Welcome to Exceptional Student Education

Alachua County’s Exceptional Student Education (ESE) Department helps schools meet the needs of over 7,000 exceptional students from preschool through 22 years of age who qualify for special services under the Individuals with Disabilities Education Act (IDEA) and gifted students.

The Exceptional Student Education Department enhances the instructional program within each school setting. Staff focus on helping students with diverse needs succeed in school. Our goal is to provide every exceptional student with a free appropriate public education (FAPE). We help students progress in school, access the general curriculum, and prepare them for life after graduation. The Alachua County ESE Department, under the direction of Kathy Black, Executive Director of ESE/Student Services, is staffed by ESE Supervisors, Specialists, and Teachers on Special Assignment to assist schools and parents with providing programming needs for their children. The ESE Department has over 200 teachers that participate in in-service training throughout the year to insure continued success for the children and young adults that they serve.

For more information regarding our various programs, please visit the links below. If you have any questions or need additional information, please call our central office at (352) 955-7676. One of our clerical staff will direct your concerns to the appropriate person.

Phone: 352-955-7676

Email:

Degrees and Certifications:

Kathy Black, Executive Director

As the Executive Director of ESE/ Student Services, Kathy Black leads staff in ensuring programs for exceptional student education; health services, psychological services, school counseling, student discipline, and student services are accessible and effective for students. Ms. Black has a Master's Degree in Special Education and Teaching from Florida State University. She has more than forty years of experience serving students in public education and advocating for children with special needs.

Do you have an ESE student in Alachua County Public Schools? Please help us by completing the Annual FLDOE Parent Survey!

Comments (-1)

Compliance

ESE Forms

ESE Policies and Procedures (SP&P)
- The ESE Policies and Procedures (SP&P) document is required by the Department of Education as the basis for the identification of students for special programs as well as a prerequisite for the use of state and federal funding for special education services. The School Board of Alachua County periodically adopts amendments to the document to align with changes to federal and state board rules affecting programs for exceptional students, including the Individuals with Disabilities Education Act (IDEA) and the corresponding federal regulations. Also included in this document are district-adopted procedures to implement the state and federal requirements. Topics include steps for the child student teams to monitor general education interventions for targeted students and referrals for evaluation and reevaluation. The document also includes the criteria for student eligibility for each of the exceptional programs and procedures for Individual Educational Plans (IEPs), discipline of students with disabilities, state and district assessments, PreK programs, private school services to students with disabilities, and procedural safeguards. The document serves as an ongoing reference for administrators, support staff, teachers, and parents.
  
  SBAC's ESE Policies and Procedures
  
  SBAC's ESE Policies and Procedures Signature Page

ESE Programs

Ages Birth-5 Years
- A prekindergarten child with disabilities is a child who is below five (5) years of age on or before September 1 and has a sensory, physical, mental, or emotional condition which significantly affects the attainment of normal developmental milestones.
  
  Birth through Two Years– A prekindergarten child with disabilities is a child who is below five (5) years of age on or before September 1 and has a sensory, physical, mental, or emotional condition which significantly affects the attainment of normal developmental milestones.   These definitions are found in State Board of Education Rules 6A-6.03031, F.A.C. and 6A-6.03030, F.A.C.
  
  Developmentally Delayed (DD): A child who is developmentally delayed is defined as a child from birth through two (2) years of age who has a delay in one (1) or more of the following areas:
  
  Adaptive or self help development;
  
  Cognitive development;
  
  Communication development;
  
  Social/emotional development;
  
  Physical/motor development
  
  Established Conditions (EC): A child with an established condition is defined as a child from birth through two (2) years of age with a diagnosed physical or mental condition known to have a high probability of resulting in developmental delay or disability. Such conditions shall include genetic disorders, metabolic disorders, neurological abnormalities and insults, or severe attachment disorder.
  
  Ages Three through Five– A prekindergarten child with disabilities is a child who is below five (5) years of age on or before September 1 and has a sensory, physical, mental, or emotional condition which significantly affects the attainment of normal developmental milestones.  This definition is found in State Board of Education Rule 6A-6.03026, F.A.C.
  
