CHECK IT OUT!
The 2013-2014 Parent/Community Guide to Levy County Schools
Bronson Elementary Principal
Cheryl Beauchamp
Phone: (352) 486-5281
Bronson Middle/High Principal
John Lott
Phone: (352) 486-5261
Chiefland
Middle/
High
Principal
Matthew
McLelland
Phone:
(MS)
493-6025
and (HS)
493-6000
Cedar Key Principal
Darby Allen
Phone: (352) 543-5223
Yankeetown
Principal
Suzette
Pelton
Phone:
(352)
447-2372
Joyce
Bullock
Principal
Jaime
Handlin
Phone:
(352) 5283341
Hilltop/
Summit
Principal
Dennis
Webber
Phone:
(352) 4865388
Williston
High
Principal
Eulin Gibbs
Phone:
(352)
528-3542
Williston
Middle
Principal
Pam Asbell
Phone:
(352)
528-2941
Williston
Elementary
Principal
Marla Hiers
Phone:
(352)
528-6030
Chiefland Elementary Principal
Angel Thomas
Phone: (352) 493-6040
Nature Coast
Middle
School
Principal
Charles
Bowe
Phone: (352)
490-0700
Whispering
Winds
Charter
School
Principal
Dr. Suzann
Cornell
Phone: (352)
490-5799
A MESSAGE FROM SUPERINTENDENT HASTINGS
Welcome Back Students:
I hope you had an enjoyable
summer and are ready for a
great year. You will face
many challenges this year,
and as you overcome them,
you will grow and develop
into fine young men and
women.
To be successful, you
should: work eight hours per
day, play eight hours per day,
sleep eight hours per day and
don’t get confused about the
proper time to do each one.
Levy County has excellent
schools, dedicated teachers
and staff and most of all –
wonderful students. I am
glad that you are here!
Welcome Back for the
2013-2014 school year!!!
Robert O. Hastings,
Superintendent
THE SCHOOL BOARD OF LEVY COUNTY
Cameron Asbell
District 1
Bronson
Chris Cowart
District 2
Cedar Key
Robert Philpot
District 3
Williston
Paige Brookins
District 4
Chiefland
Rick Turner
District 5
Yankeetown
The School Board of Levy County meets at 6:00 p.m. on the first Tuesday after the first Monday of each month,
and at 9:00 a.m. on the second Tuesday of the month. All meetings are open to the public.
For School Board information, contact Board Secretary Pam Morrison at 486-5231.
CHECK OUT WHAT’S INSIDE!
Page 2. . . . . . . . . . . . . . . . . . . . . . . . . . . School Board Information
Page 3-5 . . . . . . . . . .Facility Use Within Levy County / Val & Sal /
Home School / Non-Discrimination / District Virtual School
Page 6-9. . . . . . . . .. District Accreditation / Common Core / State
Assessment & Accountability / HS Graduation Requirements
Page 9-11. . Bright Futures/Retention & Promotion/Grad Options
Page 12 . . . . . . . . . . . . . Attendance / Voluntary Pre-Kindergarten
Page 13. . . . . .Req. Prof. Qualifications / 2012-13 District Results
Page 14. . . . . . . . . NCLB / Foundation / 2013 FCAT Rdg. Results
Page 15-16 . . . . . School Grades / Federal Funds - State & Local
Page 16 . . . . . . . . . . Status Reports that Track Student Progress
Page 17-18 . .ESOL Updates / NCLB DAC / Levy Technology Info.
Page 19. . . . . . .Students w/Disabilities / Satellite Lab / ESE Website
Page 20 . . . . . . Specially Designed Instruction / SOP / FCAT Waiver
Page 21. . Parents involvement / EOC Wavers for Students w/Disab.
Page 22 . . . . . . . . . . . . . . . . . . . . . . . . Notice of Performance Release
Page 23. . . . . . . . . .CTE Options / Homeless Rights and Information
Page 24. . . . . . . . .MTSS Formerly RtI / Meningocococcal Meningitis
Page 25-26 . . . Student Health/Health Personnel/School Counselors
Page 27-28 . . . . . . . . . . . . .Transportation / Bus Safety Tips & Rules
Page 28. . . . . . . .School Start Times / Food, Nutrition and Wellness
Page 29. . . .2013-2014 School Calendar / HQ Teachers / Imp. Notice
Page 30-31.. . . .Parent Checklist / Schools Info / Student Insurance
Back Page . . . . . . . . . .Who to Call / Substitutes / Sub Qualifications
PLEASE NOTE: For the purposes of this guide, the term “parent” should be understood to include
any guardian or caretaker who performs the duties of a parent for a child.
2
2013-2014
Check it out!
FACILITY USE WITHIN LEVY COUNTY
Welcome to a new school year. I trust
that all of our families have had an
opportunity for relaxation and fellowship.
Throughout the school year, we receive
requests from either individuals or
organizations to use school facilities or
property.
School property, facilities, and
equipment are intended primarily for
school educational purposes and for the
benefit of children. No other use shall
interfere with these purposes. The
principal shall approve the use of school
property, facilities and equipment.
Certain groups or organizations may use
school facilities without charge. National
youth groups, e.g. scout groups operating
under sponsorship of a county
organization are eligible to use school
Jeffery R. Edison, Assistant
Superintendent of Administration facilities without charge. The District may
also enter into use agreements with
community organizations for school
facilities.
School buildings may be made available
for specific, temporary, or short-term
purposes to organizations which are civic
and community connected with the
approval of the principal and
Superintendent and upon payment of the
fees established by the Board. Where
school lunch kitchens are used, the
facility must be operated by a qualified
cafeteria worker. Any request for school
use shall be initiated and approved by the
principal.
All groups using school facilities must
have appropriate liability insurance.
Use of school facilities for commercial
or personal gain, any illegal activity,
private teaching, or use for longer than 3
months is prohibited.
Please see school board policy 11.03
for complete details concerning use of
school facilities.
VALEDICTORIAN and SALUTATORIAN
We would like to
make
everyone
aware of the requirements for Valedictorian and Salutatorian. To see the
Board’s entire policy on Valedictorian
and Salutatorian please visit our
webpage at www.levy.k12.fl.us. Choose
the documents tab and the link to
School Board Policies is under the
School Board Documents category. It is
Board Policy 5.35.
 Valedictorian – 3.7 minimum
unweighted grade point average
 Salutatorian – 3.5 minimum
unweighted grade point average
 Meet state and district graduation



requirements
Semester grades in all high school
courses are used to calculate the
grade point average.
Meet enrollment requirements.
For determining Valedictorian and
Salutatorian the Bright Futures
Florida Scholars GPA will be used.
This is GPA that is weighted and is
based
on
a
student’s performance in academic classes.
Parents can monitor their child’s
progress by checking their
students account on FACTS.org.
 In the event of a tie, numerical
averages of those courses used to
calculate the Florida Academic
GPA will be used to break the tie.
If you have any questions please
contact your school’s school counselor.
Jeff Edison, Assistant
Superintendent of Administration
educated at home. This portfolio must
be kept for two years after completion of
home schooling.
• Have the portfolio available for
inspection within 15 days of receiving a
request from the District Office.
Submit an annual evaluation for the home school
student demonstrating what he or she has learned.
Update records at the district office when there is a
change of address or phone number.
Submit a letter of termination when the home
education program is ended.
CONSIDERING HOME SCHOOL?
Here are the Requirements:
To establish a home education program, the district
requires parents to:
• Complete and return a Notice of Intent. To get this form,
call or visit the District Office. The district will also
provide a packet of materials explaining home school
parent responsibilities. All Homeschool materials are
available o the District website www.levy.k12.fl.us.
• Go to the child's school and complete the process of
officially withdrawing the child.
• Maintain a portfolio of records as long as the child is
2013-2014
•
•
•
For more information contact Jeff Edison,
Assistant Superintendent of Administration at 486-5231
3
Check it out!
NOTICE OF NON-DISCRIMINATION
The Florida Educational Equity Act, Chapter
228.2001 Florida Statutes, requires that public
education agencies regularly notify staff, students,
applicants for employment, parents, collective
bargaining units, and the general public of its
policies of non-discrimination. The information
below is posted to comply with the notification
requirements of the act.
Non-discrimination in Employment - All applicants
for employment with the School Board of Levy
County shall be recruited, selected, and assigned
solely on the basis of experience, qualifications and
the necessary requirements for the vacant position.
Race, religion, age, national background, marital
status, and gender will not be considered factors in
the recruitment, selection, and assignment of such
personnel, nor shall any qualified disabled person
be excluded from consideration for employment
solely on the basis of his/her disability.
Non-discrimination in Student Activities - No
student enrolled in the Levy County Schools shall,
on the basis of race, religion, age, national
background, gender, marital status or disability, be
excluded from participation in or be subjected to
discrimination under any curricular or any other
school sponsored activity. This rule shall apply to
all present and future course offerings and to all
other school sponsored activities in which students
are eligible to participate.
Grievance Procedures for Employees Excluded
from Bargaining Units** - Whenever an employee
feels that he/she has a grievance, including
allegations of discrimination, every effort shall be
made to arrive at a satisfactory solution of the
problem on an informal basis. When this cannot be
done, resort shall be to the more formal procedures
provided herein in an effort to resolve a grievance.
The grievance procedures for employees excluded
from bargaining units shall be as follows:
Step 1: Any employee with a grievance shall advise
his/her immediate supervisor or the Director of
Personnel of said grievance in writing and a copy of
the said grievance shall be sent to the
Superintendent. The written statement of the said
4
grievance must be delivered within sixty (60) days
of the alleged violation.
Step 2: Any employee receiving a written grievance
shall arrange a meeting with the aggrieved
employee within ten (10) days following the date of
the receipt of the grievance.
Step 3: If the grievance is settled in Step 2 above,
the supervisor receiving the grievance shall notify
the Superintendent that the matter has been
settled. If the grievance is not settled as a result of
the aforementioned meeting, and if the aggrieved
wishes to seek some other solution to the matter,
Step 4 should be pursued by the aggrieved
employee.
Step 4: The aggrieved employee shall submit
directly to the Superintendent’s designee, a
statement of his/her grievance and the results of
his/her meeting with his/her immediate supervisor.
The Superintendent’s designee shall immediately
notify the immediate supervisor of the contents of
the written grievance and a written statement of
circumstance shall be submitted by the supervisor
to the designee within ten (10) days. Within five (5)
days after receipt of the immediate supervisor’s
report, the designee shall meet with the immediate
supervisor, the aggrieved employee, and any other
persons that may be involved. If, as a result of this
meeting, no solution is found, the grievance shall
proceed to the Superintendent’s level.
Step 5: The Superintendent’s designee shall,
within five (5) days, submit to the Superintendent
the aggrieved employee’s petition, the immediate
supervisor’s response to the petition and his/her
written statement describing the events which
occurred in Step 4. The Superintendent shall,
within five (5) days, meet with the aggrieved
employee and any other persons who, in their
opinion, should be consulted. The Superintendent
shall make recommendations pertaining to the
matter to all parties concerned. If the
Superintendent’s recommendations are not
acceptable to the aggrieved employee, he/she may
request a hearing before the School Board.
2013-2014
Check it out!
NOTICE OF NON-DISCRIMINATION ...continued
Step 6: Upon receipt of the aggrieved employee’s
request for a hearing, the School Board will hold a
hearing to examine all available data relating to the
grievance. The aggrieved employee shall be given
due notice as to the date of this hearing. At the
hearing, the School Board attorney will be present
and the employee may be represented by his/her
own attorney. The School Board’s decision relative
to the grievance shall be final.
Step 7: The decision of the School Board does not
preclude the aggrieved employee from seeking
redress to the alleged wrong in a court of
competent jurisdiction.
**Any grievance filed by an applicant for
employment shall proceed directly to the Director of
Personnel at Step 2.
Equity Coordinator - In accordance with the
requirements of Chapter 228.2001 Florida
Statutes, the Florida Educational Equity Act, the
Assistant Superintendent of Administration, Jeff
Edison, is designated as the Equity Plan Coordinator
for the District School Board of Levy County.
Employees, students, applicants for employment,
parents, and citizens having questions concerning
the act or its implementation should contact the
Coordinator at the School Board Office, 480
Marshburn Drive, P.O. Box 129, Bronson, Florida,
32621,
Phone
352-486-5231
or
Fax
352-486-5237.
Jeff Edison, Assistant
Superintendent of Administration
MY DISTRICT VIRTUAL SCHOOL
The School Board of Levy County is
partnering with the North East Florida
Educational Consortium (NEFEC) to
provide our students virtual school
options.
Through this partnership, the
creation of ―My District Virtual School‖,
(MDVS) has been formed.
MDVS is a franchise of Florida
Virtual School (FLVS). As a franchise,
MDVS allows your child access to the
same courses offered by FLVS, but
with the funding for those courses remaining in Levy County.
If you are a home school parent, My
District Virtual School opens up
opportunities for your child to receive a
high school diploma.
 Blending is available for any
combination of home school /
My District Virtual School /
home zoned high school
classes.
 Enroll in and transfer credits to
2013-2014
your zoned high school no later
 Student enrolls full time in My
than January of their Senior
District Virtual School.
year. Credits will be accepted
 Student will take courses
after review by a Guidance
offered by My District Virtual
Counselor as detailed in the
School. Florida Virtual School
State Uniform Transfer of High
will offer courses not offered by
School Credits procedure.
My District Virtual School.
 St ud ent s m us t m eet all
 St ud ent s m us t m eet all
graduation requirements as outgraduation requirements as
lined in the Comprehensive
outlined in the Comprehensive
Student Progression Plan. This
Student Progression Plan. This
includes passing state required
includes participating in and
tests and a 2.0 cumulative
passing state required tests and
grade point average.
earning a 2.0 cumulative grade
 Any 4th or 5th grade student
point average.
who earned a Level 4 or Level 5
on FCAT Reading or FCAT
Please feel free to call me to discuss
Mathematics is eligible for virtual options for your student at
academic acceleration. If you 352-486-5231.
are interested in learning more
about these opportunities,
please contact your school
Jeff Edison, Assistant Superintendent
guidance counselor.
of Administration, Home School and
 Become a full time My District
My District Virtual School
Virtual School Student.
