Public Notices & Federal/State Required Information
Title IX Coordinator Training Presentation
Title IX Coordinator Workshop 2021
Title IX Investigator and Facilitator Training Presentation
Title IX Decision Makers Training Presentation
Youth Suicide Awareness and Prevention Policy
Learning Zone Evaluation Summary
PUBLIC NOTICE REGARDING SURROGATE PARENT PROGRAM
PUBLIC NOTICE REGARDING SURROGATE PARENT PROGRAM
Pursuant to the requirement of State Law 162.997-999 RSMO, the State Board of Education is required to appoint a surrogate parent at such time as it becomes evident that a child with a disability does not have a parent or a person acting as a parent to participate in matters dealing with the provision of special education. For purposes of this requirement, the term may include the biological parent, a guardian, a person acting as a parent of a child including, but not limited to, a grandparent, a stepparent, or a foster parent with whom the child lives. The term does not include the State if the child is a ward of the State. The term does not include a person whose parental rights have been terminated.
The local public school district is given the responsibility to determine when a child with a disability who requires special education and who resides in the District is without a parent. The District must notify the Missouri Department of Elementary and Secondary Education of the need to appoint a surrogate parent. Training for persons serving as surrogate parents will be provided by the Missouri Department of Elementary and Secondary Education and the local public school district.
If you are interested in volunteering to serve as a surrogate parent, more information can be obtained from the District’s surrogate parent contact person, the person responsible for the District’s Special Education Program.
Contact: Jenna Follis Director of Special Education 573-783-8001
504 Public Notice
504 Public Notice
PUBLIC NOTICE REGARDING SECTION 504 The Fredericktown R-1 School District, as recipients of federal financial assistance from the United States Department of Education which operate a public elementary or secondary program and/or activity, are required to undertake to identify and locate every qualified person residing in the District who is not receiving a public education; and take appropriate steps to notify disabled persons and their parents or guardians of the District’s duty.
The Fredericktown R-1 School District assures that they will provide a free appropriate public education (FAPE) to each qualified disabled person in the District’s jurisdiction regardless of the nature of severity of the person’s disability. For purposes of Section 504 of the Rehabilitation Act of 1973, the provision of an appropriate education is the provision of regular or special and related aids and services (i) are designed to meet the individual educational needs of disabled persons as adequately as the needs of non-disabled persons are met and (ii) are based on adherence to procedures that satisfy the requirements of the 504 federal regulations.
The Fredericktown R-1 School District has developed a 504 Procedures Manual for the implementation of federal regulations for Section 504 of the Rehabilitation Act, Subpart D. This Procedures Manual may be reviewed at 704 E. Hwy. 72, Fredericktown, MO 63645, 8:00 a.m.-3:00 p.m., Monday-Friday during regular school calendar days. This notice will be provided in native languages as appropriate.
Contact: Jenna Follis, Director of Special Education and 504 Coordinator 573-783-6555
PUblic Notice on Asbestos Compliance
Public Notice on Asbestos Compliance
On October 22, 1986, President Regan signed into law the Asbestos Hazard Emergency Response Act (AHERA, Public Law 99-519). The law required EPA to develop regulations which provide a comprehensive framework for addressing asbestos problems in public and private elementary and secondary schools. On October 30, 1987, EPA published the Asbestos-Containing Materials in Schools Rule (40CFR Part 763 Subpart E). This new rule requires all public and private elementary and secondary schools to inspect for friable and non-friable asbestos, develop asbestos management plans that address asbestos hazards in school buildings, and implement response actions in a timely fashion. This rule became effective December 14, 1987.
The Fredericktown R-I School District conducted a complete inspection of its facilities in 1988 utilizing the services of MEAD environmental Associate, Inc. The results of this inspection have been included in a management plan. This management plan is available in the administrative offices of the Fredericktown R-I School District (and in the offices of each school) during normal business hours, without cost or restriction, for inspection by representatives of the EPA and the state; the public, including teachers, other school personnel, and their representatives; and the parents. The R-I District may charge a reasonable cost to make copies of management plans. Periodic surveillance is required every six (6) months and was conducted on August 8, 2016. A re-inspection of our facilities is required every three (3) years and was conducted on August 8, 2016. Any fiber release episodes and any activities involving the disturbance of the ACM are also recorded in the management plan.
