While a Literacy Approach Dyslexia and · intervention plans) are available to support students...
Transcript of While a Literacy Approach Dyslexia and · intervention plans) are available to support students...
While a Structured Literacy Approach to intervention will support students with Dyslexia and
Dysgraphia, the board should be aware that the same trainings (look‐fors, assessment tools,
intervention plans) are available to support students with Dyscalculia.
To clarify, the RFP for a Structured Literacy intervention is to support students who may struggle with either Dyslexia or Dysgraphia or both. These are both literacy based. Decoding (reading) and encoding (spelling/writing) work hand in hand, although students may present with deficits in one area or both. Per the language in the RFP and in our interviews, we required the vendors to include how their structured literacy trainings/materials would support both Dyslexia and Dysgraphia. As a reminder from the C&I presentation slides and per and IDA recommended webinar, highly effective structured literacy intervention incorporates sounds, how they map onto printed words, 6 syllables types, letter‐sound recognition and word building, brings in vocabulary and comprehension, systematically works on fluency, incorporates spelling in service to word recognition, and incorporates writing in service to comprehension. In essence, it recognizes the connectivity of reading and writing (i.e., literacy). While some students with dysgraphia struggle with spelling as noted above, some students with dysgraphia present with challenges in fine motor skills. FCPS has special types of paper (raised lines, center highlighting, etc.) that can be utilized with students in addition to special pencil grips. Our Teacher Specialist for Intervention is currently partnering with our Augmentative Communications Technology Team to ensure the best tools are available to students. To clarify, we have sought resources to support both Dyslexia and Dysgraphia in our RFP process. I apologize if somehow this information was unclear previously. I received a question from a board member in the budget work session about Dyscalculia. In a previous board update, the text read as follows: While a Structured Literacy Approach to intervention will support students with Dyslexia and Dysgraphia,
the board should be aware that the same trainings (look‐fors, assessment tools, intervention plans) are
available to support students with Dyscalculia. The research on Dyscalculia primarily comes from the
United Kingdom. In short, like Dyslexia and Dysgraphia encompass weaknesses in early language skills,
Dyscalculia encompasses weaknesses in early numeracy (i.e., subitizing, reasonableness, estimating,
magnitude, early addition/subtraction, place value, etc.). The recommended pedagogy to support
students is that of a Concrete, Representational (Pictorial), and Abstract method. One task in our early
charge was to evaluate current material and training needs for each of the three conditions. It is the
current belief of staff that we have the human, financial, and material resources to serve students with
Dyscalculia. It is for this reason that we are only including Structured Literacy training and materials in
the RFP.
Rationale: Details below elaborate current structures that support our rationale. The specific early numeracy skills listed above align to the FCPS curriculum standards. FCPS has materials to support a Concrete, Representational (Pictorial), and Abstract method of instruction. Further, we already have regular training time with FCPS math intervention teachers and math specialists. We can use existing structures to explicitly re‐visit pedagogies to teach students identified with Dyscalculia. Below is just one example that can support understanding of our rationale. Below are snapshots from the Grade 1, Unit 1 Instructional Guide for teachers. Certified educators would notice, based on the
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learning targets and unit overview (Visual 1) that this is content addressing subitizing, magnitude, and place value (as noted above related to Dyscalculia). In addition, all of the suggested tools (Visual 2) include resources that schools have to support students with a Concrete, Representational (Pictorial), and Abstract method of instruction. Students with potential dyscalculic tendencies are well supported in the core curriculum (Tier 1) as best practice pedagogies are outlined within the curriculum NOW site. Professional learning related to such practices are built within the elementary school professional learning framework. Visual 1:
Visual 2:
In addition to supportive Tier 1 instruction, intervention resources to support the content and pedagogies noted above are available to math intervention teachers (i.e., Math Number Worlds, Math Navigator, Connecting Math Concepts, etc.). Plan:
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Future Training for service providers (interventionists) will continue to focus on identification of students with math difficulties, associated pedagogies, and progress monitoring strategies. Details specific to our 2017‐18 plan to support students with Dyscalculia can be pulled from our Implementation Timeline as noted below (Visual 3). Visual 3:
Actions Details Timeline Deliverable Budgetary Impact
Develop Resources
● Develop dyscalculia diagnostic assessments that align with existing FCPS assessments.