5
Check it out!
DISTRICT ACCREDITATION
Dr. Patrick Wnek, Assistant
Superintendent of Curriculum
The School Board of Levy County is
excited to announce that we
pursuing district accreditation
through the Southern Association of
Colleges and Schools Council on
Accreditation and School
Improvement, the accreditation
division of AdvancED. As a part of
the accreditation process, all of our
schools have completed a Self
Assessment in which staff members
evaluated their school’s effectiveness on the Standards for Quality
Systems. All parents, staff and
students were also provided
opportunities to provide feedback
via surveys. In addition, we are analyzing student performance data to
determine our effectiveness in
preparing our students to be
successful in school and life.
The district office is working with
our school communities to assess
alignment between diagnostic
assessments, stakeholder
perception data, and student
achievement data. Our goal is to
create and pursue a district mission
that promotes excellence in all of our
schools. We are excited to host an
AdvancED external review team visit
from October 13-16, 2013.
6
As a district, we embrace the
challenge of preparing our students
for future academic and career
success. We implemented Common
Core State Standards in Kindergarten in 2011-2012 and will phase in
the standards in grades 1-12 each
year until we reach complete
implementation in 2014. Content
area literacy standards, which
include text complexity, are also
being implemented this year.
Reading coaches, working with the
district instructional team, have
developed professional development
modules to train teachers on the
Next Generation Sunshine State
Standards and the Common Core
State Standards.
.
The AdvancED
Accreditation Protocol
and the Standards for
Quality and School
Systems offer systems
a road map for the
pursuit of excellence in
education and student
learning, unleashing
their own power to
transform.
Standard 2: Governance and
Leadership
The system operates under
governance and leadership that
promote and support student
performance and system effectiveness.
Standard 3: Teaching and
Assessing for Learning
The system’s curriculum,
instructional design, and
assessment practices guide ensures
teacher effectiveness and student
learning across grades and courses.
Standard 4: Resources and
Support Systems
The system has resources and
provides services in all schools that
support its purpose and direction to
ensure success for all students.
Standard 5: Using Results for
Continuous Improvement
The school district implements a
comprehensive assessment system
that generates a range of data about
student learning and system
effectiveness and uses the results to
guide continuous improvement.
We are excited about the prospect
of having all of our school accredited
as a result of the district
accreditation process. We encourage
all parents, community, and staff
members to participate in this
important process.
The AdvancEd Standards for
Quality School Systems:
Standard 1: Purpose and Direction
The system maintains and
communicates at all levels of the
organization a purpose and direction
for continuous improvement that
commit to high expectations for
learning as well as shared values
and beliefs about teaching and
learning.
Dr. Patrick Wnek, Assistant
Superintendent of Curriculum
2013-2014
Check it out!
From Next Generation Sunshine State Standards
To Common Core Standards
To implement the Common Core State Standards,
district staff, school administrators, and teachers have
participated in the following initiatives:

 Florida Department of Education’s Common Core







Institute
Levy County Mathematics Institute with
Dr. Ken Gross- 2- Weeks
The Document Based Project (DBQ) training for
Social Studies teachers Grades 4-12
Cambridge Education training on Danielson’s
framework and teacher evaluation for
administrators
Pearson Education’s Reading Street Reading
Series training for Grades K-5- New adoption
IQWST Science training for Grades 6-8
AVID training for middle and high school teachers
and administrators
State Assessment and
Accountability Plan
Many changes are occurring in our state in the area of
assessment and accountability. The high schools are
transitioning over to end-of-course exams (except for
reading courses) and will be including a graduation
requirement for all students to have a credit in Algebra II,
 College Board SpringBoard Language Arts Training





for teachers in Grades 6-12
College Board Advanced Placement Institutes for
AP teachers
College Board Advanced Placement Administrator
Institute
Curriculum Mapping for Mathematics, Social
Studies, Science, and Language Arts
CIS and Common Core exemplar lesson planning
training
Performance Matters FASTe training for
administrators
Performance Matters Student Achievement
platform for administrators
Max Thompson’s Acquisition Plan training for
teachers in Grades K-12
Dr. Patrick Wnek, Assistant
Superintendent of Curriculum
Geometry, and Chemistry or physics by the end of year
2017.
The tables at the bottom show the implementation plan
for FCAT 2.0 and End-of-Course Exams. In the 2013-2014
SY, students will need to pass the middle school civics
end-of-course exam. For each cohort of 9th graders
entering high school over the next few years, the
requirements will be different.
Dr. Patrick Wnek, Assistant
Superintendent of Curriculum
2010-2011
Mathematics
3-8 (B)
Reading 3-10
(B)
Science 5, 8
(FT)
Algebra 1 (B)
Geometry
(FT)
Biology 1
(FT)
2011-2012
Mathematics
3-8 (SS)
Reading 3-10
(SS)
Science 5, 8
(B)
Algebra 1
(SS) (P)
Geometry
(B)
Biology 1 (B)
US History
(FT)
FT =field test , B=baseline,
SS=standards set
2013-2014
2012-2013
2013-2014
Science 5, 8
(SS)
Geometry
(SS)
Biology 1 (SS)
US History
(B)
Middle
School Civics
(FT)
US History
(SS)
Middle
School
Civics (B)
7
Check it out!
New High School Graduation Requirements
The table at the
right shows the
graduation requirements for a standard
diploma.
Students will also
have the opportunity to earn a Scholar
designation or Merit
designation.
The
Scholar designation
requires a rigorous
course of study and
students must pass
all
End-of-Course
exams. To earn a
Merit designation,
students must meet
the requirements
for a
standard
diploma and attain
one
or
m ore
industry certifications.
A priority for our
studies. As
Postsecondary College and Career Readiness social
district is to prepare
your child graduates
our students for the more rigorous grade 12, the college readiness from high school, he or she will be
math and science courses required in courses of each student who scores entering the world of adulthood. The
the near future. Professional develop- at Level 2 or Level 3 on the Grade 10 big question is: ―What will he or she
ment is essential for our teachers to FCAT Reading, or Level 2, Level 3, or be prepared to do?‖ It is never too
understand the scope of the course Level 4 on the Grade 10 FCAT mathe- early to begin focusing on postsecrequirements and to learn effective matics assessments. High school ondary goals together. The strongest
instructional strategies that provide readiness courses will be offered to predictor of postsecondary success is
students with conceptual understand- any student not achieving the mini- the rigor and quality of the high
ing. Providing students with multiple mum test score. Students who school curriculum. As students transiand varied opportunities for credit demonstrate readiness by achieving tion from elementary school to middle
recovery will be integral in planning the minimum test scores established school, it is critical that they challenge
programs in our secondary schools. by the state board and enroll in a themselves with the most rigorous
The changes in legislation and focus community college within two years of classes in which they can be
in our educational system will achieving such scores will not be re- successful.
continue to create challenges for our quired to retest or enroll in remediaDual Enrollment
district in the upcoming year.
tion when admitted to any community
Our district’s goal is that every college.
Dual enrollment allows eligible high
student will graduate from high
Beginning with the 2011-2012 school students to enroll in
school prepared to enter and be school year, each high school offered postsecondary courses for which the
successful in the workplace, in further a combination of at least four courses student earns credit towards high
education and/or in postsecondary in dual enrollment or Advanced school graduation while at the same
degree opport unit ies. A new Placement, including one course in time earning credit toward a college
requirement is that high schools will each of the following disciplines:
Dr. Patrick Wnek, Assistant
evaluate before the beginning of English, mathematics, science, and
Superintendent of Curriculum
8
2013-2014
Check it out!
New High School Graduation Requirements…..continued
degree or vocational certificate.
Participating students are exempt
from the payment of registration,
matriculation, and laboratory fees.
Students are permitted to enroll in
dual enrollment courses on a part-time
basis during school hours, after school,
or during the summer term.
school honors courses help prepare
students for the more rigorous college
level courses like Advanced Placement
and dual enrollment. Two years ago,
SpringBoard Language Arts, a pre-AP
program, was implemented in all of our
language arts courses in grades 6-10,
and this year, we are expanding the
SpringBoard curriculum to grades 11
Advanced Placement
and 12 language arts courses to
The College Board’s Advanced enable students to achieve the state’s
Placement (AP) program is a more rigorous reading standards.
nationwide program consisting of over
College Admissions Exami30 college-level courses and exams
offered at participating high schools. All
nations (PLAN, SAT, ACT)
students who are willing to accept the
challenge of a rigorous academic Most colleges and universities recurriculum should consider AP courses. quire students to take a standardized
AP courses are offered at all SBLC college admissions test such as the
high schools, and the school district Scholastic Aptitude Test (SAT) or the
pays all exam fees for all AP students. American College Test (ACT). These
Middle school advanced and high tests are administered on high school
The Florida Bright Futures
Scholarship Program’s purpose is to
reward students for their academic
achievements during high school by
providing funding to attend
postsecondary education in Florida.
Scholarship amounts vary by award
types; see the state website for specific
award amounts: http://
www.floridastudentfinancialaid.org/
SSFAD/bf/awardamt.htm.
Bright Futures
Reading and Math sections only) or 28
on the ACT (excluding the writing
section).
Florida Medallion Scholar: 3.0
weighted GPA in the above courses, 75
community service hours, and a
minimum score of 980 on the SAT
(based on combined Critical Reading
and Math sections only) or 21 on the
Requirements for Bright
ACT (excluding the writing section).
Futures Awards
*Up to 2 additional credits from
1. Florida Academic Scholar (FAS)
courses
in the academic areas listed
and Florida Medallion Scholar
above
or
in fine arts courses from the
(FMS) Awards
student’s
high school transcript may be
Requirements include the following:
used
to
raise
their Bright Futures GPA.
16 credits of college preparatory
academic courses
2. Gold Seal Vocational Scholars
 4 English (3 with substantial
(GSV) Award
writing)
Requirements include the following:
 4 mathematics (Algebra 1 level
16 core credits required for
and above)
high school graduation
 3 natural science (2 with
 4 English
substantial lab)
 4 mathematics (including
 3 social science
Algebra 1)
 2 foreign language (sequential, in
 3 natural science
the same language)
Florida Academic Scholar: 3.5  3 social science (U.S. History,
World History, U.S. Government,
weighted GPA in the above courses,
and Economics)
100 community service hours, and a
best composite score of 1270 on the
SAT (based on combined Critical
2013-2014
campuses several times each year.
Registration is done through the testing
provider, not Levy County Schools, but
information is available from high
school guidance counselors. The PSAT
is administered free of charge to every
10th grade student in Levy County
Schools. The PSAT is an excellent
postsecondary planning tool that assists in identifying students likely to be
successful in rigorous high school
courses, and students receive free SAT
test preparation and college planning
resources. All of our 11th grade students will also have the opportunity to
take the SAT for college and receive
valuable data regarding their readiness
and Advanced Placement courses.
Eleventh-grade students also may
take the PSAT to qualify for National
Merit Scholarship opportunities.
 1 Fine OR identified Practical Art;
or .5 credit in each
 1 physical education (to include
integration of health)
3.0 weighted GPA in the core credits
required for graduation* A minimum of
3 career and technical education
credits in 1 vocational program taken
over at least 2 academic years with an
unweighted 3.5 GPA in those courses
Test Scores – Students must earn
the minimum score listed below on
each section of the College Placement
Test (CPT), SAT, or ACT (test sections
cannot be combined)
 CPT: Reading 83/Sentence Skills
83/Algebra 72
 SAT: Reading 440/Math 440
(Information at http://
www.collegeboard.org)
 ACT: English 17/Reading 18/Math
19 (Information at http://
www.act.org)
 30 community service hours
* College or career preparatory
diplomas may be used to qualify for
GSV, with appropriate career and
technical education electives. For other
ways to qualify for Bright Futures and
for more information, visit http://
www.floridastudentfinancialaid.org/
ssfad/bf/.
Dr. Patrick Wnek, Assistant
Superintendent of Curriculum
9
Check it out!
Retention and Promotion Policies
The following information is
provided in keeping with statutory
reporting requirements, F.S.
1008.25 (7)(b), with regard to
promotion and retention policies
and procedures. For more
information, contact your school.
ELEMENTARY LEVEL:
PRE-K–GRADE 5
• Any pupil in elementary school
who has earned a final passing
grade average during the entire
school year and meets state and
district proficiency level for
promotion shall be promoted.
• To qualify for promotion to Grade
1, kindergarten students will be
graded on 44 skills, as listed on
their report cards. To be
promoted, students must master
8 identified essential skills at
100% , as well as pass 29 of the
remaining 36 skills listed at 80%.
Documentation is required for
mastery of the skills.
• To qualify for promotion from
Grade 1, Grade 2, Grade 4, or
Grade 5, students must achieve
60% mastery of the Sunshine
State Standards (SSS) in
Reading, Writing, and
Mathematics, as evidenced by
the report card.
• Promotion from GRADE 3 — To
qualify for promotion from Grade
3, students (including students
with disabilities, Limited English
Proficient (LEP) students, and
Section 504 students) must
attain 60% mastery in Reading,
Writing, and Math, as evidenced
by the report card, and must
score at a Level 2 or above on
the FCAT Reading. Students in
Grade 3 who meet the state
requirements for “good cause”
may be promoted. Mid-year
promotion may occur if a
retained student can
demonstrate that he or she is a
successful and independent
reader at or above grade level
and is ready to be promoted to
Grade 4.
• Additional policies and
procedures for promotion and
retention at the elementary level
include:
• Students with disabilities who
meet Individual Educational Plan
(IEP) goals and objectives in
Grades 1, 2, 4, and 5 may be
promoted
based
on
accomplishment of those goals.
• At the completion of remediation,
a student must be evaluated. If
the student is determined to be
proficient in the area
remediated, he/she may be
promoted.
• No student may be assigned to a
grade level based solely on age
or other factors that constitute
social promotion.
• Promotion requirements for LEP
students shall be the same as for
all students, except that if it is
determined by the LEP
committee that an LEP student’s
language would be a barrier to
his/her promotion, he/she may
be given an evaluation in his/her
home language.