You, as a parent, are encouraged to examine the management plan. Recommendations are made to the plan annually. This meeting will be on Tuesday, August 23, 2016, at 1 p.m. in the Board of Education Conference Room.
The purpose of the Federal and State regulations is to protect the health and well-being of all persons entering the buildings of the R-I District. The Fredericktown R-I School District takes very seriously the recommendations made in the management plan.
The purpose of the Federal and State regulations is to protect the health and well-being of all persons entering the buildings of the R-I District. The Fredericktown R-I School District takes very seriously the recommendations made in the management plan.
The person in the Fredericktown R-I School District trained to oversee asbestos activities and ensure compliance is the superintendent, Dr. Shannon Keith Henson. As required in the Rule, Dr. Henson is the single contact for the public to obtain information about asbestos-related activities in the R-I District. You may reach Dr. Henson at the Fredericktown R-I School District office, 704 East Highway 72,
Non-Discrimination
The Fredericktown R-1 School District is committed to maintaining an educational and workplace environment that is free from discrimination, harassment, and retaliation in admission or access to, or treatment or employment in, its programs, services, activities and facilities. The District is committed to providing equal opportunity in all areas of education, recruiting, hiring, retention, promotion and contracted service. In its programs and activities, the District does not discriminate on the basis of race, color, national origin, ancestry, religion, sex, disability, age, genetic information, or any other characteristic protected by law and as required as required by Titles VI and VII of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, the Age Discrimination Act of 1975 and Title II of the Americans with Disabilities Act of 1990. In addition, the District provides equal access to the Boy Scouts of America and other designated youth groups. Further, no person shall be
excluded from participation in, be denied the benefits of, or otherwise be subject to discrimination based on the above listed characteristics under a school nutrition program for which the District receives federal financial assistance from the U.S. Department of Agriculture (USDA Food and Nutrition Service). The following person is designated and authorized as the District’s Non-Discrimination and Title IX Coordinator to coordinate compliance with the laws identified above, including to handle inquiries or complaints regarding the District’s non-discrimination policies:
excluded from participation in, be denied the benefits of, or otherwise be subject to discrimination based on the above listed characteristics under a school nutrition program for which the District receives federal financial assistance from the U.S. Department of Agriculture (USDA Food and Nutrition Service). The following person is designated and authorized as the District’s Non-Discrimination and Title IX Coordinator to coordinate compliance with the laws identified above, including to handle inquiries or complaints regarding the District’s non-discrimination policies:
For information regarding how to report or file a claim of discrimination, harassment, or retaliation, see Board of Education Regulation AC. Policy and Regulation AC shall govern the grievance procedures, process, and response for complaints and concerns by parents, patrons, employees, or students of the District related to discrimination, harassment, or retaliation on the basis of race, color, national origin, ancestry, religion, sex, disability, age, genetic information, or any other characteristic protected by law. Inquiries or concerns regarding civil rights compliance by school districts should be directed to the local school district’s Non-Discrimination and Title IX Coordinator. Inquiries and complaints may also be directed to the Kansas City Office, Office for Civil Rights, US Department of Education, One Petticoat Lane, 1010 Walnut Street, Suite 320, Kansas City, MO 64106; (816) 268-0550; Fax (816) 268-0559, TDD (877) 521-2172, Email [email protected].
Lockdown Procedures
Community Lockdown
Precautionary safety procedures will take place during a community lockdown depending on the specific circumstance. A community lockdown means there is an emergency situation taking place regionally that requires extra safety measures for our schools. Please use the following procedures for community lockdown unless instructed otherwise by administration.
● Community lock down will be announced once a consensus among law enforcement/school is determined that lock down is necessary. Same procedure will be used to announce the lockdown has been called off/cancelled.
● No students will be allowed outside the building initially. If students are at recess they will be brought into the building immediately. Normal procedures may resume with collaboration with local emergency agencies.
● Students in the gym, trailers, or cafeteria will remain in those locations until further notice.
● Permission for parents to pick up their children may be permissible after collaboration with local emergency agencies.