● Develop dysgraphia and dyslexia assessment plans as identified through universal screening tools.
● Develop enhanced “Look Fors” for students with characteristics of dyslexia, dyscalculia, and dysgraphia.
● October 2017 ‐June 2018
Assessment Plans and Look For Document
No enhancement requested at this time; Plan to purchase Rapid Automatic Naming (RAN) with existing funds
Train Math Intervention Teachers
● Assist teachers in understanding the characteristics of a dyscalculic student.
● Assist teachers in developing an understanding of the specific numeracy deficits as they relate to our standards for students who are displaying dyscalculic tendencies.
● Assist teachers in understanding the FCPS plan for students with dyscalculia.
● Assist teachers with how to deliver a multi‐sensory instructional plan to support their dyscalculic students (concrete‐representational‐abstract).
Collaborative
Professional
Learning Sessions
Elementary Math Specialists:
- November 2017
- February 2018
- Dates for 2018‐2019 SY to be determined.
Middle School Math Specialists:
- November 2017
- January 2018 - Dates for 2018‐2019 SY to be determined.
Post Training Evaluation Survey
No enhancement requested at this time.
Train Math Specialists (or representative)
● Assist math specialists in identifying the numeracy deficits of the students who are
December 2017
January 2018
February 2018
Post Training
No enhancement
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displaying dyscalculic characteristics (diagnostic assessment).
● Assist math specialists with how to identify dyscalculic students (screening tools).
● Assist math specialists, with how to develop a multi‐sensory instructional plan to support their dyscalculic students.
● Assist teachers with how to deliver a multi‐sensory instructional plan to support their dyscalculic students (concrete‐representational‐abstract).
March 2018
April 2018
May 2018
Evaluation Survey
requested at this time.
An action plan for the 2018‐19 school year will be developed. Existing training times with math interventionists, math specialists, and special education teachers delivering services will focus on resources and pedagogies to support identified students. As I clarified for the board in work session, every year the intervention team evaluates needs of students and staff in determining how intervention allotments will be spent. Staff have identified additional texts for teachers to support their instruction in these areas. At this time, those minimal purchases can be funded within the existing budget. I would further clarify that staff will be closely monitoring the availability of staff to serve in an intervention role in our schools. If at a later date we identify this as an area of need, we will certainly share with our board.
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FY19 BOE Budget: AAE Responses to board questions
1. What is the difference between the behavior support positons: a. Behavior Support Specialist b. CASS Worker c. Psychologist d. School Therapist e. Social Worker f. Teacher, Student Support
2. How are the positions implemented throughout the system? 3. If we are able to budget the $200,000, what position or positions fills the greatest need? 4. Do we have any mental health professionals who are trauma‐certified?
Comparison of Mental Health Service Providers in Frederick County Public Schools
Various positions within FCPS are dedicated to providing social/emotional, behavioral and
therapeutic services to students. These positions, hereafter referred to as “Mental Health” positions
are as follows:
Student Support Teachers – 15.0 positions (school‐based positions)
School Psychologists – 27.5 positions (2 are placed directly in schools)
CASS/Social Workers – 6.0 positions (2 are placed directly in schools)
School Counselors – 122.7 positions (school‐based positions)
School Therapists – 19.0 positions (placed in schools, mostly serving specialized programs –
Rock Creek, Pyramid, Heather Ridge)
Some of these mental health positions have distinct roles and responsibilities while at the same time
some have overlapping ones. The percentage of the full scope of roles and responsibilities (crisis
intervention, therapy, behavioral intervention, counseling, teacher support, etc.) performed by each
mental health service provider is as follows:
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Chart 1.
A list of the various roles and responsibilities based on the job descriptions of these mental health
professional, from which the percentages in Chart 1 were taken, are indicated in Table 1, with an
indication of which positions are able to perform the various roles.
Table 1.
