OU  Baker Cownty PwblioSchooly  Sherrie Raulerson, Superintendent of Schools  270 South. Boulevard East, Macclenny, Florida 32063 "The vision of the Baker County School. Board is to prepare individuals to be lifelong learners, self-sufficient and responsible citizens ofgood character."  Telephone: (904)259-6251  www.bakerki2.org  Fax: (904)259-1387  AGENDA SCHOOL BOARD MEETING (Open to the Public) Monday, July 25, 2022.15:00 p.m.  District, School Board Room (270 South Boulevard: East, Macclenny, Florida)  SUPPLEMENTAL MINUTE BOOK #51 PAGE #2  L. A. Invocation B. Pledge of Allegiance I. CALLTO ORDER - 5:00 P.M. IMI. ROLLCALLOF MEMBERS IV. PUBLIC HEARINGS - 5:05 P.M. (if any)  Approval oft the 2022-23 Tentative Required Local Effort Millage Rate as 3.231. Approval of the 2022-23 Tentative Basic Discretionary Operating Millage Rate Approval of1.500 as the Basic Discretionary Capital Outlay Millage for 2022-23. Approval of the Resolution Adopting Tentative Millage Rates for Fiscal Year  as.748.  Approval of the 2022-23 Tentative Total Millages as 5.479.  July 1, 2022-June: 30, 2023.  Approval of the' Tentative Budget for 2022-2023. Fiscal Year. July 1,2022-June: 30, 2023. Recognize Retiree Kim Green  Approval of thel Resolution Adopting the Tentative Budget as $84,774,504.00 for  V. RECOGNITIONS/IPRSENTATIONS  (Hire Date: August 26, 1996; Retire Date: June 30, 2022)  VI. APPROVAL TO CORRECT AND/OR, ADD ITEMS' TO THE FINAL. AGENDA  Baker County School Board Meeting Agenda (Monday, July25,2022): -Page 1of4 "Preparingi individuals tob bel lifelongl learners, self-sufficient, and responsible citizens of good character"  Minute. Book#39 Supplemental Minute Book #51 Page #2 DISTRICT SCHOOLI BOARD! MEMBERS  Tiffany! Mclnarnay. District! * Richard Dean Griffis, District2 * PaulaT.Barton, District3 & Charlie M.I Burnett, H, District4 * Amandal Hodges, District5  AN EQUAL. ACGI/PQUALOPOATNITY INSTITUTION    VI. REMOVAL OF ROUTINE ITEMS VII. APPROVAL OF ITEMS FOR. ACTION A. Approval of Routine Items  CONTACT Sherrie Raulerson (259-0401) Michael Green N/A Michael Green (259-0444) (259-2444) (259-2444) Pamela Taylor  A. 1.Approval oft thel Personnel Items List for Approval on July 25,2022. A. 2.Approval tol Renew Cooperative Agreement with thel Baker County  Sheriff's Office for the 2022-2023 School Year. (No Changes from) Previous (259-0444)  Year)  B. Approval of Removed Routine Items. C. Approval of the 2022-2023 Mental Health Application.  D. Approval of the 2022-2023 Baker County School District Transportation Pamela Taylor E. Approval of the 2022-2023 Baker County School District Transportation Pamela Taylor Department Standard Operating Procedures and Driver's Handbook. F. Approval to Allow Transportation Department Staff and School Bus Drivers tol Detour into Georgia for Emergency Purposes Only With Prior (259-2444) Approval from thel Director ofTransportation or' Transportation G. Approval of the 2022-2025 District English Languagel Learners (ELL) Traci Wheeler IX. CITIZEN INPUT (A Citizen Input form must be completed and submitted. to the Board Secretary PRIOR to the beginning of the meeting ifyou wish. to address the Board. You will be called on by the Chairman at the appropriate time. Presentations/comments are limited to ten (10), minutes.)  Department: Bus Routes.  Manager. Plan.  (259-6776)  X. INFORMATION AND ANNOUNCEMENTS  XI. ADJOURN  NOTICE  Any person who desires to appeal any decision made by the, School. Board with respect to any matter considered. at the above mentioned meeting will need a record of the proceedings, andj for such purpose may need to ensure that a verbatim record oft the proceedings is made, which record includes the  testimony and evidence upon which an appeal may be based.  PERSONNELITEMS LIST FOR ATTHOMALONANINISBI RESIGNATION LIST FOR APPROVALON.JLY25.2022  LAST FIRST MI SPECIAL: NAME NAME Blackshear Clayton McDonald Emily  POSITION: Paraprofessional, Elementary(187 Days) School RESCIND Paraprofessional, Pre-K County Pre-K/  LOCATION RESCIND. Baker Kindergarten Center  EFFECTIVE DATES: RESCIND July 19,2022  NOTE: RESCIND Previously Approved on (187 Days) July 18,2022  Keller Intermediate May30,2022  Baker County School Board Meeting Agenda (Monday, July25, 2022) - Page 2 of4  Minute Book#39 Supplemental Minute Book #51 Page #2    EMPLOYMENTLIST FOR APPROVALON JULY25,2022  LAST FIRST MI NAME: NAME Bradley Betty Crews Collin  SPECIALNOTE  POSITION.  LOCATION EFFECTIVE  DATES  Transfer from Paraprofessional, Paraprofessional, Baker County August 9,2022 ESE Ages 6-21 (187 Days) at ESE Ages 6-21 (187 High School Baker County Middle School/ Days) Unit Reassigned tol BCHS Transfer from' Teacher, Science Teacher, Resource Westside (1971 Days) at Baker County (197Days) High School/F Replacing Kailee Trippett (Unit Reassigned from Teacher, Music Elem) Same School Site from Paraprofessional, ESE Ages 6- 21(i7Dap)/Replaing: Rena Hamel Transfer Within the Same School Site from Reading Coach (1971 Days)/Replacing Ryan McGee Transfer/ /E Promotion Within the Teacher, Same School Site from Paraprofessional, Pre-K (187 Days) Days) Replacing Tracy Register Cynthia Phillips Studies M/J( (197 Days) at Baker County Middie School/ Replacing Matthew Blake Strickland  August 2, 2022  Elementary School  Crews Rachel  Promotion /Transfer Within the Secretary Guidance Baker County July27,2022  Services (240: Days) High School Teacher, 5th Grade Keller (197I Days)  Martin Rachel McDonald Emily  August 2, 2022  Intermediate School  Baker County August 2, 2022 Kindergarten Center  Kindergarten (197 Pre-K/  Moore Andrew  Initial Employment, /E Replacing Nutrition Services District Office July 12, 2022  Warehouse! Delivery Clerk (240 Days)  Rowland Rebekah Transfer from Teacher, Social Teacher, Social  Baker County August 2, 2022  Studies (197 Days) High School  EXTRA DUTYLIST FOR ATHOVALONALY2S2PE  LAST FIRST MI SPECIAL DESCRIPTION:  AMOUNT: Regular Hourly Rate/ Funding Source: General 6Hours/ /Funding Source: Federal 6Hours/F Funding Source: Federal  EFFECTIVE DATES June 20, 2022- July 19, 2022  NAME: NAME Barrett Ashley Bowen Brianna Morgan Makena  NOTE  VPK Teacher on  Special Assignment Maximum 20.51 Hours/  New Teacher Training $24.531 Per Hour/Maximum July27,2022 New' Teacher Training $24.53 Per Hour/Maximum July27,2022  Baker County School Board] Meeting Agenda (Monday, July25, 2022) - Page 3c of4  Minute Book#39 Supplemental Minute Book? #51 Page #2    SUPPLEMENT LIST FOR APPROVALON. JULY25, 2022  LAST FIRST SPECIAL NAME NAME Bradley Betty Manos George Prorate for  LOCATION DESCRIPTION AMOUNT EFFECTIVE Baker County Paraprofessional, Board. Approved 2022-2023  NOTE  DATES  High School ESE Student Services School  Rate Board. Approved 2022-2023 Rate- Prorated  July1,2022- July31,2022 Only  Psychologist  OCCASIONALPERSONNELSTAFFINGIIST FOR APPROVALONJULY25,2022  LAST FIRST NAME: NAME:  DESCRIPTION  AMOUNT:  EFFEÇTIVE a DATES June 30,2023 June 30,2023  Nipper Phoebe High School Dancel Drill' Team- - $525.00 Flat Rate / Funding July 1,2 2022-  Football Season  Source: General Source: General  Nipper Phoebe High School Choreographer  $275.00 Flat Rate / Funding July 1,2022-  SU BSTITUTELISTFOR. APPROVALON JULY 25,2022 Substitute' Teacher (has completed the required Substitute Teacher Training) and all other areas pending completion of necessary requirements Substitute in all areas pending completion of necessary requirements except Substitute Teacher Approved Substitute in all areas pending completion of necessary requirements except Substitute Teacher Approved Substitute in all areas pending completion of necessary requirements except Substitute Teacher Approved  LAST FIRST MI NAME: NAME Eldridge Robert Monds Breanna Thompson Jessica Walton Casey  DESCRIPTION.  AMOUNT: EFFECTIVE  DATES July 12,2022 July 1,2022 July 12, 2022 July 12, 2022  Board Approved Rate Board Rate Board Rate Board Rate  Baker County Schooll Board Meeting Agenda (Monday, July25, 2022) - Page 4 of4  Minute Book#39 Supplemental Minute Book #51 Page #2    Baker Cowty Publicschoolw  SupportServicey Sherrie Raulerson, Superintendent of Schoals  392 South Boulevard East, Macclenny, Florida 32068  Telephone: (904)259-6251  www.bakerki2.org  Fax: (904)259-2825  DATE: TO: FROM: RE:  July 18, 2022  Sherrie Raulerson, SUPERINTENDENT  Teri Ambrose  BXECUTIVE DIRECTOR FOR SUPPORT SERVICES Mk REQUESTTO. APPROVETENTATIVE MILLAGE RATES, BUDGET  AND RESOLUTIONS  Please request Board approval of the tentative millage rates, tentative budget, Resolution Adopting Tentative Millage Rates and Resolution Adopting the Tentative Budget. The  2022-2023 fiscal year millages are as follows:  Required Local Effort Basic Discretionary Operating Capital Outlay Total Mills  3.231 .748 1.500 5.479  Ifyoul have any questions, please let me know. Thank you for your assistance in this  matter.  "Preparing individuals tol be lifelong leamers, sell-sufficient, and responsible citizens ofg good characier"  DISTRICT SCHODL BDARDI MEMBERS  Tiffany! Mclnarnay, Districti e Richard Dean Griffis. District2 * Paulal.E Barton, District3 * Charlie M. Burnett, . District4 * Amanda Hodges, Districts 5  ANI EQUALACCESS/EQUALOPORTUNTUNITYINSTITUTON    RESOLUTION ADOPTING TENTATIVE MILLAGE RATES  WHEREAS, the School Board of! Baker County, Florida, did, pursuant to Chapters 200 and 1011, Florida Statutes, approve tentative: millage rates for the fiscal  year. July 1, 2022 to. June 30, 2023; and  WHEREAS, at the public hearing and in full compliance with Chapter 200, Florida Statutes, the Baker County School Board adopted the tentative millage rates for  fiscal year 2022-2023 int the amounts of:  Tentative Millage Levy 3.231 .748 1.500  Proposed Amount TOB Be Raised $4,723,841 $1,093,604 $2,193,055  Required Local Effort Basic Discretionary Operating Capital Outlay  The total millage rate to be levied is more than the roll-back rate by 6.10 percent.  NOW THEREFORE, BE ITI RESOLVED:  That the Baker County School Board, adopted each tentative millage rate for the fiscal year. July 1, 2022 to June 30, 2023 on. July 25, 2022 by separate vote prior to  adopting the tentative budget.  Chairman        A RESOLUTION OF THE BAKER COUNTY SCHOOL BOARD ADOPTING THE TENTATIVE BUDGET FOR FISCAL VEARJUIYI,02T0,INB: 30, 2023.  WHEREAS, the School Board of] Baker County, Florida, did, pursuant to Chapters 200 and 1011, Florida Statutes, approve tentative millage rates and tentative  budget for the fiscal year July 1,2 2022 to. June 30, 2023; and  WHEREAS, the Baker County School Board set forth the appropriations and revenue estimates for the Budget for fiscal year. July 1, 2022 to June 30, 2023. WHEREAS, at the public hearing and in full compliance with Chapter 200, Florida Statutes, the Baker County School Board adopted the tentative millage rates and the budget in the amount of $84,774,504 for fiscal year. July 1, 2022 to. June 30, 2023.  NOWTHEREFORE, BE: ITI RESOLVED:  That the attached budget ofBaker County School Board, including the millage rates as set forth therein, is hereby adopted by the School Board of] Baker County as a tentative budget for the categories indicated for the fiscal year. July 1,2022 to June 30,  2023.  Chairman    Ou  Baker County District School Board  Exceptional Student Education e Students Services 290J Jonathan East . Macclenny, Florida32063 Phone: (904)259-7825 . Fax: (904)259-9099  June 27, 2022  Sherrie Raulerson, Superintendent Baker County School District 392 South Boulevard East Macclenny, FL32063 Dear Superintendent Raulerson:  Iwould like to request School Board approval to renew the Cooperative Agreement between the Baker County School Board and the Baker County Sheriff's] Department for the 2022-2023 school year. There arei no changes from thej previous agreement and the funding source will remain General.  Ifyou have any questions or concerns please feel free to contact me at any time.  Sincerely,  T Az  Michael Green Jr., Director Exceptional Student Education/ Student Services  MG:al    COOPERATIVE AGREEMENT BETWEEN THE BAKER COUNTY SCHOOL BOARD DEPARTMENT OF EXCEPTIONAL STUDENT EDUCATION) BAKER COUNTY SHERIFF'S DEPARTMENT  AND 2022-2023  In compliance with the Florida Administrative Code which specifies that a written agreement be developedoulining there respective duties andi responsibilities of each party when a school district provides a special program for exceptional students by assigning personnel to a facility operated by another agency or organization, The Baker County School Board of Baker County, Florida and Baker County Sheriff's Department have agreed to provide forincarcerated. Exceptional Student Education students under care in the Baker County Jail as follows:  Florida Administrative Code RuleRequirements: A. Rule 6A-6.0311141151. Florida Administrative Code:  1.  