● All entrances to the buildings will be locked down. Those entrances will be supervised by school personnel until the emergency responders arrive.
● All staff will remain with their students and classroom doors will be locked. (Bathroom breaks may be given depending on the lockdown circumstances. Office will let staff know how bathroom breaks may be given.) Normal class rotations may resume after collaboration with local emergency agencies.
● At no time will school personnel address the media. Media will be directed to central office including media phone calls.
● All phone calls received about the lockdown will be addressed with a brief factual statement. This statement will be approved by administration.
● Teachers may text parents only if a statement is given to the teacher to be texted from administration. (Remember you are responsible for supervising students instead of communicating with parents during a lockdown.)
● Busses on field trips will be contacted on the situation and instructed where to go. Some trips may allow to continue after collaboration with local emergency agencies.
● All staff should be wearing their identification badges for emergency responder personnel.
● All staff should remain calm. Reactions
● Community lock down will be announced once a consensus among law enforcement/school is determined that lock down is necessary. Same procedure will be used to announce the lockdown has been called off/cancelled.
● No students will be allowed outside the building initially. If students are at recess they will be brought into the building immediately. Normal procedures may resume with collaboration with local emergency agencies.
● Students in the gym, trailers, or cafeteria will remain in those locations until further notice.
● Permission for parents to pick up their children may be permissible after collaboration with local emergency agencies.
● All entrances to the buildings will be locked down. Those entrances will be supervised by school personnel until the emergency responders arrive.
● All staff will remain with their students and classroom doors will be locked. (Bathroom breaks may be given depending on the lockdown circumstances. Office will let staff know how bathroom breaks may be given.) Normal class rotations may resume after collaboration with local emergency agencies.
● At no time will school personnel address the media. Media will be directed to central office including media phone calls.
● All phone calls received about the lockdown will be addressed with a brief factual statement. This statement will be approved by administration.
● Teachers may text parents only if a statement is given to the teacher to be texted from administration. (Remember you are responsible for supervising students instead of communicating with parents during a lockdown.)
● Busses on field trips will be contacted on the situation and instructed where to go. Some trips may allow to continue after collaboration with local emergency agencies.
● All staff should be wearing their identification badges for emergency responder personnel.
● All staff should remain calm. Reactions
Parent's Bill of Rights
Parents’ Bill of Rights
As a parent of a child with a disability, you have the right to:
1. Attend individualized education program (IEP) meetings and represent your child’s interests.
2. Have an advocate or expert present at IEP meetings.
3. Receive a copy of your child’s evaluation, disagree with it, and request one independent educational evaluation (IEE) at public expense.
4. Provide a written report from outside sources as part of the evaluation process.
5. Examine all education records pertaining to your child and be provided with a copy of the IEP.
6. Disagree with IEP team decisions and pursue dispute resolution procedures, including: requesting a facilitated IEP meeting, filing a child complaint with the Department of Elementary and Secondary Education, requesting state‐paid mediation, having an impartial due process hearing, and appealing the due process decision to the court.
7. Participate in reviews of the IEPs and in any decision to change any aspects of the IEP, as well as receive Prior Written Notice for a change in your child’s educational placement or the provision of a free and appropriate public education.
8. Have your child placed in the least restrictive environment and in a general education classroom to the greatest extent appropriate.
9. Request an accommodation to provide effective communications if you have limited English language proficiency.
10. A free appropriate public education for your child with an IEP designed to meet your child’s unique needs, which may include, but not limited to, special education and related services, such as assistive technology devices and services; transportation; speech pathology services; audiology services; interpreting services; psychological services, including behavioral interventions; physical therapy; occupational therapy; recreation, including therapeutic recreation; counseling services, including rehabilitation counseling; orientation and mobility services; school health services; school nurse services; social work services; parent counseling and training; and, medical services for diagnostic or evaluation purposes.
11. Audio record any meeting under the federal Individuals with Disabilities Education Act (IDEA) or Section 504 of
the federal Rehabilitation Act of 1973.
1. Attend individualized education program (IEP) meetings and represent your child’s interests.
2. Have an advocate or expert present at IEP meetings.
3. Receive a copy of your child’s evaluation, disagree with it, and request one independent educational evaluation (IEE) at public expense.