  Developmentally Delayed (DD): A child who is developmentally delayed is three (3) through five (5) years of age and is delayed in one (1) or more of the following areas:
  
  Adaptive or self-help development,
  
  Cognitive development,
  
  Communication development,
  
  Social or emotional development,
  
  Physical development including fine, or gross, or perceptual motor.
Autism Spectrum Disorder (ASD)
- Autism Spectrum Disorder is defined to be a range of pervasive developmental disorders that significantly affect verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affect a child’s educational performance and results in the need for specially designed instruction and related services. Other characteristics often associated with autism are engaging in restricted repetitive activities and stereotyped patterns of behavior, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. These characteristics may manifest in a variety of combinations and range from mild to severe. Autism Spectrum Disorder may include Autistic Disorder, Pervasive Developmental Disorder Not Otherwise Specified, Asperger’s Disorder, or other related pervasive developmental disorders. The corresponding definition is found in State Board of Education Rule 6A-6.03023, F.A.C.
Deaf or Hard-of-Hearing (DHH)
- A student who is deaf or hard-of-hearing has a hearing loss permanent or fluctuating; aided or unaided, that impacts the processing of linguistic information and adversely affects the student’s performance in an educational environment. The student’s communication, developmental skills, academic achievement, vocational career skills, or social/emotional adjustment might be affected. The degree of loss may range from mild to profound. The corresponding definition is found in State Board of Education Rule 6A-6.03013, F.A.C.
Dual -Sensory Impairment (DSI):
- A student who has dual-sensory impairments affecting both vision and hearing, the combination of which causes a serious impairment in the abilities to acquire information, communicate, or function within the environment, or who has a degenerative condition which will lead to such an impairment. The corresponding definition is found in State Board of Education Rule 6A-6.03022, F.A.C.
Emotional/Behavioral Disability (E/BD)
- A student with an emotional/behavioral disability has persistent (is not sufficiently responsive to implemented evidence based interventions) and consistent emotional or behavioral responses that adversely affect performance in the educational environment that cannot be attributed to age, culture, gender, or ethnicity. The corresponding definition is found in State Board of Education Rule 6A-6.03016, F.A.C.
ESE Programs - Description
- Alachua County Public Schools identify 15 separate programs. Each program is listed below with a brief description. Please feel free to call on us if you have a question about services or programs offered in our school district or at each school.
Gifted

Florida defines gifted students as students who have superior intellectual development and are capable of high performance. Each school district serves gifted students through local plans that provide academic and social-emotional support. The links below provide more information regarding statutes and rules that regulate identification and services for gifted students, as well as resources, publications and other supporting information for teachers, administrators, parents, students and community members.

Gifted Education is defined by State Board Education Rule 6A-6.03019 as one who has superior intellectual development and is capable of high performance.
Hospital/Homebound (HHB)
- A homebound or hospitalized student is a student who has a medically diagnosed physical or psychiatric condition which is acute or catastrophic in nature, or a chronic illness, or a repeated intermittent illness due to a persisting medical problem and that confines the student to home or hospital, and restricts activities for an extended period of time. The corresponding definition is found in State Board of Education Rule 6A-6.03020, Florida Administrative Code F.A.C.
  
  Visit our HHB Program site.
Intellectual Disability (InD)
- An intellectual disability is defined as significantly below average general intellectual and adaptive functioning existing concurrently [at the same time] with deficits in adaptive behavior and manifested during the developmental period, with significant delays in academic skills. Developmental period refers to birth to eighteen (18) years of age.
  
