 Office Specialist Trennia Sancho 33226 Office Specialist (Title I Tutoring Payroll) Michelle Rossie 33231 Title I, Part A / Homeless (Non-Title I Schools) and N & D Specialist Glenda Butler 33228 Office Specialist Debbie DeMent 33212 Social Worker Louise Booth 33243 Social Worker Sagirah Cooper 33255 Title I, Part A / S.T.A.R. After School Tutoring Coordinator Mary Diez 33225 Office Specialist Trennia Sancho 33226 Specialist Melissa Shaw 33230 Title I, Part A / Private Schools Specialist Jenny McDonough 33223 Office Specialist Nikki Araujo 33222 Title I, Part A / Parent Involvement Project Manager Sheila Rees 33224 Office Specialist Debra DeMent Teacher on Assignment Neville Schouburgh 33229 Teacher on Assignment Kerri Thompson-Waller 33237 Teacher on Assignment Ilidia Velado 33219 Title I, Part A / Technology Project Manager Jamie Haynes 44724 Office Specialist Cyndi Orlowski 44730 Teacher on Assignment: SuccessMaker Monica Prather 44744 Education Specialist: SuccessMaker Santos Flores 44727 Teacher on Assignment: Waterford & Smart Start Karen Lassiter 44727 Education Specialist: Waterford & Smart Start Andy Baxter 44727 Teacher on Assignment: Apple Cassandra Stewart 44731 Senior User Support Analyst Scott Foley 44733 User Support Analyst Cameron Legaspi 44732

User Support Analyst Jason Frazee 44747

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Federal Programs & Grants Development Services Personnel Contact List Program and Title Name Ext. Title I, Part C / Migrant Education Specialist Katie Amaral 22670 Migrant Recruiter Jennipher Nieves 22668 Title I, Part D / Neglected and Delinquent Specialist Glenda Butler 33228 Office Specialist Debbie DeMent 33212 Social Worker/Transition Coach Louise Booth 33243 Social Worker/Transition Coach Sagirah Cooper 33255 Title II, Part A / Teacher & Principal Training & Recruiting Specialist Jenny McDonough 33223 Office Specialist Nikki Araujo 33222 Grants Analyst Lu Anne Blankenship 33220 Classroom Management Coach Sandra Archer 33238 Classroom Management Coach Kaytlynn Milliken 33256 Title III, ESOL Coordinator Gianna Acevedo-Alamo 44745 Office Specialist Sonia Rodriguez 44736 Specialist: Professional Development JoAnne McCall 44735 Teacher on Assignment Ines Ramos-Feliciano 44738 Teacher on Assignment Sandra Quijano 44740 Teacher on Assignment Betsy Sotomayor 44737 District Translation & Interpretation Services Specialist Nancy Gonzalez 44734 Title X / Homeless Homeless Liaison Pam Woods 38357 Office Specialist Debbie DeMent 33212 Grants Development Services Specialist Jenny McDonough 33223 Office Specialist Nikki Araujo 33222 Budget Analyst Lu Anne Blankenship 33220 Summer Programs Project Manager 33224 Office Specialist Coordinator: ESOL Gianna Acevedo-Alamo 44745 Specialist: SEA Lab & CSI 33211 Specialist: Migrant Education Katie Amaral 22670 Voluntary Pre-Kindergarten (VPK) Project Manager Wendy Sydeski 33214 Office Specialist Michelle Rossie 33210 Teacher on Assignment Linda Schultz 33233 Teacher on Assignment Denise Peddicord 33234

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Title I, Part A

Law Federal funds must be used to supplement the regular educational program, not to substitute for funds or services that otherwise would be provided by District or State funding. The current No Child Left Behind Law, including Title I, Part A is located on the United States Department of Education website: http://www.ed.gov/policy/elsec/leg/esea02/index.html

Title I - Mission Statement Through service and leadership, we will ensure fair and equal opportunities for school communities to attain a high quality education.