• A student may be retained with
passing grades if he/she is
working below grade level, and it
has been indicated on the report
card.
• A student retained in a grade in
which state assessments are
given must retake the
assessment in that grade.
MIDDLE SCHOOL LEVEL:
GRADE 6–8
Beginning with grade 6 in school
year 2006-2007 and thereafter,
promotion from middle school to
high school requires that all
students successfully complete the
following academic courses:
• Three middle school courses or
higher in English. These
courses shall emphasize
literature, composition, and
technical text.
• Three middle school or higher
courses in Mathematics.
• Three middle school or higher
courses in Social Studies, one
semester of which must include
the study of state and federal
government and civics
education.
• Three middle school or higher
courses in Science.
• One course in Career and
Educational Planning to be
completed in the 7th or 8th
grade.
• One semester of P.E. unless a
specific waiver is approved by
the principal.
•
Retention Criteria:
Middle school students
receiving failing grades in
two or more courses, one of
which being an academic
course, (English, Math,
Social Studies, or Science),
shall be retained.
HIGH SCHOOL LEVEL:
GRADES 9–12
Students who enter grade 9 for
the first time in the school year
2012-2013 will be promoted at the
end of the school year to grade 10,
and will be promoted to grade 11 at
the end of the 2013-2014 school
year. In order to be promoted to
grade 12 at the end of the 20142015 school year, the student must
have earned eighteen (18) credits,
three of which must be in English
and three (3) in math.
Continued on next page
10
2013-2014
Check it out!
Retention and Promotion Policies ... continued
For all other cohorts the following
promotion requirements will apply.
Promotion from one grade level to
the next will be based on these
criteria:
• Criteria for Promotion to Grade 10:
Students must have earned 5
credits in Grade 9.
• Criteria for Promotion to Grade 11:
Students must have earned a total
of 10 credits.
• Criteria for Promotion to Grade 12:
Students must have earned a total
of 18 credits.
• Promotion and retention
requirements for LEP students at
the high school level shall be the
same as for all students except
that if it is determined by the LEP
committee that an LEP student’s
ACCELERATED GRADUATION
OPTION:
GRADES 9–12
Promotion from one grade level to the
next will be based on the following:
• Grade 10: Student must have
earned 6 credits in Grade 9.
• Grade 12: Student must have
earned a total of 12 credits in
Grades 9 and 10.
language would be a barrier to his/
her promotion, he/she may be
given an evaluation in his/her
home language.
• No student may be assigned to a
grade level based solely on age or
other factors that constitute social
promotion.
For more information regarding
Retention and Promotion Policies,
please contact your school.
Dr. Patrick Wnek, Assistant
Superintendent of Curriculum
Several Graduation Options Available
There are three graduation choices
that offer challenging academic
courses designed to prepare
students for future academic and
career success. However, the two
three-year options are significantly
different from the Standard program.
The STANDAR D 24 -CREDIT
PROGRAM is the familiar traditional
high school curriculum. Students
have the flexibility to take rigorous
academic courses that meet college/
university entrance requirements,
along with a wide choice of electives.
Foreign language credit is not
required for this program, but is
recommended for those planning on
college.
The accelerated 3-YEAR/18CREDIT COLLEGE PREP PROGRAM
requires fewer credits than the
four-year program, but focuses more
on academic courses, which means
fewer electives.
Unlike the 24-credit program, it
requires two credits in a foreign
2013-2014
language, and higher-level
mathematics courses. The credits
meet minimum standards for
admission to Florida state
universities.
ty college for career preparation, or
to enter the workforce. In this
program, electives must focus on
career /technical education subject
areas.
CHOOSING A PROGRAM
The 3-YEAR/18-CREDIT CAREER
PREP PROGRAM also requires fewer
credits than the 24-credit program,
but does not require a foreign
language class.
The program prepares students to
enter a technical center or communi-
The three-year programs are
designed for students who are: 1)
clear about their future goals,
2) mature enough to leave high
school, and 3) ready for accelerated
pursuit of their post-high school
goals.
Each student, and his or her
family, should select the program
that will best prepare the student for
postsecondary education or a
chosen career.
For more information, or to enroll
your child, contact the school
counselor.
Dr. Patrick Wnek, Assistant
Superintendent of Curriculum
11
Check it out!
Regular Attendance Is Essential to Academic Success
Regular attendance is one of the
best ways to ensure a student’s
success in school. Studies show that
poor academic performance is
closely related to students’ daily
attendance. When schools take an
active role in enforcing attendance,
this added focus can result in student
improvement. Given such evidence,
our School Board strictly enforces
Board Policy on attendance. Listed
below are the steps taken when a
child is truant.
Step 1- Review by Principal or
Principal Designee: If a student has
at least five unexcused absences
within a 30-day period, or 15
unexcused absences within a 90-day
period, the principal or principal
designee reviews the absences.
Step 2- Referral to Problem Solving
Team: The child study team looks for
early patterns of truancy, and then
schedules a meeting with the parent
to discuss the problem and work
together to find a solution.
Step 3 - The school refers the
student to the District Truancy
Coordinator to make contact with the
parent and try to find a solution.
Step 4- A meeting is scheduled with
the parents and different agencies
(State’s Attorney’s Office,
Department of Juvenile Justice,
Department of Children and
Families), including a school adminis-
trator and social worker. As a team
we develop a Plan of Action to
encourage school attendance.
Step 5- Referral to Superintendent:
If these steps do not result in
attendance, the case goes to the
Superintendent for additional review.
If necessary, the Superintendent will
take legal action, filing a child-in-need
-of-services petition or a truancy
petition through the Levy County
Juvenile Courts System.
MISSING SCHOOL COULD MEAN
LOSING YOUR LICENSE
Students lose ground academically
when they miss even one day of
school, and excessive absences can
lead to failing grades. High school
students have an added penalty—
losing their license. Under state law,
students with 15 unexcused
absences in any 90-day period are
reported to the Dept. of Highway
Safety and Motor Vehicles.
The department will not issue a
driver’s license or learner’s permit to
those students, and will suspend any
license already issued. Students
reported to the DHSMV will be
notified that their license will be
revoked. A student has 15 days to
appeal or request a hardship waiver
from the principal.
To have driving privileges restored,
students must provide written
verification that they have attended
at least 30 days of school without any
unexcused absences.
PLEASE DON’T BE TARDY!
Making sure your child arrives at
school at or before the starting time
is extremely important. A list of the
starting times is shown Pages 28 &
31.
When your child is late, he or she
may miss valuable instruction in
areas needed for academic success.
Equally important, he or she
interrupts the learning of other
students. New School Board Policy
5.03, Student Attendance/Absences,
states that in grades K-5 three
unexcused tardies or early checkouts
will be considered one unexcused
absence during each 9 week period.
In grades 6-12, if a student is more
than 10 minutes late or checks out
more than 10 minutes before the end
of class, the student will be
considered absent.
Being on time is a small thing that
can have big consequences, not only
in school, but also in adult life. By
teaching your child the value of
promptness, as only a parent can,
you help establish a life-long habit
that future employers, co-workers,
family and friends will appreciate.
They will thank you, as will your child.
Laura Brown, Coordinator of
Pre-Kindergarten and Student Services
Voluntary
Prer e a d i n es s
r at e
Voluntary Pre-Kindergarten (VPK)
Kindergarten is a
depending on how
program for children who turn 4 on or
well students in kindergarten perform as
before September 1, of the current
a result of the experience received the
school year. The state pays for these
previous year. Research has proven that
children to attend 540 hours of
children who attend VPK score much
pre-kindergarten services during the
higher on kindergarten readiness
current school year program. This
assessments than those who do not
amounts to 3 hours per school day.
attend VPK at all. Florida DOE has
Parents have the option of allowing their
created standards of what Pre-K children
child to stay for the full day for an afterare expected to learn prior to entering
noon fee. Five of our elementary schools offer a VPK
kindergarten. These standards help guide teachers as
program, which are Bronson Elementary, Cedar Key
they work with students to lay a foundation for future
School, Chiefland Elementary, Joyce Bullock, and Yanacademic success. If you have any questions regarding
keetown School. When students begin kindergarten they
the VPK program, please contact the District Pre-K
are assessed on their readiness skills. Each center offerCoordinator, Laura Brown, at (352) 486-5477.
ing VPK (either public school or private center) receives a
Laura Brown, Coordinator of
Pre-Kindergarten and Student Services
12
2013-2014
Check it out!
REQUESTING PROFESSIONAL QUALIFICATIONS
Parents have a right to know the
qualification of their child’s teacher
and paraprofessionals working in the
classroom. This is to let you know that
you can request that information from
your child’s school or contact the
District Office at 486-5231 and speak
with Mrs. Cheryl Galpin. If you request
this information, the district or school
will provide you with answers to the
following questions as soon as
possible.
 Has your child’s teacher met state
licensing requirements for the
grade level and subject in which the
teacher is providing instruction?
 What are the college degree majors
and the fields of discipline for any
graduate degrees or certificates the




teacher holds? If teaching under
emergency status:
Is the teacher working under an
emergency status for which state
licensing requirements have been
waived?
You also have the right to request
information regarding the
professional qualifications of the
paraprofessional(s) assisting your
child’s teacher(s). If you request
this information, the district will
provide you with answers to the
following questions as soon as
possible.
Is your child receiving Title I, Part A
services from a paraprofessional? If
yes,
Has she/he completed at least 2
years of study at a institution of
higher education?
 Has he/she met a rigorous
standard of quality by meeting our
state’s certification procedure for
det e rm i ni ng t h e qu al it y o f
paraprofessional staff?
 Does she have the (a) knowledge
of, and ability to assist in instructing, reading, writing, and mathematics or (b) knowledge of, and the
ability to assist in learning activities
such as homework, reading readiness, learning or reach, writing,
mathematics, and other support as
appropriate?
All these questions can be answered
by simply contacting your child’s
school.
2012-13 District Results for the School Board of Levy County
4
5
6
7
8
407
397
404
432
418
98
78
101
95
75
24%
19%
25%
22%
18%
138
115
101
125
125
34%
29%
25%
29%
30%
236
190
202
220
200
58%
48%
50%
51%
48%
9
358
61
17%
107
30%
168
47%
10
341
55
16%
106
31%
161
49%
Total Promoted
with Cause
52%
Students Retained
Twice with 2 or
More years of
Remediation
208
SWD Retained
Once with 2+ Years
of Remediation
32%
Students Demonstrating Proficiency
through Portfolio
128
The table below shows the number of third-grade
students who were exempted from the FCAT reading
requirement and promoted for good cause at the end
of the 2012-13 school year.
Students Passing
Alternative
Assessment
Percent Scoring
at Levels 1 and 2
20%
Number of Students Promoted for Good Cause,
by Category of Exemption
Students with Disabilities (SWD) not tested
on FCAT per IEP
Number Scoring
at Levels 1 and 2
80
The following table shows FCAT
Reading results for all students (all
curriculum groups) tested during the
2012-2013 administration of the
FCAT in the district.
ELL / LEP Students
with Less than 2
Years in ESOL
Number Scoring
at Level 2
400
Percent Scoring
at Level 2
Percent Scoring
at Level 1
3
Grade Level
Number Scoring
at Level 1
Students Scoring at Level 1 and
Level 2 on the Reading Portion of the
Florida Comprehensive Assessment
Test (FCAT)
Total Number
Tested
Listed below are Student Progression Requirements and Accompanying
Student Performance Data as
required by s.1008.25 (8)(b), Florida
Statutes, for Annual Reporting.
2
1
16
8
23
4
54
***************************************************
Grade
3
4
5
6
7
8
9
10
Number
Retained
49
16
9
18
33
44
12
19
End-of-Year
Membership*
426
433
417
431
446
442
394
369
Percent
Retained
8.7%
2.71%
4.63%
2.4%
1.35%
1.0%
3.28%
19.43%
Students Retained (not
Promoted) in Grades 3 -10
The table to the left shows
the number and percentage of
students retained, by grade,
for all students in grades 3
through 10 within the district.
*End-of-year membership is the count of all students who are enrolled at the end of the year and for whom a decision
on promotion status is required and reported.
2013-2014
13
Check it out!
NO CHILD LEFT BEHIND
COMPLAINT POLICY
Parents can express their concern
if they believe a school, district or
the state has violated the
requirements of the No Child Left
Behind Act. Please contact your Title
Programs office at 486-5231 with
concerns about implementation of
NCLB. The state of Florida is
required to have a complaint policy
in place. This does not cover
disagreements with Federal law.
If you wish to file a complaint with
the state concerning NCLB, it must
be in writing and the person or
group making the complaint must
be identified. The complete
complaint policy for the state may
be v ie wed a t th e F l orid a
Department of Education website:
wwwfldoe.org.
NCLB Office
Florida Dept of Education
352 Turlington Building
325 West Gaines Street
Tallahassee, FL 32399-0400
email: [email protected]
Visit the Levy County
Schools Foundation
Website : www.levyschools
foundation.org
The Levy County Schools
Foundation website includes
information about this volunteer
group’s efforts on behalf of local
schools, as well as classroom
grant applications for teachers
and senior scholarship
applications for teachers.
The website also provides
information on how you can help
by becoming a member or making
a contribution.
The Foundation is yet another
way you can help our schools help
our children succeed.
The Foundation has moved its
location from Bronson to
Chiefland.
Angela Johnson, Director
Foundation Office,
486-3408 or 493-6056
14
SCHOOL RESULTS: 2013 FCAT READING
The State of Florida requires school districts to report, by grade, the number and
percentage of all students in grades 3-10 who performed at Levels 1 & 2 on the
Reading portion of the Florida Comprehensive Assessment Test (FCAT). These statistics
are shown below, as well as the number and percentage of students who scored at
Level 3 and above. These students are considered “proficient.” For comparison, we
also list statewide percentages.