Roles/Responsibilities Student Support Teacher
Psychologist CASSSocial Worker
Behavioral Specialist
School Counselor
School Therapist
Remain current on mental, emotional, and behavioral issues affecting students
Provide crisis intervention services
Provide instruction on decision making and problem solving techniques
Provide individual and group counseling (focused on decision making and problem solving techniques)
34%
71%
17%
41%37%
17%
44%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
StudentSupport
Psychologist CASS Social Worker BehavioralSpecialist
SchoolCounselor
SchoolTherapist
Scope of Roles/Responsibility
Range of Responsibility
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Roles/Responsibilities Student Support Teacher
Psychologist CASSSocial Worker
Behavioral Specialist
School Counselor
School Therapist
Demonstrate knowledge of and ability to implement brief therapy
Communicate with families to establish/promote a positive home‐school partnership
Supports the Functional Behavior Assessment (FBA) and Behavioral Intervention Plan (BIP) process
Manage 504s and BIPs as needed
Conduct academic/behavior interventions with students
Design and implement individual behavior management plans
Communicate behavior management and crisis intervention techniques to staff as needed
Identify and model behavior management and crisis intervention techniques for school staff
Facilitate conflict resolution sessions
Participate in student services team/grade level team meetings
Participate in IEP meetings as appropriate
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Roles/Responsibilities Student Support Teacher
Psychologist CASSSocial Worker
Behavioral Specialist
School Counselor
School Therapist
Participates in development of IEP objectives when appropriate
Participates on departmental, school, system and state level committees
Maintain appropriate data regarding number of students served, placement of students, needs of students, needs of staff
Provide support to classroom teachers as needed
Assist school counseling department as needed
Carries out the policies, procedures and bylaws by the state and Frederick County Board of Education
Assesses therapeutic needs and provides ongoing therapeutic intervention for select student clients
Assesses psychological, academic, and behavioral data, conducts intakes, and develops an individual treatment plan for the student and family
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Roles/Responsibilities Student Support Teacher
Psychologist CASSSocial Worker
Behavioral Specialist
School Counselor
School Therapist
Offers parent drug education/substance abuse awareness as needed
Coordinates scheduling of intake with school counselors
Conducts transitional counseling sessions with students, as needed
Coordinates services with community agencies, as needed
Provides home visits to families that are deemed as needing this service
Maintains documentation on all individual counseling sessions
Evaluates students ages 3‐21 using a wide range of assessments that are appropriate for the students and referral questions
Uses current research and consultation to make sound educational recommendations in the evaluation report
Communicates evaluation results with families and school staff to enhance the understanding of a child’s strengths and needs
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Roles/Responsibilities Student Support Teacher
Psychologist CASSSocial Worker
Behavioral Specialist
School Counselor
School Therapist
Works collaboratively with school staff and parents to place effective academic, mental health and behavioral interventions
Demonstrates and shares knowledge of child and adolescent development and biological, social and cultural influences on academic skills, learning and mental health
Provides Professional Learning to school staff, system wide, and parents and community groups relevant to their needs
Works collaboratively with parents to secure outside resources for students
Makes data based decisions using knowledge of data collection and analysis, research design, statistics, and measurement
Completes Student Threat Assessments and shares results with students, parents, and school staff
Collaborates on creating safety plans for students who have made threats
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Roles/Responsibilities Student Support Teacher
Psychologist CASSSocial Worker
Behavioral Specialist
School Counselor
School Therapist
Complete psychological assessments for FCPS students in Non Public and Private Schools and Homeschooled students
Of the 41 indicators, what percent of these roles and responsibilities are the mental health professionals able to provide?
34% 71% 17% 46% 37% 17% 44%
*Note: While there are individuals in these mental health positions who fulfill many roles, including
some not checked, the check marks only correspond to the required expectations of their roles from
each positions’ job description.
Comparison of Social Workers and School Psychologists
Chart 2 indicates the percentages of ability, based on required qualifications, of the school
psychologist and social worker to provide crisis intervention and therapeutic intervention and
services to students.
Chart 2.
93%
67%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
School Psychologist Social Worker
Qualified to fulfill crisis intervention and therapeutic roles
Percentage each position qualified to provide crisis/therapeutic supports
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The specific roles and responsibilities of these two positions are indicated on Table 2.