Title I - Goals • Close the achievement gap for students in Title I schools as compared to

performance in non-Title I schools. • Provide service-oriented support and resources to school communities. • Increase collaboration with other departments. • Promote lifelong learning.

Purpose Title I emphasizes high academic standards, student achievement, professional development, and parental involvement. The program is aimed at stimulating reform of the nation’s educational system at the state and local levels to improve student knowledge and skills needed to succeed in the 21st Century.

Description Funds are allocated to ensure that all children in the highest poverty schools receive a fair, equal, and significant opportunity to obtain a high-quality education to increase their academic achievement in the areas of reading, writing, math, and science through additional instructional staff and supplemental services including but not limited to:

• academic coaches to support teachers • academic intervention teachers • professional development for all instructional personnel • tutoring/extended learning opportunities • technology through the SuccessMaker, Waterford Early Learning Program, Smart Start, and

Apple Project • research- and evidenced-based materials and supplies to support supplemental programs • parental involvement

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Title I, Part A - Parent Involvement and Family Engagement http://myvolusiaschools.org/title-I-Parenting/Pages/default.aspx

Law Each school served under this part shall jointly develop with, and distribute to, parents of participating children a written parental involvement policy/plan, agreed on by such parents, which shall describe the means for carrying out the requirements of subsections (c) through (f). Parents shall be notified of the policy/plan in an understandable and uniform format and, to the extent practicable, provided in a language the parents can understand. Such policy shall be made available to the local community and updated periodically to meet the changing needs of parents and the school. (2) Special Rule: If the school has a parental involvement policy/plan that applies to all parents, such school may amend that policy, if necessary, to meet the requirements of this subsection. (3) Amendment: If the local education agency involved has a school district-level parental involvement policy that applies to all parents, such agency may amend that policy, if necessary, to meet the requirements of this subsection.

Purpose To include parents in the development of the Parental Involvement Plan (PIP)

Description Each school will develop a Parental Involvement Plan (PIP) with input from parents. The PIP then will be distributed to the parents. School parental involvement activities are included but not limited to:

Annual Title I Meeting

Law Federal law requires that each Title I school convene an Annual Title I Meeting at a convenient time, to which all parents of participating children shall be invited to attend to inform parents of their school’s participation under Title I, Part A and to explain the requirements of this part, the budget, and the right of the parents to be involved.

Description Each school must offer a number of meetings in multiple languages, if applicable, at flexible times such as in the morning or evening, and may provide child care. Parents must be involved in an organized, ongoing and timely way in the planning, review and improvement of Title I programs.

• Family/Curriculum Nights • Parents To Kids Literacy Program • High School Showcase

• FACT Fairs • Workshops and Training • Volusia County Fair

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School - Parent Compact

Law: Section 1118 of NCLB Act of 2001 As a component of the school-level Parent Involvement Plan developed under subsection (b), each school served under Title I, Part A shall jointly develop with parents for all children served under this part a School-Parent Compact.

Purpose The School-Parent Compact describes how parents, the school, and students will share responsibility for improved student academic achievement and the means by which the school and parents will build and develop a partnership to help children achieve the State’s high standards

Description

School-Parent Compact shall: • describe the school’s responsibility to provide a high quality curriculum and instruction in a

supportive and effective learning environment that enables the children served under this part to meet the State’s student academic achievement standards

• address the importance of communication between teachers and parents on an ongoing basis through:

• parent-teacher conferences in elementary schools, at least annually, during which the compact shall be discussed as the compact relates to the individual child’s achievement

• frequent reports to parents on their children’s progress • reasonable access to staff, opportunities to volunteer and participate in their child’s

class, and observation of classroom activities • describe ways in which parents will be responsible for supporting their children’s

learning, such as monitoring attendance, homework completion, and television watching; volunteering in their child’s classroom; and participating, as appropriate, in decisions relating to the education of their children and positive use of extracurricular time