Valerie Boughanem, Coordinator of Testing
GRADE
3
BES
CKS
CES
WES
YTS
STATE
GRADE
5
BES
CKS
CES
WES
YTS
STATE
GRADE
7
BHS
CKS
CMS
HTS
WMS
YTS
STATE
GRADE
9
BHS
CKS
CHS
HTS
WHS
STATE
Number and % in Achievement
Level 1, 2 and 3-5 combined
LEVEL 1
LEVEL 2 LEVEL 3-5
#
%
#
%
#
%
24
31
20
26
34
44
2
9
9
39
12
52
24
20
34
28
65
53
17
13
54
40
63
47
5
19
8
30
14
52
18
25
57
Number and % in Achievement
Level 1, 2 and 3-5 combined
LEVEL 1
LEVEL 2 LEVEL 3-5
#
%
#
%
#
%
13
18
24 34
34
48
2
11
2
11
15
79
20
17
35 31
60
52
29
19
41 27
81
54
3
20
5
33
7
47
15
25
60
Number and % in Achievement
Level 1, 2 and 3-5 combined
LEVEL 1
#
%
25
30
1
6
16
15
9
64
36
24
1
5
20
LEVEL 2
#
%
27
33
5
29
27
25
2
14
44
30
5
26
23
LEVEL 3-5
#
%
31
37
11
65
67
61
3
21
68
46
13
68
57
Number and % in Achievement
Level 1, 2 and 3-5 combined
LEVEL 1
LEVEL 2
LEVEL 3-5
#
%
#
%
#
%
7
10
21
29
61
44
22
11
7
37
10
50
18
14
36
29
72
57
7
70
3
30
0
00
26
20
40
31
63
49
19
28
53
GRADE
4
BES
CKS
CES
WES
YTS
STATE
GRADE
6
BHS
CKS
CMS
WMS
YTS
STATE
GRADE
8
BHS
CKS
CMS
HTS
WMS
YTS
STATE
GRADE
10
BHS
CKS
CHS
HTS
WHS
STATE
Number and % in Achievement
Level 1, 2 and 3-5 combined
LEVEL 1
LEVEL 2 LEVEL 3-5
#
%
#
%
#
%
21
25
29
34
35
41
2
12
7
41
8
47
35
28
37
30
52
42
64
29
20
50
36
45
5
26
8
42
6
32
15
25
60
Number and % in Achievement
Level 1, 2 and 3-5 combined
LEVEL 1
LEVEL 2 LEVEL 3-5
#
%
#
%
#
%
19
27
23 32
29
41
1
7
4
27
10
67
21
20
24 23
61
58
34
22
37 24
81
53
5
28
4
22
9
50
19
23
59
Number and % in Achievement
Level 1, 2 and 3-5 combined
LEVEL 1
#
%
16
20
2
15
21
19
8
47
13
9
1
5
LEVEL 2
#
%
26
33
3
23
34
30
7
41
42
30
8
38
17
27
LEVEL 3-5
#
%
37
47
8
62
57
51
2
12
83
60
12
57
56
Number and % in Achievement
Level 1, 2 and 3-5 combined
LEVEL 1
LEVEL 2
LEVEL 3-5
#
%
#
%
#
%
11
16
25
37
32
47
1
8
2
15
10
77
13
13
28
27
62
60
9
60
3
20
3
20
20
14
49
35
71
51
18
28
54
2013-2014
Check it out!
DISTRICT REPORT CARD
What We Are Doing to Improve Student
Achievement in Levy County
School Grades 2010-2013
2009-2010
2010-2011
2011-2012
2012-2013
Grade
Grade
Grade
Grade
BES
BHS
CES
CMS
CHS
CKS
JBES*
C
B
A
A
A
A
B
B
C
B
A
B
C
B
C
C
C
A
A
B
C
C
B
D
B
A
A
C
WES
B
B
C
C
WMS
WHS
YTS
WWCS
NCMS
DISTRICT
A
C
A
C
B
B
A
B
A
B
B
B
A
A
B
C
C
C
B
A
C
C
D
C
School
*JBES is considered a ―feeder school‖ for Williston Elementary,
and as such now received the same grade as WES.








All schools have created School Improvement
Plans based on needs identified by prior student
achievement and parent surveys.
All schools have a reading coach to assist with
reading instruction.
The district has a Response to Intervention
Coordinator who assists the schools with
appropriate interventions.
All schools have a School Advisory Council that
reviews school performance data and advises the
school on its School Improvement Plan.
All teachers in Levy County are Highly Qualified or
are working toward that status.
All teachers are trained on the Florida Continuous
Improvement Model and Florida Reading Initiative
strategies.
Students are progress monitored three times a
year, and schools adjust their academic
interventions based on student data.
The district has drafted a comprehensive
improvement plan with district-wide strategies to
improve
reading,
math,
and
science
achievement and the district graduation rate. A
copy of the plan can be viewed at http://
www.flbsi.org/0910_SIP/Login.aspx.
Federal Funds Supplement State and Local Funds
Federal Funds Supplement
State and Local Funds
Title I, Part A: Improving the
Academic Achievement of
the Disadvantaged
Title II, Part A: Teacher
and Principal Training
and Recruiting Fund
Title VI, Part B, Subpart 2:
Rural and Low Income
Schools Program
School Improvement Grant
1003g
Race to The Top
2013-2014
Federal Funds Supplement State and Local Funds
Provides financial assistance to districts and schools with high numbers or high
percentages of children from low-income families to help ensure that all children meet
challenging state academic standards. Federal funds are currently allocated through four
statutory formulas that are based primarily on census poverty estimates and the cost of
education in each state.
Provides local school districts with money to improve the quality of teaching and principal
leadership through recruitment, teacher training and professional development, and class
size reduction. In addition, Title II contains eight separate programs that are designed to
enhance teacher and principal competency and career development.
Intended to meet the unique needs of rural and low-income districts by providing
resources and flexibility to supplement selected NCLB priorities. Challenges faced by
these districts often include the lack of personnel and resources needed to compete
effectively for Federal competitive grants and formula grant allocations in amounts too
small to be effective in meeting their intended purpose.
Implement the Transformation Model for Tier II schools in district which requires
evaluating, rewarding and removing staff, providing rigorous staff development, increased
learning time and reform to instructional programs.
Achieve equity in teacher distribution, improve the quality of and use of data including
standards, improve student achievement through school improvement and reform,
ensure transparency, reporting, and accountability.
15
Check it out!
These “Status Reports” Track Student Progress
TESTS / ASSESSMENTS USED IN OUR DISTRICT
Name of Test
Grades
Tested
FLKRS (Florida Kindergarten Readiness Screener)
Kindergarten
Determines if new kindergarten students are ready to start
school and evaluates results of VPK
Grades 2-12
Assesses students’ progress toward mastery of Next
Generation Sunshine State Standards (NGSSS) in
Reading, Math, Science, and US History
Reading LIAs are given 3 times
per year; Math, Science and US
History LIAs are given 3-4 times
per year
Tests written communication skills including focus,
organization, support, and English conventions.
Students write on a specific topic using narrative,
expository or persuasive writing.
February 25-February 26, 2014
Levy Interim Assessments (LIA)
for Reading, Math, Science, and US
History
FCAT 2.0 Writing
FCAT 2.0 Reading /Grades
3-10
FCAT 2.0 Math / Grades 3-8
FCAT Science / Grades 5, 8
Diagnostic Assessments: DAR/
ERDA/Gates/Fox in a Box
FAIR
End-of-Course Exams (EOCs)
Algebra 1, Biology 1, Geometry 1,
US History, Civics
Grades 4, 8, 10
Description of the Test
Date Given
In first 30 days of school
Grades 3-10
State assessments measuring the level of skill mastery for
Next Generation Sunshine State Standards 9NGSSS) in the
content areas of Reading, Math, and Science.
K - Grade 12
Used to diagnose reading problems.
If further diagnoses of reading
problem is needed.
Screening for grade-level reading ability; diagnostic
information for guiding instruction; progress monitoring of
reading skills mastery and development.
3 times per year:
beginning, middle and end of
school year
K-12
April 22-May 7, 2014
EOC Retakes given mid-year
Grades 7-12
…for specific middle and high school level courses
EOC Exams end of year
Comprehensive English Language
Learning Assessment (CELLA)
Grades K-12
State assessment given to all ELL students to determine
progress and proficiency in English Language Acquisition
March-April 2014
Postsecondary Educational
Readiness Test (P.E.R.T.)
Grades 10-12
Assessment given to determine eligibility for Dual
Enrollment and to determine students’ readiness for postsecondary education or college
March – May 2014
16
2013-2014
Check it out!
ESOL UPDATES 2013-2014
ENGLISH FOR SPEAKERS OF OTHER LANGUAGES
Reach All…
Teach All...
The ESOL program for the SBLC
provides services for students and
Parents who are limited English
Proficient.
GOALS
Our mission is to expedite the
m as t ery of English-language
acquisition skills for ELL (English
Language Learners) Program
students so that they become
proficient in Listening/Speaking,
Reading, and Writing enabling them
to function at their highest academic
potential.
This goal is being achieved
through the provision of
school-based educational services
and programs; teacher training and
professional development
opportunities to support ESOL
Endorsement; parent involvement
activities; and on-going assessment
and progress monitoring to insure
students are receiving assistance to
promote academic growth and
achievement.
This year’s focus is on increased
parent participation in meetings and
activities through the continuation
of ESOL Parent Councils or EPCs
with in our individual school
communities. T h e s e m e e t i n g s
provide opportunities for ELL parents
to become more involved in their
child’s educational experiences.
Research shows that students are
more successful in school when their
parents are involved in their
education.
A second focus this year will be the
continuation of after-school tutoring,
and opportunities for ESOL parents
to continue their work in the Rosetta
Stone Program to support English
language acquisition.
2013-2014
We will continue our Partnership
with the University of Florida College
of Education and ESOL Department
and faculty as a source of support for
teacher professional development,
parent involvement activities, and
ELL student achievement and
English-language proficiency.
The District ESOL Department is
working collaboratively with PD 360
to create and offer online ESOL
coursework for classroom teachers to
assist them in meeting State
compliance requirements.
ESOL and Title III
Title III is a Federal Grant that
supports the District ESOL Program
and English language acquisition.
Federal funding is used to provide
supplemental ELL instructional
s erv ic es , p rog ram res ourc es ,
translation services, professional
development, and parent
involvement activities.
The two major components of ELL
instruction, supported by Title III
funding, are Rosetta Stone, a special
computer-based learning program
that provides instruction for English
language acquisition, and Reading
Assistant, a computer-based Reading
program to improve fluency,
comprehension, and vocabulary
development for ELL students.
CELLA
CELLA refers to the state of Florida
selected assessment given annually
to all ELL students. The
Comprehensive English Language
Learning Assessment (CELLA) is used
to measure the growth and
proficiency of our ELL students in
language acquisition.
CELLA contains four test areas
which include: listening; speaking,
reading, and writing. ELL students
will be taking the CELLA test during
the March–April, 2014 testing
window.
CELLA is a four-skill language
proficiency assessment designed to
provide:
 Program
accountability in
accordance with Title III of No
Child Left Behind (NCLB).
 Data useful for charting student
progress over time.
 Information about language
proficiency and progress levels
of individual students.
 Diagnostically useful
information about students’
language skills in English.
JOIN THE COUNCIL
The ESOL Parent Council is a group
of parents who meet, attend events,
and participate in the
decision-making process regarding
our ESOL program and services, and
the district-wide ELL/ESOL Plan.
During the 2013-2014 school year
we are scheduling three community
meetings to be held in September,
February, and April, and three ESOL
District Leadership Council meetings
to be held in October, January, and
May. I encourage all ELL/ESOL
parents to get involved in their child’s
education and to attend these
meetings. The schedule for these
meetings is under development and
will be provided to you through your
home school.
To join, please contact your child’s
school or Valerie Boughanem, at
352-486-5231, extension 239. It’s
going to be an exciting year!
Valerie Boughanem,
ESOL/Testing Coordinator
17
Check it out!
NCLB District Advisory Council Needs You!
The School Improvement and
Educat ion Account ab ilit y
system, which includes School
Advisory Councils, sets up
priorities and student
performance standards that
serve as guiding principles for
everything the councils do.
E a c h S ch o o l A d v is o ry
Council’s job is to look at
prioritized needs for improvement of their school and
develop a written plan for
improvement. The council must
look at what is known about
their school and decide which
areas need improvement. An
analysis of student achievement and school performance
data should occur. Then the
SAC must decide which needs
are most pressing and most
important. The group assists in
the development of strategies
for improving the areas identified as most important to their
school. They must also decide
how to measure the results
of what they plan to do.
The intent of the School
Improvement
and
Accountability legislation is to
encourage and use strategies
that work, even when they are
different from what has been
done in the past.
The district also has an
advisory council for Federal
programs. Parents of students
that attend Title I schools are
reimbursed for travel to attend
meetings. Each school may
select up to three members.
The purpose for the district
advisory is to assist in developing meaningful parental
involvement through school
and district parental
involvement policies, develop
strategies to increase
involvement at the school and
district level, and to assist in
evaluating and improving
programs funded through
Federal Grants.
In addition to the state
requirements that must be
met, District Advisory Agenda’s
are suggested by the membership. Last year’s meetings
included topics of interest such
as the following: Mrs. Carol
Jones presented Common Core
Standards, Dr. Patrick Wnek
presented the DAC with
information regarding District
Accreditation, and the Parental
Involvement Plan was
reviewed.
Annually the district advisory
develops a meaningful parental
involvement survey. All parents
in Title I schools are survey
about the results of parental
involvement opportunities in
Levy County. The results assist
the school and district in
developing meaningful
activities to build capacity for
parents to assist their children
with mastery of required skills.
The first meeting for the
2013-2014 School year is
scheduled for Thursday,
October 3rd at 6:00 p.m. New
topics that will be brought to
the DAC this school year will be
the TIF Grant (Teacher
incentive Fund), RTI, (Response
to Intervention), and
information/clarification on the
roles of the School Board
Members and the District Staff.
Everyone is welcome to
attend all meetings and
meetings are held in the Board
Room of the District Office, in
Bronson, Florida. Each principal
from a Title I school may select
up to 3 Voting members.