Designation of Responsibilities for the Implementation of District The Director of Exceptional Student Education (ESE) for the School Board is responsible for implementing the Baker County Special Programsand! Procedures for Exceptional Students DistictProcedures) as specified therein, including review of evaluative data, determination of student eligibility, dismissal, or reassignment. The Director of Exceptional Student Education is responsible for the required statute provisions of individual educational plans (IEPs), the assignment of eligible exceptional students to educational programs required by their IEPS, and all other IEP tasks, including sending notice  Procedures:  to parents and properly completing the IEP form.  2.  Provision of ransportation:  The School Board, through its policies regarding employee travel, enables a teacher(s) for the incarcerated Exceptional Education Student to visit the Baker County Jail for the purpose of providing individualized instruction to eligible students. The ESE Director or designee coordinates other appropriate school ronspordmonseices.    3.  Provision of Program and Staff Supervision:  The Director of ESE or designee for the School Board will supervise and evaluate the instructional program and assigned staff.  4.  Program Funding:  The School Board will provide:  a.  Program funding throught therequired Full-Time Equivalent (FTE) reporting as outlined in the Florida Education Finance Program fEP)andifopproptalte. projectapplications forschool-aged Curriculum materials, supplies, and equipment within the limits  students; b. Certified teachers;  C.  of budgetary allotments. Dissolution of the Agreement:  5.  This Agreement will be in effect from August 10, 2022 through May 25 2023, and will continue as stipulated in its specific provisions unless amended with the approval of both parties or dissolved. Dissolution may occur at any time upon mutual agreement of both parties. If either party wishes to dissolve the agreement unilaterally, a thirly (30) daywittennolice willl be given to the chief executive administrator of  the other agency.  B. Rule A-0302071D.Fordo Administrative Code regarding Instruction:  Baker County Sheriff's Department agrees to cooperate withi theintent ofthe program and shall provide appropriate space for the leacherandstudent to work and allow for the establishment of a schedule for student study  between teacher visits. Insurance:  :.  During the term of this Agreement, the Baker County School Board will be self-insured under the Northeast Florida Educational Consortium Risk  Management Program.  2    The comprenensive general liability limits willl beinaccordance with Florida Statute 768.28. Baker County School Board will provide a Certificate of Insurance to the  Baker County Sheriff's Department.  APPROVED:  Superintendent  Sheriff  Shi2  School Board of Baker County  Baker County Sheriff's Office  Chairman  School Board of Baker County  3    coU  Baker County District School Board  Exceptional Student Education . Student Services 290J Jonathan East . Macclenny, Florida32063 Phone: (904)259-7825 . Fax: (904)259-9099  HAT  July12,2022  Sherrie Raulerson, Superintendent Baker County School District 392 South Blvd. East Macclenny, FL32063 Dear Superintendent Raulerson:  Itisr my pleasure to submit the 2022-2023 Baker County Mental Health Application Plan. The Florida Department of Education has combined the Youth Mental Health Awareness Training Plan and the Mental Health. Assistance Allocation Plani into one standard application form submitted online. This is The Mental Health. Allocation Plan allows us to continue to improve student well-being and safety. Changes from the previous allocation includes a $27,573 increase in funding for mental health staffing/support needs and $6,744 for) Youth Mental Health First Aid training/materials. There are no district staffing changes proposed for 2022-2023 school year. Additional funding will provide additional community agency supports and contracted behavioral support from a private Board- Certified Behavior Please contact me via email at meegrenehalekZos or by phone at (904) 259-0444 if you have  the fourth year that we have received these funds.  Analyst. any questions.  Respectfully: Submitted, Michael D. Green, Jr. ESE/Student Services Director  7Ron.  The Baker County! School district prohibits any policy or procedure which resultsi in discrimination ont thel basis of race, color, religion, national origin, sex, marital status, disability, sexual orientation, gender identity, age or legally-protected  characteristic ini its programs and activities including employment opportunities,    FLORIDA DEPARTMENT OF EDUCATION  fldoc.org  Hep:, Filness Wellness Bat,lience  Weliness Wdeai Faily Wellhess Welinassn Posliviy Paiaiy Posilivily Recovery Filnass Mindhenes Rh Posilivity Family Hope Hope Mindlulavse" Fitness Wellness Family Positivily crnukalan Family Kindness Weliness Filness Hope Hope Mandfulney Faly Kindness tyary Self-Awareness. thall Communicalienk Family, Weliness Mental! Health Resilience Recovery Filness' Wellness loResilienceu Recovery. SelfEAwareness aps ili  Fanay, EMpNs  Family Erwet : Reskence Rocovery Kandness Recovery" Resiliance mpowerment Indlun  Reasy Kindness Flness. Posiivity Postnvliy Resilence Rasasy Asaahs Filhess EpTs  Mindhilness  Famly Mindfulness  Mindhuhts Kindness Manlasllealls fanily Mindfulness'ns  Resillences Communication  PPiN Hope  MentalHealh: Hope-Wellness Wlhass asllvaly Restlignge Kindness Kindness Empowernent" EPosilivily Kindness Atil FraieP Posilive! Relalionships  Kindness  Filness Empowermen! Kes  2022-23 Mental Health Application Part :: Youth Mental Health Awareness Training Plan Part I: Mental Health Assistance Allocation Plan    Baker- 2022-23 MENTAL HEALTH/ APPLICATION  Table of Contents  Introduction  3 4 4 6 6 6 7 8 12 15 16  Part I. Youth Mental Health Awareness Training Plan and Projected Budget  Section A: YMHAT Training Plan Section B: YMHAT Project Budget  Partll. Mental Health Assistance Allocation Plan  Section A: MHAA Plan Assurances Section B: Planned Outcomes  Section C: District Program Implementation Section D: Direct Employment  Section E: MHAA Planned Funds and Expenditures Section F: School District Certification  Last Modified: 7/12/2022  mtps.w.oncacmsong  Page 2 of 16    Baker 2022-23 MENTAL HEALTHAPPLICATION  Introduction  The purpose of the combined mental health application is to streamline and merge two programs into one application. The Youth Mental Health Awareness Training (YMHAT) Plan and the Mental Health. Assistance Allocation (MHAA) Plan are to provide supplemental funding to districts sO schools can establish, expand and/ ori improve mental health care, awareness and training and offer a continuum of services. These allocations are appropriated annually to serve students and families through resources designed to foster quality mentalhealth. This application is separated into two primary sections: Part Il includes the YMHAT Plan and  Part III includes the MHAAI Plan.  Part I. Youth Mental Health Awareness Training Plan  In accordance with section (s.) 1012.584, Florida Statutes (F.S.), the YMHAT Plan allocation is to assist districts with providing an evidence-based youth mental health awareness and assistance training program to help school personnel identify and understand the signs ofe emotional disturbance, mental illness and substance use disorders, and provide such personnel with the skills to help a person who is developing or  experiencing an emotional disturbance, mental health or substance use problem,  Part III. Mental Health Assistance Allocation Plan  In accordance withs S. 1011.62, F.S., the MHAA Plan allocation is to assist districts with establishing or expanding school-based mental health care; training educators and other school staff in detecting and responding to mental health issues; and connecting children, youth and families who may experience  behavioral health issues with appropriate services. Submission Process and Deadline  The application must be submitted to the Florida Department of Education (FDOE) by August 1, 2022.  There are two submission options for charter schools (MHAA Plan Only):  Option 1: District submission includes charter schools in their application. Option 2: Charter school(s) submit a separate application from the district.  Last Modified: 7/12/2022  tps.www.lordacmong  Page 3 of 16    Baker- 2022-23 MENTAL HEALTH APPLICATION  Part !: Youth Mental Health Awareness Training Plan and Projected Budget YMHATG Objective: provide an evidençe-based: youth mental health awareness and assistancer training program to help schod.personnel identify and understand the signs ofemational disturbance, mentalilness andsupstance use disorders, and provide such personnel with the skills to help a personwho is developing  MMHAT Training Plan  prexperenaing, ane emotional disturbancer mental health or substance use problem,  Currently Trained and Certified  Ina accordance with House Bill (HB) 1421 (2022), each school district shall submit a report to the Florida Department of Education (FDOE) confirming at least 80 percent of school personnel in elementary, middle, and high schools have received youth mental health awareness training. Additionally, as required in S. 1012.584, F.S., each school safety specialist shall ensure all school personnel within his or her school district receive youth mental health awareness and assistance training. This report should include the total number and percentage of personnel trained district-wide, and those physically located at the elementary, middle and high schools. As a result, each district will report two  sets of numbers:  District-wide percentage and total number of personnel trained School-wide percentage and total number of personnel trained  District Staff Total#o ofe employees 129 Total#ofemployees trained 10 Total percentage trained 8% Elementary Schools Total! #ofemployees 260 Total# ofe employees trained 136 Total percentage trained 52% Middle Schools Total! # ofe employees 107 Total#o of employees trained 90 Total percentage trained 84%  Last Modified: 7/12/2022  mtps.ww.lonacmsong  Page 4 of 16    Baker- 2022-23 MENTAL HEALTH. APPLICATION  High Schools Total # ofemployees 116 Total # ofe employees trained 86 Total percentage trained 56% Total Districtwide Personnel Total # ofemployees 612 Total#ofe employees trained 324 Total percentage trained 56% As of what date Tuesday 7/12/2022  Explain the training goal(s) for the upcoming 2022-2023 school year. participate in the Youth Mental Health First Aid online recertification course.  By June 1, 2023, Baker County School district will have trained 80% of all district personnel in Youth Mental Health First Aid. 100% of personnel whose certification will expire in 2022-2023 school year will  Annual Goal  in addition to the percentage listed above, the annual goal for the 2022-2023 school year is to  train what percentage ofe employees?  80% As of what date Tuesday 7/12/2022 2025  Explain the training goal(s) for the next 3-5 years.  Baker County School district will work towards training 100% of district personnel in Youth Mental Health First Aid and Kognito At-Risk Modules. District will continue to work towards maintaining Suicide Prevention Certified Schools statue with the Florida Department of Education. What is the procedure for training new personnel to the district? and training will be completed by September 30 of each new school year.  New personnel to the district will be identiifed by mental health coordinator or designee by August 15 Explain the district's plan for recertifying staff or maintaining certification of school district During the summer staff that requires recertification will be identified by the mental health coordinator or designee for the upcoming school year and' Youth Mental Health First Aid online recertification course  personnel.  will be assigned and completed by June 1 oft the year of expiration.  Last Modified: 7/12/2022  tps/www.londacimaorg  Page 5 of 16    Baker-2022-23 MENTAL HEALTHAPPLICATION See athachab Ludger  YMHAT Projected Budget 1 Stipends 2: Employees 3 Materials  $0.00 $0.00 $0.00 $0.00 $0.00  4. National Council (YMHFA) Training  Total:  Part I: Mental Health Assistance Allocation Plan  s. 1011.62, F.S.  