• describe how student’s will share the responsibility to improve their academic achievement

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Title I, Part A - Instructional Coaching

Purpose To increase teacher effectiveness to positively impact student learning

Description

An instructional coach is an instructor or trainer of others. Instructional coaches partner with teachers to help them incorporate research-based practices into their teaching to raise the quality of teaching and student learning through:

• coaching • professional development • supporting PLC • research-based resources • analyzing data- facilitate data meetings to help identify student needs and instructional changes

Title I, Part A - Summer Programs http://myvolusiaschools.org/summer-programs/Pages/default.aspx

Law: Section 1111(B) (i) To provide opportunities for all children to meet the State’s proficient and advanced level of student academic achievement.

Purpose To increase the amount and quality of learning time by providing an extended school year for qualifying Title I students.

Description

The following strategies are intended to provide intensive, targeted skills to address the needs of all children, but particularly the needs of low-achieving children and at risk of not meeting the State student academic achievement standards:

• Title I, Part A Comprehension and Science Investigation (CSI) for Pre-K through 4th grade students in Title I schools

• Title I, Part A Summer Enrichment Adventure Lab (SEA Lab) for Kindergarten and 1st grade students; This is professional learning opportunity for primary Title I and ESOL teachers

• Title I, Part A 5th Grade Project STEM • Step Up 2 STEM Summer Program for middle school students • Title III ESOL Summer Program for active Kindergarten through 12th grade ESOL

students • Title I, Part C Migrant Program for Kindergarten through 12th grade Migrant students

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Title I, Part A - Academic Intervention Teachers Law: Section 112 (b)(1)(A), P.L.107-110 The LEA and Title I schools shall use assessments to determine success of children served in meeting state academic achievement standards; assist in diagnosing, teaching, and learning so low achieving students can meet state standards; determine how to revise Title I program; and identify students at risk of reading failure.

Purpose Academic Intervention teachers provide intensive instruction based on various types of achievement and diagnostic data to supplement instruction provided by classroom teachers.

Description

Academic intervention teachers are funded per school based on evidence of need in the areas of reading, math, writing or science. Intervention teachers:

• provide targeted instruction in small groups; • provide push-in or pull-out groups; • communicate with administrators, coaches and classroom teachers; • participate in professional learning communities and data chats; and • monitor student progress and attendance to provide evidence of effectiveness of instruction.

Title I, Part A - Students and Tutors Achieving Results (STAR) Tutoring Program

Law In June 2013, school districts in Florida were given flexibility from the NCLB mandated Supplemental Educational Services (SES) Program. The Florida legislative requirement was repealed. The former requirements designated that funds be set aside for tutoring of low performing students attending Title I schools. The tutoring services were provided by state approved private providers. Volusia County Schools (VCS) used the flexibility to develop a district-managed afterschool tutoring program instead of private providers.

Purpose

Students and Tutors Achieving Results (STAR) is a tutoring program developed to provide intensive, long term support for the most at risk students in Title I schools.

Description The program:

• provides intensive tutoring for up to 1,500 students based on per student allocation and availability of tutors

• serves students in Grades 3 through 10 from Title I schools scoring Level 1 on state assessment or district assessments when state data is not available

• funds a program facilitator for each school site • utilizes i-Ready Diagnostic Assessment and Instruction Internet-based software • utilizes ALEKS Internet-based math software for middle and high school students • utilizes management software for attendance, learning plans, and reporting • utilizes certified teachers employed by Volusia County Schools

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Title I, Part A - Technology Law: Section 1001 – 1, 2, 3, 5, and 11 Ensuring that high-quality teacher training and instructional technology materials are aligned so that teachers, parents, and administrators can measure student academic achievement; closing the achievement gap between non-Title I students and Title I students through the use of technology; distributing and targeting resources sufficiently to make a difference to schools where needs are greatest; and significantly elevating the quality of instruction by providing staff in Title I schools with substantial opportunities for professional learning.