  This classification represents those students previously identified as: Educable Mentally Handicapped (EMH), Trainable Mentally Handicapped (TMH), and Profoundly Mentally Handicapped (PMH)
  
  The corresponding definition is found in State Board of Education Rule 6A-6.0311, F.A.C.
Language Impairment (LI)
- Language impairments are disorders of language that interfere with communication, adversely affect performance and/or functioning in the student’s typical learning environment, and result in the need for exceptional student education. A Language impairment is defined as a disorder in one or more of the basic learning processes involved in understanding or in using spoken or written language. These include:
  
  Phonology – Phonology is defined as the sound system of a language and the linguistic conventions of a language that guide the sound selection and sound combinations used to convey meaning;
  
  Morphology – Morphology is defined as the system that governs the internal structure of words and the construction of word forms;
  
  Syntax – Syntax is defined as the system governing the order and combination of words to form sentences, and the relationships among the elements within a sentence;
  
  Semantics – Semantics is defined as the system that governs the meanings of words and sentences; and
  
  Pragmatics – Pragmatics is defined as the system that combines language components in functional and socially appropriate communication.
  
  The language impairment may manifest in significant difficulties affecting listening comprehension, oral expression, social interaction, reading, writing, or spelling. A language impairment is not primarily the result of factors related to chronological age, gender, culture, ethnicity, or limited English proficiency.
  
  This definition is found in State Board of Education Rule 6A-6.030121, F.A.C.
Other Health Impairment (OHI)
- Other Health Impairment (OHI) means having limited strength, vitality or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that is due to chronic or acute health problems. This includes, but is not limited to, asthma, attention deficit disorder or attention deficit hyperactivity disorder, Tourette syndrome, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, and acquired brain injury.
  
  This definition is found in State Board of Education Rule 6A-6.030152 , Florida Administrative Code (F.A.C.).
Orthopedic Impairment (OI)
- Orthopedic Impairment (OH) means a severe skeletal, muscular, or neuromuscular impairment. The term includes impairments resulting from congenital anomalies (e.g. including but not limited to skeletal deformity or spina bifida), and impairments resulting from other causes (e.g., including but not limited to cerebral palsy or amputations).
  
  This definition is found in State Board of Education Rule 6A-6.030151, F.A.C.
Speech Impairment (SI)
- Speech impairments are disorders of speech sounds, fluency, or voice that interfere with communication, adversely affect performance and/or functioning in the educational environment, and result in the need for exceptional student education.
  
  Speech sound disorder – A speech sound disorder is a phonological or articulation disorder that is evidenced by the atypical production of speech sounds characterized by substitutions, distortions, additions, or omissions that interfere with intelligibility. A speech sound disorder is not primarily the result of factors related to chronological age, gender, culture, ethnicity, or limited English proficiency.
  
  Phonological disorder – A phonological disorder is an impairment in the system of phonemes and phoneme patterns within the context of spoken language.
  
  Articulation disorder – An articulation disorder is characterized by difficulty in the articulation of speech sounds that may be due to a motoric or structural problem.
  
  Fluency disorder – A fluency disorder is characterized by deviations in continuity, smoothness, rhythm, or effort in spoken communication. It may be accompanied by excessive tension and secondary behaviors, such as struggle and avoidance. A fluency disorder is not primarily the result of factors related to chronological age, gender, culture, ethnicity, or limited English proficiency.
  
  Voice disorder – A voice disorder is characterized by the atypical production or absence of vocal quality, pitch, loudness, resonance, or duration of phonation that is not primarily the result of factors related to chronological age, gender, culture, ethnicity, or limited English proficiency.
  
  This definition is found in State Board of Education Rule 6A-6.03012, F.A.C.
Specific Learning Disability (SLD)
- A specific learning disability is defined as a disorder in one or more of the basic learning processes involved in understanding or in using language, spoken or written, that may manifest in significant difficulties affecting the ability to listen, speak, read, write, spell, or do mathematics. Associated conditions may include, but are not limited to, dyslexia, dyscalculia, dysgraphia, or developmental aphasia. A specific learning disability does not include learning problems that are primarily the result of a visual, hearing, motor, intellectual, or emotional/behavioral disability, limited English proficiency, or environmental, cultural, or economic factors.
  