MHAAPlan Assurances The District. Assures  One hundred percent of state funds are used to establish or expand school-based mental health care; train educators and other school staff in detecting and responding to mental health issues; and connect children, youth and families with appropriate behavioral health services.  Yes  Mental health assistance allocation funds do not supplant other funding sources or increase salaries  or provide staff bonuses or incentives.  Yes  Maximizing the use of other sources of funding to provide school-based mental health services (e.g.,  Medicaid reimbursement, third-party payments and grants).  Yes families. Yes  Collaboration with FDOE to disseminate mental health information and resources to students and  includes a system for tracking the number of students at high risk for mental health or co-occurring substance use disorders who received mental health screenings or assessments; the number of students referred to school-based mental health services providers; the number of students referred too community-based mental health services providers; the number of students who received school- based interventions, services or assistance; and the number of students who received community-  based interventions, services or assistance.  Yes  Review for compliance the Mental Health Assistance Allocation Plans submitted by Charter Schools  who opt out of the District's MHAAP.  Yes  Aschool board policy or procedure has been established for  Last Modified: 7/12/2022  mtpsiwww.loncacmsog  Page 6 of 16    Baker-2022-23 MENTAL HEALTHAPPLICATION  Students referred to a school-based or community-Dased mental health services provider, for mental health screening for thei identification of mental health concerns and students at risk for mental health  disorders are assessed within 15 calendar days of referral.  Yes assessment. Yes Yes  School-based mental health services are initiated within 15 calendar days of dentification and  Communty-Dased mental health services are initiated within 30 calendar days of referral. Individuals living in al household with a student receiving services are provided information about behavioral health services through other delivery systems or payors for which such individuals may qualify if such services appear to be needed or enhancements in those individuals' behavioral health  would contribute to the improved well-being of the student.  Yes  District schools and local mobile response teams use the same suicide screening instrument approved by FDOE pursuant to S. 1012.583, F.S., and Rule 6A-40010, Florida Administrative Code. Assisting a mental health services provider or al behavioral health provider as described in S. 1011.62, F.S., respectively, or a school resource officer or school safety officer who has completed mental health crisis intervention training in attempting to verbally de-escalate a student's crisis situation before initiating an involuntary examination pursuant to S. 394.463, F.S. Such procedures must include strategies to de-escalate a crisis situation for a student with a developmental disability as that  Yes  term is defined in S. 393.063, F.S.  Yes  The requirement that in a student crisis situation, the school or law enforcement personnel must make a reasonable attempt to contact a mental health professional who may initiate an involuntary examination pursuant tos S. 394.463, F.S., unless the child poses an imminent danger to self or others before initiating an involuntary examination pursuant to S. 394.463, F.S. Such contact may bei in person or using telehealth, as defined in S. 456.47, F.S. The mental health professional may be available to the school district either by contracts or interagency agreements with the managing entity, one or more local community behavioral health providers, or the local mobile response team, or be a direct or contracted school district employee. Note: All initiated involuntary examinations located on school grounds, on school transportation or at a school sponsored activity must be documented in the Involuntary Examinations and Restraint and Seclusion (IERS) platform. Parents of students receiving services are provided information about other behavioral health services available through the student's school or local community-Dased behavioral health service providers. Schools may meet this requirement by providing information about and internet addresses  Yes  forv web-based directories or guides forl local behavioral health services.  Yes Planned Outcomes  Last Modified: 7/12/2022  mtps/Nww.londacimsorg  Page 7 of16    Baker- 2022-23 MENTAL HEALTH, APPLICATION  Identify two specific and measurable goals that will be accomplished within the 2022-23 school year, and specify which component of District Assurance 1.a. directs that goal (refer to the Baker County High School (grades 9-12) will decrease the number ofi incidents of abusive behaviors/ fighting (113 for 2021-2022 school year) by 10% through T1 &T2 mental health/behavior supports. Baker County High School (grades 9-12) will reduce overall Baker Acts by 10% through continued  Guidance Tab if needed).  YMHFAT/Kognito training to identify students in early crisis.  District Program Implementation  Last Modified: 7/12/2022  ntpsww.tondacmsorg  Page 8 of 16    Baker. 2022-23 MENTAL HEALTHA APPLICATION  Evidence-Based Program Zones of Regulation Tiers of Implementation Tier2  Describe the key EBP components that will be implemented as well as any related activities, curricula, The Zones of Regulation framework and curriculum (Kuypers, 2011) teaches students scaffolded skills toward developing a metacognitive pathway to build awareness of their feelings/internal state and utilize a variety oft tools and strategies for regulation, prosocial skills, self-care, and overall wellness. This includes exploring tools and strategies for mindfulness, sensory integration, movement, thinking strategies, The Zones of Regulation provides a common language and compassionate framework tos support positive mental health and skill development for all, while serving as an inclusion strategy for neurodiverse learners, those who have experienced trauma, and/or have specific needs in: terms ofs social, Explain how your district will implement evidence-based mental health services for students to improve the early identification of social, emotional, behavioral problems or substance use disorders, as well as the likelihood of at-risk students developing social, emotional, behavioral problems, depression, anxiety disorders, suicidal tendencies, and how these will assist students dealing with trauma and violence. School Mental Health Counselors and behavioral support personnel will administer the sessions in grades Curriculum (18 lessons) will bei taught to participants that will focus on identifying their feelings and levels of alertness, understand their feelings in context, utilizing effective regulation tools, problem solve positive solutions, understand how their behavior influence others' thoughts and feelings, and ultimately move School staff will work with students in small groups and regularly follow up with participant during the  programs, services, policies and strategies.  wellness, and healthy connection with others.  emotional, and behavioral development.  9-12 will be specifically targeted to reduce abusive behaviors at the high school level.  towards independent regulation. school year to monitor  and support student utilization of strategies.  Explain how the supports will deliver evidence-based mental health care assessment, diagnosis, intervention, treatment, and recovery services to students with one or more mental health or co-occurring  substance abuse diagnoses andi to students at high risk of such diagnoses.  Improve:  Self-regulation and emotional control for high school level. Students are taught to recognize their 10% reduction in abusive behavior incidents at the high school level. This data will be collected from the 10% overall reduction in district Baker Acts. This data will be collected from number of Baker Acts initiated  motions and use strategies to manage them. number of discipline referrals in grades 9-12.  ing grades 9-12.  Last Modified: 7/12/2022  ntps.nww,onoacimsorg  Page 9 of 16    Baker- 2022-23 MENTAL HEALTHAPPLICATION  Evidence-Based Program ASPEN Student Behavior Training  Tiers of Implementation Tier 2, Tier 3  Describe the key EBP components that will bei implemented as well as any related activities, curricula, This program trains school teams through a safe, positive, and meaningful method of preventing and responding to dangerous and aggressive student behavior. ASPEN is superior to every other student behavior training program out there because it is the ONLY program that infuses components of positive psychology into systems oft tiered support and student behavioral analysis. Through a seven-module course, school teams will learn important methods for analyzing student behavior and responding to any aggressive student behavior. Totem gives schools the tools they need tot teach and care for students in safe, understanding environments. Through. ASPEN, school staff leam to understand student behavior and utilize optimistic teaming: Recognize and understand what causes aggressive student behavior. Replace outdated, inefficient practices and replace them with practices that work in numerous situations. Identify the ways MTSS is currently working, and build upon it with Totem student behavior training. Use  programs, services, policies and strategies.  positive psychology methods and Applied Behavioral Analysis (ABA) principles to address aggressive student behavior.  Explain how your district will implement evidence-based mental health services for students to improve the early identification of social, emotional, behavioral problems or substance use disorders, as well as the likelihood of at-risk students developing social, emotional, behavioral problems, depression, anxiety disorders, suicidal tendencies, and how these will assist students dealing with trauma and violence. School behavior support personnel will train strategic school staff utilizing the seven modules that include  the following:  Module 1: The Roots of Aggression Module 2: Stuff That Does Not Work Module 3: Preventative Systems Module 5: Principles of ABA Module 6: Optimistic Teaming Module 7: The. Acronym of Safety  Module 4: Happy Kids Don't Punch You in the Face  This program will be utilized to address students in crisis across the schools. Training and support will be provided in grades 6-8 at the middle school level. The framework of this program will provide a plan for behaviors in the general education classroom, intervention classrooms, and selfcontained classes. Explain how the supports will deliver evidence-based mental health care assessment, diagnosis, intervention, treatment, and recovery services to students with one or more mental health or co-occurring  substance abuse diagnoses and to students at high risk of such diagnoses.  Improve:  Staff reactions and response to escalated behaviors. Safe handling of out-ofcontrol behaviors.  Prevention of out-of-control behaviors leading to Baker Acts. This will result in a 10% overall reduction in district Baker Acts. This data will be collected from number of Baker Acts initiated in grades 9-12. Application of Positive Psychology in schools will result in a 10% reduction in abusive behavior incidents  Last Modified: 7/12/2022  ntps/ww.ondacmsorg  Page 10 of16    Baker. 2022-23 MENTAL HEALTHAPPLICATION  at the  high school level. This data will be collected from the number of discipline referrals in grades 6-8.  Last Modified: 7/12/2022  mtps/Nww.fondacimsorg  Page 11 of 16    Baker. 2022-23 MENTAL HEALTHAPPLICATION  Evidence-Based Program EverFi Mental Wellness Basics  Tiers of Implementation Tier 1  Describe the key EBP components that will be implemented as well as any related activities, curricula,  programs, services, policies and strategies.  