4. Provide a written report from outside sources as part of the evaluation process.
5. Examine all education records pertaining to your child and be provided with a copy of the IEP.
6. Disagree with IEP team decisions and pursue dispute resolution procedures, including: requesting a facilitated IEP meeting, filing a child complaint with the Department of Elementary and Secondary Education, requesting state‐paid mediation, having an impartial due process hearing, and appealing the due process decision to the court.
7. Participate in reviews of the IEPs and in any decision to change any aspects of the IEP, as well as receive Prior Written Notice for a change in your child’s educational placement or the provision of a free and appropriate public education.
8. Have your child placed in the least restrictive environment and in a general education classroom to the greatest extent appropriate.
9. Request an accommodation to provide effective communications if you have limited English language proficiency.
10. A free appropriate public education for your child with an IEP designed to meet your child’s unique needs, which may include, but not limited to, special education and related services, such as assistive technology devices and services; transportation; speech pathology services; audiology services; interpreting services; psychological services, including behavioral interventions; physical therapy; occupational therapy; recreation, including therapeutic recreation; counseling services, including rehabilitation counseling; orientation and mobility services; school health services; school nurse services; social work services; parent counseling and training; and, medical services for diagnostic or evaluation purposes.
11. Audio record any meeting under the federal Individuals with Disabilities Education Act (IDEA) or Section 504 of
the federal Rehabilitation Act of 1973.
This document does not confer any right or rights beyond those conferred by federal or state law and is intended for informational purposes only. For additional information, contact the Department of Elementary and Secondary Education, Office of Special Education at 573-751-0699 or [email protected]. January 1, 2010, rev. December 29, 2021
Foster Care Liasison
Foster Care Liaison
The Fredericktown R-1 School District recognizes the unique challenges that face youth placed in foster care. We will provide these students with access to the same free, appropriate public education as other children and youth, as well as access to educational and other services necessary to be successful in school, and will ensure that they are not separated from the mainstream school environment.
The District has designated the Assistant Superintendent Shannon Henson, as the Foster Care Point of Contact. If you have any questions regarding services for students in foster care, please contact Dr. Henson.
Shannon Keith Henson Ed.D.
Superintendent
Fredericktown R-1 School District
704 E. Hwy. 72
Fredericktown, MO 63645
P - (573) 783-2570
[email protected]
Schoolwide Title 1 Program Plan Fredericktown Elementary
SCHOOLWIDE TITLE 1 PROGRAM PLAN FREDERICKTOWN ELEMENTARY
Overview:
Fredericktown Elementary revised its Title 1 Plan in May of 2023. Eligibility requirements of this program consist of: a) A minimum of 40% of the student population qualifies for Free and Reduced Lunch prices. b) All teachers and paraprofessionals meet the requirements of Highly Qualified educators. c) The eligible school must gather a team of stakeholders to create a schoolwide math and literacy program plan.
Fredericktown Intermediate Title 1 Planning and Review Team:
A relevant stakeholder group conducted a needs assessment through a survey and developed a comprehensive plan for the total instructional program for Fredericktown Elementary. The stakeholder group consisted of the Assistant Superintendent, Elementary Principal, Intermediate Principal, 6 Title 1 teachers, 3 Title 1 paraprofessionals, 2 instructional coaches, a teacher representative from each grade level. Parent input was gathered through the use of surveys and feedback during the annual evaluation meeting. Although they had met several times throughout the school year, this was the meeting to compound all information.
A relevant stakeholder group conducted a needs assessment through a survey and developed a comprehensive plan for the total instructional program for Fredericktown Elementary. The stakeholder group consisted of the Assistant Superintendent, Elementary Principal, Intermediate Principal, 6 Title 1 teachers, 3 Title 1 paraprofessionals, 2 instructional coaches, a teacher representative from each grade level. Parent input was gathered through the use of surveys and feedback during the annual evaluation meeting. Although they had met several times throughout the school year, this was the meeting to compound all information.