Table 2. The roles/responsibilities of School Psychologists vs. Social Workers
Roles/Responsibilities School Psychologists Social Workers
Crisis Intervention
Individual and Group Therapy (anger management
School wide mental health prevention and awareness
IEP, BIP and 504 meetings
Collaboration with school staff
Professional Learning for staff
Classroom instruction for students on mental health issues
Community outreach – substance abuse, suicide prevention, etc.
Serve on school committees – wellness, SST, etc.
Emergency Petitions Only 6 of the 27.5 psychologists have the
license to do this
Psychological evaluations
Student threat assessments
Consult with teachers and administrators about academic and learning needs in the classroom
400‐60 meeting for discipline or manifestation IEP meeting
Required for each school
Percentage each role qualified to fulfill crisis intervention and therapeutic responsibilities
93% 67%
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COMPARISON OF THE REALIZED BENEFITS OF SCHOOL PSYCHOLOGISTS AND SOCIAL WORKERS
Social Workers FY 2016‐2017 10 months
School Psychologists 9/5/17 ‐ 12/6/17
3 months
SERVICE NUMBER of STUDENTS
SERVED SERVICE
NUMBER of STUDENTS SERVED
Students referred and assessed for ongoing services
122 Students referred and assessed for ongoing services
46
Number of Opened Cases receiving individual therapy and/or family therapy( 3 or more sessions)
84
Counseling and Support Services to Students
62
Counseling, therapeutic and support services to students provided for the following reasons:
Depression and anxiety
Crisis intervention due to childhood trauma
Chronic behavioral difficulties
Executive functioning support
Mediation between students
Emotional support to students
SERVICE NUMBER of STUDENTS
SERVED SERVICE
NUMBER of STUDENTS SERVED
Emergency Petitions (EP) Completed
3
Emergency Petitions (EP) Completed
0
Most school psychologists are not licensed by Department of Health Mental Hygiene so they are not able to fulfill this role. 6 school psychologists are licensed, however the two who are placed in schools are not.
GROUPS NUMBER of STUDENTS
SERVED GROUPS
NUMBER of STUDENTS SERVED
Anger Management
7
Anger Management
and Mindfulness Group
8
Girls Only 7
Grief 8
Social Skills 8 2 Social Skills
Groups began in January 2018
12‐14
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Social Workers FY 2016‐2017 10 months
School Psychologists 9/5/17 ‐ 12/6/17
3 months
Stress Management
18
Anxiety Anxiety 10
Additional Services Provided
SOCIAL WORKERS SCHOOL YEAR 2016‐2017 10 MONTHS OF SERVICE
SCHOOL PSYCHOLOGISTS 9/5/17 – 12/6/17
3 MONTHS OF SERVICE
GROUPS NUMBER of STUDENTS
SERVED GROUPS
NUMBER of STUDENTS SERVED
Crisis Intervention Services
Provided as needed on site
Consultation and completion of Student Threat Assessments.
Directly intervened to minimize physical aggression between students and provide de‐escalation supports to students.
Several Suicide & self‐injury evaluations completed
Child Protective Services (CPS) involvement for several students
Daily intervention with and support of students in crisis on a daily basis
Collaboration with PPW
Home Visits, Participation in Family meetings
Collaborated with PPW on multiple students with attendance problems
Work with students who have attendance issues, including home visits.
Home visits to provide support for students with strained parental relationships that were affecting students’ attendance and success in schools.
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Staff Consultation
and Collaboration
Consultation for IEPs, Consultation/Development of BIPs, FBAs Collaboration with School Counselors participating in family/teacher meetings Developing student safety plans, individual behavior management plans, facilitate conflict resolution, support for classroom teachers,
Multiple ongoing parent contacts
On‐going consultation for IEPs
On‐going consultation with staff to develop, implement and determine the effectiveness of Behavior Intervention Plans
Frequent collaboration with school counselors about student needs
Participate in meetings between administration or school counselors and parents
Teacher consultation and training on mental health and behavior issues
Academic consultation w/ teachers regarding learning needs/processing strengths and weakness tied to instruction
Several outside agency consultations
School Wide Prevention and Awareness
Suicide/Children’s Mental Health, Substance Abuse, Wellness including stress management, positive coping skills. Facilitated guest speakers and resources from Frederick County Behavioral Health, Mental Health Association, FC Sheriff’s Dept., Wags for Hope, Roots and Rivers Yoga, Teamlink, National Park Service, Up and Out Foundation, Frederick Center, Hospice, Heartly House, Thurmont and Brunswick Police Departments.