The EverFi Mental Wellness Basics Program focuses on the following supports:  Supporting students in identifying threats to mental health early, and taking measures to increase factors Introducing students to the experiences of others in order to develop awareness and empathy, reduce stigma, and provide facts on the prevalence and symptoms of mental health conditions. Fostering a mental health mindset to help students develop: feelings of selfefficacy and skills that promote Explain how your district will implement evidence-based mental health services for students to improve the early identification of social, emotional, behavioral problems or substance use disorders, as well as the likelihood of at-risk students developing social, emotional, behavioral problems, depression, anxiety disorders, suicidal tendencies, and how these will assist students dealing with trauma and violence. School Mental Health Counselors and behavioral support personnel will provide support implementing This program will bei implemented in homeroom in grades 9-12. Lesson modules include introduction to mental health, understanding mental health disorders, healthy coping skills, and getting help. Lessons are integrated into curriculum and activities provided to homeroom classes. Pre and Post tests willl be used to  that protect mental health.  and model advocacy for self and others.  EverFi at the high school grades.  determine student understanding.  Explain how the supports will deliver evidence-based mental health care assessment, diagnosis, intervention, treatment, and recovery services to students with one or more mental health or co-occurring  substance abuse diagnoses and to students at high risk of such diagnoses.  Improve:  Student self management and relationship skills.  Responsible decision making  10% reduction in abusive behaviori incidents at the mhigh school level. This data will be collected from the 10% overall reduction in district Baker Acts. This data will be collected from number of Baker Acts initiated  number of discipline referrals in grades 9-12.  in grades 9-12. Direct Employment  Last Modified: 7/12/2022  mtps/Nww.ondecimsorg  Page 12 of16    Baker- 2022-23 MENTALI HEALTHA APPLICATION  MHAA Plan Direct Employment School Counselor 1:450 1:450  Current Ratio as ofA August 1, 2022 2022-2023 proposed Ratio by, June 30, 2023  School Social Worker Current Ratio as of August 1, 2022 1:4950 2022-2023 proposed Ratio by June 30, 2023 1:2475  School Psychologist Current Ratio as of August 1, 2022 1:2475 2022-2023 proposed Ratio by. June 30, 2023 1:2475 Other Licensed Mental Health Provider Current Ratio as of August 1, 2022 2022-2023 proposed. Ratio by, June 30, 2023 Direct employment policy, roles and responsibilities  1:990 1:990  Explain how direct employment of school-based mental health services providers (school psychologists, school social workers, school counselors and other licensed mental health Improving staffing ratios will allow for the delivery of a full range of services and effective school- partnerships. Each school site will have an assigned licensed mental health counselor or intern. This individual will provide regular support to their assigned school and ensure the following: Students referred for ai mental health screening are assessed within 15 days of referral; School-based mental health services are initiated within 15 days ofi identification and assessment; Employing effective, positive school discipline that: (a) functions in concert with efforts to address school safety and climate; (b) is not simply punitive (e.g., zero tolerance); (c) is clear, consistent, and Integrating leaming supports (e.g., behavioral, mental health, and social services), instruction, and school management within a comprehensive, cohesive approach that facilitates multidisciplinary Implementing multi-tiered systems of support (MTSS) that encompass prevention, wellness promotion, and interventions that increase with intensity based on student need, and that promote  professionals) will reduce staff-to-student ratios.  community  equitable; and (d) reinforces positive behaviors.  collaboration.  Last Modified: 7/12/2022  mtps/www.fordac.msorg  Page 13 of16    Baker- 2022-23 MENTAL HEALTHAPPLICATION  close schoo-communty collaboration.  Improving access to school-based mental health supports by ensuring adequate staffing levels in terms of school-employed mental health professionals who are trained to infuse prevention and intervention services into the learning process and to help integrate services provided through school- In addition, when working with our students, community support partners will ensure that mental Describe your district's established policies and procedures to increase the amount of time student services personnel spend providing direct mental health services (e.g., review and revision of staffing allocations based on school or student mental health assistance needs). District and school-based MTSS team meetings will be held quarterly to map out necessary resources to address T1,2,3 needs and determine where direct mental health staff can be most Describe the role of school based mental health providers and communty-Dased partners in  community partnerships into existing school initiatives.  health services for students are initiated within 30 days of referral.  effectively utilized.  the implementation of your evidence-based mental health program.  Mental Health Counselors  Assist int the design, implementation, and follow-up of behavioral management programs for students Provide individual and group counseling to students on a regular basis to include socialization Assist other professionals with student crisis intervention. Plan and confer with classroom teachers Assist in the development and delivery of in-service activities regarding techniques for remediating  tor remediate behavioral and social problems.  activities.  concerning any behavioral, social or personal problems affecting the students.  behavioral, social or personal problems of students. Participation in School and District Threat Assessment Team.  Case Manager (e.g., Truancy  Participate in other Child Study Teams where high-risk students are typically reviewed and staffed  teams, MTSS teams focusing on behavior, DJJ articulation meetings, etc.).  Participate with SEDNET on governing boards coordinating services for children who have or are at For students who are referred to the Case Manager, in collaboration with the student, his or her primary care provider, and any other agency working with the family (DCF worker, Community Based Care Agency, Parole Officer, etc.)i identify gaps in services, identify barriers to receiving needed services, remove barriers, and facilitate the efficient and timely provision of all needed services. Facilitate the maximization of the Mental Health Assistance Allocation by ensuring all students have health insurance coverage, including assisting parents with enrolling their children in Florida Medicaid  risk for emotional or behavioral disabilities.  family, his or her  Last Modified: 7/12/2022  mtps/ww.onacmsorg  Page 14 of16    Baker- -2022-23 MENTAL HEALTH APPLICATION  ors subsidized health insurance policy.  For all students and families who received support through the Case Manager, regularly and closely monitor those services to ensure there are no interruptions or changes in care and, ifso, to minimize Develop and maintain records of contact and services provided for all referred students and: families. regular reports to the School Safety Specialist and' Threat Assessment Team. Facilitate the development of an annual report to the Florida Department of Education on the expenditures of the Communicate and collaborate among schools, districts, communities and state agencies, colleges/ universities and the Federal Children's Medical Services representatives to provide maximum Maintain a close working relationship with District and community personnel relative to the assigned area to ensure information exchange, coordination and support for the decision-making process and  the time that the student or family is without care.  Provide  mental health allocation and the services that were provided to students.  services related to health and safety programs.  to gather feedback concerning service to foster continuous quality improvement.  Registered Behavior Technicians student learning and behavior difficulties.  Collect information from parents and teachers through interviews and consultations as it relates to Participate ini the development of appropriate interventions and strategies to assist individual students Utilize knowledge of behavioral principles to develop and assist in the implementation of specific  in school adjustment. behavioral  management plans for individual students, classrooms, and schools.  Provide consultation on an ongoing basis to teachers, parents and other school personnel to resolve  students' learning and behavioral problems. Community Contracts/nterageney Agreements  List the contracts or interagency agreements with local behavioral health providers or Community. Action Team (CAT) services and specify the type of behavioral health services Baker County School District will continue to contract with Meridian Behavioral Healthcare for mental health counselors to support both traditional and alternative Education Program. The counselors will spend 3 to 5 days per week at the schools. Priority for services will bei for students identified by school and district staff who need support beyond the traditional school day.  being provided on or off the school campus.  MHAAPlanned Funds and Expenditures Allocation Funding Summary $315,019.00  MHAA funds provided in the 2022-2023 Florida Education Finance Program (FEFP)  Last Modified: 7/12/2022  mtps/www.londecmsorg  Page 15of16    Baker- 2022-23 MENTAL HEALTHA APPLICATION  Unexpended MHAA funds from previous fiscal years as stated in your 2021-2022 MHAA Plan  $65,131.00 Grand Total MHAA Funds $380,150.00  MHAA planned Funds and Expenditures Form accordance with (s.) 1011.62 Florida Statues.  Please complete the MHAA planned Funds and Expenditures Form to verify the use of funds in The allocated funds may not supplant funds that are provided for this purpose from other operating funds and may not be used toi increase salaries or provide bonuses. School districts are encouraged to maximize third-party health insurance benefits and Medicaid claiming for services, where appropriate.  The following documents were submitted as evidence for this section: Baker MHAA Planned Expendtures Report 2022-2023.pdf Document Link Scg aathD dosumaNk  Mental Health Assistance Allocation (MHAA) Plan Planned Funds and Expendtures 2022-2023  School District Certification:  This application certifies that the Baker County School District School Superintendent and School Board approved the district's Mental Health. Assistance Allocation Plan, which outlines the local program and planned expenditures to establish or expand school-based mental health care consistent with the statutory requirements for the mental health assistance allocation in accordance with section 1011.62(14), F.S. Note: The charter schools listed below have Opted Out of the district's Mental Health Assistance Allocation  Plan and are expected to submit their own MHAAP to the District for review.  Charter Schools Opting Out  School Board Approval Date Monday 7/25/2022  Last Modified: 7/12/2022  mtps.wwy.londacmsong  Page 16 of16    Section B: 2022-2023 YHHAT Projected Budget. Detailed Description, number of activities within each catagory  Total Projected Budget.  Categories Stipends Employees Materials  Cost Per/Each by Category  N/A NIA  0 0 $44  $0.00 $0.00 $44.00  10 case of printer paper (at $44.00 per case) for YM Funds will be used to purchase 268 seats (268 seats x $25,00 each = $6700.00) of YMHFAT Blended Course Virtual Training for initial trainees in order tor meet the 80%1 training goal by. June  National Council (YMHFA)Training  2023.  $25  $6,700.00 $6,744.00    Mental Health Assistance Allocation (MHAA) Plan  2022-2023 Due: August 1, 2022  Planned Funds and Expenditures 2022-2023  District Name: Baker  Section 1. MHAA Plan Funding Summary  $Amount $315,019.00 $65,131.00  Mental Health Assistance Allocation provided int the: 2022-2023 Florida Education Finance Program: Unexpended Mental Health Assistance Allocation funds from previous fiscal years as statedi iny your  2021-2022 Plan:  Total MHAA Plan Funds: $380,150.00  Section 2. MHAA Planned! Expenditure Summary Funded by the MHAAI Plan  Total $Amount  Profession  Total Number. 