Purpose To support district efforts to increase student achievement through the Waterford Early Learning Program and Smart Start Program in all Title I elementary schools and one K-8 Title I school for students in Pre-Kindergarten through second grade, The SuccessMaker Program in all Title I elementary schools and one K-8 Title I school, and the Title I Apple Project in all 48 Title I schools to ensure that all Title I children have a fair, equal, and significant opportunity to utilize technology.

Description The Title I Technology Team provides:

• Waterford initial and reports professional learning for teachers, coaches, and administrators • Smart Start initial and reports professional learning for teachers, coaches, and administrators • SuccessMaker initial and reports professional learning for teachers, coaches, and administrators • Apple professional learning for teachers, coaches, and Apple Program Facilitators (APFs) • Tech Tub Trolley, iPads, and professional learning for Title I Intervention Teachers • iPads and professional learning for Title I and Title II Coaches • iPads and professional learning for elementary ESOL paraprofessionals • iPads and professional learning for secondary ESOL teachers and students • iPads and professional learning for VPK teachers • iPads and professional learning for Title I SEA LAB, CSI, and STEM Summer Program Teachers

and ESOL • iPads and professional learning for Reading Camp and ESE/ESY Summer Program teachers • Support for all F.A.C.T. Fairs to showcase the technology and software programs available for

students • support to school-based and district technology committees • high-quality customer service in a timely and efficient manner for all Title I school ticket service

requests • technical assistance and installation for all Title I computers and Apple devices • assistance with obtaining quotes for technology purchases • inventory tagging, transfer paperwork, and imaging for all Title I hardware purchases • maintenance of all Title I purchased hardware and software

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Title I, Part A – Migrant Education http://myvolusiaschools.org/migrant-education/Pages/default.aspx

Law: Section 1112 “(b) “(E) Local Educational Agency Plans A description of the strategy the local educational agency (LEA) will coordinate and integrate services provided under this part with other education services, such as-“(ii) services for children with limited English proficiency, children with disabilities, migratory children, neglected or delinquent youth, Indian children served under part A of title VII, homeless children and immigrant children.”

Purpose To increase program effectiveness, eliminate duplication, and reduce fragmentation of the instructional program and supplement Title I, Part C/Migrant Education Programs (MEP)

Description Provides the following for migrant children:

• Learning kits for families • Parenting activities • Activities to increase program effectiveness • Migrant Specialist and Migrant Advocate • Materials and supplies • Professional Development

Title I, Part C - Migrant Education http://myvolusiaschools.org/migrant-education/Pages/default.aspx Law: Section 1301 The NCLB law allocates funds to support high-quality and comprehensive educational program for migratory children to help reduce the educational disruptions and other problems that result from repeated moves.

Purpose Support high quality and comprehensive education programs for migratory students; Description To ensure that migratory children who move among the States are not penalized in any manner by disparities among the States in curriculum, graduation requirements, and State academic content and student academic achievement standards with the following:

• assistance with enrollment • facilitate tutorials • ongoing MEP staff trainings • funding for summer programs • Summer Learning Kits for K-12 MEP students

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• parent involvement activities included but not limited to:

o Migrant Parent Advisory Council o Kindergarten Orientation o Annual Migrant Kindergarten Orientation o Back to School Student-Parent Night o award ceremonies for migrant students

Title I, Part A - Homeless Non-Title I Schools http://myvolusiaschools.org/homeless-non-title-I/Pages/default.aspx

Law The NCLB law requires Title I to set aside funds as necessary to serve the needs of the homeless population. Purpose Supplement Title X services by providing additional support for homeless students and unaccompanied youth at all schools through:

• Transition coaches/social workers targeting high school graduation/college and career readiness • tutoring • homeless budget allocation provided to principals at Non-Title I schools