YOUR NCLB
DISTRICT
OFFICE STAFF
352-486-5231
Superintendent
Robert O. Hastings
Assistant
Superintendent of
Administration
Jeff Edison
Assistant
Superintendent of
Curriculum
Dr. Patrick Wnek
Coordinator
of Title Programs
Michael Homan
Coordinator of
School Improvement
Programs
Michael Homan
Homeless
Laura Brown
Parent & Teacher
Resource Lab
Lori Lott
Michael Homan, Coordinator Title Programs
LEVY TECHNOLOGY DEPARTMENT
In the 2013 state budget, funds were allocated to the
districts to add and/or upgrade existing network and
wireless infrastructure equipment in order to support
increased capacity for computer based assessment as
well as supporting additional devices at the schools
such tablets and laptops. This increase in
networking equipment will also help at
secondary as we develop a policy to move to
Bring Your Own Device (BYOD) for students.
The plan is to move to this new policy for
secondary in the 2014-2015 school year. The
policy will explain the student user guidelines
and responsibilities with students bringing in their own
devices.
Another change coming in the upcoming school year is
Single Sign On for Levy School District Users. The
following is an explanation of what Single Sign On means.
18
Currently, when users at the schools (students,
teachers, and administrators) want to access a program/
application they have to enter a login and password for
each program/application they access. With Single Sign
On, the user will login and enter their password into
the Levy Single Sign On and they can access all
their programs/applications from that screen
without having to enter a login and password
again.
Lastly, remember you can access your
child’s grade information on Skyward. If you
should forget your password, you can go to the District
Website, and then click on the documents tab. There you
will find the Skyward Password Reset. Click this link and it
will give step by step directions on how to reset the
Skyward Password.
Barb Rivers, Director of MIS / Technology
2013-2014
Check it out!
Accommodations Help Students
Assessment Monitors Progress of our
Pre-School Students with Disabilities
The start of the school year is an excellent time to review
the accommodations needed to help ESE students succeed
in the general education curriculum. These accommodations are based on each student’s individual requirements.
Parent guidelines are available at schools or the ESE office.
When reviewing a student’s IEP and the need for
accommodations, we focus on two primary areas
which must be documented on the IEP: Classroom
Accommodations and Testing Accommodations.
There are accommodations used in the classroom that
are not allowable on state or district assessments. (Test
manuals list allowable accommodations.)
The district is required to inform parents in writing if
accommodations used for their child in the classroom are
not allowable on such assessments. Please contact your
child’s ESE teacher, or the ESE office, 486-5240, if you
have questions or concerns.
The School Board of Levy County provides inclusion
classes for the majority of the preschool children with
disabilities. This allows children with and without
disabilities to interact in a classroom setting, to the
advantage of both. All the pre-Kindergarten classrooms in
the district are Inclusion classrooms.
Beginning with the 2007 school year, DOE required the
district to assess all preschool children with disabilities
using the Battelle Developmental Inventory-II (BDI-II). This
assessment will be required for all preschool children with
disabilities when they enter school, and upon exiting
to Kindergarten. This test measures various areas of
development such as social skills, communication,
cognitive skills, and motor skills. The purpose of the testing is to measure the child’s growth while he or she is
receiving school services.
Dr. Rosalind Hall, Director, ESE/Student Services
Marcy Young, Coordinator, ESE/Section 504
The Assistive Technology
and parents of excepSatellite Lab Serves Six Counties teachers
Satellite Lab supported by the
tional students in meeting IEP
Florida Dept. of Education, Bureau of September 2007, the lab has hosted classroom goals, and helping students
Exceptional Education and Student numerous parent meetings, teacher achieve independence at home and in
Services, has been a productive lab trainings, and district in-services. In the community. Lab hours for the
for six (6) years.
addition, teachers use the lab to 2013-14 school year were posted at
The lab, located in the ESE building preview assistive technology devices the lab and at schools in September.
at 350 School St. (the former Bronson and software, and get ideas for
For information, or to schedule lab
High School), serves parents, make-n-take items that can be useful time, call Teresa Pinder at the ESE
students and teachers in Levy, Dixie, both in school and in students’ office at 486-5240, ext. 268 or email
Gilchrist, Marion, Alachua, and Citrus homes.
[email protected].
County. Officially opening its doors in
The lab was created to assist Dr. Rosalind Hall, Director, ESE/Student Services
Enhanced Learning Program for Gifted Students ―Gifted‖ children are those who have been
evaluated and determined to have an IQ of 130 or
above. The Enhanced Learning Program (ELP), offers gifted children a chance to work on special educational projects
that will challenge them academically, and to participate in structured educational activities with other gifted students.
For more information on the Enhanced Learning Program, contact your school Guidance Counselor.
McKAY
SCHOLARSHIPS
The John M. McKay
Scholarship Program offers
parents of students with a
disability and an IEP, and
students with a 504,
Accommodation Plan, a choice
between public school and
private school by providing
funding for private school
tuition. For more information,
go to the following website:
www.floridaschoolchoice.org.
2013-2014
ESE / Student Services Website
The Exceptional Student Education and
Student Services Department has a
website full of resources for parents at
www.ese-ss.levyschools.org. The website
features information on various topics,
including:
 Assistive Technology
 Transition
 Parent Resources
 Behavior Supports
 The Student Services Evaluation Team




Bureau of Exceptional Education and
Student Services (BEESS)
School Choice/McKay Scholarships
Florida Diagnostic and Learning
Resources System (FDLRS) and Child
Find
The Multiagency Network for
Students with Emotional/Behavioral
Disabilities (SEDNET)
Center for Autism and Related
Disabilities (CARD)
If you have any questions about the
From the ESE/SS website, you can link
website, please contact the ESE/SS
to many other resources, such as:
 Florida Department of Education’s Department at 352-486-5240.
19
Check it out!
Does Your Child Need Specially Designed Instruction?
If you believe your child is having emotional, behavioral, or
academic difficulties in school, or has medical diagnoses (such as
autism, speech/language deficits, mentally handicapped, or
significant physical/mental deficits) that are affecting progress in
school, the first step is to inform the Guidance Counselor at your
child's school.
As outlined below, the Department of Education (DOE) requires
all school districts to follow certain procedures to determine
whether a child needs Exceptional Student Education (ESE)
services. These procedures are used to determine eligibility for
ESE programs for Autism Spectrum Disorder (ASD),
Emotional-Behavioral Disorder (EBD), Specific Learning Disability
(SLD), Intellectual Disability, Speech and/or Language
Impairments, and other disabilities.
The procedure outlined below is used to determine eligibility
for all programs but Speech Impaired:
1. Contact the Guidance Counselor at your child's school to
discuss concerns.
2. The Guidance Counselor will schedule a meeting with the
school's Problem Solving Team (PST), of which you will also be
a member.
3. The PST will discuss your concerns, and will develop a
detailed plan to address your child's needs. This will include
specific actions, called "interventions," that will be used to
help your child.
4. In keeping with the statewide move to the Response to
Intervention (RtI) approach, the PST will frequently monitor
the results of the interventions, so changes can be made if
needed.
5. After implementing and monitoring the results of the
interventions, the PST will decide if your child needs to be
evaluated by the school psychologist and/or other
appropriate personnel. Your written permission is required for
such evaluation.
SUMMARY OF
PERFORMANCE (SOP)
With the reauthorization of the Individuals
with Disabilities Act (IDEA) in 2004, a Summary
of Performance (SOP) is required for students
whose eligibility, under special education, terminates due to graduation with a regular diploma,
or due to exceeding the age of eligibility for a
free and appropriate education (FAPE) at age
22, or at the end of the school year in which the
student reaches age 22.
The SOP, with accompanying documentation,
is important to assist students in transition from
high school to higher education, training, and/or
employment. The SOP provides the student and
family with a clear understanding of the skills
the student has mastered thus far (academic
and functional), and also includes ideas of what
the student and the student’s support network
can do as ―next steps‖ to reach postsecondary
goals.
Dr. Rosalind Hall, Director, ESE and Student Services
20
After the evaluations, school or district-level personnel will
schedule a "staffing" meeting, at which the Coordinator of ESE/
Section 504 Coordinator, teachers, and other personnel will meet
with you to determine eligibility and appropriate services for your
child.
The procedure outlined below is used to determine eligibility
for the Speech-Impaired program:
1. Contact the Guidance Counselor at your child's school to
discuss concerns.
2. The Guidance Counselor will obtain consent for hearing and
vision screening and assign to the SLP and Health Aide.
3. The SLP will complete an observation of the student’s speech
and will document parent concerns on a conference sheet.
4. The SLP will obtain consent for a speech evaluation.
5. After the evaluation, the school will schedule a “Staffing”
meeting to discuss the results and determine whether your
child meets State Requirements for Speech services.
If your child meets eligibility criteria for an ESE program and you
give written consent, a written Individual Education Plan (IEP) will
be developed by the team (including you), setting goals for your
child's learning and behavior, and establishing what services will
be provided to help your child meet those goals.
The team reviews the IEP annually, but you, or a member of the
school staff, may ask for a special meeting at any time the IEP
appears to need changes or review. You will receive an invitation
to this meeting (Notice of Conference), which may include you, the
principal of your child's school, teachers, and other professionals
who work with your child (including the Guidance Counselor), SLP,
and/or other ESE staff members. You have the right to invite
others to accompany you to this meeting.
The Exceptional Student Education and Student Services
Department has information and resources to assist parents with
educational decisions about their child. For information, call the
ESE office at 486-5240.
Dr. Rosalind Hall
Director, ESE and Student Services
FCAT WAIVER
For those students with disabilities who have met all other requirements for
graduation, Under the Enhanced New Needed Opportunity for Better Life and
Education for Students with Disabilities (ENNOBLES) Act of 2003, students with
disabilities who have met all other requirements for graduation can receive a waiver that permits them to earn a standard diploma without passing Florida Comprehensive Assessment Test (FCAT). In order to qualify for the waiver, a student must
meet all of the following criteria:
1. Be identified as a student with a disability
2. Have an individualized education plan (IEP)
3. Be in the final year of high school
4. Have demonstrated mastery of the Grade 10 Sunshine State Standards
5. Have taken Grade 10 FCAT with allowable accommodations at least twice.
6. Have participated in intensive remediation for FCAT Reading and/or FCAT
Mathematics, if passing scores were not earned
7. Meet state and district graduation requirements of earning 24 credits with a
cumulative grade point average (GPA) of 2.0 or higher
When a student has completed all the requirements listed above, an IEP meeting
is conducted to make a recommendation for an FCAT Waiver to be granted. The
Principal and Superintendent, or their representatives, review and sign the Waiver
recommendation, which is added to the student’s cumulative folder.
Please contact your child’s ESE teacher or school guidance counselor for more
information.
Dr. Rosalind Hall, Director, ESE and Student Services
2013-2014
Check it out!
Meaningful Involvement of Parents – IT’S THE LAW!
Meaningful Involvement of Parents
– Together We Make A Difference
NCLB ensures that parents have the
information they need to make
well-informed choices for their
children, effectively share responsibility with their children’s schools, and
help those schools develop effective
and successful academic programs.
Three decades of research provide
convincing evidence that parents are
an important influence in helping their
children achieve high academic
standards. When parents collaborate
with the school, participate in school
activities, and in decisions-making for
their child’s education, children
achieve at higher levels. In short,
when parents are involved in
education, children do better in school
and schools improve. Teachers must
value the input of a child’s first
teacher, the parent.
A district wide committee will meet
monthly to address the requirements
for meaningful parental involvement.
This committee will be comprised of
educators and parents from across
the district who represent a wide
range of backgrounds.
The committee will utilize Joyce
Epstein’s six types of parental
involvement when creating goals for
Title I parental involvement. The
strategies are effective in many
situations but will be adapted to fit the
current situation of the district,
schools, and families . Thes e
strategies provide a framework to
create new ideas and activities to
benefit the parents we serve.
Epstein’s six types of involvement are:
 Parenting: Assist families with
parenting and child-rearing skills,
understanding child and
adolescent development, and setting home conditions that support
children as students at each age
and grade level. Assist schools in
understanding families.
 Communicating: Communicate
with families about school
programs and student
progress through effective schoolto-home and home-to-school
communications.
 Volunteering: Improve recruitment,
training, work, and schedules to
improve families as volunteers and
audiences at school or in other
locations to support students and
school programs.
 Learning at Home: Involve families
with their children in learning
activities at home, including
homework and other curriculumrelated activities and decisions.
 Decision-Making: Include families
as participants in school decisions,
governance, and advocacy through
Parent Teacher Association/Parent
Teacher Organization (PTA/PTO),
school councils, school advisory
councils, committees, action
teams, and other parent
organizations.
 Collaborating with Community:
Coordinate resources and services
for students, families, and the
school with businesses, agencies,
and other groups, as well as
provide services to the
community.1
Section 1118 requires that parents
have meaningful input in the
development, implementation, and
evaluation of parental involvement
policies, plans, or programs. Joyce
Epstein stated that there are six ways
for a district to promote meaningful
parental involvement including the
following:
 Design effective communication
systems from home-to school and
vice versa to ensure parents have
information about school
programs and their child’s
progress;
 Help parents establish home
environments that support their
child’s learning;
 Recruit and organize parents to
help and support the school;
 Provide information to parents on
how they can help their children
with their school work;
 Include parents in the decision
making process of the school; and
 Identify and integrate resources
and services to strengthen school
programs.2
Members of the district advisory
council will be providing input into the
district policy and plans for parental
involvement. In addition a
sub-committee will continue the
process of developing, implementing
and evaluating the district Title I
program and the district policies on
parental involvement.
1 Florida’s State Education Agency (SAE)
Title I Parent Involvement Plan, No Child
Left Behind (NCLB) Act of 2001 Title I,
Part A, 2008-2009.
2. Bault, B. (2006), 176 Ways to Involve
Parents; Practical Strategies for Partner
ing with Families, Corwin Press, thou
sand Oaks, CA.
Michael Homan, Coordinator Title Programs
End of Course Assessment (EOC) Waiver for Students with Disabilities
Students with disabilities who have an Individual Education Plan (IEP) may have the EOC assessment results waived for
the purpose of determining the student’s course grade and credit. To be considered for an EOC assessment results
waiver, the student must meet all of the following criteria:
1.
2.
3.
4.