Benefits of Schoolwide Title 1 Programming:
Schoolwide Title 1 buildings have the ability to utilize their instructional resources in a flexible manner which serves the best interests and needs of our students. Our Reading and Math teachers are able to service any student through our Tier 3 reading and math instructional program. Additionally, our math and reading teachers have the ability to push in classrooms to provide support to students and teachers in the areas of math and reading.
Schoolwide Title 1 buildings have the ability to utilize their instructional resources in a flexible manner which serves the best interests and needs of our students. Our Reading and Math teachers are able to service any student through our Tier 3 reading and math instructional program. Additionally, our math and reading teachers have the ability to push in classrooms to provide support to students and teachers in the areas of math and reading.
Goals of Schoolwide Title I at Fredericktown Elementary:
1.Implement a systematic response to intervention approach that includes a universal screener, well aligned progress monitoring tools, and research-based interventions that are matched with specific student needs.
1.Implement a systematic response to intervention approach that includes a universal screener, well aligned progress monitoring tools, and research-based interventions that are matched with specific student needs.
2.Continue to build the capacity of teachers through ongoing professional development and by providing opportunities for teachers to work collaboratively in order to strengthen and implement reading and math instruction and interventions with fidelity. Fredericktown Elementary provides enriched and accelerated curriculum programs to
meet the needs of all students. These programs consist of: District-wide summer school program or Extended School Year Programs, After School Education (Learning Zone), Gifted Education, Student Ambassadors, and Positive Behavior Intervention System (PBIS),
meet the needs of all students. These programs consist of: District-wide summer school program or Extended School Year Programs, After School Education (Learning Zone), Gifted Education, Student Ambassadors, and Positive Behavior Intervention System (PBIS),
Availability of the Complete Plan:
Annually the information contained in the plan is presented to the Fredericktown R-1 School Board, the Title I Advisory Board and the Elementary school staff. The plan is also posted on the school website. Parents are also provided the information at their back to school annual meeting.
Annually the information contained in the plan is presented to the Fredericktown R-1 School Board, the Title I Advisory Board and the Elementary school staff. The plan is also posted on the school website. Parents are also provided the information at their back to school annual meeting.
For Additional Information Contact:
Dr. Shannon Keith Henson
Superintendent
573-783-2570
[email protected]
Dr. Shannon Keith Henson
Superintendent
573-783-2570
[email protected]
SCHOOLWIDE TITLE 1 PROGRAM PLAN FREDERICKTOWN INTERMEDIATE
SCHOOLWIDE TITLE 1 PROGRAM PLAN FREDERICKTOWN INTERMEDIATE
Overview:
Fredericktown Intermediate revised its Title 1 Plan in May of 2023. Eligibility requirements of this program consist of: a) A minimum of 40% of the student population qualifies for Free and Reduced Lunch prices. b) All teachers and paraprofessionals meet the requirements of Highly Qualified educators. c) The eligible school must gather a team of stakeholders to create a schoolwide math and literacy program plan.
Fredericktown Intermediate Title 1 Planning and Review Team:
A relevant stakeholder group conducted a needs assessment through a survey and developed a comprehensive plan for the total instructional program for Fredericktown Elementary. The stakeholder group consisted of the Assistant Superintendent, Elementary Principal, Intermediate Principal, 6 Title 1 teachers, 3 Title 1 paraprofessionals, 2 instructional coaches, a teacher representative from each grade level. Parent input was gathered through the use of surveys and feedback during the annual evaluation meeting. Although they had met several times throughout the school year, this was the meeting to compound all information.
A relevant stakeholder group conducted a needs assessment through a survey and developed a comprehensive plan for the total instructional program for Fredericktown Elementary. The stakeholder group consisted of the Assistant Superintendent, Elementary Principal, Intermediate Principal, 6 Title 1 teachers, 3 Title 1 paraprofessionals, 2 instructional coaches, a teacher representative from each grade level. Parent input was gathered through the use of surveys and feedback during the annual evaluation meeting. Although they had met several times throughout the school year, this was the meeting to compound all information.
Benefits of Schoolwide Title 1 Programming:
Schoolwide Title 1 buildings have the ability to utilize their instructional resources in a flexible manner which serves the best interests and needs of our students. Our Reading and Math teachers are able to service any student through our Tier 3 reading and math instructional program. Additionally, our math and reading teachers have the ability to push in classrooms to provide support to students and teachers in the areas of math and reading.