Provided weekly announcements – recognizing the warning signs of mental health problems, how to take care of mental health, awareness of suicide.
Provided in class presentation to students in two health classes about anxiety and how to manage stress. (about 60 students)
Provided information and resources to Gay Straight Alliance about depression, suicide and how to seek support or support someone who is suicidal.
Developed PBIS lessons on managing behavior and emotions that are pushed out to the entire student population
Provided direct disability awareness training to all 230 6th grade students on Autism
Organized the “Out of the Darkness” suicide walk, staff and students participated
IEP, 504 and Behavior
Intervention Plan (BIP) Meetings
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Concluding Thoughts and Recommendation
An increase in many of the roles we currently have in our school system will benefit students
requiring mental health and crisis intervention supports. Of these mental health positions, school
psychologists will provide the broadest range of supports and services to students and schools.
When providing mental health services to students, we must do so within the context of the overall
school environment. While all of our mental health positions work with students and in schools, they
are not required to have the background and skillset of providing mental health and crisis
intervention services within the context of the learning and schooling environment. School
psychologists do receive this background and training as part of their certification program and
throughout their experience working in our school system. As such, when they provide mental health
services to students, they are able to do so with consideration of students’ overall learning needs.
Unlike most of the other mental health positions, school psychologists are also able to formally assess
students and fulfill other responsibilities as part of the IEP and 504 process. They conduct student
threat assessments, participate in disciplinary and manifestation meetings. The other mental health
service providers are not able to fulfill this role. While other mental health positions may be able to
provide therapeutic and crisis intervention services for students, a school psychologist will still be
required because those roles are not able to fulfill the additional responsibilities of assessment and
IEPs that school psychologists are able to fulfill. Even with these other mental health positions, we
will still need a school psychologists assigned to those schools where other mental health providers
may be supporting students. On the other hand, school psychologists can do most of the roles of all
other mental health positions in addition to these other responsibilities.
When school psychologists are placed directly in schools, the amount of time spent assessing
students significantly decreases. A centrally located psychologist will spend approximately 70‐80% of
their time in the special education and IEP process, whereas the two psychologists placed directly in
schools are able to maximize their time providing direct therapy supports to students, spending an
approximate average of only 30‐40% of their time in assessments and the IEP process.
Do we have any mental health professionals who are trauma‐certified?
To my knowledge, we do not currently have anyone who is trauma “certified.” Given this, at this
point, it is not necessary to have a separate “trauma certified” individual on staff. We have a variety
of mental health professionals, like psychologists and therapists, who can provide most of the same
supports to students as trauma certified individuals, given the ability to add to their current skillset.
As a matter of fact, Ann Hammond will be working with Lynn Davis from the Child Advocacy Center,
for a few staff members to receive free specific trauma‐related training.
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Department of Human ResourcesRecruiting Activities for FY19
Current Recruiting Cost w/ 4% increase 24,900$
Pick A Time Scheduling 100$
Advertising on college job boards & social
media 3,500$
UMUC/FCPS Education Program Partnership
(for current IA's)
Informal campus visits with alumni to build
relationships and FCPS brand 1,500$
Referral Bonus Program Pilot 10,000$
"Field Trip Frederick"‐ charter bus to bring
college candidates to visit us 2,500$
Support Employee Job Fairs 1,500$
Trade School Events 2,000$
Advertisements 3,000$
Eastern Michigan Univ.
Education Career Fair‐Southwest Ohio
Greater Philadelphia Teacher Job Fair
Kean University
Kent State University Teacher Employment
Day
Latcareers.com Bilingual Latino & Minority
Teacher Recruitment Fair in Baltimore, MD
Minnesota Education Job Fair
Montclair State University
Nemnet Diversity Career Fair in D.C.