0 0 1 2 2  School Counselor(s) - DOE certified  School Psychologist(s)- -DOE certified and/or DOHI licensed School Social Worker(s) -L DOE certified and/or DOHI licensed Other (DOH)L Licensed Mental Health Service Providers Mental Health. Administrator(s): Mental Health Support Staff:  $72,350.00 $144,700.00 $70,000.00 $Amount $86,000.00 $2,100.00 $2,000.00 $3,000.00 $0.00 $Amount  Total Planned Expenditures for the Employment of Staff/Personnel $287,050.00  Section 3.1 MHAA Continued Summary of Planned: Expenditures Expenditures fort thep professional development and training: Expenditures for travel (in-county, out-of-state, and out-of-county): Expenditures for supplies, materials, and equipment:  Expenditures fors services provided by community-based mental health program agencies orp providers:  Other Expenditures:  Total MHAA Planned Expenditures: $380,150.00  Section 4. Allocation Expenditure Summary for Other Expenditures  N/A  Ify youe experience difficulty completing this forme electronically, contact Marsha Studdard, Student Support Services,  at8 850-245-7846 or Mashasuslardgnon.  CLEAR FORM    CBakex ShooDibricl Sranfortation Oeharbment  544 Baker Bus Drive Macclenny, Florida 32063  Phone (904) 259-2444 July 11.2022 Sherri Raulerson Superintendent  Fax (904) 259-9173  Baker County School District 270 South Boulevard East Macclenny, Florida 32063 Dear Superintendent Raulerson. for review and approval.  Thej purpose oft this letter is to request the approval of2022-2023 Baker County School District bus routes  Thank you for your consideration in this matter.  Sincerely,  RnuDNbalee Pamela D Taylor Director ofTransportation Baker County School District  Preparing Lifelong Cearners and. Responsible Cilizens ol Good Characler    BUS1S  PICK UP TIME 6:27 6:27 6:28 6:28 6:29 6:30 6:30 6:31 6:31 6:32 6:33 6:34 6:35 6:38 6:38 6:40 6:41 6:42  STOP # - 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19  STOP ADDRESS  DROP OFF TIME 2:27/2:48 2:27/2:48  NORTH LOWDER & FERN ST NORTH LOWDER & LYONS ST 12291 NORTH LOWDER ST (23A) NORTH LOWDER ST & TOM WILKERSON RD 6111 BOB KIRKLAND RD 13024 BOBBY RAY LANE & BOB KIRKLAND 6365 BOB KIRKLAND RD 6575 BOB KIRKLAND RD 6650 BOB KIRKLAND RD BOB KIRKLAND RD & NORTH FORTY 6039 BIRD POND RD & TIM CREWS NORTH LOWDER & PETER'S LANE NORTH LOWDER & SANDS POINT ENTRANCE COPPERFIELD & COPPER CREEK (STOP SIGN) COPPER CREEK& COPPER GATE (STOP SIGN) NORTH LOWDER ST & CHIPSHOT NORTH LOWDER ST & GATLIN DROP OFF. AT BCHS  2:22 2:53 2:54 2:55 2:55 2:56 2:56 2:58 2:59  2:23/2:51 2:25/2:49  2:26  NORTH LOWDER & HERITAGE OAKS ENTRANCE 2:28/2:47  2:30/2:46 2:31/2:45    BUS 1E  PICK UP STOP# # TIME 7:55 7:56 7:57 7:58 7:58 8:00 8:01 8:01 8:03 8:04 8:05 8:06 8:07 8:10 8:11 8:11 8:13 8:14 8:11 8:14 8:16 8:16 8:17 8:19  DROP OFF TIME 3:55 3:55 3:56 3:57 3:57 3:58 3:58 3:59 4:00 4:01 4:02 4:03 4:04 4:12 4:13 4:14 3:20 3:21 3:21 4:06 3:20 3:25 3:26  STOP ADDRESS  1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24  46 NORTH LOWDER. ST 76 NORTH LOWDER ST NORTH LOWDER ST & GATLIN ST NORTH LOWDER ST & WHEELER DR NORTH LOWDER ST & CHIPSHOT DR 746 NORTH LOWDER ST NORTH LOWDER ST & FERN: ST NORTH LOWDER ST & LYONSLN 1118 COPPERFIELD CIRCLE COPPERFIELD CIRCLE & COPPERCREEK DR 1288 &, 1287 COPPERCREEK DR 1279 COPPERCREEK DR 1115 COPPERCREEK DR 5841 LAURAMORE RD 5832 LAURAMORE RD 5761 LAURAMORE RD 5233 VIOLETL LN 11902 FAYE RD 11808 FAYE RD 5213 FAYE RD 11749 TOM WILKERSON RD 11865 TOM WILKERSON RD 12237 TOM WILKERSON RD  NORTH LOWDER & SANDS POINT. SUBDIVISION    BUS2S  PICK UP TIME 6:25 6:26 6:28 6:30 6:31 6:32 6:33 6:34 6:35 6:37 6:37 6:38 6:40 6:41  BUS2S 1 2 3 4 5 6 7 8 9 10 11 12 13 14  STOP ADDRESS  DROP OFF TIME  5CHURCHES RD @ END 5CHURCHES RD @ LANE AVE 12961 5 CHURCHES RD 5CHURCHES RD @ CLAYTON AVE 5CHURCHES RD @ CALIFORNIA CT 50 CHURCHES RD @ FAITH TEMPLE CHURCH RD 13545 5 CHURCHES RD 5 CHURCHES RD @ NANCY WILLIAMS DR 5CHURCHES RD @ FAITH LOOP 9733 CR127 CR127 @ LEE GIVENS RD CR127 @ DOLPHIN CT TONY GIVENS RD @ KING ST TONY GIVENS @ CR229    BUS 2E  PICK UP TIME 8:13 8:14 8:17 8:18 8:22  BUS 2E 1 2 3 4 5  STOP ADDRESS  DROP OFFT TIME  13640 5 CHURCHES RD 13149 5 CHURCHES RD 5 CHURCHES RD @ CLAYTON AVE 5 CHURCHES RD @ LANE. AVE 13733 DOLPHIN CT    BUS8S C  A  B PICKU UP 6:14 6:14 6:15 6:16 6:16 6:18 6:20 6:23 6:24 6:25 6:26 6:28 6:29 6:30 6:31 6:32 6:34 6:35 6:36 6:37  D DROP OFF TIME  F  1 STOP# TIME 2 1 3 2 4 3 5 4 6 5 7 6 8 7 9 8 10 9 11 10 12 11 13 12 14 13 15 14 16 15 17 16 18 17 19 18 20 19 21 20  STOP ADDRESS  WOODLAWN RD & IVYHODGES RD WOODLAWN RD & MYRTIS BARTON RD 6762 WOODLAWN RD WOODLAWN RD & CHAD RD WOODLAWN RD & GLENFIELD OAKS DR 6535 WOODLAWN RD HILLCREST RD & CREEKSIDE DR HILLCREST RD & GLO GENE RD GRANT ST & TAFT RD GRANT ST & ADAMS RD ADAMS RD &WI BEN ROWE CIRCLE BEN ROWE CIRCLE &JBI HINES BEN ROWE CIRCLE & CLOVER DR 8460 DUPREE RD DUPREE RD & ACRE RD 8864 EASTWOOD RD WOODLAWN RD & GLENN WILLIAMSON RD WOODLAWN CEMETERY RD 5645 WOODLAWN CEMETERY RD 5686 WOODLAWN CEMETERY RD    BUS8E  PICK UP STOP! # TIME 1 7:40 2 7:41 3 7:41 4 7:42 5 7:42 6 7:43 7 7:44 8 7:45 9 7:46 10 7:47 11 7:47 12 7:48 13 7:49 14 7:50 15 7:51 16 7:52 17 7:52 18 7:53 19 7:57 20 7:58 21 7:59 22 7:59 23 8:00 24 8:00 25 8:01 26 8:02 27 8:03 28 8:04 29 8:04 30 8:05 31 8:06 32 33 34  DROP OFF TIME  STOP ADDRESS  8540 ODIS YARBOROUGH RD 8509 ODIS YARBOROUGH RD 8441 ODIS YARBOROUGH RD 14466 HUNTERS RIDGE W 14396 HUNTERS RIDGE 14301 HUNTERS RIDGE W 14420 HUNTERS RIDGE E ODIS YARBOROUGH RD @ FRED TAYLOR RD 7823 ODIS YARBOROUGH RD GLEN FARMS @ ODIS YARBOROUGH RD 7667 ODIS YARBOROUGH RD 7575 ODIS YARBOROUGH RD 13582 BOB BURNSED RD BOB BURNSED RD & COTTONTAIL RD 7399 BOB BURNSED RD 7441 OAK RIDGE DR 7311 OAK RIDGE DR 7301 OAK RIDGE LOOP 7078 PARK ST 11347 PINE LOOP 11545 PINE LOOP 11599 PINE LOOP PARK ST & CONFEDERATE DR CONDFEDERATE DR & CONFEDERATE LN 11593 E CONFEDERATE DR 11977 N CONFEDERATEDR 12449 W CONFEDERATE DR RUFUS POWERS RD & LESLIE THOMAS LN RUFUS POWERS RD &NORMAN: ST 11092 RUFUS POWERS RD MADISON DR & WESTSIDE ST 8:07 7598 MADISON DR 8:08 MADISON DR & WESTSIDE LOOP 8:08 WESTSIDE LOOP    BUS 12S  PICK UP TIME 6:20 6:22 6:24 6:26 6:26 6:31 6:33 6:35 6:39 6:40 6:41 6:42 6:42 6:45 6:47 6:48 6:50 6:52 6:54  BUS12S 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19  STOP ADDRESS  DROP OFFTIME  4726 BARBER CIRCLE  WM BARBER RD @ PENELOPE LANE CANAL RD @ NORTH CANAL RD 9640 BARBER LOOP 9924 BARBER LOOP 4071 WOLFE DR 4114 WOLFE DR WOLFE DR @ PINE CIRCLE AMERICAN WAY BAKER MANOR (BCHS ONLY) LOWDER @ MLK DR (BCHS ONLY) LOWDER @ GRISSHOLM ST (BCHS ONLY) LOWDER @ QUAIL LANE (BCHS ONLY)  5805 CW WEBB RD 6040 CW WEBB RD CW WEBB RD @ BLACKJACK RD PERSIMMON RD @ ASH RD CHARLIE ROWE RD @ DUMPSTERS BAKER BUS DR    BUS 12E  PICKUP TIME 8:22 8:23 8:25 8:26 8:27 8:29 8:30 8:30  DROP OFF TIME  BUS 12E 1 2 3 4 5 6 7 8  STOP ADDRESS  531 SOUTH BLVD 644 SOUTH BLVD WEST  MINNESOTA. AVE @ 1ST SET OF MAILBOXES MINNESOTA AVE @ 2ND SET OF MAILBOXES MINNESOTA AVE @ 3RDSET OF MAILBOXES SOUTH BLVD @ QUAILLANE 162 SOUTH BLVD (SUNSHINE DAYCARE) 522 SOUTH 7TH ST (VANESSA'S LEARNING RANCH)    BUS 13S  PICK UP TIME 6:10 6:15 6:18 6:20 6:21 6:22 6:23 6:24 6:26 6:28 6:30 6:31 6:34 6:35 6:37 6:39 6:40 6:42 6:44 6:48 6:50 6:52 6:55 7:00  BUS 13S 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24  STOP ADDRESS  DROP OFF TIME  HARLEYTHRIFT @ BRIDGE 14893 N SR121 14725 N SR121 5524 BLUE HOLE RD 5434 BLUE HOLE RD 5322 BLUE HOLE RD 4835 SHAVES BLUFF RD NS SR121 @ EVAJONES RD 14544 N SR121 5163 CR23B  NS SR121 @ CANADAY MOBILE HOME PARK  23B @ TOM WILKERSON RD 5834 LAURAMORE RD 5588 LAURAMORE RD 5232 VIOLET LANE 11808 FAYE RD 11732 FAYE RD 11710 FAYE RD 716 N! 5TH ST 610 N 5TH ST 628 CR228 459 N 5TH ST BCMSTRANSFERS TO BCHS  TOM WILKERSON @ HUCKLEBERRY LN    BUS 13E  PICK UP TIME 8:10 8:12 8:14 8:15 8:16 8:18 8:20 8:22 8:23 8:25 8:26 8:28 8:30 8:31 8:33 8:35 8:36  BUS 13E 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17  STOP ADDRESS  DROP OFF TIME  546 RAILROAD. AVE RAILROAD. AVE @ HOMER ST 450 RAILROAD AVE 124 MLK DR 224 MLK DR 226 MLK DR MLK DR @ SYCAMORE ST MLK DR @ W MINNESOTA 410 MLK DR 514S7TH: ST 520: S7TH ST  VANESSA'S LEARNING BLOCKS LOWDER ST @ JOAN ST LOWDER ST @ GRISSHOLM. ST EDGAR ST @ MAILBOXES 520 LEWISST 511 LEWIS ST    BUS 19S  PICK UP TIME 6:09 6:12 6:24 6:25 6:26 6:27 6:28 6:29 6:30 6:31 6:32 6:33 6:34 6:35 6:36 6:37 6:38 6:39 6:46 6:47 7:00  STOP # 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22  STOP ADDRESS  DROP OFF TIME  9550 SR229S SR228S @BULLDOGT TR DEERFIELD CIRCLE @ RAFUSE CIRCLE DEERFIELD CIRCLE @ PATRICK DR DEERFIELD CIRCLE @ PLEASANT RD 4041 DEERFIELD CIRCLE 4177 DEERFIELD CIRCLE 4221 DEERFIELD CIRCLE 4283 DEERFIELD CIRCLE 4345 DEERFIELD CIRCLE 4374 DEERFIELD CIRCLE 4437 DEERFIELD CIRCLE 4471 DEERFIELD CIRCLE 4281 DEERFIELD CIRCLE 4570 DEERFIELD CIRCLE  3:15 3:14 3:12 3:09] 3:06 3:04 3:04 2:59 2:58 2:53 2:53 2:55 2:51 2:51 2:49 2:48 2:47 2:47 2:46  DEERFIELD CIRCLE @ SOUTHWOOD RD WEST  DEERFIELD CIRCLE @ SOUTHWOOD RD EAST HONEY WILKINSON @ ORANGE TRAIL JULE RD @ MARTHA SOUTH JULE RD @ MARTHA NORTH 4TH ST @ MICHIGAN AVE PREK- KINDERGARTEN @ CROSSWALK 202 E. JONATHAN AFTER DROPPING OFF @ BCMS    BUS 19E  PICKUP STOP# TIME 7:42 7:43 7:52 7:53 7:54 7:55 7:56 7:57 7:58 7:59 8:00 8:01 8:02 8:12 8:13 8:14 8:15 8:16 8:17 8:18 8:19 8:20 8:21 8:22 8:23 8:24  DROP OFF TIME 3:50 3:51 4:11 4:12 4:13 4:14 4:15 4:16 4:17 4:18 4:19 4:20 4:10 3:52 3:53 3:59 3:55 3:56 3:57 3:58 3:59 4:00 4:01 4:02 4:03 4:04  STOP ADDRESS  1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26  9550 SR228S 9536 SR228S  DEERFIELD CIRCLE @ PATRICK DEERFIELD CIRCLE @ PLEASANT RD DEERFIELD CIRCLE @ SOUTHWOOD RD WEST 4221 DEERFIELD CIRCLE 4283 DEERFIELD CIRCLE 4345 DEERFIELD CIRCLE 4417 DEERFIELD CIRCLE 4515 DEERFIELD CIRCLE 4281 DEERFIELD CIRCLE  DEERFIELD CIRCLE @ SOUTHWOOD EAST HONEY WILKINSON RD @ ORANGE TRAIL 9461 BARBER BROS CIRCLE 4159 BARBER BROS CIRCLE 4096 BARBER BROS CIRCLE W M BARBER @ SPENCE RD CANAL RD @ CANAL RD N 4057 WOLFE DR 4071 WOLFE DR 4114 WOLFE DR 4158 WOLFE DR 9759 BARBER LOOP 9843 BARBER LOOP 9899 BARBER LOOP WOLFE DR @ PINE CIRCLE    BUS 21S  PICK UP. TIME 5:52 5:57 6:00 6:01 6:04 6:05 6:06 6:09 6:10 6:12 6:15 6:18 6:20 6:24 6:25 6:27 6:30 6:33 6:34 6:35 6:37  BUS21S 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21  STOP ADDRESS  DROP OFF TIME  12928 MOCCASIN CREEK CIRCLE 27642 PARADISE RD 27464 CR127 27317 CR127 CR127 @ JAMES CREWS RD 25905 CR127N CR127 @ CHARLES PLACE 23961 HASSIE. JOHNS RD 23892 HASSIE. JOHNS RD 23249 HASSIE. JOHNS RD 110114 CR120 23390 CR127 11040 FREDRICK RAULERSON RD 21277 SEMINOLE LN 21596 S CARL BROWN SCARL BROWN @ CHEROKEE RD 11331 PENDER RAULERSON 22075 CR127 21251 CR127 21098 CR127 21033 CR127  3:45 3:40 3:36 3:35 3:31 3:30 3:28 3:22 3:20 3:18 3:16 3:10 3:14 3:04 3:05 3:07 3:00 2:57 2:53 2:52 2:51    BUS 21E STOP ADDRESS  BUS21E PICK UP TIME  1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19  7:50 7:51 7:52 7:54 7:55 7:56 7:59 8:01 8:03 8:04 8:05 8:06 8:07 8:08 8:11 8:12 8:14 8:15 8:18  11653 CR122 11692 CR122 CR122 @ MEMORY LANE 14046 CR122 14093 CR122 21006 LILA HARVEY RD 12875 OC HORNE RD BENNYJOE BENNETT RD NOAH RAULERSON @ GARDEN WAY NOAH RAULERSON @ DOLLIE LN 19644 NOAH RAULERSON RD 18458 NOAH RAULERSON RD 18351 NOAH RAULERSON RD NOAH RAULERSON RD 10928 ORBEY RHODEN RD 10902 ORBEY RHODEN RD ORBEY RHODEN RD @ PHEASANT TRAIL ORBEY RHODEN RD @ ANNE RD ORBEY RHODEN RD @ JOHN ALLEN    BUS 22S  PICKUP TIME 5:50 6:00 6:15 6:15 6:20 6:20 6:24 6:25 6:26 6:32 6:33 6:39 6:40 6:40 6:41 6:42 6:43 6:44 6:44 6:45 6:46 6:47 6:47 6:48 6:49 6:50 6:50 6:51 6:51 6:53 6:54 6:56  BUS225 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32  STOP ADDRESS  DROP OFF TIME  SR121S @ BUCK ROWE RD SOUTHERN STATES NURSERY RD 7480SR121S 7306SR121S 7954 EDNA MANNING RD 8035 EDNA MANNING RD 8628 SHIRLEY RD 8812 SHIRLEY RD 2426 SR121S 6645 SR121S 6995 SR121S PINE ST @ DOGWOOD ST PINE ST @ HICKORYST PINE ST @ MULBERRY ST PINE ST @ MAPLE: ST PINE: ST @ OAKST PINE ST @ HICKORYST 4354 HICKORYST 4244 HICKORYST 4209 HICKORYS ST HICKORY: ST @ CREPE MYRTLE 4075 DIGWOOD ST 4154 DOGWOOD ST DOGWOOD ST 4423 BIRCH ST 4245 BIRCH ST LIVE OAKST @ CREPE MYRTLE 4230 RAIN TREE RAIN TREE @ LIVE OAK ESTATES ST @ POPLARST 4923 JEFF STARLING RD 1499 S 6TH ST (MOTEL 6 6)  BCMS BCHS    BUS 22E  PICK UP TIME 8:00 8:02 8:03 8:04 8:09 8:12 8:14 8;15 8:20 8:21 8:21 8:22 8:31  BUS22E 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16  STOP ADDRESS  DROP OFF TIME  ROOSTERS @ HWY90 CHARLIE ROWE RD @ DUMPSTERS 5985 CHARLIE ROWE RD 655 CHARLIE ROWE RD PERSIMMON RD CW WEBB @ CEDAR LOWDER @ GRIFFIN CT MINNESOTA MICHIGAN ST @ 4THST (TINY TOTS) MCIVER ST @ 4TH ST MICHIGAN ST @ 3RD ST 3262ND ST PRE-K- KINDERGARTEN CENTER 4801STST MACCLENNY ELEMENTARY KELLER    BUS 23S  PICK UP TIME 7:54 7:57 7:59 8:00 8:02 8:03 8:07 8:08 8:17 8:18 8:20  BUS23S 1 2 3 4 5 6 7 8 9 10 11  STOP ADDRESS  DROP OFF TIME  CR229 @ EJ PAIGE RD CR229 @ FRIENDSHIP PLACE 14668 GASKINS CIRCLE