Title X - Homeless http://myvolusiaschools.org/title-x-homeless/Pages/default.aspx Law Under the McKinney-Vento Homeless Assistance Act, the term “homeless children and youth” means individuals who lack a fixed, regular, and adequate nighttime residence. Purpose Local school districts must ensure that homeless children and youth have equal access to a free, appropriate public education. Homeless children and youth are defined as those who lack a fixed, regular, and adequate night-time residence. The Title X funding provides:

• local homeless liaison • transportation to the school last attended

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Title I, Part A - Neglected and Delinquent Purpose Title I, Part A funds are reserved for the prevention and intervention programs for children and youth who are neglected, unaccompanied, delinquent, and/or at-risk. Upon identification, funding provides services to non-Title I schools for homeless students who may also be classified as “unaccompanied youth”. Unaccompanied youth are defined as students who are not in the physical custody of a parent or guardian, who may have run away from home, have been displaced from their homes, or have been abandoned by parents. The district provides advocate(s) for these students who may not be fully aware of their educational rights or know how to acquire vital information.

Description The grant for the 2016-2016 school year defines the following support services for unaccompanied youth in all Title I secondary schools:

• Extensive case management services as well as academic and nonacademic progress monitoring

by social worker • Tutoring services in residential facilities • Coordination with Title X funding that addresses nonacademic needs • Data analysis of student demographics • Academic and nonacademic student support Summer reading materials • Collaboration and networking with District Homeless Liaison

Title I, Part D - Neglected and Delinquent http://myvolusiaschools.org/neglected-delinquent/Pages/default.aspx Purpose Educational services are funded by Title I through the Florida Department of Education for Volusia School District’s delinquent residential sites. The Department of Juvenile Justice has a cooperative agreement with the District to provide daily academic instruction, remedial services, individual instruction, and specific education plans for children and youth who have been adjudicated or recommended by the juvenile justice system. Specific services include:

• Transition support and case management services • Tutoring services • Intensive intervention • Credit retrieval • Transition support by social workers for students exiting DJJ sites and re-entering schools • Data analysis of student demographics • Academic and nonacademic student support • Collaboration and networking district, DJJ and community agencies

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Title I, Part A - Private Schools http://myvolusiaschools.org/non-public-private-schools/Pages/default.aspx Purpose

Non-profit, private schools are eligible to participate in federally funded programs to receive equitable services for their eligible students, their teachers, and parents of students who are educationally disadvantaged and failing or most at risk of failing to meet high academic standards, and who reside in Title I, Part A public school zones. For private schools that qualify, Volusia County Schools has offered extended instructional services through a third party contractor. Services may be provided at the private school or at another location agreed upon by the parents. Service Delivery The third party contactor will serve students who are below level in reading and/or math, reside in a Title I school zone, and have been approved by the district office. Services will begin the first week of school as adopted by the Volusia County Schools calendar, and will end the second week in May. Students will receive up to 24 (30 minute or 60 minute) sessions of one-on-one supplemental service through the third party contractor, not including the pre and post assessment. Accommodations can be made for:

• Students in Kindergarten for whom sessions may be scheduled for half hour blocks / twice a week. • Students with special needs who may need an adjusted schedule.

Student Eligibility Students must attend a non-profit, private school, reside in a Title I, Part A school zone, and be identified by the district as failing or at risk of failing to meet the state standards, or other standards relevant to the private school (student referral form - multiple educational or objective criteria; standardized assessment). Criteria used by the private school is developed in consultation with the district. Each private school submits a letter on school letterhead to determine Eligibility Criteria for their school. Criteria for determining student eligibility to the Title I, Part A program may include:

• performance below cut score on standardized test; • composite checklist/score of 356 or above; • residential requirements; • principal, teacher or parent recommendation; • students with greatest academic need.

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Title II – Preparing, Training, and Recruiting High Quality Teachers, Principals, or other School Leaders (Public and Private) http://myvolusiaschools.org/teacher-principal-training/Pages/default.aspx

Law: NCLB PL 107-110, CFDA 84.367 Section 2121, 2122, 2123(b) Pending law: ESSA P.L. 114-95. Sec 2301 Funds are to be used to supplement and increase the level of funds from nonfederal sources available for professional learning.