2013-2014
Be identified as a student with a disability, as defined in Section 1007.02(2), Florida Statutes,
Have an active individual education plan,
Have taken the EOC assessment with appropriate allowable accommodations at least once, and
Have demonstrated as determined by the IEP team, achievement of the course standards.
21
Check it out!
NOTICE OF PERFORMANCE RELEASE
I RECOGNIZE that school performances or activities may be videotaped or
photographed for public viewing, and I hereby approve such videotaping, or
photographing, and the public showing of such video tape, if such videotaping should
occur. This includes posting on the school or district website. I also consent to the
release of my child’s name, both verbally and in print, when used in connection with said
photograph(s)/videotapes(s).
It is understood the photographs(s)/videotapes(s) and
name of the child may be used for promotional purposes inside and/or outside Levy
County School Board.
It is understood that the school or school district will not duplicate photograph(s)/
videotape(s) for the benefit of any individual student(s) or parent(s)/legal guardian(s).
I FURTHER RECOGNIZE my right to rescind this permission and release at any time
upon written notification to the school and the School Board of Levy County, provided
that I recognize that if any performance or activity videotaped or photographed prior to
my rescinding of this permission and release, my approval of the public showing of said
previously taped performance or activity will remain in full force and effect as to that
performance or activity.
I do hereby release and waive any and all claims, demands, or objections against the
said school and school district in connections with or arising out of said photograph(s)/
video(s) of my child.
22
_____________________________________________
Parent Signature
________________
Date
_____________________________________________
Student Signature
________________
Date
2013-2014
Check it out!
Local Students Have Varied CTE Options
Students can choose from a number of Career and
minimum score in order to receive the credit; some
Technical Education (CTE) Programs offered in our high
require students to turn in a portfolio documenting their
schools.
work. It is the student’s
ArticulaIndustry
The programs focus
responsibility to meet
CTE Program BHS CKS CHS WHS
tion
Certification
on training students in
with the college’s High
work skills needed in
School Career Pathways
Accounting
X
X
CCF
Microsoft
area businesses and inCoordinator to complete
Admin. Assist.
X
X
X
X
CCF
Microsoft
dustries, and providing
the
process
for
Digital Design
X
X
SFC
ADOBE
students with college
obtaining college credit.
credit in articulated
Dual enrollment is
New Media
X
SFC
ADOBE
programs.
another
option for
Technology
The district’s goal is to
students. Articulated
Ag. Animal
Ag. Production credits are applicable
ensure that students
X
CCF
Science
Technician
graduate from high
for Associate Science
school ready to enter
Ag. Production (AS) Degrees, while dual
Agritechnology
X
X
X
X
CCF
the workforce and/or
enrollment is usually
Technician
continue their educamore applicable for
Horticulture
X
CCF
FNGLA
tion at a post-secondary
Associate of Arts (AA)
institution.
Degrees.
Plant
X
SFC
FNGLA
The chart at right
Students enrolled in
Biotechnology
shows the available
CTE Programs have the
Practical Nursing
X
CCF
C.N.A.
programs, the schools
opportunity to particiwhere they are offered,
pate in hands-on learnCCF/
Health Academy
X
X
C.N.A. / EMT
SFC
and
the
college
ing, career exploration,
articulation.
career
shadowing,
Welding
X
CCF
A.W.S.
Articulated programs
college campus visits,
Building
are those that the
and the opportunity to
X
SFC
N.C.C.E.R.
Construction
School Board of Levy
earn state and national
County offers through
industry certifications
* Offered through an after school program.
the College of Central
and the Florida Ready
Florida (CCF). The School Board also articulates with
to Work Credential. Anyone interested in learning more
Santa Fe College (SFC) for programs not offered by CCF.
about CTE opportunities should make an appointment to
For students to receive the articulated college credit, they
visit with the school guidance counselor or the CTE
must meet the requirements for the program as defined
instructor.
by the college. Some programs require the students to
Carol Jones, Vocational Education Coordinator
take an assessment test at the college and earn a
requests such transportation.
Homeless Rights and Information
 Participate in school programs with children who are not
Are you temporarily living in a shelter, motel, vehicle, or
campground, on the street, in abandoned buildings, or
doubled-up with relatives or friends because you lost your
housing due to economic or similar reason? If so, you may
be eligible to receive services provided under the McKinney-Vento Act.
 Enroll in school, even if they don’t have a permanent
YOUR CHILDREN HAVE THE RIGHT TO:
 Go to school, no matter where you live or how long you
have lived there.
 Continue in the school the last attended before
becoming homeless, if that is your choice, and it is
feasible.
 Receive transportation to the school they last attended
before your family became homeless if you or a guardian
2013-2014
homeless.
address.
 Enroll and attend classes while the school arranges for
the transfer of school and immunization records or any
other documents required for enrollment.
 Enroll and attend classes in the school where you are
seeking enrollment, if it is the school of origin or the
zoned school, even while the school and you seek to
resolve a dispute over enrolling your child.
 Receive the same programs and services, if needed, that
are provided to all other children served in these
programs.
For more information, call Laura Brown, Coordinator of
Pre-Kindergarten and Student Services and District
Homeless Education Liaison, at (352) 486-5477
23
Check it out!
Multi-Tiered System of Supports (MTSS) Formerly
Known as Response to Intervention (RtI)
MTSS is a multi-tier model of
instruction and intervention services,
using research or evidence-based
practices. MTSS uses a
problem-solving team to make
data-driven decisions and to monitor
all students’ progress. The goal of
MTSS is the process that is used to
examine student data to determine
effectiveness of instruction or
intervention in a subject, including
reading, math, and behavior.
The problem-solving team begins by
looking at all students’ assessment
data. The student’s data is compared
to performance of the class, the
grade level, the district, and the state
benchmarks. If a discrepancy in
achievement is found, then the
student may begin to receive
interventions.
Classroom teachers provide many
interventions to students as needed
in the classroom (review, re-teach,
etc.). If students’ do not respond to
universal interventions, they may be
provided more support at different
levels of instruction and intensity.
This is often referred to as different
―tiers.‖ As the tier level increases so
does the intensity of the intervention.
Students may receive more time of
instruction, in smaller groups, and
their progress is more closely
monitored. Throughout the year, all
students’ progress is monitored and
they may move in and out of different
tiers as needed. Parent Involvement
is key in intervention planning and
success.
The goal of MTSS is to prevent
problems and intervene early so that
all students can experience academic
and behavioral success in our
schools. This approach means
students’ progress is more regularly
monitored to determine their needs.
Scientifically based instruction and
intervention can be readily
customized to meet the individual
student. You can visit http://
w ww .f lo r ida - rt i. o rg / f o r m o re
information.
Laura Brown, Coordinator of
Pre-Kindergarten and Student Services
Meningococcal Meningitis
Importance of student health and vaccination continues
through adolescents and young adults. While anyone can
get Meningococcal Meningitis, certain lifestyle factors may
put this group at increased risk. Meningococcal disease is
contagious and is transmitted
through the exchange of respiratory
droplets such as coughing or
sneezing, or through direct contact
with an infected person (e.g.,
kissing). Immunization can prevent
the majority of meningococcal
disease cases in adolescents and
young adults . Meningococcal
disease is often misdiagnosed
because its early symptoms are
much like those of the flu or
migraines. Symptoms may include
high fever, headache, stiff neck,
confusion, nausea, vomiting and
exhaustion. Later a rash may appear. If any of these
symptoms are present and are unusually sudden and
severe, call a physician.
Vaccination offers the best protection against the
disease and protects against four of the five major strains
24
of the bacteria that can cause Meningitis. The Centers for
Disease Control and Prevention (CDC) recommends
vaccination for all 11-12 year olds, with a booster at age
16. For those who receive the first
dose at 13-15 years of age, a
booster is recommended at 16-18.
CDC’s Advisory Committee on
Immunization Practices (ACIP)
suggests that adolescents receive
the vaccine less than five years
before starting college. For medical
advice ab out m eningococcal
imm unization and all other
im m unizat ions, consult your
physician or local department of
health.
Remember there is no charge for this
vaccination if you receive it BEFORE you
graduate from High School!
Jeannie Norris, RN, School Health Supervisor
2013-2014
Check it out!
Student Health Is a Cooperative Effort
Student Health Services help insure that school children
are healthy, in school, and ready to learn! They also give
parents the peace of mind of knowing their child's health
needs will be handled by a health professional at school.
Our School Health Staff includes registered nurses and
health support aides who have been specifically trained in
pediatric care for school age children.
Last year, Levy County students made over 74,000 visits
to our school Health Rooms. Reasons for visits included:
medications, injuries, illnesses, health screenings, mental
and social issues, and health monitoring. Over 90% of
visits resulted in students being cared for and returned to
class.


Medication Information
Parents must be aware that students are not permitted to
carry medication on their person except for inhalers for
asthma, Epipens, and enzymes for pancreatic insufficiency.
In those cases, the school nurse must be notified that the
student will have these emergency medicines and must be
given a demonstration of its proper use. As for other
medications:
 All medication must be in the original container, with
prescription label and current directions for use. The
parent or guardian must deliver it to school and sign a
medication administration consent form for each
medication. Only FDA approved medications will be
given.
 Over-the-counter medications must be approved by the
registered nurse before they can be accepted for
administration. A physician’s note may be required.
 Medications should only be given at school when
absolutely necessary, so classroom time is not
interrupted.
 At the end of the school year, or when a medication is
discontinued or expires, the parent or guardian must
pick up and sign for remaining medication or it will be
destroyed.
Parents of students with special health needs, please
contact the school nurse for further information.
Physical Exams and Immunizations
Physical exams and immunizations must be up to
date upon school entry. Students must present a copy of a
Florida physical exam not
REMEMBER:
more than one year old when
it is important for the
they first enter a Florida
school to have current
school. It is recommended
emergency contact
that all students have a
information on hand
physical exam at least once
at all times.
every three years.
 Students participating in




athletics for the upcoming school year must have a
"sports" physical done before participation. These
physicals expire one year (365 days) after date
completed. Also:
Effective for the 2012-2013 school year, the final dose
of the IPV (Polio) vaccine must be administered after
the students 4th birthday for entry into Kindergarten. A
5th dose is required if the 4th dose was administered
prior to the fourth birthday.
Students entering or being retained into Kindergarten
through grade 5 must meet a new requirement this
year. They must have documentation of two (2)
Varicella vaccinations prior to the start of the
2013-2014 school year or documentation of
chickenpox disease.
Students attending Pre-K through Grade 12 must have
had a Varicella vaccine or documentation of
chickenpox disease.
Students attending Pre-K through Grade 12 must have
documentation of receiving Hepatitis-B vaccine prior to
entry.
Students attending Kindergarten through Grade 12
must also have documentation of two Measles
Vaccines. In addition, all students entering Grade 7-11
must have documentation of a Tdap (tetanusdiphtheria-pertussis) vaccine within the last five years.
Students entering a Florida school for the first time
must have a completed Form DH 680 (Florida
Certification of Immunization card) with documentation
of primary vaccinations.
When Your Child Gets Sick
School attendance is very important, but sometimes
children get sick and need a short time to recover. Parents
should not send a child to school when he or she is ill. This
protects your child, as well as other children and school
staff.
A child should remain at home under the following
conditions:
 If a child has a fever (temperature over 100.5 degrees)
or has had a fever during the last 24 hours, keep the
child at home until the temperature has been normal
for 24 hours without the use of fever reducing
medication.
 If a child has a runny nose to the extent that he or she
cannot control secretions.
 If a child has diarrhea
 If placed on antibiotic therapy, a child should stay
home at least 24 hours or as long as recommended by
a physician (in writing).
 If a child is ill enough to require over-the-counter cold
preparations, he or she should rest at home. Often
these medications cause changes in mood such as
Continued on page 26
2013 –2014
25
Check it out!
Student Health ….continued from page 25
agitation or drowsiness.
 If your child has vomited more
than once, he or she should
remain home until the vomiting
has subsided for at least four
hours.
The School Health Team
encourages parent participation.
Please feel free to contact your child's
school nurse. We are happy to answer
questions and help any way we can.
AN IMPORTANT REMINDER
ABOUT HEAD LICE
To prevent the spread of head lice,
health policy requires children be
treated and all nits (eggs) removed.
Re-admission to school should be
within 48 hours and the parent or
guardian must bring the child to the
school health area for clearance and
re-admission to class. School health
teams will do inspections for head
lice as the need arises.
FLU NOTICE
Parents please look for information
that will be coming home with your
child about Regular Flu/Swine Flu and
Free Vaccinations! Flu prevention tips
include:
 Avoid close contact with people
who are sick,
 Stay home when sick,
 Cover your mouth and nose with
a tissue when you cough or
sneeze,
 Wash hands often,
 Avoid touching your eyes, nose or
mouth,
 Practice good health habits-(Get
enough sleep, be active, manage
stress and eat right!).
Jeannie Norris, RN,
School Health Supervisor
Questions? Contact School Health Personnel
School Nurse
Health Aide
Bronson Elementary, Jeannie Norris, RN
Penny Bell, HA
Bronson High, Angie Phillips, RN
Wanda Johnson, HA
Cedar Key, Angie Phillips, RN
Malinda Roland, HA
Chiefland Elementary, Patti Werner, RN
Renee' Tindale, HA
Chiefland Middle/Chiefland High, Patti Werner, RN
Jennifer Johnson, HA
Joyce Bullock Elementary, Meriam Holder, RN
Sharon Strong, HA
Williston Elementary, Meriam Holder, RN
Gail Hopping, HA
Williston Middle, Meriam Holder, RN
Gail Havard, HA
Williston High, Meriam Holder, RN
Brandy Karwan, HA
Hilltop Alternative, Angie Phillips, RN
Kathy Walker, HA
Yankeetown School, Patti Werner, RN
Sheena Price, HA
Charter Schools, Jeannie Norris, RN
School Health Supervisor, Jeannie Norris, RN 486-5290
LCHD Director of Nursing, Elizabeth Powers, RN 486-5300
Phone #
486-5290
486-3331
543-5223
493-6040
493-6008
528-3341
528-6030
528-2941
528-3542
486-5388
447-2372
Guidance Counselors Provide a Variety of Services • self-knowledge and understanding of others
The goal of our school Guidance Counselors is to help students become competent, lifelong learners and productive
members of society. To achieve that, counselors help
students develop:
• career exploration skills
• coping skills and effective communication
• decision-making skills
SCHOOL COUNSELORS 2013-2014
• knowledge of our changing world and its
diversity
The comprehensive guidance program in our schools is
built on the assumption that educational, career, and
personal objectives are attainable when guidance for all
students is provided. Finally, guidance is no longer a
service to be offered by one person, but a program that
involves active participation by other stakeholders, and
especially students and their parents.