BENNY GIVENS TURNAROUND 14370 GASKINS CIRCLE GASKINS CIRCLE @ CHESTNUT RD TONY GIVENS RD @ KINGSST 13768 TONY GIVENS RD CR139 @ JULIUS WILLIAMS RD CR139 @ KING RUISE PARK CR139 @ DAVIS RD    BUS 23E  PICK UP TIME 7:54 7:57 7:59 8:00 8:02 8:03 8:07 8:08 8:17 8:18 8:20  BUS 23E 1 2 3 4 5 6 7 8 9 10 11  STOP ADDRESS  DROP OFF TIME  CR229 @ EJ PAIGE RD CR229 @ FRIENDSHIP PLACE 14668 GASKINS CIRCLE BENNY GIVENS TURNAROUND 14370 GASKINS CIRCLE GASKINS CIRCLE @ CHESTNUT RD TONY GIVENS RD @ KINGS ST 13768 TONY GIVENS RD CR139 @ JULIUS WILLIAMS RD CR139 @ KING RUISE PARK CR139 @ DAVIS RD    BUS 24S  PICK UP TIME 6:15 6:17 6:19 6:20 6:21 6:22 6:24 6:25 6:26 6:27 6:28 6:35 6:36 6:38 6:39 6:45 6:46  DROP OFF TIME  BUS24S 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17  CR127N @ RUSH LANE  CR127N @ WILLIE GRIFFIS RD CR127N @ KATIE. JOHNSON LANE 10468 CR127N CR127N @ RUSH LANE CR127N @ ANNIE MAE PAIGE RD CR127N @ IVORY WILLIAMS RD CR127N @ ABERNATHY CIRCLE CR127N @ SANDERSON CIRCLE 8568 CR127N CR127N @ BEECH ST 8359 THOMAS SWEAT RD HOPKINS RD 8950 SMOKEY RD RUSTIC PINES 9251 SMOKEY RD 9656 GLENWOOD DR 9589 GLENWOOD DR    BUS 24E  PICK UP TIME 7:55 7:56 8:00 8:01 8:03 8:05 8:07 8:09 8:10 8:11 8:12 8:13 8:15 8:16 8:17 8:18 8:23 8:24 8:27 8:28  DROP OFF TIME  BUS 24E 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20  STOP ADDRESS  12085 LEON DOPSON RD HEROD DOPSON @ BENNETT AVE CR229N @ VERDIE DORMAN RD CR229N @ SHUMATE LANE CR229N @ BERTIE DAVIS RD CR229N @ COVES ST 10546 CR229N 9369 CR229N 9325 CR229N CR229N @ COVE ST CR229N @ CHURCH ST CR229N @ BAYST RED MAPLE @ COLUMBIA: ST 13797 COLUMBIA ST  COLUMBIA ST @ 1ST DRIVEWAY PAST CR229 THOMAS SWEAT BEFORE US90 HOPKINS RD @ SMOKEY RD RUSTIC PINES @ SMOKEY RD 9087 SMOKEY RD 9251 SMOKEY RD    BUS 25S  PICKU UP TIME 6:34 6:34 6:35 6:37 6:39 6:44 6:45 6:45 6:46 6:46  BUS25S 1 2 3 4 5 6 7 8 9 10  STOP ADDRESS  DROP OFF TIME  11203 THOMAS DR 11314-2 THOMAS DR 11314-2 THOMAS DR, 1701 US90 (TRAILRIDGE) ALLEN ACRES @ GLORYL LANE EAST BLVD @ SHUEY 135 EAST BLVD 236 EAST BLVD EAST BLVD @ OHIO AVE  2:59 3:00 3:01 3:04 2:57 2:52 2:22 2:52  2:20/2:53  EAST BLVD @ NORTH BLVD (CYPRESS POINT)  2:23/2:50    BUS 25E  PICKU UP TIME 7:58 7:59 8:02 8:04 8:07 8:09 8:10 8:15 8:19 8:19 8:20 8:21 8:23 8:23 8:24 8:27 8:28  BUS25E 1 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18  STOP ADDRESS  DROP OFF TIME  11203 THOMAS DR 11314-2 THOMAS DR 1701 US90 (TRAILRIDGE) ALLEN ACRES @ GLORY LANE EAST BLVD @ SHUEY AVE 236 EAST BLVD  4:02 4:03 4:06 4:00 3:53 3:52 3:50 3:45 3:39 3:37 3:37 3:36 3:32 3:31 3:31 3:28 3:27  EAST BLVD @ NORTH BLVD (CYPRESS POINT) SHUEY @ METHODIST DAYCARE EAST BLVD @ MCIVER. AVE EAST BLVD @ MICHIGAN AVE EAST BLVD EAST BLVD @ SOUTH BLVD KATIE COURT 641 N LOWDERST CONSTITUTION PLACE ROLLING MEADOWS KID'S CITY USA    BUS 30S  PICK UP TIME 6:05 6:13 6:14  BUS30S 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23  STOP ADDRESS  DROP OFF TIME  HOSS KELLER  13561 ARNOLD RHODEN RD 13452 ARNOLD RHODEN RD  PMSTOP ARNOLD RHODEN RD @ LEWIS RHODEN RD: PMSTOP GILFORD DAVIS RD @ CREEK RD  6:22 6:23 6:27 6:31 6:32 6:33 6:38 6:39 6:40 6:41 6:42 6:43 6:45 6:47  9644 NOAH DAVIS RD 9243 NOAH DAVIS RD US HHWY9 90 @ GRIFFIS RD. 9633 PINE TOP RD 9598 PINE TOP RD  PMSTOP US HWY90 @ MANSION RD  PMSTOP 9095 PINE TOP RD  PINE TOP RD @ PONDEROSA TRAIL 10043 GEORGE TABER BLVD 7375 W ANDREWS ST EANDREWS: ST @ S SHERMAN AVE EPARMELEE ST @ SSHERMAN AVE 9544 GEORGE TABER BLVD GEORGE TABER BLVD @ S GLEN BLVD  PM STOP CR125 @ VANESSA'S LEARNING LODGE  PM STOP 9776 GEORGE TABER BLVD  10068 LINCOLN AVE PIT STOP    BUS 30E  PICK UP TIME 7:39 7:45 7:49 7:56 7:57 7:58 8:04 8:05 8:06 8:07 8:07 8:08 8:09  BUS30E 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15  STOP ADDRESS  DROP OFF TIME  US HWY90 @ GRIFFIS RD 8752 CR229  PM STOP 8918 CR229  13452 ARNOLD RHODEN RD 9284 NOAH DAVIS RD 9243 NOAH DAVIS RD 9208 NOAH DAVIS RD 9633 PINE TOP RD 9598 PINE TOP RD 9319 PINE TOP RD 9243 PINE TOP RD 9095 PINE TOP RD 9031 PINE TOP RD  PM. STOP 8603 US HWY90  PINE TOP RD @ PONDEROSA TRAIL    BUS 31S  PICK UP TIME 6:42 6:43 6:45 6:46 6:47 6:48 6:49 6:50 6:50 6:51 6:51 6:52 7:07 7:08 7:09 7:10 7:12 7:13 7:14 7:15  STOP # 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 17 18 19 20 21 22 23.  STOP ADDRESS  DROP OFF TIME  5TH ST @ OHIO 4THST @ OHIO NORTH BLVD @ DEERWOOD NORTH BLVD @ FOXRIDGE NORTH BLVD @ TIMBERLANE NORTH BLVD @3RDST NORTH BLVD @4THST NORTH BLVD @ 5TH ST- EASTSIDE NORTH BLVD @ 5TH ST - WESTSIDE NORTH BLVD @ 6TH ST NORTH BLVD @ 7THST NORTH BLVD @ LEE & BAKER MHP NORTH BLVD @ LEE & BAKER MHP NORTH BLVD @ 7THS ST NORTH BLVD @ 5TH - EASTSIDE NORTH BLVD @ 4TH ST NORTH BLVD @ 3RDST NORTH BLVD @ TIMBERLANE NORTH BLVD @ FOXRIDGE NORTH BLVD @ DEERWOOD  2:51 2:50 2:49 2:48 2:49 2:46 2:45 2:44 2:43 2:42 2:41 2:40 2:27 2:26 2:25 2:24 2:23 2:22 2:21 2:20  BCHS  BCMS    BUS 31E  PICKU UP TIME 7:55 7:56 7:56 7:57 7:58 8:01 8:03 8:04 8:05 8:06 8:08 8:10 8:11 8:12 8:12 8:13 8:16 8:17 8:17 8:17 8:19 8:20 8:22 8:23  STOP # 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 17 18 19 20 21 22 23 24 25  STOP ADDRESS  DROP OFF TIME  OWEN ACRES @ AG CENTER OWEN ACRES @ BOGIE DRIVE OWEN ACRES @ CHRISTIE COURT SUZANNE DRIVE @ THOMAS CIRCLE 6117 EAST RIVER CIRCLE MILTONDALE RD @ WELLS RD 6172 MILTONDALE RD 6212 MILTONDALE RD MILTONDALE RD @ MAGNOLIA DR MILTONDALE RD @ AZALEA DR MILTONDALE RD @ BARBARA CIRCLE NORTH BLVD @ 5THST OHIO AVE @ 5THST  NORTHWOODS APARTMENTS (1ST ENTRANCE) NORTHWOODS APARTMENTS (2ND ENTRANCE)  569 OHIO AVE 11411 DEERWOOD CIRCLE 11222 DEERWOOD CIRCLE 11178 DEERWOOD CIRCLE 11047 DEERWOOD CIRCLE NORTH RIDGE @ FOXI RIDGE ESTATES NORTH BLVD @ TIMBERLANE 459 NORTH. 5TH ST 559 NORTH 5TH ST    BUS 33S  PICK UP TIME 6:15 6:16 6:16 6:17 6:18 6:20 6:21 6:23 6:27 6:27 6:28 6:28 6:30 6:32 6:33 6:34 6:34 6:35 6:37 6:39 6:45 6:48 6:49 6:50 6:52 6:53 6:54  STOP # 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27  STOP ADDRESS  DROP OFF TIME  GEORGE HODGES RD @ HAMPTON INN GEORGE HODGES RD @ ANNA BELL PLACE 5867 GEORGE HODGES RD GEORGE HODGES RD @ ASPEN RD 5818 CAMPHOR- RD 6146 CHESTNUT RD 6322 CHESTNUT RD 6457 CHESTNUT RD 9226 ASPEN RD 5769 ASPEN @ GUM RD WILLOW RD @ SCRUB OAK LN 5598 WILLOW RD 5954 GEORGE HODGES RD WILLIS HODGES RD @ BRENT LN  WINN DIXIE BARBER RD  BARBER R @ RHODEN MHP BARBER RD @ RHODEN LN CARY BARBER RD @ SCOTTS ST 6448 BARBER RD 507 7TH ST MCIVER AVE (TRAILER PARK) MLK @ MCIVER AVE RAILROAD ST @ HOMER ST  MINNESOTA AVE @ 1ST SET OF MAILBOXES MINNESOTA. AVE @ 2ND SET OF MAILBOXES MINNESOTA AVE @ 3RD SET OF MAILBOXES    BUS 33E  PICK UP TIME 7:50 7:52 7:52 7:53 7:54 7:57 7:58 7:58 7:59 7:59 8:00 8:00 8:03 8:03 8:04 8:04 8:05 8:05 8:06 8:07 8:08 8:09 8:10 8:11 8:12 8:13 8:15 8:15 8:16 8:30 8:31 8:32 8:33 8:35 8:36 8:37  STOP; # 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37  STOP ADDRESS  DROP OFF TIME  6393 WOODLAWN RD WOODLAWN RD @ GLENFIELD OAKS 6661 WOODLAWN RD WOODLAWN RD @ CHAD RD 6676 WOODLAWN RD PENNY PLACE (CREEKSIDE RD) 8504 HILLCREST DR 8625 HILLCREST DR 8695 HILLCREST DR 8457 HILLCREST DR 8883 HILLCREST DR 8849 HILLCREST DR 8350 HILLCREST DR 8250 GRANT ST 6093 ADAMS RD 6069 ADAMS RD 8269 BEN ROWE CIRCLE 8596 EB BEN ROWE CIRCLE 8743 EB BEN ROWE CIRCLE 8957 W BEN ROWE CIRCLE 6067 TAFT RD 8511 DUPREE RD DUPREE RD @ ACRE RD 8864 EASTWOOD RD 8754 EASTWOOD RD 5571 WOODLAWN CEMETERY RD 5645 WOODLAWN CEMETERY RD 5926 WOODLAWN CEMETERY RD GEORGE HODGES RD@ ANNABELLE RD GEORGE HODGES RD@ ASPEN RD 5598 WILLOW RD 5558 SCRUB OAK RD 5818 CAMPHOR RD 5876 CHESTNUT RD 6048 CHESTNUT RD  6422 WOODLAWN RD @ GRANT ST    BUS 36S  PICK UP TIME 6:18 6:20 6:25 6:29 6:30 6:31 6:32 6:33 6:34 6:35 6:37 6:38 6:39 6:40 6:41 6:42 6:42 6:43 6:44 6:45  STOP # 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20  STOP ADDRESS  DROP OFF TIME  13867 N CR23A 13925 STILLWATER RD UGA LANE 5896 RIVERSIDE DRIVE RIVERSIDE DR @ RIVERWAY 6364 CR23D CR23D @ STONE RD 7621 CR23C  CR23C @ IRENE YARBOROUGH RD 6994. JAMES BRITT RD 7050 JAMES BRITT RD 6613 JAMES BRITT RD CR23C @ TOWER RD 6382 CR23C 23C @ RUBEN CRAWFORD RD CR23A @ WINDELL KIRKLAND RD 14282 CR23A 5709 TALL PINE RD 5623 N TALL PINE RD 5658 SA ALL PINE RD    BUS 36E  PICK UP TIME 7:52 7:54 7:58 7:58 8:00 8:02 8:07 8:08 8:10 8:11 8:12 8:15 8:18 8:19 8:20 8:21 8:24  STOP# # 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17  STOP ADDRESS  DROP OFF TIME  6007 HARLEY THRIFTRD HARLEY THRIFT @ BRIDGE 11459 N SR121 12798 N SR121 NSR121 @ WILLARD CREWS RD 12310 N SR121 90 BLAIR ST 285 BLAIRST 203 NORTH BLVD 41 OHIO AVE 450 CARDINAL LANE 455 IVYST 315IVYST 505 NORTH 7TH ST 118 LINDAST 5191 CR23B  331 NORTH BLVD (LEE @ BAKER MHP)    BUS 38E  PICK UP TIME 7:05 7:07 7:10 7:17 7:20 7:21 7:22 7:25 7:25 7:26 7:28 7:29 7:29 7:30 7:31 7:31 7:31 7:32 7:35 7:35 7:36 7:36 7:37 7:38 7:38 7:39 7:40  BUS38E L 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27  STOP ADDRESS  DROP OFF TIME  19459 BF FINLEY 1618 WHIPPORWILL RD 18603 BF FINLEY 14451 COUNTY ESTATES 1423 PINE RIDGE 1459 PINE RIDGE 1507 FREEMAN RD 1305 THORNTON RD 1201 THORNTON RD 912 THORNTON RD 14761 BOYCE RD 14310 BOYCE RD 14137 PECAN CIRCLE 14298 BARFIELDF RD 14405 CLARENCE DOBBS 14439 CLARENCE DOBBS 5119 FOREST LANE 2269 SCR229 3714 LEXJONES RD 12292 CLET HARVEY RD 12142 CLET HARVEYE RD 12031 CLET HARVEY RD 11820 CLET HARVEY RD 3573 CALVARY LANE 11222 DEERWOOD CIRCLE 10306 BRANNEN LANE 10280 BRIARBRUSH LANE    BUS40S  PICK UP TIME 6:15 6:16 6:17 6:18 6:18 6:19 6:20 6:21 6:21 6:22 6:24 6:25 6:27 6:28 6:29 6:31 6:34 6:36 6:37 6:37 6:38 6:38 6:39 6:39 6:39 6:40 6:41 6:41 6:42 6:44 6:45 6:46 6:48 6:49 6:49 6:50  BUS 40S 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36  STOP ADDRESS  DROP OFF TIME  10652 BURNSED CRAWFORD RD 10884 BURNSED CRAW/FORD RD 7586 PIERCE RD PIERCE RD @ FISH POND LANE PIERCE RD BEFORE CR125 11309 CR125 11347 PINE LOOP 11505 PINE LOOP 11599 PINE LOOP PARK. ST @ CONFEDERATE DR 11807 E CONFEDERATE DR 12311 W CONFEDERATE DR RUFUS POWERS RD @ LESLIE THOMAS LN RUFUS POWERS RD @ NORMAN ST 10992 RUFUS POWERS RD 10826 N CR125 KLEIN RD @ BAILEY ANN RD KLEIN RD @ DEW DROP LN 7879 KLEIN RD KLEIN RD @ HONEYSUCKLE RD 8260 CR139B CR139B @ WATSON RD AUNT MARY HARVEY RD @ KATHY JO RD 7823 AUNT MARY HARVEY RD 7625 AUNT MARY HARVEY RD 10203 ANDREW RAULERSON RD 10384 ANDREW RAULERSON RD 10300 ANDREW RAULERSON RD: 7509 W. MADISON ST MADISON ST @ CLINTON AVE MADISON ST @ STODDARD AVE BLAIR CIRCLE @ CR 125N 7959 MADISON ST  3:00 3:01 3:02 3:03 3:04 3:05 3:06 3:07 3:08 3:10 3:12 3:14 3:14 3:15 3:15 2:55 2:56 2:58 2:59 2:55 2:54 2:54 2:53 2:53 2:52 2:49 2:48 2:51 2:46 2:45 2:45 2:42 2:42 2:42 2:42 2:41  MADISON ST @ WALTER DAVIS LN MADISON ST @ MORNINGSIDE DR MADISON ST @ WESTSIDE ST    BUS 40E  PICK UP TIME 7:55 7:57 8:00 8:01 8:02 8:04 8:06 8:07 8:08 8:08 8:10 8:11 8:11 8:12 8:13 8:14 8:16 8:22 8:25 8:26 8:35  BUS40E 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21  STOP ADDRESS  DROP OFF TIME  SR121S @ BUCK ROWE BROWN RD @ JEFF STARLING 8400 BROWN RD ESTATE ST @ TOM NORMAN RD 4574 ESTATES ST 4202 LIVE OAK DOGWOOD ST @ FICUS ST 4656 DOGWOOD ST 4154 DOGWOOD ST 4075 DOGWOOD ST 4209 HICKORY: ST 4447 HICKORYST PINE ST @ HICKORYS ST PINE ST @ MULBERRY: ST PINE ST @ MAPLEST PINE ST @ OAK ST 4076 BIRCH ST SR121S @ MOTEL6 CARY BARBER RD @ STACEY BARBER R 9162 CARY BARBER RD 56 WEST LOWDER (JASMINE'S NAILSALON)    BUS 42S  PICK UP TIME 6:00 6:01 6:03 6:08 6:10 6:13 6:14 6:15 6:16 6:17 6:18 6:20 6:21 6:22 6:23 6:23 6:26 6:27 6:28 6:29 6:30  BUS42S 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21  STOP ADDRESS  DROP OFF TIME  11317 CR122 CR122 @ MEMORY LANE 12826 CR122 14222 CR122  OC HORNE RD @ LEAMON RD OC HORNE RD @ FISHER LANE 12870 OC HORNE RD OC HORNE RD @ FRANK COMBS CIRCLE 19961 NOAH RAULERSON RD NOAH RAULERSON RD @ DOLLIE LANE 18351 NOAH RAULERSON RD 18256 CR127N KENNETH WALKER RD @ TOMMY RD ORBEY RHODEN RD @ PHEASANT TRAIL ORBEY RHODEN RD @ ANNE RD ORBEY RHODEN RD @ JOHN ALLEN RD 17500 CR127N 11142 CLARENCE BENNETT RD 16926 SUTTON TRAIL CR125 N @ AARON FISH RD CR125 N @ WASSIE FISH RD    BUS 42E STOP ADDRESS  BUS 42E PICK UP TIME  1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23  7:45 7:46 7:48 7:49 7:50 7:50 7:51 7:52 7:53 7:55 7:56 7:56 7:57 7:59 8:04 8:06 8:08 8:09 8:10 8:11 8:12 8:12 8:13  CR125 N @ SMALLBRANCHTRAL CR125 N @ CUYLER AIRFIELD LANE CR125 N @ WASSIE FISH RD CR125 N @ AARON FISH RD 18975 CR125 N ALTMAN'S! STORE 17500 CR127  11368 CLARENCE BENNETT RD 11225 CLARENCE BENNETT! RD KENNETH WALKER RD @ TOMMY RD  18256 CR127 18117 CR127 11361 THRASHER RD 18910 CR125 N 15339 CR125 N 13605 CR125 N 13379 CR125 N 13072 CR125 N 12208 CR125 N 11423 CR125 N 11309 CR125 N 11212 CR125 N CR125 N @ BLAIR CIRCLE    BUS44S  PICK UP TIME 5:50 5:55 6:00 6:08 6:10 6:11 6:13 6:15 6:18 6:20 6:22 6:24 6:26 6:27 6:30 6:32 6:33 6:35 6:36 6:40 6:43 6:45 6:48 6:50 6:51 6:52 6:53 6:54  BUS44S 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 14 15 16 17 18 19 20 22 23 24 25 26 27  STOP ADDRESS  DROP OFF TIME  13898 EAST TOWER RD CR250 @ LITTLE DIXIE CR250 @ CAMP OSCEOLA RD 16647 JACK DOWLING CIRCLE 15985 JACK DOWLING CIRCLE JACK DOWLING @ COY TAYLOR 22614 EDDY GRADE RD 14474 AUZZIE HARVEY RD 22689 THANNIE HARVEYI RD 14007 GAME RD  21562 RED MAPLE CIRCLE (BARN RD @ MAPLE)  21338 PLEASANT GROVE RD 21549 THANNIE HARVEY RD 21508 PLEASANT GROVE CHURCH RD 15159 FOXRIDGE TR 21367 DOYLE WILLIAMS RD 21431 DOYLE WILLIAMS RD 22268 DOYLE WILLIAMS RD TAYLOR STORE 24498 N CR125 23523 / 23553 N CR125 19669 N CR125 13605 N CR125 CR125N @ HERBERT HARRIS RD 13379 N CR125 13072 N CR125 CR125N @ HOMESTEAD RD CR125N @ PINE ACRES    BUS A 46S  PICK UP TIME 6:30 6:30 6:31 6:33 6:34 6:35 6:37 6:42 6:42 6:43 6:44 6:44 6:44 6:45 6:46 6:47 6:48 6:48 6:49 6:49 6:50 6:51. 