Schoolwide Title 1 buildings have the ability to utilize their instructional resources in a flexible manner which serves the best interests and needs of our students. Our Reading and Math teachers are able to service any student through our Tier 3 reading and math instructional program. Additionally, our math and reading teachers have the ability to push in classrooms to provide support to students and teachers in the areas of math and reading.
Goals of Schoolwide Title I at Fredericktown Intermediate:
1.Implement a systematic response to intervention approach that includes a universal screener, well aligned progress monitoring tools, and research-based interventions that are matched with specific student needs.
2.Continue to build the capacity of teachers through ongoing professional development and by providing opportunities for teachers to work collaboratively in order to strengthen and implement reading and math instruction and interventions with fidelity. Fredericktown Intermediate provides enriched and accelerated curriculum programs to meet the needs of all students. These programs consist of: District-wide summer school program or Extended School Year Programs, After School Education (Learning Zone), Gifted Education, Student Ambassadors, and Positive Behavior Intervention System (PBIS).
2.Continue to build the capacity of teachers through ongoing professional development and by providing opportunities for teachers to work collaboratively in order to strengthen and implement reading and math instruction and interventions with fidelity. Fredericktown Intermediate provides enriched and accelerated curriculum programs to meet the needs of all students. These programs consist of: District-wide summer school program or Extended School Year Programs, After School Education (Learning Zone), Gifted Education, Student Ambassadors, and Positive Behavior Intervention System (PBIS).
Availability of the Complete Plan:
Annually the information contained in the plan is presented to the Fredericktown R-1 School Board, the Title I Advisory Board and the Intermediate school staff. The plan is also posted on the school website. Parents are also provided the information at their back to school annual meeting.
For Additional Information Contact:
Dr. Shannon Keith Henson
Superintendent
573-783-2570
[email protected]
Annually the information contained in the plan is presented to the Fredericktown R-1 School Board, the Title I Advisory Board and the Intermediate school staff. The plan is also posted on the school website. Parents are also provided the information at their back to school annual meeting.
For Additional Information Contact:
Dr. Shannon Keith Henson
Superintendent
573-783-2570
[email protected]
Fredericktown Elementrary and Intermedate School Parent's Right to Know
Dear Parent or Guardian:
The Fredericktown R-1 School District is required to inform you that you, according to the Every Students Act of 2015 (Public Law 114-95), have the right to know. Upon your request, our district is required to provide to you in a timely manner, the following information:
● Whether your student’s teacher has met State qualification and licensing criteria for the grade levels and subject areas in which the teacher provides instruction.
● Whether your student’s teacher is teaching under emergency or other provisional status through which State qualification or licensing criteria have been waived.
● Whether your student’s teacher is teaching in a field of discipline of the certification of the teacher.
● Whether your child is provided services by paraprofessional and, if so, their
qualifications. In addition to the information that parents may request, a building receiving Title I.A. funds must provide to each individual parent:
● Information on the level of achievement and academic growth of your student, if applicable and available, on each of the State academic assessments required under Title I.A.
● Timely notice that your student has been assigned, or has been taught for 4 or more consecutive weeks by, a teacher who has not met applicable State certification or licensure requirements at the grade level and subject area in which the teacher has been assigned.
● Whether your student’s teacher has met State qualification and licensing criteria for the grade levels and subject areas in which the teacher provides instruction.
● Whether your student’s teacher is teaching under emergency or other provisional status through which State qualification or licensing criteria have been waived.
● Whether your student’s teacher is teaching in a field of discipline of the certification of the teacher.
● Whether your child is provided services by paraprofessional and, if so, their
qualifications. In addition to the information that parents may request, a building receiving Title I.A. funds must provide to each individual parent:
● Information on the level of achievement and academic growth of your student, if applicable and available, on each of the State academic assessments required under Title I.A.
● Timely notice that your student has been assigned, or has been taught for 4 or more consecutive weeks by, a teacher who has not met applicable State certification or licensure requirements at the grade level and subject area in which the teacher has been assigned.