  This definition is found in State Board of Education Rule 6A-6.03018, F.A.C.
Traumatic Brain Injury (TBI)
- Traumatic Brain Injury (TBI)means an acquired injury to the brain caused by an external physical force resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects educational performance. The term applies to mild, moderate, or severe, open or closed head injuries resulting in impairments in one (1) or more areas such as cognition, language, memory, attention, reasoning, abstract thinking, judgment, problem-solving, sensory, perceptual and motor abilities, psychosocial behavior, physical functions, information processing, or speech. The term includes anoxia due to trauma. The term does not include brain injuries that are congenital, degenerative, or induced by birth trauma.
  
  This definition is found in State Board of Education Rule 6A-6.030153, F.A.C.

Eligibility Requirements
- Educational Options
  
  A student is eligible for a scholarship if the student meets one or more of the following Educational Options criteria:
  
  The student's household income level does not exceed 375% of the federal poverty level or
  
  The student is a military dependent or
  
  The student is 5 years old by September 1st or
  
  The student is a sibling of an eligible student
  
  Unique Abilities
  
  The student was previously using the Gardiner Scholarship Program or
  
  The student has a qualifying diagnosis from a physician or psychologist, or has an Individualized Education Plan (IEP) or
  
  The student is 3 years old or 4 years old by September 1st or is eligible to enroll in K-12
Family Empowerment Scholarship
Family Empowerment Scholarship Program
- Florida's many school choice programs have been creating opportunities for parents to choose the best educational setting for their child for over twenty years. During the 2021-2022 school year, the McKay Scholarship Program for Students with Disabilities is providing approximately 27,000 Florida students with special needs the opportunity to attend a participating private school. This notice is to inform your family of upcoming changes to the program and the additional opportunities these changes will bring.
  
  As of June 30, 2022, the McKay Scholarship Program will no longer exist. For the 2022-2023 school year, students who have been receiving the McKay Scholarship to attend a private school will be transferred to the Family Empowerment Scholarship for Students with Unique Abilities, or FES-UA. This transition will provide families with access to a personal Education Savings Account, or ESA, empowering you to further tailor the use of scholarship funds for your child’s unique educational needs.
  
  With an ESA, parents can receive a deposit of public funds into government-authorized savings accounts with restricted, but multiple, uses. An ESA can be used to fund items such as private school tuition and fees, online learning programs, private tutoring, community college costs, higher education expenses, and other approved customized learning services and materials. The FES-UA program is based on the belief that parents know what’s best for their children, and that they should have the final say in their child’s education. With access to an ESA, more Florida families will have the power to transform their child’s education into a customized experience that expands access to learning opportunities specifically tailored to their unique needs.
  
  Current McKay Scholarship students will not need to requalify to participate in FES-UA, but your family will need to select a Scholarship Funding Organization (SFO), which will work with you to administer your child’s ESA. Be on the lookout for correspondence from SFOs, listed below, that will assist you in making a selection and in following the steps required to indicate your intent to continue using the FES-UA scholarship. Transitioning from the McKay Scholarship’s private school choice program to the ESA model provided by FES-UA will bring some changes to funding processes that will affect both families and participating private schools. Our office is working closely with SFOs and other stakeholders to streamline the process and minimize any potential disruption that would impact families.
  
  The Florida Department of Education believes that giving parents the freedom to choose how their child is educated is critical to their wellbeing and future. The FES-UA will financially empower parents to guide their child on a path to success. To learn more about the FES-UA, as well as Florida’s other school choice options, visit our website linked in the box below.
  
  Effective July 1, 2022, the McKay Scholarship Program will join the Family Empowerment Scholarship Program under the Unique Abilities category. For information on the transition process, see McKay transition to FES: FAQs.
FAQs
How to Apply
- First, please consider all services provided at the school that may impact the greater needs of your family such as transportation, before/after care and school hours prior to registration.
  
  To let the school know that you would like to reserve your child’s seat, click the Accept button on your School Choice Family Dashboard.
  
  Once you have read and signed the seat acceptance agreement, your School Choice Family Dashboard status will update. If your child’s application status is not shown as Parent Accepted Seat by the seat acceptance deadline, your child’s seat has not been reserved. If you have problems accepting a seat, please contact the school prior to the seat acceptance deadline.
  