486-5281
Hilltop /
Summit
Chelsea Greek
486-5388
BMHS Teri Edison and Tina Wilkerson
486-5261
JBES
Lisa Gant
528-3341
CKS
Jennie Lynn Hudson-Lane
543-5223
WES
Celeste Greenlee
528-6030
CES
Michelle Barron and Julie Goeckel
493-6040
WMS
Emily Mills
528-2941
CMS
Lois Solly
493-6025
WHS
Karen Ridenour
528-3542
CHS
Christie McElroy
493-6000
YTS
Candy Prescott
447-2372
BES
26
Teri Edison and Julie Nguyen
2013-2014
Check it out!
TRANSPORTING STUDENTS:
The Transportation Department
team is committed to doing everything
we can to provide safe, convenient
transportation for our students. You
can help by making sure your children
know the rules, and are on time for
the bus. Drivers can help too, by
observing traffic laws and driving with
extra care during the times when
children are going to and from school.
As our drivers begin their daily
routes on August 19, we expect
everything to go smoothly and on
time. However, the first few days may
reveal a few details that need to be
worked out, so we ask parents,
students, and drivers on the road
during bus hours, to be patient.
When school starts, bus drivers
begin gathering emergency
information on their riders. This
information is vital to our program and
your child’s safety. We realize that
parents receive requests for this
information from other school staff,
and that completing such forms
becomes repetitious. However, the
Department of Education requires
we maintain these records in our files,
and, more importantly, having this
information readily accessible means
we will be better able to contact you in
the event of an emergency.
Communication is essential in our
department, and we encourage
parents to speak with the bus driver,
HOW YOU CAN HELP
or contact us whenever you have a
question or problem concerning bus
routes or pick-up and drop-off times.
We will be happy to assist you.
We do want to remind all parents
that the bus stop is not a good place
to discuss things with drivers. They
are on very tight schedules and
simply do not have time to fully
address your concerns. It is in
everyone's best interest to keep our
bus drivers free from distractions
while they are concentrating on
transporting students to and from
school.
If you need to speak with a bus
driver or with other Transportation
Department staff, call 486-5252 any
time between 6:00 a.m. and 5:00
p.m.
Drivers will arrange to either speak
with you by phone or meet with you at
your child’s school.
BUS CAMERAS
As you know, our buses are now
equipped with surveillance cameras.
The cameras help ensure the safety
and welfare of both pupils and
employees.
The camera use is addressed in the
Code of Student Conduct, which
states: ―To ensure the safety and
welfare of pupils and employees,
cameras may be used to monitor
behavior on school property.
Disciplinary action may occur based
upon the evidence of the videotapes.‖
The cameras have been a very good
investment for the district and have
brought peace of mind to both
parents and school administrators.
For more information concerning this
equipment’s use, please contact us at
486-5252.
NOTE: The Code of Student Conduct
also has other information pertaining
to transportation. Please refer to it if
you have questions, or contact us
about your concerns.
EMPHASIZE GOOD BEHAVIOR
You can help make your child’s daily
bus ride a positive experience by
emphasizing the importance of good
behavior on the school bus. The start
of a new school year is a good time to
review the bus rules (listed below)
with your child and make sure they
understand why it is important to
follow these rules.
The bus drivers and school staff also
review the rules with students. By
working together, we can impress
upon all the students how important it
is to observe these guidelines.
We appreciate your help and
understanding. We will be glad to answer your transportation questions at
any time. Just call 486-5252.
Steve Tyson, Coordinator, Transportation
Bus Safety Tips to Teach Your Kids
 Wait for the bus on the




sidewalk, not in the street.
While waiting, pay close
attention and don't fool
around with your friends.
Wait until the bus has stopped
and the door has opened
before stepping off the curb.
Always stay away from the
wheels.
Remember: Just because you
can see the bus does not
2013-2014
mean that the driver can see
you.
 While riding the bus, stay
seated, face forward, keep the
aisles clear, and keep your
head and arms inside the
vehicle.
 Always obey the driver's
instructions.
 Gather your belongings before
you reach your school or stop.
 Use the handrail while exiting,
and be careful of backpacks
and other things that dangle.
 When you get off, take five
giant steps away from the bus,
out of the danger zone.
 Never run back to retrieve a
forgotten item or to pick up
something you've dropped
near or under the bus.
27
Check it out!
School Starting
Times
SCHOOL BUS RULES
Please review the following rules with your child
Before you ride, PLEASE:
• Be sure you know your assigned bus and bus
stop. Be on time at your bus stop. The driver
cannot wait for tardy riders.
• Stand ten (10) feet back from the road while
awaiting the bus.
• When you must cross the road on leaving the
bus, walk ten (10) feet along the road from
the front of the bus and wait for the Bus
Driver's signal before crossing the road.
While you ride, PLEASE:
• Obey the bus driver. The driver is in full
charge of the bus and the students.
• Observe classroom conduct on the bus.
• Remain quiet. Normal conversation with
friends is acceptable. Unnecessary
conversation with the bus driver is
dangerous.
• Observe absolute silence at railroad
crossings.
• Keep your seat at all times while bus is
moving.
• Keep arms and head inside the windows.
And PLEASE remember:
• No eating, drinking, smoking or tobacco
products are allowed on the bus.
• No walkman-type radios, CD, tape players,
electronic, or audio/video recording devices
are allowed on the bus.
• Cell phones must remain off while on the
bus.
• It is Florida law to wear a seat belt if the
school bus is equipped with it.
• The bus driver has the right to assign seats if
necessary to promote order on the bus.
• Riding the bus is a PRIVILEGE. Please don't
abuse it!
Steve Tyson, Coordinator, Transportation
WHEN DRIVING…
 PLEASE observe school bus stops.
Getting behind one of those ―Yellow Dogs‖ certainly can
delay you when you are trying to get to work or school, but
please be cautious when passing the bus.
 PLEASE observe the bus closely when the red lights
are on and students are boarding or exiting.
This is the time students are most vulnerable and more
accidents occur at this time than any other.
 PLEASE be a good citizen and report offenders.
Cedar Key:
Chiefland:
28
Bronson Elementary School
Bronson Middle/High School
Hilltop Alt. School / Summit Academy
Cedar Key School
Chiefland Elementary School
Chiefland Middle/High School
BMHS
8:09
CKS
8:05
CES
8:00
CMS
8:00
CHS
8:00
HT/Summit 9:30
JBES
7:50
WES
7:40
WMS
9:00
WHS
8:40
YTS
8:00
WWCSP
8:05
NCMCS
8:10
Steve Tyson, Coordinator, Transportation
Williston:
Bronson:
8:10
It could be your child or someone close to you who is
injured by irresponsible drivers.
 PARENTS, PLEASE be sure you have the correct time
for pick-up and have your child waiting at least five
minutes before the bus is to arrive.
If the bus is unusually late, please call the Transportation
Department, and we will correct the problem. We are aware
that many parents work and do not want to leave their
children unattended at the bus stop, and we will do our best
to be on time in the morning and in the afternoon.
FOOD, NUTRITION AND WELLNESS
We are pleased to inform you that the School Board of
Levy County will be implementing a new option available to
schools participating in the National School Lunch and
School Breakfast Programs called the Community Eligibility
Option (CEO) for the 2013-2014 school year. The following
schools will provide healthy breakfasts and lunches each
day at no charge for ALL students enrolled in that CEO
school during the 2013-2014 School Year.
BES
Yankeetown:
Nature Coast Middle Charter School
Joyce Bullock Elementary School
Williston Elementary School
Williston Middle School
Williston High School
Yankeetown School
Adult charges apply as follows:
Breakfast - $3.00
Lunch - $3.55
Food, Nutrition and Wellness (FNW) is expanding the Ala
Carte program at our middle and high schools. Some
elementary schools will also be participating – please
check with your local school.
More Nutrition information will be available after Labor
Day, September 2, 2013.
Becky Tyson, Coordinator, Food , Nutrition and Wellness
2013-2014
2013-2014 SCHOOL CALENDAR
JULY
July 4:
INDEPENDENCE DAY
AUGUST
Aug. 6:
Aug. 7:
Aug. 12-16:
Aug. 14:
Aug. 15:
Aug. 19:
Bus Driver Training
New Employee Orientation
Pre-Planning
District In-Service
No Meeting Day
FIRST DAY FOR STUDENTS
Sept. 2:
Sept. 11:
Sept. 26:
LABOR DAY
Early Release Day
Early Release Day
Oct. 7-18:
Oct. 14-18:
Oct. 18:
Oct. 21:
Oct. 23:
Oct. 25:
Nov. 6:
Nov. 11:
SEPTEMBER
OCTOBER
FCAT Retakes
FTE Week
End of 1st 9 weeks
Teacher Workday
Early Release Day
Report Cards Distributed
NOVEMBER
Early Release Day
VETERAN’S DAY
(holiday, offices closed)
Nov. 25-29: Schools Closed
Nov. 27-29: THANKSGIVING
(holiday, offices closed)
DECEMBER
Dec. 18-20: Exams / Early Release Days
Dec. 23-31: WINTER HOLIDAYS
(holidays, offices closed)
Dec. 25:
Christmas Day
Jan. 1:
Jan. 2-3:
JANUARY
JULY 2013
S
7
14
21
28
M
1
8
15
22
29
T
2
9
16
23
30
W
3
10
17
24
31
T
4
11
18
25
OCTOBER 2013
T W T
1 2 3
6 7 8 9 10
13 14 15 16 17
S
M
AUGUST 2013
F
5
12
19
26
F
4
11
18
S
6
13
20
27
S
5
12
19
20 21 22 23 24 25 26
27 28 29 30 31
S
M
JANUARY 2014
T W T F
1 2 3
5 6 7
12 13 14
19 20 21
26 27 28
S
6
M
7
8
15
22
29
9
16
23
30
S
4
10 11
17 18
24 25
31
S
M
T
W
4
11
18
25
5 6
12 13
19 20
26 27
7
14
21
28
SEPTEMBER 2013
T F S
1 2 3
8 9 10
15 16 17
22 23 24
29 30 31
3
10
17
24
NOVEMBER 2013
T W T F
1
4 5 6 7 8
11 12 13 14 15
18 19 20 21 22
25 26 27 28 29
S
M
S
M
FEBRUARY 2014
T W T F
S
2
9
16
23
30
S
M
T
W
T
1 2 3
8 9 10
15 16 17
22 23 24
29 30
4
11
18
25
5 6 7
12 13 14
19 20 21
26 27 28
8
9
10
11 12 13 14
15 16
22 23
29 30
17
24
31
18 19 20 21
25 26 27 28
MARCH 2014
T W T
M
2 3 4 5 6 7 8
9 10 11 12 13 14 15
2
9
16
23
30
3 4
10 11
17 18
24 25
31
F
4
S
5
S
8
MAY 2014
M
T
W
5
12
19
26
S
7
S
1
6 7 8
13 14 15
20 21 22
27 28 29
T
F
S
S
M
T
W
T
F
S
1
2
3
1
2
3
4
5
6
7
9 10
8
9
10
11
12 13 14
10
11 12
4
5
6
7
8
13 14 15 16
20 21 22 23
17
24
18 19
25 26
11
12 13
14
15 16 17
15 16 17
18
19 20 21
18
25
19 20
26 27
21
28
22 23 24
29 30 31
22 23 24
25
26 27 28
29 30
New Year’s Day (offices closed)
Winter Holidays
Teachers must meet a number of requirements to receive the Highly Qualified designation. The teacher must have at least a Bachelor’s Degree, and
must be teaching in the subject area for which he or she has that degree, or
other certification, as designated.
Our personnel department and school principals spend a great deal of time
recruiting new teachers, always with the goal of hiring Highly Qualified
teachers. The personnel department works closely with principals and Superintendent Hastings to insure accurate information on every applicant. When
teachers are hired who do not meet the qualifications, the teacher must sign
an agreement and develop a written plan detailing what they will do to reach
the Highly Qualified level. Once this agreement is signed, the district continues
to monitor the teacher and assist him/her in locating the professional development or course work that is required. The district usually reimburses any
expense for the course work or training needed to become highly qualified.
No Child Left Behind requires schools to inform parents whenever their child
is being taught by a teacher who is NOT Highly Qualified. Schools must also
inform parents each time students are taught for four consecutive weeks by a
substitute who is not highly qualified. Parents have the right to request
information concerning a teacher’s certification from a principal or from the
district office.
No Child Left Behind requires schools to inform parents whenever their child
is being taught by a teacher who is NOT Highly Qualified. Schools must also
inform parents each time students are taught for four consecutive weeks by a
substitute who is not highly qualified. Parents have the right to request
information concerning a teacher’s certification from a principal or from the
district office.