6:52 6:53 6:54 6:55 6:55  BUS46S 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27  STOP ADDRESS  DROP OFF TIME  11286 BOB WHITE LANE 5145 LEWIS COLVIN RD 18573 CR127 N 18279 TIMBERLAND RD 18603 TIMBERLAND RD 11050 BLUFF CREEK RD ALTMAN'S WAY 10692 BERTHA MAE HARRIS RD 10474 BERTHA MAE HARRIS RD 20035 CREWS RD 19760 CREWS RD 19667 CREWS RD 19619 CREWS RD CREWS RD @ HOLLIE RD CREWS RD @ QUIET WOODS RD 19452 CREWS RD 19341 CREWS RD CREWS RD @ OAKHILL RD 19002 CREWS RD CREWS RD @ KINGHORN RD 17830 CREWS RD CREWS RD @ HARVEST LOOP CREWS RD @ TIMBERTRACE DR CREWS RD @ LEWIS ANDERSON RD CREWS RD @ OAKWOOD TERRACE  16522 CREWS RD 16439 CREWS RD    BUS 46E STOP ADDRESS  BUS 46E PICK UP TIME  1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18  8:00 8:01 8:03 8:04 8:05 8:06 8:07 8:08 8:09 8:10 8:11 8:12 8:13 8:14 8:15 8:16 8:17 8:18  10692 BERTHA MAE HARRIS RD 10592 BERTHA MAE HARRIS RD 19760 CREWS RD 19619 CREWS RD CREWS RD @ HOLLIE RD CREWS RD @ QUIET WOODS LANE 19191 CREWS RD CREWS RD @ OAKHILL RD 19008 CREWS RD 18937 CREWS RD CREWS RD @ KINGHORN RD CREWS RD @ RIVERBEND RD 17910 CREWS RD 17830 CREWS RD CREWS RD @ HARVEST LOOP CREWS RD @ TIMBERTRACE RD CREWS RD @ LEWIS ANDERSON RD 16159 CREWS RD    BUS 48S  PICK UP TIME 6:23 6:24 6:25 6:31 6:36 6:40 6:40 6:41 6:42 6:42 6:43 6:44 6:45 6:46 6:47 6:50 6:51 6:51  BUS48S 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19  STOP ADDRESS  DROP OFF TIME  909 STEEL BRIDGE RD 1029 STEEL BRIDGE RD (BOAT RAMP) 5224 STEEL BRIDGE RD STEEL BRIDGE RD @ CAMP STEEL BRIDGE RD @ LEWILKERSON RD STEEL BRIDGE RD @ LEONARD NORMAN RD SR121 N @ ROGERS TRAIL 12665 SR121 N 11976 SR121N 708 SR121 N SR121N @ ELOISE ST 669 SR121 N LINDA: ST @ 7THS ST 309 LINDAS ST LINDAST @ CARDINAL LANE IVY STREET @ CANARY LANE BLAIR ST @ OHIO ST 160 BLAIR ST BLAIRS ST @ DOUBERLY RD    BUS 48E  PICKUP TIME 7:47 7:51 7:55 7:56 7:57 7:57 7:59 8:01 8:01 8:04 8:11 8:12 8:13 8:16 8:17 8:18 8:20 8:22 8:23 8:25 8:29 8:33 8:34 8:35 8:36 8:36  BUS 48E 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26  STOP ADDRESS  DROP OFF TIME  1631 STEEL BRIDGE RD (CAMPGROUND) STEEL BRIDGE RD @ LE WILKERSON 5229 STEEL BRIDGE RD 5652 STEEL BRIDGE RD 5963 STEEL BRIDGE RD 14854 SR121 N 5534 BLUE HOLE RD 5524 BLUE HOLE RD 4835 SHAVES BLUFF RD CR23C @ STILLW/ATER RD 14130 RUEBEN CRAWFORD RD RUEBEN CRAWFORD @ RIVER HEIGHTS RD 13972 CR23AN N CR23A N @ HARRY REWIS RD 5658 STALL PINE RD 13591 ETALL PINERD CR23A N @ DEERCREEK LANE 5809 TIM CREWS RD BOB KIRKLAND RD @ NORTH 40 CIRCLE 6965 SANDSDALE RD BOBBY RAY RD @ BOB KIRKLAND RD 6247 BOB KIRKLAND RD 12421 CR23A N CR23A N @ PETER'S LANE 12291 CR23A N  STEEL BRIDGE RD @ LEONARD NORMAN RD    BUS49S  PICK UP TIME. 6:10 6:10 6:12 6:15 6:18 6:20 6:22 6:28 6:29 6:30 6:31 6:31 6:32 6:33 6:34 6:35 6:37 6:38 6:39 6:40  BUS49S 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21  STOP ADDRESS  DROP OFF TIME  13500 E W BARTON RD CR127 @ COMBS TRAIL  CR127 @ LEON DOPSON RD (DINKINS) TURNER CEMETERY @ REGISTER RD LEON DOPSON @ INDEPENDENCE DR 12102 LEON DOPSON RD 14259 CR124 CCR229 @ VERDIE DORMAN RD 11908 CR229 CR229 @ SHUMATE LN CR229 @ BERTIE DAVIS CIRCLE CR229 @ HID DUGGER CR229 @ LINCOLN PARK 10602 CR229 10362 CR229 9451 CR229N 9369 CR229 CR229 @ COVE ST CR229 @ CHURCHST CR229 @ BAY ST    BUS 49E  PICK UP TIME 7:50 7:51 7:53 7:55 7:56 7:58 8:00 8:01 8:02 8:03 8:04 8:06 8:07 8:07 8:09 8:10 8:16 8:17 8:18 8:19 8:19 8:20 8:21  BUS4 49E 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23  STOP ADDRESS  DROP OFF TIME  CR127 @ LUCIOUS COMBSTRAIL CR127 @ LEON DOPSON RD (DINKINS) TURNER CEMETERY @ REGISTER RD CR127 @ WILLIE GRIFFIS CR127 @ NATALIE LANE CR127 @ KATIE. JOHNSON RD CR127 @ RICHARD OLIVER RD CR127 @ RUSH LANE CR127 @ ANNIE MAE PAIGE RD 10167 CR127 IVORY WILLIAMS RD CR127 @ ABERNATHY CIRCLE CR127 @ SANDERSON CIRCLE NORTH CR127 @ SANDERSON CIRCLE SOUTH CR127 @ SANDERSON CONG HOLINESS CHURCH CR139B @ WATSON RD 8260 CR139B 7945 KLEIN RD KLEIN RD @ BAILEY ANN RD KLEIN RD @ HAMBONE RD KLEIN RD @ DEW DROP LANE 7928 KLEIN RD 7755 CR139B    BUS50S  PICK UP TIME 6:20 6:21 6:27 6:30 6:31 6:31 6:32 6:32 6:35 6:40 6:41 6:43 6:44 6:45  BUS 50S 1 2 3 4 5 6 7 8 9 10 11 12 13 14  STOP ADDRESS  DROP OFF TIME  TURNER CEMETERY RD @ CYLER RD TURNER CEMETERY RD@ HARRY'S PLACE TURNER CEMETERY RD @ JD: SMITH TRAIL 15397 TURNER CEMETERY RD 13604 TURNER CEMETERY RD 11757 CEDAR CREEK FARMS 11514 CEDAR CREEK FARMS 11135 CEDAR CREEK FARMS 9796 CEDAR CREEK FARMS 10455 CLAUDE HARVEY RD 9957 CLAUDE HARVEY RD 8378 CLAUDE HARVEY RD 8112 CLAUDE HARVEY RD 7797 CR 139-B    BUS 50E  PICK UP TIME 7:45 7:46 7:47 7:49 7:50 7:51 7:52 8:00 8:01 8:12 8:13 8:15 8:16 8:20 8:21 8:22 8:22 8:23 8:26  BUS50E 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19  STOP ADDRESS  DROP OFF TIME  TURNER CEMETERY RD @ CUYLER RD TURNER CEMETERY RD @ HARRY'S PLACE 17155 TURNER CEMETERY RD 15665 TURNER CEMETERY RD 15397 TURNER CEMETERY RD TURNER CEMETERY RD @JD SMITH TRAIL 14408 TURNER CEMETERY RD 9796 CEDAR CREEK FARMS RD 9686 CEDAR CREEK FARMS RD 10455 CLAUDE HARVEY RD 9957 CLAUDE HARVEY RD 8186 CLAUDE HARVEYRD 8112 CLAUDE HARVEYRD 10203 ANDREW RAULERSON RD 10352 ANDREW RAULERSON RD 10416 ANDREW RAULERSON RD 10405 ANDREW RAULERSON RD 10398 ANDREW RAULERSON RD CLINTON AVE @ MADISON ST    BUS 51S  PICK UP TIME 6:14 6:19 6:22 6:33 6:34 6:37 6:40  DROP OFF TIME  BUS51S 1 2 3 4 5 6 7  STOP ADDRESS  5520 LULU RD 5138 SHAW RD 5290 KIRKLAND RD 5594 CR250A 22375 CASON RD 22119 MICHAEL CASON RD DEREK ARLINE RD (OLUSTEE PARK)    BUS 51E  PICKUP TIME 7:38 7:41 7:45 7:53 7:55 8:01 8:07 8:08 8:13 8:18  DROP OFF TIME  BUS 51E 1 2 3 4 5 6 7  STOP ADDRESS  5138 SHAW RD SHAW ST @ KIRKLAND RD 5972 CR231 5526 JUMPSHOT LANE 5331 SAM GRIFFIS RD 22119 MICHEAL CASON RD OLUSTEE PARK 5565 FR266 (ROUTE 250A) 6101 WARDEN CIRCLE HWY90 @ HOSS KELLER    BUS 54E  PICK UP TIME 7:50 7:50 7:51 7:52 7:53 7:53 7:54 7:55 7:56 7:57 7:58 7:58 7:59 8:00 8:00 8:01 8:02 8:04 8:05 8:10 8:14  BUS 54E 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21  STOP ADDRESS  DROP OFF TIME  13687 CEDAR CREEK DRIVE 13692 CEDAR CREEK DRIVE 13734 CEDAR CREEK DRIVE 13767 CEDAR CREEK DRIVE 13777 CEDAR CREEK DRIVE 13799 CEDAR CREEK DRIVE JOHN WILLIAMS @ WILBURN WAY JOHN WILLIAMS @ JONNY HARVEY RD 13748 JOHN WILLIAMS RD 13485 FRED HARVEY RD FRED HARVEY @ SIMMONS LANE FRED HARVEY @ PEEWEE HARVEY PLACE 12876 FRED HARVEY RD FRED HARVEY @ JEREMY'S WAY 12414 FRED HARVEY RD 1200 FRED HARVEY RD COW PEN RD @ NOEL RD COW PEN RD @ PALMETTO RD COW PEN RD @ KING RUISE RD HIGGINBOTHAM TOWING @ US90 WESTSIDE DAYCARE    BUS54S  PICK UP TIME 6:15 6:17 6:18 6:20 6:21 6:22 6:23 6:24 6:25 6:26 6:27 6:28 6:29 6:30 6:31 6:32 6:34 6:35 6:36 6:40 6:41 6:42 6:43 6:49 6:51 6:52  STOP # 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26  STOP ADDRESS  DROP OFF TIME  13692 CEDAR CREEK DRIVE 13780 CEDAR CREEK DRIVE 13799 CEDAR CREEK DRIVE WILBURN WAY @ JOHN WILLIAMS RD JONNY HARVEY @ JOHN WILLIAMS RD 13716 JOHN WILLIAMS RD 13597 FRED HARVEY RD 13485 FRED HARVEY RD SIMMONS RD @ FRED HARVEY RD SHADY PINE @ FRED HARVEY SAM ANGER @ FRED HARVEY 12876 FRED HARVEY RD JEREMY'S WAY @ FRED HARVEY 12478 FRED HARVEY 11542 COW PEN RD 11704 COW PEN RD NOEL RD @ COW PEN RD 12181 COW PEN RD 12841 COW PEN RD PALMETTO PLACE & COW PEN RD 10828 COW PEN RD FOLSOM RD @ COW PEN RD 10108 COW PEN RD KATHY JO RD @ US90W KINDER KOLLEGE  PM ONLY HIGGINBOTHAM TOWING @ US90W  WASHINGTON AVE @ SHERMAN AVE    BUS 55S  PICK UP TIME 5:40 5:41 5:48 5:52 5:54 5:56 5:58 6:01 6:02 6:03 6:04 6:06 6:07 6:11 6:12 6:16 6:19 6:23 6:26 6:27 6:31 6:33 6:38 6:46 6:48  BUS55S 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25  STOP ADDRESS  DROP OFF TIME  19409 BF FINLEY RD 1507 FREEMAN RD 13760 LOIS LANE 1787 EARNIE BRYANT RD 1459 PINE RIDGE DRIVE 1305 THORNTON RD THORNTON RD 1723 CLARENCE DOBBS RD 4530 CLARENCE DOBBS RD 14439 CLARENCE DOBBS RD 14288 CLARENCE DOBBS RD 13629 CLARENCE DOBBS RD CLARENCE DOBBS @ BELMONT SMITH CR 229 SOUTH @ STEED RD 2269 SOUTH CR2 229 2555 WILL ELLEDGE RD SOUTH CR 229 @ SUNCREST LANE 12292 CLET HARVEY RD CLET HARVEY @ CASPER LANE CLET HARVEY @ CLIFFORD DUGGER CLET HARVEY RD LE HARVEY @ BRANNON LANE 9231 MUDLAKE RD 7713 SOUTH CR 125  SOUTH CR 125 @ PONSELL NURSERY    BUS 55E  PICK UP TIME 7:56 7:58 8:00 8:01 8:06 8:06 8:11 8:12 8:12 8:13 8:14 8:15 8:17 8:19 8:20 8:21 8:22 8:23 8:25 8:27 8:28  BUS55E 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21  STOP ADDRESS  DROP OFF TIME  7817 MUDLAKE RD MUDLAKE RD @ EARNIE MAE GRIFFIS 6811 IRA: STARLING IRAS STARLING &. JIM STARLING RD 7713 SOUTH CR 125 7781 SOUTH CR 125 9544 GEORGE TABER BLVD 7544 SOUTH GLEN BLVD 9748 GEORGE TABER BLVD 9950 SOUTH. JEFFERSON AVE 7021 EAST ANDREWS STREET EAST ANDREWS & HAMILTON CREWS RD 10240 RIVER OAKS CIRCLE SHERMAN AVE 9730 SOUTH GLEN AVE SOUTH CLINTON AVE 9848 SOUTH CLINTON AVE 7375 WEST ANDREWSST LINCOLN AVE GEITGEY ST @ SHERMAN AVE 10030 NORTH HILLIARD AVE    BUS 59S  PICK UP TIME 6:17 6:18 6:18 6:19 6:19 6:20 6:21 6:22 6:24 6:25 6:28 6:29 6:30 6:31 6:32 6:33 6:34 6:35 6:35  BUS59S 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19  STOP ADDRESS  DROP OFF TIME  ODIS YARBOROUGH & WILDCAT 7295 ODIS YARBOROUGH 7573 ODIS YARBOROUGH ODIS YARBOROUGH &FRED TAYLOR 7960 ODIS YARBOROUGH O. YARBOROUGH & GLEN FARMS PARROT RIFLE & SMOOTHE BORE SMOOTHE BORE & EVERGREEN 6873 EAST SMOOTHE BORE 7933 NORTH YELLOW PINE CIRCLE 13690 BOB BURNSED BOB BURNSED & BIG BEAR LANE 13432 BOB BURNSED, BOB BURNSED & COTTONTAIL BOB BURNSED & OAK RIDGE DR 7352 OAK RIDGE DR OAK RIDGE DR & OAKI RIDGE LOOP 7181 OAK RIDGE LOOP 7301 OAK RIDGE LOOP    BUS 59E  PICK UP TIME 7:50 7:52 7:54 7:55 7:56 7:57 7:57 7:58 7:58 7:59 7:59 8:00 8:02 8:03 8:05 8:09 8:10 8:15 8:16 8:18  BUS59E 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21  STOP ADDRESS  DROP OFF TIME  15380 RIVER HILLS ROAD 7565 EAST RIVERSIDE DR 6364 CR23-D CR: 23-C @ STONE ROAD CR: 23-C8 & DARLAN RD 6613 JAMES BRITT RD 6763 JAMES BRITT RD 7045 JAMES BRITT RD 7127 JAMES BRITT RD 6994. JAMES BRITT RD 6904 JAMES BRITT RD. 6620 JAMES BRITT RD  PM ONLY JESSIE YARBOROUGH & GRANNY LANE  ODIS YARBOROUGH @ WILBANKS ODIS YARBOROUGH @ WILDCAT SMOOTHE BORE & EVERGREEN YELLOW PINE CIRCLE 7598 YELLOW PINE CIRCLE 10846 BURNED/CRAWFORD RD 7586 PIERCE RD 10717 BURNSED/CRAWFORD RD    BUS 60S  PICK UP TIME 6:00 6:01 6:04 6:05 6:06 6:08 6:10 6:12 6:13 6:14 6:15 6:17 6:18 6:19 6:20 6:21 6:22 6:23 6:24 6:25 6:26 6:35 6:36 6:46 6:47 6:48 6:49 6:50 6:51  BUS 60S 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29  STOP ADDRESS  DROP OFF TIME  6645 SOUTH CR2 229 6408 SOUTH CR229 4960 RICHARDSON ROAD 4705 RICHARDSON ROAD 12270 CLET HARVEY RD 13308 CLET HARVEY RD 4672 SOUTH CR 229 4927 SOUTH CR229 5123 SOUTH CR229 5749. SOUTH CR229 RICHARDSON RD @ RUBY LANE 5961 RICHARDSON ROAD MUDLAKE ROAD @ SUNSHINE LANE ELLIS RHODEN @ CHARNEY RHODEN 12807 MUDLAKE ROAD 12611 MUDLAKE ROAD 12697 MUDLAKE ROAD 11833 MUDLAKE ROAD 7340 BILL DAVIS ROAD 7956 GOPHER RIDGE LANE RIDGE ESTATES 11491 MUDLAKE ROAD MUDLAKE RD @ TRAVIS RHODEN MUDLAKE RD @ LYNN RD 11073 MUDLAKE RD 11029 MUDLAKE RD 10549 MUDLAKE RD  MARVINS LANE @ SOUTH PRONG CEMETARY  RICHARDSON RD @ MOCKINGBIRD LANE    BUS 60E  PICK UP TIME 7:35 7:36 7:37 7:39 7:40 7:42 7:47 7:49 7:50 7:53 7:55 7:56 7:57 7:58 8:00 8:05 8:06 8:10 8:15 8:20 8:21 8:22 8:21 8:22  BUS 60E 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24  STOP ADDRESS  DROP OFF TIME  6423 SOUTH CR 229 6408 SOUTH CR229 6114 SOUTH CR2 229 12630 SOUTH PRONG CEMETARY RD 4125 RICHARDSON ROAD 13298 CLET