  All registration paperwork, such as emergency contact and immunization forms, are submitted directly to the school.
  
  By state law, parents may apply for their child to attend any public school in Florida that has not reached capacity, regardless of their home address. Selection from a School Choice is not guaranteed. If your child was not awarded a seat, your child may always attend his or her assigned school, which is based on the primary home address.

Hospital/Homebound (HHB) Program

The Hospital/Homebound program allows students who are unable to attend school due to health reasons to continue receiving their education. Depending on students' needs and their abilities, the program varies a bit from one student to another. Hospital Homebound is not meant to be a permanent program and does not replace the traditional school setting. The aim of our program is to help your student get back to school as soon as they are able. This website will give you an idea of what to expect from the start of the application process throughout your child's participation as a Hospital Homebound student.
What is HHB?
- A homebound or hospitalized student is a student who has a medically diagnosed physical or psychiatric condition that is acute or catastrophic in nature, or a chronic illness or a repeated intermittent illness due to a persisting medical problem, which confines the student to home or hospital and restricts activities for an extended period of time. The corresponding definition is found in State Board of Education Rule 6A-6.03020, Florida Administrative Code (FAC).
  
  In order to qualify for services in Alachua County, it must be anticipated that a student will miss fourteen or more days of school. These days do not need to be consecutive. If you suspect your student's health or medical condition may result in missing fourteen or more days of school, please apply before they have reached this number of absences! If your student will be having surgery, please apply once the surgery is scheduled if possible. This way, we can be prepared to offer services as soon as your student is ready to begin working with a hospital/homebound teacher and minimize the amount of learning time they may miss. We do have a teacher who works with students who are hospitalized for an extended time. If you expect your student to have a prolonged hospital stay, please apply for the program so they can receive services.
FAQs
Frequently Asked Questions
- If my student does not qualify or I choose not to pursue Hospital/Homebound, are there other options
  
  Yes. Alachua County offers online options for students. You may also choose to homeschool your students. Please contact your student's school counselor for more information on these options.
  
  Are pregnant students eligible?
  
  Pregnancy is not considered a physical illness. Therefore, if the pregnancy is progressing normally, pregnant students are not considered eligible for services. If there are complications, the attending physician may complete a medical certificate for the student, and she may then qualify for services. As with any other student, if the IEP team is not in agreement that the student would benefit from Hospital/Homebound services, she may not qualify.
- Are Hospital/Homebound services available for students who are emotionally ill?
  
  Yes! Students who are emotionally ill must follow the same application procedure as those who are physically ill. In this case, the medical certificate should be completed by a psychiatrist or mental health practitioner. As with physically ill students, this program is meant to be both part-time and temporary with the goal of returning students to school. At the time of the IEP meeting, there should be a plan made to return the students to a school setting if they are possible.
- My student has a contagious illness. Can they still participate?
  
  Unfortunately, there are a number of conditions that may suppress the immune system, causing students to catch colds, viruses, and other communicable illnesses more often. We cannot offer services to students who have a contagious illness. This applies both to new students applying to the program and students who are already being served. Exposing our Hospital/Homebound teachers to such illnesses puts both our staff and the other students they serve at risk. If your student has a communicable illness, please inform their Hospital/Homebound teacher as soon as possible.
- Will my student be able to keep up with their work?
  
  Yes, with several important considerations. If the student was promptly referred to the Hospital/Homebound program and there was no delay in obtaining medical information and arranging a staffing meeting, there would be little delay in picking up coursework. Your student must also be willing and able to complete the assigned work, both while their Hospital/Homebound teacher is with them and when they are not. You may have to help your student complete work during the times when their Hospital/Homebound teacher is not present. This program is intended to be part-time and temporary; it is not designed to take the place of schooling and cannot make up for all the instruction a student may miss while they are involved in the program.
- What about absences before my student is approved?
  