Candy Dean, Personnel Director
Teacher Workday
Students Return
End of 2nd 9 weeks
Early Release Day
Report Cards Released
M.L. King Day
Early Release Day
Feb. 3:
Feb. 10-14:
Feb. 17:
Feb. 25-26:
District In-Service (no students)
FTE Week
PRESIDENTS DAY (offices closed)
FCAT Writes
Mar. 5:
Mar. 21:
Mar.24-28:
Mar. 28:
Early Release Day
End of 3rd 9 weeks
Spring Break
Offices / Schools closed
FEBRUARY
MARCH
April 2:
Early Release / Teacher Workday
April 7-11: FCAT Retakes
April 11
Report Cards Distributed
April 18:
Good Friday (offices closed)
April 22-30: FCAT (Rdg., Math, Science)
April 28 - May 7: FCAT (Rdg., Math)
MAY
9
27 28 29 30
Jan. 6:
Jan. 7:
Jan. 10:
Jan. 15:
Jan. 17:
Jan. 20:
Jan. 29:
APRIL
F
JUNE 2014
Teachers Must Meet Several Requirements
to be Designated “Highly Qualified”
2013-2014
DECEMBER 2013
T W T F
3 4 5 6
M
2
S
APRIL 2014
T W T
1 2 3
S
S
1
S
1
16 17 18 19 20 21 22
23 24 25 26 27 28
F
April 28 - May 7: FCAT (Rdg., Math)
May 14:
Early Release Day
May 26:
MEMORIAL DAY (Holiday)
JUNE
June 4-6:
June 6:
June 9:
June 12:
Exam Days (Early Release Days)
LAST DAY FOR STUDENTS
Post Planning
Final Report Cards Distributed
IMPORTANT NOTICE
The School Board of Levy County takes seriously
its role in protecting the privacy and confidentiality of our employees and students. We comply with
federal and state laws and meet the required
standards for securing that information.
As provided in Section 119.071 (5) (a) 3, Florida
Statutes, the School Board of Levy County hereby
makes the following disclosure. We request
access to student social security numbers to be
used for student identification. The School Board,
the Florida Dept. of Education, and the Federal
government request students' social security
numbers for: tracking students who transfer
across county lines; awarding
scholarships;
processing free/reduced lunch applications; and
school health programs. The School Board of Levy
County does not release or disclose social security
numbers to other parties except as allowed under
state and federal law in performance of official
school board business.
Student social security numbers are voluntary.
The Federal Privacy Act of 1974 (5 U.S.C. 552 a)
does not allow any Federal, State, or local government agency to deny to any individual any right,
benefit, or privilege provided by law, because of
such individuals’ refusal to disclose social security
numbers.
If you have questions about this important
notice, contact Robert Clemons, Director of
Finance, 486-5231.
29
PARENT
CHECKLIST
Research indicates that students are more successful in school when parents are involved in their child’s education. The following questions are
intended to help parents get a clearer picture of the many different ways they contribute to their child’s success in school. Every single item listed has a
positive impact on how well your child does in the classroom. When you count up all of your “yes” answers, you will begin to realize just how important
you are to your child’s academic achievement. Parental involvement is what it’s all about!
PARENTING
SCHOOL/COMMUNITY INVOLVEMENT
Do you show respect for school and education?
YES ___ NO ___
Do you believe your child has the ability to succeed in school?
YES ___ NO ___
Do you praise and encourage your child, noting the positive and celebrating
academic accomplishments?
YES ___ NO ___
Do you volunteer at school whenever possible, including assisting with
school field trips, programs and other activities?
YES ___ NO ___
Do you know your child’s academic strengths/weaknesses? YES ___ NO ___
Do you demonstrate and value “good sportsmanship” yourself, and insist that
your child exhibit the same behavior?
YES ___ NO ___
Do you promote a healthy lifestyle at home, including providing nutritious
meals and adequate time for sleep?
YES ___ NO ___
Do you attend school Open House, Back-to-School Night, or Orientation?
Do you insist on high standards of behavior by supporting and reinforcing
school discipline, and teach positive behaviors such as respect for self and
others, hard work and responsibility?
YES ___ NO ___
Have you attended at least one Parent Teacher Association, or Parent Teacher Organization, meeting this year?
YES ___ NO ___
Do you schedule times for your family to eat meals together, while talking with
and listening to your children?
YES ___ NO ___
Have you served on your school’s School Advisory Council, or other schoolbased management committee?
YES ___ NO ___
Do you monitor your child’s television and internet use?
Have you worked on district level councils and/or committees on issues concerning your schools?
YES ___ NO ___
YES ___ NO ___
Do you regularly discuss and ask to see work being done at school?
YES ___ NO ___
Do you monitor and promote participation in extracurricular and after-school
programs and activities?
YES ___ NO ___
YES ___ NO ___
Are you an informed voter on educational issues: local, state and federal?
ES ___ NO ___
Do you make sure your child attends school every day and arrives on time?
YES ___ NO ___
Do you make sure your child understand diversity, differences in families
background, cultures, concerns, goals, needs, and views? YES ___ NO ___
Do you provide additional support for your child during transition points such
as preschool, elementary, middle, high, career and college? YES ___NO ___
LEARNING AT HOME
Have you identified a regular time and place in your home for your child to do
homework, including test preparation?
YES ___ NO ___
Do you make sure your child has materials needed for homework assignments, and age appropriate reading materials?
YES ___ NO ___
Do you support reading through both age appropriate home activities and by
demonstrating how much you value reading?
YES ___ NO ___
Do you and your child have library cards and visit a local library regularly?
YES ___ NO ___
Do you know what information and skills your child needs to master at each
grade level, as well as helping him/her set both short and long-term education
goals?
YES ___ NO ___
Do you know what Common Core and Next Generation Sunshine State
Standards (NGSSS) your child has mastered?
YES __ NO___
Do you know your child’s Reading Level?
YES ___ NO ___
Do you share information about your family and culture with your child?
YES ___ NO ___
30
Do you participate in volunteer projects which serve the community, as well as
encouraging your child to do so?
YES ___ NO ___
Are you familiar with school information?
YES ___ NO ___
COMMUNICATING
Have you had at least one parent-teacher conference with your child’s
teacher(s))?
YES ___ NO ___
Do you request written information for any trainings that you are not able to
attend?
YES ___ NO ___
Do you strive to understand current school requirements mandated by local,
state and federal government?
YES ___ NO ___
Do you provide honest feedback on parent involvement surveys?
YES ___ NO ___
Do you make yourself available for conferences requested by your child’s
teacher?
YES ___ NO ___
Do you prepare for and attend teacher conferences, Individual Education Plan
conferences, Academic Improvement Plan conferences, and other student
related conferences?
YES ___ NO ___
Do you initiate contact with your child’s teachers or principal just to show your
support?
YES ___ NO ___
Do you communicate regularly with teachers in person, by phone, e-mail, or
writing?
YES ___ NO ___
Do you establish positive relationships with teachers and other school staff?
YES ___ NO ___
How many yes answers did you have? Have we given you ideas for
other ways you can help your child? Remember, the best person
to talk to about helping your child in school is his or her teachers.
They are ready and waiting to help you help your child.
2013-2014
TO CONTACT YOUR SCHOOL:
School
Bronson Elementary School
Phone
Hours
486-5281
8:10-2:35
Principal Cheryl Beauchamp
Assistant Principal Richard (RJ) Sumner
School Counselors Teri Edison / Julie Nguyen
Bronson Middle High School
486-5260
543-5223
8:09-2:46
8:05-2:30
493-6040
Principal Angel Thomas
Assistant Principal Danielle Rosson
School Counselors Michelle Barron / Julie Goeckel
Chiefland Middle High School
493-6025
Middle School
Principal Matthew McLelland
Assistant Principals Kelly Gore / Jolene Vining
School Counselor Lois Solly
Chiefland Middle High School
493-6000
486-5388
7:50-2:10
486-5388
9:30 - 3:40
528-6030
7:40-2:05
528-2941
9:00-3:23
528-3542
8:40–3:29
Principal Pam Asbell
Assistant Principal Joshua Slemp
School Counselor Emily Mills
Principal Eulin Gibbs
Assistant Principals Lindsay Legler
School Counselor Karen Ridenour
Yankeetown School
447-2372
8:00-2:25
Principal Suzette Pelton
Administrative Assistant Natalie Steinberg
School Counselor Candy Prescott
8:00-2:49
High School
Principal Matthew McLelland
Assistant Principals Kelly Gore / Jolene Vining
School Counselor Christy McElroy
Hilltop Alternative School
528-3341
Principal Marla Hiers
Assistant Principal Chloe Gabriel
School Counselor Celeste Greenlee
Williston High School
8:00-2:47
Hours
Principal Dennis Webber
Administrative Assistant Racheal Almeida
School Counselor Chelsea Greek
Williston Middle School
8:00-2:30
Phone
Principal Jaime Handlin
Assistant Principal Melissa Lewis
School Counselor Lisa Gant
Williston Elementary School
Principal Darby Allen
Administrative Assistant Brad Penney
School Counselor Jennie Lynn Hudson-Lane
Chiefland Elementary
Joyce Bullock Elementary
Summit Academy
Principal John Lott
Assistant Principal Morgan Bennett
School Counselors Tina Wilkerson / Teri Edison
Cedar Key School
School
Whispering Winds
Charter School Project, Inc.
490-5799
8:05-3:45
Director Dr. Suzann Cornell
Nature Coast Middle School
Charter School
9:30-3:40
Principal Dennis Webber
Administrative Assistant TBD
School Counselor Chelsea Greek
8:10-2:10
Director Charles Bowe
CFCC
493-9533
HOURS VARY
Provost Marilyn Ladner
STUDENT ACCIDENT INSURANCE
AVAILABLE FOR 2013-2014
At the beginning of the school year, your child should
have brought home an application for district-sponsored
student accident insurance coverage. Parents, if your child
is not covered under another accident policy, we strongly
urge you to review this information carefully and consider
taking advantage of this low-cost coverage. This is the only
coverage available through the district that will cover
accidents during school hours.
To participate, all you need do is select the coverage
option (School Time coverage or 24-Hour coverage),
2013-2014
complete the application, and mail, with your check, to the
address on the form.
Coverage will be effective from the date the company
receives your application, with payment, through 7/31/14.
You will not receive a policy. Keep the information portion
of the application with your payment information noted on
it. If you need to file a claim during the year, contact your
child’s school for a claim form.
Donna Turner, Coordinator of
Benefits and Risk Management
31
WHO TO CALL WHEN YOU HAVE QUESTIONS
DISTRICT OFFICE (extensions, see below)
486-5231
Superintendent, Robert O. Hastings
Assistant Superintendent of Administration, Jeff Edison
Assistant Superintendent of Curriculum, Patrick Wnek
District Office FAX Number
District Switchboard
Accounts Payable
Adult High School
Athletics
Board Agenda
Certification
CFCC
Data and Assessment
Education, Elem./Middle
Education, High School
Education, Home School
Employee Benefits
ESOL / Title III / Assessment
Education, ESE and
Student Services
Finance
Fingerprinting
Food Service
LCS Foundation
Guidance
ext 224
ext 229
ext 249
486-5237
Tanya Mercer
Sharette Shultz
Marilyn Ladner
Jeff Edison
Pam Morrison
Cheryl Galpin
Marilyn Ladner
Barb Rivers
Patrick Wnek
Patrick Wnek
Jeff Edison
Donna Turner
Valerie Boughanem
ext 221
ext 241
493-9533
ext 229
ext 223
ext 260
493-9533
ext 255
ext 249
ext 249
ext 229
ext 235
ext 239
Dr. Rosalind Hall
486-5240
Bob Clemons
Karen Gore
Becky Tyson
Angela Johnson
Patrick Wnek
ext 238
ext 230
486-5244
486-3408
ext 249
Hilltop Alternative School
Insurance, Risk Management
Literacy
Maintenance
MIS
Para-Pro Testing
Payroll
Personnel
Pre-Kindergarten / VPK
Public Information Officer
Purchasing
Response to Intervention (RtI)
School Improvement
School Safety
Sub Testing
Summit Academy
Technology
Testing
Title I/Federal Grants
Title IV/ Safe & Drug Free Sch.
Transportation
Truancy
Vacancies
Career Pathways / Literacy
Volunteer Programs
Zoning/Attendance Areas
Dennis Webber
Donna Turner
Carol Jones
Ted Alexander
Ron Perez
Tami Wain
Phyllis Rutter
Candy Dean
Laura Brown
Patrick Wnek
Gerald Ward
Laura Brown
Michael Homan
Jeff Edison
Donna Turner
Dennis Webber
Ron Perez
Valerie Boughanem
Michael Homan
Carol Jones
Steve Tyson
Laura Brown
Karen Gore
Carol Jones
Donna Turner
Steve Tyson
486-5388
ext 235
ext 247
486-5250
ext 246
ext 234
ext 222
ext 232
486-5477
ext 249
486-5297
486-5477
ext 250
ext 229
ext 235
486-5388
ext 246
ext 239
ext 250
ext 247
486-5252
486-5477
ext 230
ext 247
ext 235
486-5252
We are looking for SUBS!
Looking for part-time employment? Have you ever thought
about substitute teaching? What about substitute custodial
work, driving a bus, or serving food in the cafeteria?
There are times when our employees cannot make it to
work, and we must have someone to fill their position for the
day. If you are interested in becoming a "sub" in our district,
the first step is to contact the school where you want to sub,
since the school must recommend and submit paperwork
for all applicants. Applications can be completed on-line at
our website. Listed below are the qualifications for each job
category. We’d love to have you on our team!
Candy Dean, Director of Personnel
Qualifications for Substitute Positions
SUBSTITUTE CUSTODIAN
SUBSTITUTE TEACHER
1. High School Diploma or equivalent is
preferred. May use one year of jobrelated experience in lieu of education.
2. Be physically able to perform assigned
duties.
SUBSTITUTE FOOD
SERVICE WORKER
1. High School Diploma or equivalent is
preferred. May use one year of jobrelated experience in lieu of education.
2. Experience in food preparation is
preferred.
3. Be in good physical health.
1. Have a current application on file.
2. Have a High School Diploma, AND one
of the following:
a) AA degree OR
b) passing score on the substitute
test OR
c) passing score on the ParaPro
test.
SUBSTITUTE BUS DRIVER
1. Have High School Diploma or
equivalent.
2. Possess a valid Florida CDL Class B
license with passenger and air brakes
endorsements.
NOTE: The applicant must satisfactorily
complete required driver training course
and pass a performance test in the
operation of a school bus.
The applicant must
also pass a
required state physical examination,
and complete a basic course in CPR and
first aid.
The Transportation Department must
recommend and submit paperwork for
all applicants for sub driver positions.
Candy Dean, Director of Personnel
VISIT US ON THE WEB AT: WWW.LEVY.K12.FL.US
FOR DISTRICT INFORMATION, LINKS TO LOCAL SCHOOL WEBSITES , AND MORE.
(This guide will also be posted on our website.)