Purpose The Title II, Part A – Teacher and Principal Training and Recruiting Fund assists with the implementation of Florida’s Standards. LEA’s and schools are held accountable for improvements in student academic achievement through evidence-based programs. Projects are intended to increase student academic achievement through strategies such as:

• improving teacher and principal quality • increasing the number of effective teachers in the classroom • Increasing the number of highly effective principals and assistant principals in schools

Description Teacher/Principal Training and Recruiting funds for public and private schools are required to provide:

• evidence-based programs that provide targeted, specific support for beginning teachers • activities that will develop the capacity of principals and other instructional leaders to improve

teaching and learning, coach and/or train principals to recognize effective teaching skills, ineffective teaching and know how to take action to ensure quality learning for all students as determined by F.S 1012.34

• support for the professional learning of educators at high need schools, as well as address and take action to ensure an equitable distribution of effective teachers and principals among particular types of schools

Professional learning opportunities are provided in core academic areas (reading/language arts, mathematics, science, social studies, arts, and foreign languages) to improve teaching practices and assist in closing student academic achievement gap.

• Academic coaches (reading, math, and science) • Resource Teachers • Specific professional learning opportunities as identified by the comprehensive needs

assessment data

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Title III - ESOL http://myvolusiaschools.org/esol/Pages/default.aspx

Law: Public Law 107-110, Section 3101-3102

Purpose • Increase English proficiency and academic achievement in core academic subjects of limited

English proficient students by providing high-quality language instruction programs and content area teaching;

• Provide high-quality professional development to enable classroom teachers to deliver effective sheltered content and English language instruction; and develop, implement, and provide extended day, weekend, and summer opportunities for English language and academic content instruction for limited English proficient students (LEP); and

• Promote parental, family, and community participation in programs for limited English proficient children, including immigrant children and youth

• All Title III funds must be used so as to supplement the level of local, state, and federal funds that, in the absence of Title III funds, would otherwise be expended for programs for LEP students and immigrant children and youth, and in no case supplant such federal, state, and local funds.

Description • Professional development in the areas of English Development standards, Florida Standards, and

best practices when working with English Language Learners (ELL). • Tutoring opportunities will be made available to ELLs. • Continuation of the Summer School program in collaboration with Title I Part A and Part C, will be

offered for identified ELLs. • Opportunities for family engagement. • Schools and students will be provided supplemental materials. • Adult literacy classes will be offered to enhance English speaking abilities of families of ELLs. • Schools and students will be provided with research-based supplemental technology. This may

include computer programs, iPads/apps, and web-based resources. • Private schools will be provided support through coordination with private school officials.

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Title I, Part A - Early Childhood Learning Initiative http://myvolusiaschools.org/vpk/Pages/VPK-Title-1-Early-Learning-Initiative.aspx Law: Sec. 1002.61, 1002.53 Florida Statutes School districts may offer criteria established VPK programs during the school year. Purpose Administer and increase opportunities for quality early childhood education for Title 1 zoned four-year-olds, including migrant, as mandated by Florida Statutes 1002.53 and 1002.61 by providing supplemental extended day pre-K services at selected Title I sites. Description

The Title I - Voluntary Prekindergarten Program operates according to the approved school district calendar and is designed to help transition children to kindergarten. VPK/ Title I offices coordinate funding to operate a full day program. Summer Voluntary Prekindergarten (VPK) http://myvolusiaschools.org/vpk/Pages/Summer%20VPK.aspx Law: Florida Statues 1002.53 and 1002.61 All School districts are mandated to offer Summer VPK to eligible four-year-old students. Purpose

Administer and increase opportunities for quality early childhood education for four-year-olds during the summer prior to kindergarten

Description Program operates according to the approved school district summer program calendars for VPK and is designed to help transition children to kindergarten. Summer VPK is funded by the state. School site providers are selected in the spring and coordinate with summer programs to offer a 300 hour summer program. Employee ESE - VPK Blended Program http://myvolusiaschools.org/VPK/Pages/Employee%20VPK%20ESE%Blended%20Program.aspx

Law: Florida Statutes 1002.53 and 1002.61 School districts may offer criteria established VPK programs during the school year.