  We would advise you to contact your student's school regarding absences prior to their enrollment in the Hospital/Homebound program. Doctor's notes may excuse your student's absences before they are able to begin the program. The Hospital/Homebound program is not responsible for coursework that your students may have missed before they were enrolled in the program. Please keep in touch with your student's school and collect the work they may be missing while they are absent if they cannot immediately begin Hospital/Homebound services.
HHB Teachers
How to Apply
A Note on Enrollment
- The application process for all students requires that they are enrolled as a student in Alachua County. Unless they have come to our county to receive treatment in the hospital and will be returning at the completion of treatment, all students should be enrolled at one of our schools prior to applying for Hospital Homebound status.
  
  At times, students may need to travel to a facility in Alachua County to receive medical treatment even though they are enrolled in school in another county. Students who are in our county to receive treatment in the hospital may be enrolled as a Hospital Homebound student without enrollment in another Alachua County school.
  
  In order to enroll out of county students in the Hospital Homebound program, we will need a copy of the student's birth certificate and social security card. If possible, transcripts and ESE information from the previous county should also be provided so that we can keep your student on track with their coursework.
  
  Enrollment
  
  To begin the application process, parents must obtain a copy of the Hospital/Homebound Medical Certificate. You can get a copy by contacting the guidance department of your student's school. If your student is in the hospital, you may speak with Michelle Roberts , our hospital based teacher, to obtain a copy.
  
  After completing the top two portions of the form, please return this to the school or homebound teacher. They will send the form to the district office and we will contact the doctor directly.
  
  Your student's doctor will complete the remainder of the form and return it to the Hospital/Homebound office. Within five business days after we receive this completed form, someone from our department will contact you. If you have not heard from us and more than two weeks has elapsed since you submitted the form, please contact our office directly at 352-955-7676.
  
  Once all portions of the form are complete, a teacher or administrator from the Hospital/Homebound department will contact your student's school to set up a meeting to determine eligibility for the program. Either the school or the Hospital/Homebound teacher will contact you regarding this meeting.
  
  At the meeting, parent(s)/guardian(s), teacher(s), and a Hospital/Homebound representative will work together to determine how to best meet your students needs. An IEP will be written or amended detailing the services your student is to receive. Responsibilities of the school, parent(s)/guardian(s), Hospital/Homebound staff, and, when applicable, students will also be addressed at this meeting.
  
  Please note, in order to qualify to receive Hospital/Homebound services, the IEP team must be in agreement that the student would benefit from services. In some situations, a student's mental or psychological state will not allow them to benefit from the program. If the team determines that this program is not a good fit for your student, a doctor's diagnosis will not automatically qualify them for services. Additionally, not every diagnosis causes a student to be unable to attend school. If their needs can be met in a traditional school setting or even in a partial day school setting, your student might not qualify to receive Hospital/Homebound services.
Scheduling
How Does Scheduling Work?
- Each student involved in the Hospital/Homebound program is unique and has different needs. We want to meet the needs of every student as thoroughly as possible, but our staff is limited. During the staffing meeting for your student, the IEP team will work together to determine how many hours of instruction are necessary and appropriate based on your student's mental and physical condition, their learning style and needs, and their level of autonomy. Not all students will receive as many hours of direct instruction as others, and not all students need as much one on one instruction as others.
  
  We understand that parents and guardians often have work schedules, school schedules, and schedules of other family members to consider. For this reason, your student's instructional schedule will be arranged between the Hospital/Homebound teacher and the family. A responsible adult must be present any time a Hospital/Homebound teacher comes to the home (or hospital) to work with a student, so please arrange schedules mindfully. Generally, these schedules offer some flexibility as needed, but need to remain constant when possible so that Hospital/Homebound teachers are available to serve other students in need.
  
  If your student will be absent, please notify their Hospital/Homebound teacher in advance or as soon as possible.
Who to Call
- For General Hospital/Homebound Information or to Submit a Medical Certificate:
  
  You can always send us a message at esehospitalhomebound (@gm.sbac.edu) and
  someone will get in touch with you as soon as they are able.
  
  **Please note, all calls to a supervisor must pass through that person's secretary. Additionally, you may be transferred to someone else if the person you aretrying to contact is unavailable and/or if another employee can suitably address your needs.
  