Northeast Ohio Teacher Day
Ohio‐Buckeye Bonanza
Southwest Ohio/Northern Kentucky
TRD ‐ Buffalo Area
TRD ‐ Central New York
TRD ‐ Rochester
Univ. of New Mexico
Univ. of North Carolina ‐ Charlotte
Univ. of Texas Austin
Expanded Campus Visits 25,000$
74,000$
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FHS Enrollment (9/30/17) 1455 The learning labs and supper program are available to all FCPS students.
LYNX Enrollment (As of 2/1/18) 335
All incoming freshman are participants in the LYNX program. The school
will continue to add freshman classes until the entire school is
participating in the program.
OPERATING BUDGET BUDGET NOTES
Project Manager, HS Innovation 122,032.70$
The project manager reports to the Deputy Superintendent and will
support the future expansion of the LYNX program.
Teacher, LYNX Team Advocate 90,105.20$ Advocates are 11‐month positions. They work extended days due
Teacher, LYNX Team Advocate 113,214.00$ to the learning labs being offered outside of the typical school day.
Teacher, LYNX Team Advocate 95,105.80$ The advocate positions were created from differentiated staffing
Teacher, LYNX Team Advocate 99,845.70$ positions, and were not new to the budget.
SUBTOTAL 520,303.40$
RESTRICTED ‐ GOVERNOR'S APPROPRIATION BUDGET NOTES
Instructional Assistant 22,826.76$ IAs work staggered schedules to stay for the Learning Labs.
Instructional Assistant 23,172.76$
School Secretary 49,170.72$
Works a staggered schedule to cover the front office after the traditional
staff leaves for the day.
Sup Pay: Security Guard 15,983.87$ For after hours classes/learning labs.
Sup Pay: Food Svc Site Asst 29,065.50$ Supper program for all FHS students.
Sup Pay: Bus Driver 8,612.00$
2 Buses at 4:15 (M‐F)/1 Bus at 5:45 (T‐W‐THz) ‐ These buses are available
for FHS students/Field Trip Buses for LYNX students
Sup Pay: Teachers Learning Labs 10,765.00$
Learning labs are open to all FHS students; staff is needed to assist with
student educational needs.
Sup Pay: Teachers Health On‐line 5,209.18$
Credit for Demonstrated Mastery ‐ Health (1/2 Credit) ‐ staff to instruct
the class. FCVS is covering the seat costs.
Sup Pay: Teachers Curricular Development 10,880.71$
Professional development for competency‐based learning for FHS
teachers.
Sup Pay: Resident Substitute 10,765.00$ Substitutes to cover Spring Professional Development
Sup Pay: Substitute Pay 16,147.50$ Substitutes to cover Spring Professional Development
Professional Development 18,000.00$ Contracted Services ‐ Training for the Staff
Student Experiences 1,000.00$ Tickets for field trips, licenses to provide content, etc.
Student Success Plan Module 5,000.00$
Additional module for E‐schools for students at FHS ‐ annual maintenance
fee
Supplies 3,500.00$
Learning lab supplies for students, tech for the IAs, radios for after hours
staff, etc.
Fuel for Supplemental Bus Drivers 6,500.00$
2 Buses at 4:15 (M‐F)/1 Bus at 5:45 (T‐W‐TH) ‐ These buses are available
for FHS students/Field Trip Buses for LYNX students
SUBTOTAL 236,599.00$
LYNX FY18 BUDGET
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LYNX FY18 BUDGET
RESTRICTED ‐ TITLE II BUDGET NOTES
Instructional Staff Development 3,587.00$
Professional learning for six teachers to successfully teach virtual classes
& blended learning professional learning for 30 teachers
Instructional Staff Development 4,530.00$ Substitutes for teachers to participate in Great School Partnership training
Great Schools Partnership 78,750.00$ Developing competency‐based education system
SUBTOTAL 86,867.00$
RESTRICTED ‐ TITLE IV BUDGET NOTES
Instructional Staff Development 2,832.00$
Blended learning professional learning for 30 teachers (Substitute pay); PL
is delivered during the school day
SUBTOTAL 2,832.00$
TOTAL 846,601.40$
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