Purpose

Administer and increase opportunities for quality early childhood education to VCS employee’s family members who are for four-years-old prior to their entrance into kindergarten.

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Description

Program operates according to the approved school district calendar and is designed to help transition children to kindergarten. IDEA, State and self-paying families fund the blended program. Elementary schools are selected by ESE criteria and student population needs. A fee based full day prekindergarten experience is optional. All VPK families must adhere to the Early Learning Coalition requirements. VPK instructional focus provides:

• physical, social, and emotional development • approaches to learning • language and communication and emergent literacy • cognitive development and general knowledge • prekindergarten teacher, teacher assistant (highly qualified) or TOA, and substitutes • materials, supplies and professional development

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Research and Program Evaluation

Purpose

To support Federal Programs staff in determining effective implementation of projects and programs funded by federal and state grant dollars and to measure the impact of such programs in terms of increased student achievement.

Description

The following activities will be conducted by the Research and Program Evaluation office in collaboration with Federal Programs staff and other District staff as appropriate.

• Monitor student data through CrossPointe, eduphoria!, gradebook program, instructional data management systems, and other data sources.

• Provide data to make informed decisions about the selection/use of programs to best meet the needs of the children in Volusia County Title I schools.

• Develop objectives that are measurable, meaningful, manageable, and have the ability to truly reflect the impact of federal and state funds, to the extent possible.

• Review Title I Action/Budget Plans for alignment with School Improvement Plans (especially steps 6 and 7), District Guiding Principles, and District Strategic Plan.

• Continually examine activities included in the programs to determine the current relevance. • Determine which activities are most effective and what needs to be added or modified to meet

the needs of the students. • Ensure the maximum return on investment for resources and money allocated and to reduce

duplication of effort. • Determine best practices for the use of federal and state funds. • Monitor project timelines and ensure collection and analysis of data relevant to Federal Programs

projects. • Support Federal Programs staff and Title I schools using problem solving process. • Provide assistance to project managers and school staff to design logic models, project

management timelines, data collection and analysis, data visualization, monitoring plans, and evaluation of impact for activities/programs funded by federal or state grants.

• Compile Midyear and End of Year Evaluation Reports for each Federal Programs department. • Conduct research on products, programs, projects, policies, and topics at the request of the

Federal Programs Director or Title I schools. • Update and maintain Federal Programs Data Wall and electronic data spreadsheet. • Provide professional learning opportunities on project implementation and evaluation of impact

for Federal Programs Leadership Team, Title I Steering Committee, and Title I school administrators. Review documents and annual publications such as the Title I Manual and Title I grant application, and midyear/ end of year reports.

• Participate in ECTAC Evaluator’s Group and gather information from member districts.

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SCHOOL BOARD OF VOLUSIA COUNTY

MRS. MELODY JOHNSON, CHAIRMANMRS. LINDA CUTHBERT, VICE-CHAIRMAN

MRS. IDA D. WRIGHTDR. JOHN HILL

MR.CARL PERSIS

MR. JAMES T. RUSSELLSUPERINTENDENT OF SCHOOLS

MRS. TERESA MARCKS CHIEF ACADEMIC OFFICER

VISION STATEMENT OF VOLUSIA COUNTY SCHOOLSTHROUGH THE INDIVIDUAL COMMITMENT OF ALL, OUR STUDENTS WILL

GRADUATE WITH THE KNOWLEDGE, SKILLS, AND VALUES NECESSARY TO BE SUCCESSFUL CONTRIBUTORS TO OUR DEMOCRATIC SOCIETY.