  To speak to a supervisor:
  
  ESE /HHB Supervisor
  
  Laura Schollmeyer-Schwartz: (352) - 955-7671 ext. 1603, schwartzls@gm.sbac.edu
  
  To follow up on medical certificates:
  
  Gregg Fissenden: 955-7676 ext. 1637 or fissengs@gm.sbac.edu
  
  For Database, ESE and Transfer Information or to Leave a Message for a Home/bound teacher:
  
  Gregg Fissenden: 955-7676 ext. 1637 or fissengs@gm.sbac.edu
  
  Executive Director of ESE and Student Services
  
  Kathy Black: (352) 955-7676 or blackkv@gm.sbac.edu

Pre-K ESE

HIPPY Program (Home Instruction for Parents of Preschool Youngsters, Ages 2-5 Years Old)
Pre-K ESE (Ages 3-5 Years Old)
Pre-K Overview
- Are you concerned that your child may have difficulty with learning, speaking, playing, seeing, walking or hearing? Do you know that you can have your child screened? Did you know that the public school provides services for qualifying children?
  
  Evaluation Process
  
  REFERRAL TO FDLRS: Parent Contacts the Florida Diagnostic & Learning Resources System (FDLRS) by calling 1-800-533-0326 or 352-671-6051. (https://springs.fdlrs.org)
  
  SCREENING: Parent Completes & Returns the FDLRS Screening Forms
  
  REFERRAL TO ESE: FDLRS will review the screening forms and submit the request for an evaluation to the ACPS Pre-K ESE Office if an evaluation is needed.
  
  SCHEDULE EVALUATION: The family will register in Skyward & Contact the ACPS Pre-K ESE office at 352-955-7671 to schedule the evaluation. For guidance on how to register in Skyward, go to www.sbac.edu/enrollment.
  
  EVALUATION: Child is evaluated by the ACPS Pre-K ESE Evaluation Team.
  
  STAFFING: Family attends the Staffing Appointment with the ACPS Pre-K ESE Evaluation Team. Results are reviewed and a determination is made regarding the child's eligibility for an IEP and ESE Services.
Pre-K to Kindergarten Transition Tips
VPK Program (Age: 4 Years Old by September 1st)
- All About VPK
- What is VPK?
  
  The Florida Voluntary Pre-Kindergarten Program (VPK) is a no-cost educational program provided by the state for children that live in Florida and are 4 years old by September 1st of that school year.
  
  Why should I put my child in a VPK Program?
  
  Studies demonstrate that children who complete VPK or attend even a portion of VPK are far more prepared to succeed in kindergarten and beyond.
  
  What are the benefits of attending VPK with the Alachua County Public School?
  - More Hours! A typical school year VPK program will provide 3 hours per day (8am to 11am) for 180 school days for a total of 540 hours. The ACPS VPK Program will provide an entire school day (7:30am-1:30pm Monday-Friday with early release on Wednesdays at 12:30pm).
  - Kindergarten Readiness! VPK is a school readiness program that aims at preparing children for kindergarten. By having your child attend their zoned elementary school for VPK they will be more prepared to transition to kindergarten and better understand how their school operates. This will help them become excited about kindergarten and be able to excel in the more structured school environment.
  - Multiple Locations! The program is offered in 10 elementary schools across the district for the 2024-2025 school years: Archer, Chiles, Irby, Newberry, Norton, Rawlings, Shell, Talbot, Terwilliger, and Wiles.
  - Free to all families! There are no registration or tuition fees with the ACPS VPK Program.
  Who is eligible for the ACPS VPK Program?
  
  For the 2023-2024 school year program, children must be 4 years old by September 1st, 2023 and zoned to one of our 11 VPK Schools.
  
  For the 2024-2025 school year program, children must be 4 years old by September 1st, 2024 and zoned to one of our 10 VPK Schools.
  
  For the 2024 summer program, children must be 4 years old by September 1st, 2023, and zoned to any Alachua County Public Schools. There are no zoning restrictions for the summer VPK Program. (Please keep in mind that your child cannot have already used their VPK Certificate of Eligibility (VPK Voucher) for the school year program.) The 2024 Summer VPK Program will be held at Terwilliger and Idylwild Elementary Schools.
  
  When can I apply?
  
  Registration for the 2023-2024 school year is currently open. Registration for the 2024-2025 School Year will open on January 8th 2024. Registration for the 2024 Summer Program will open in Feburary or March of 2024. Spaces are limited. Please apply as soon as possible.
  
  Step 1: Apply for the ACPS VPK Program at: www.tinyurl.com/ACPS-VPK.
  
  Step 2: Apply for your VPK Voucher (Certificate of Eligibility) at: https://familyservices.floridaearlylearning.com/
  
  Please note, approval for your child's VPK Voucher does not guarantee enrollment in the ACPS VPK Program.
  
  How many hours does the VPK Voucher provide?
  
  The VPK school year program provides 540 hours. The VPK summer program provides 300 hours. By attending VPK with the Alachua County Public Schools, students will receive a full school day instead of just the 3 hour VPK day.
VPK Voucher Application
- To apply for your child's VPK Voucher, visit the Division of Early Learning Family Portal at:
  
  https://familyservices.floridaearlylearning.com/
  
  1. Establish a user account
  
  2. Complete the application and scan/submit any necessary documents.
  
  3. Submit your application.
  
  You will receive an email from your local Early Learning Coalition (ELC) with further instructions. Once approved, you will receive a Certificate of Eligibility (Voucher) from the ELC that you will take to the VPK Provider that you wish your child to attend.

Transition Services

Language Impairment (LI)
Title IX
- The School Board of Alachua County takes seriously our obligations to ensure that no student or employee suffers discrimination on the basis of sex, as defined in Title IX of the Education Amendments Act of 1972.
  
  Title IX is a federal law, enacted in 1972 states: No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving Federal financial assistance.
  
  It is the policy of the Board to maintain an educational and work environment which is free from all forms of unlawful harassment, including sexual harassment. School Board Policy 1362 (Anti-Harassment) also prohibits harassment on the basis of sex including sexual orientation, transgender status, or gender identity and encourages those within the school district community who feel aggrieved to seek assistance upon which time the school or district will take immediate steps to end the harassment.
  
  Sexual Harassment:
  
  Under Title IX, discrimination on the basis of sex can include sexual harassment, which is defined as conduct on the basis of sex that satisfies one or more of the following:
  
  An employee of the District conditioning the provision of an aid, benefit, or service of the District on participation in unwelcome conduct;
  
  Unwelcome conduct that a reasonable person would determine to be so severe, pervasive, and objectively offensive that it effectively denies a person equal access to the District’s education program or activity;
  
  Sexual assault, dating violence, domestic violence, or stalking, as defined by applicable law.
  
  Reporting Harassment/Discrimination
  
  Any person may report sex discrimination, including sexual harassment in person, by mail, by telephone, or by electronic mail, using the contact information listed for the district coordinator above or the school based Title IX Coordinator as listed on each school’s faculty and staff webpage or at the link below.
  
  Next Steps
  
  After a report of sexual harassment has been made, the school and/or Title IX Coordinator will reach out to the individual affected by the alleged misconduct, provide supportive measures, and discuss the formal complaint process if the behavior meets the Title IX definition of sexual harassment. If a formal complaint is filed, both parties will be notified, a full investigation will take place and both parties (complainant and respondent) will receive a copy of the investigative report in accordance with federal guidelines. A decision maker will then review the report to determine outcomes which will also be shared.
  
  Title IX Formal Complaint
  
  Appeal Procedures
  
  Either party may appeal the decision of the district if there is an indication of:
  
  Procedural irregularity
  
  Newly discovered evidence
  
  Investigator had a conflict of interest
  
  Title IX Formal Appeal
  
  All district schools have a trained Title IX Coordinator. School and district investigators and decision makers have also been trained.
  
  Training for Coordinators/Investigators/Decision Makers
  
  Teacher Training
  
  List of School Based Title IX Coordinators