HARVEY RD 2719 WILL ELLEDGE RD 2555 WILL ELLEDGE RD SOUTH CR 229 @ LOIS LANE JONES STORE (SOUTH CR-229) 4558 SOUTH CR: 229 4672 SOUTH CR 229 4927 SOUTH CR229 5123 SOUTH CR229 ELLIS RHODEN @ CHARNEY RHODEN 6426 BILL DAVIS RD 6907 BILL DAVIS RD 12398 REID STAFFORD RD RIDGE ESTATES MUDLAKE RD @ TRAVIS RHODEN 11029 MUDLAKE RD 9786 MUDLAKE RD  MUDLAKE RD & LUCKY SEVEN RANCH MUDLAKE RD @ CORBIN WAY    BUS 61S  PICK UP TIME 5:59 6:00 6:01 6:03 6:04 6:06 6:07 6:09 6:11 6:14 6:15 6:17 6:18 6:19 6:20 6:21 6:21 6:24 6:24 6:25 6:26 6:29 6:29 6:31 6:32 6:33 6:34 6:35 6:36 6:45 6:47 6:50  BUS 61S 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33  STOP ADDRESS  DROP OFF TIME  6256. SHELLY LANE 6098 SHELLY LANE 6064 SHELLY LANE 6282 SOUTH CR-125 7350 TAPLEY LANE 7817 MUDLAKE ROAD  MUDLAKE RD & EARNIE MAE GRIFFIS LN IRA STARLING &J JIM. STARLING RD 8326 MUDLAKE RD 7397 BOBBY SAPP RD (PM ONLY) 7756 PLANTATION RD 7594 CAHONE COURT 8042 CAHONE COURT. TEE STREET & TRIPPS WAY TEE STREET & NESBITT RD 8214 NESBITT RD NESBITT RD & WINDER RD RED TOP RD & WINDER RD OLD NURSERY RD 7735 OLD NURSERY RD 7689 OLD NURSERY RD RED TOP RD & VALLEY VIEW TRAIL 7530 OLD NURSERY RD SOUTHERN STATES NURSERY &CR-125 6899 SOUTHERN STATES NURSERY 7027 JOHN ROWE RD 6890JOHN ROWE RD 7027 JOHN ROWE RD 6856, JOHN ROWE RD STEWART ROAD 14595 REID STAFFORD RD END OF FRED PERRY 7703 GLEN NURSERY ROAD    BUS 61E  PICK UP TIME 7:45 7:47 7:48 7:50 7:50 7:51 7:55 7:56 7:57 7:58 8:00 8:01 8:01 8:03 8:04 8:05 8:15 8:17 8:18 8:20 8:21 8:35 8:36  BUS6 61E 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25  STOP ADDRESS  DROP OFF TIME  7397 BOBBY SAPP RD 7594 CAHONE COURT 8042 PLANTATION COURT TEE STREET & NESBITT RD 7710 TEE STREET 8214 NESBITT RD 7891 RED TOP ROAD RED TOP ROAD & VALLEYVIEW TRAIL 7560 OLD NURSERY RD SOUTHERN STATES NURSERY &CR-125 6899 SOUTHERN STATES NURSERY 6890. JOHN ROWE RD JOHN ROWE RD  WOODLAWN RD & WILLIE WILKERSON RD WOODLAWN RD & MYRTIS BARTON RD WOODLAWN RD & IVEY HODGESRD 14595 REID STAFFORD 7125 FRED PERRY RD END OF FRED PERRY HORSESHOE LOOP & SMOKEY RD PREVATT'S PLACE GLENWOOD AND FOREST CIRCLE 10171 SHERMAN AVE  PM C ONLY 10044 EAST MOUNT VERNON STREET  PMONLY PIT STOP    BUS 67E  PICK UP TIME 7:00 7:10 7:13 7:15 7:20 7:21 7:22 7:25 7:35 7:36 7:37 7:45 7:46 7:50 7:52 7:53 7:55 7:56 8:00 8:05  BUS#67 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20  STOP ADDRESS  DROP OFF TIME  CR127 N & REXI FISH CR127 N & THOLIE CREWS 27317 CR127 N 27464 CR127 N 11803 BLACK WATER RD 27651 CR127 N (PARADISE LANE) 29251 CR127 N 13675 MOCCASIN CREEK 23720 HASSIE. JOHNS RD 23600 HASSIE. JOHNS RD 23101 HASSIE JOHNS RD SCARL BROWN @ SEMINOLE SCARL BROWN @ CHEROKEE 21522 CR127 N @ OSCARTHOMAS CR127 N @ DAWN LANE 21098 CR127 N 11605 OC HORNE RD OC HORNE @ FRANK COMBS RD 20407 CR127 @ HIDEAWAY FARMS CR127 @ ALTMAN'S WAY    BUS 69E  PICK UP TIME 7:15 7:23 7:25 7:25 7:31 7:34 7:37 7:39 7:42 7:43 7:44 7:47 7:49 7:53 8:00 8:01 8:05  BUS69E 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17  STOPA ADDRESS  DROP OFF TIME  4965 SYLVESTER MANNING RD 15053 JACK DOWLING CIRCLE 15941JACK DOWLING CIRCLE 15985 JACK DOWLING CIRCLE 22614 EDDY GRADE 14462 AUZZIE HARVEY RD 22401 THANNIE HARVEY RD 14007 GAME RD 21508 PLEASANT GROVE CHURCH RD 21578 PLEASANT GROVE CHURCH RD 21549 THANNIE HARVEY RD 22410 DOYLE WILLIAMS RD 21996 DOYLE WILLIAMS RD 15159 FOXRIDGE TRAIL 24624 N CR125 24498 N CR125 23843 N CR125  4:07 4:13 4:15 4:16 4:22 4:24 4:27 4:29 4:32 4:32 4:34 3:46 3:49 3:52 3:58 3:57 3:42    BUS 70S  PICKU UP TIME 6:20  BUS70S 1  STOP ADDRESS  DROP OFF TIME  LAKES OF WOODLAWN SUBDIVISION    BUS 70E  PICK UP TIME 8:10 8:25 8:30  BUS70E 1 2 3  STOP ADDRESS  DROP OFF TIME  LAKES OF WOODLAWN SUBDIVISION  AMERICAN WAY ABC DAYCARE    CBakex ShooDiabrid Orangfortation Oefarhmenk  544 Baker Bus Drive Macclenny, Florida 32063  Phone (904) 259-2444 July 1,2022 Ms. Sherri Raulerson Superintendent  Fax (904)259-9173  Baker County School District 270 South Boulevard East Macclenny, Florida 32063 Dear Ms. Raulerson,  The purpose of this letter is to request the Baker County School District Transportation Department Standard Operating Procedures and Driver's Handbook be considered for School Board review and Pg. A5-U) to make aj post-trip inspection oft the bus upon completion of each route, checking for interior damage and to make certain that there are no students left on the bus. Indicate empty bus pushing the Pg. A5- X) delete. This is due to all current school buses beingequipped with the electronice child check Pg. B2-2)B)- Has submitted to the superintendent an online-application for employment in a form  approved. Below are the following revisions:  child check mate system" button before exiting the bus.  system.  prescribed by the Board. Pg. C3-2)P)-omit (Secretary).  H2- 6) Sign and date each page of your student roster and turn in within thrce days oft the completion of  the survey dates. IEMUST be dated for the last day oft the survey.  Sincerely, Poullayle Pamela Taylor Director of Transportation  Preparing Cifelong Leamers and. Responsible Citizens ol Good Characier    Baker School District  Transportation Department  Standard Operating  Procedures and Driver's  Handbook    Mission Statement  The mission of the Baker District Transportation Department is to provide the safest, most cost efficient and convenient transportation service possible. Our drivers, technicians, support and administrative staff will strive to develop a work environment that is conduciye to achieving this mission. We will always be reminded that our students, parents and schools are our purpose and we shall conduct  our business in a manner that serves them best.    TABLE OF CONTENTS  SECTION A -  Statutes, State] Board Rules, Responsibihties, School Board. Policies asi relates  to School Bus Drivers  Laws. State Board Rules.  A2  Responsibilities of School Bus Drivers Responsibilities ofTransported Students.. School Board Policy 8.32-7 Tobacco Use In Facilities  13 A6 A7 A8  School Board Policy 6.11 - Drug and. Alcohol Testing For Bus Drivers.  SECTIONB -  Bus Driver Qualifications  School Bus Driver Defined. Initial Employment Re-employment.  B2 B2 B3 B3  Drivers on Year to Year Continuous Service...  SECTIONC -  Rules  Rules and Regulations.. Work Rules.  C2 C2 .C4  Attendance ofI Driver Meetings.  SECTIOND :  Pre-Trip Inspection  Pre-Trip Inspection Procedure. Pre-Trip Inspection Post-Trip Inspection.  D2 .D2 .D4 1  Contents    SECTIONE - Routes  Routes  E2 E2 E2 E2 B2 B3 E3 E4 E4 E4 E4  Assignments. Transfers Substitute Drivers..  Route Sheets. Driving Routes. Bus Route on Private. Roads New Stops. Temporary Stops. Empty Stops.. General Guidelines.  SECTIONF   Students  Student Registration Cards  F2 F2 F3 F4  Student Passenger List/Stops/Seating Chart.  Pupil Instruction. Discipline Procedures.  SECTIONG -  Driving Procedures  IPDEI Method Intersections  G2 G3 .G4  Following Distance (4 Second Rule).  Contents  2    SECTION G- cont. Proper Lane.  G4 G4 G4 G5 G5 .G6 ..G6 G6 G8  Driving Speeds for Buses.. Road Courtesies Backing Railroad Tracks. Refueling. Strobe/Headight Use. Loading-Unloading Students Bus Riders on Visitation  SECTIONH  F.E.F.P.R Reporting  F.E.F.P. Information Form.  H2  SBCTIONI -  Driver Information  Assignment of Substitute Drivers. Substitute Driver Regulations. Spare Buses.  I2 12 I2 I3 I3 I4 I4 I4 I5 15  Personal Use oft the School Bus. Use of-Credit Cards. School Linel Up Assignment of School Buses Driver Supply Items. Vehicle Maintenance Procedures.  Use ofRadios..  Contents  3    SECTIONI- cont. Breakdowns. Payroll. Bus Condition Bus Seats. Gate Keys.  16 16 I7 17 I8 19  Confidentiality of Student Information.  SECTIONJ -  Evacuation Procedures  Emergency Evacuation Drills  General Emergency Evacuation Drill Information  J2 J3 J5  Front Door. Evacuation. Rear Floor-Level Door Evacuation. Simultaneous Front and Read Door Evacuation.  SECTIONK -  Accident Information  Accidents Involving Other Vehicles. Additional Information Accidents Involving Students Accidents Involving Animals.. Minor Accidents and Body Damage.  K2 K3 K4 .K4 K5  SECTIONL -  Field' Trip Procedures and Special Uses ofSchool Bus  Participation. Substitutes. How to Sign Up  L2 L2 L2  Contents  4    SECTIONL- cont. Scheduling Procedures. Administration Compensation Tolls and Parking Fees. Lead Driver. Cleaning of Bus..  L2 L4 L4 L6 L6 L6 L6 L7 L7 L8  Extra-Curricular Student Welcome.. Special Uses of School Buses. General Requirements. Special Requirements.  SECTIONM -  Communicable Disease/Aids  Whatis ADDS?. How is HIV Transmitted.  M2 M2 M2 M2 M3 M3  High Risk Practices for Transmission ofHIV Virus Infection Are. There Is No Evidence That The HIV Virus Can Be Spread By' The Following Procedures for Preventing the Spread of Communicable Disease...  Blood, Stool, Urine and Vomit  SECTIONN - Purpose.. Definitions.. Scope...  Baker School District Drug Testing Procedures  .N2 .N2 .N3 .N4 5  General Statements and Rules  Contents    SECTIONN- cont. Testing.. Testing Notification Testing Procedures, Test Results.  .N6 N7 N9 ..N9 ..N9. .N13  Consequences ofPositive Drug and Alcohol Test.. Payment ofTest(s) and Bvaluation(s).  SECTIONO -  Safe Driver Plan  Introduction. Plan Effective Date Application..  02 02 03 .03 03 .05 06 07  The District Imposed Point System  Accumulation ofl Points for Administrative Action.  Administration  Safe Driving Plan Action Notification Letter. SECTIONP - District Owned Multi-Purpose Vehicles Use of District Owned Multi-Purpose Vehicles Use ofMuiti-Purpose Vehicles. General Guidelines..  P2 P2 P2 P3  Diver'sRequirements for. Driving Multi-Purpose Vehicles.  Contents  6    SECTION A  Statutes, State Board Rules,  Responsibiities, School Board Policies as it Relates to School Bus Drivers  Revised 7/19  A1    STATUTES, STATE BOARD RULES, RESPONSIBITIES, SCHOOL BOARD  POLICIES  AS RELATES' TO SCHOOL BUS DRIVERS  This oaumentinotalamclsive Other languagei in State Rules, Federal Regulations, Local Policies  and Proccdures are the responsibility of the bus driver.  1)  LAWS  Scction 1006.10, Florida Slatutes Authority of School Bus Drivers:  A) The principal shall delcgatc to the school bus operator such authority as may bc necessary for the control of pupils being transported to and from school, or school B) Any pupil who persists in disorderly conduct on a school bus shalll be reported lo thc principalbyt the driver oft thel bus and: mayl be suspended by thej principal ofthcs school he or she attends from beingtransported to and from school, and school functions, al The school bus operator shall preserve order and good bchavior on the parl ofal pupils being transported but he or she shall not suspend the transportation ofor givc physical pumishmentoanypupi, or put any pupil ollthe bus at otherthan the regular stop for that pupil, except by ordero oft the parent or principal in charge ofthes school the pupil attends; provided, that should an emergency develop duc lo conducl of pupils on the bus, the bus operator may lake the steps as are reasonably necessary to  functions, at public expense.  public expense.  prolcct thc pupils on his or herl bus.  Revised 7/19  A2    2)  STATE BOARD RULES-RULES 6A-3.017 (8):  Thescr responsibilities have been made partofthel Baker County District School Board Policy.  A.  Rcsponsibilitics of the school bus driver:  1. Toj pass all required plpialemmimiosandmsestsehrgpiremeants as may 2. Tol be clean and neat in appearance, and to refrain from wearing shoes which 3. Tor refrain from use oftobacco while operating thel bus, and to use: no profane language in the presence oft the sludents. Drivers shall not use or be under the influence ofalcohol, illicitdrugs, or any substance that mayi impair the driver's aleriness or performance while on duty. Drivers shall not carry firearms while  bej prescribed by laws or rules. are notsecurely held on the foot.  on school board properly. students on all buses.  4. Toj prescribe, in cooperation with the principals, thes seating arrangements of  5.  Torcportnecded changcs in schopl bus transportation to directoror) Director. ofThansportation including bus loads, bus deliciencies, road hazards, routes  and schedules.  6. To study and observe all laws and rules of the State Board and the school  board relating to the service oft transportation.  3)  RESPONSIBILITY OFSCHOOLBUS DRIVERS:  A) Itshall be the responsibility of the bus driver to perform all duties and responsibilities listed in job descriptions, directives from the Superintendent, Director of  Transportation and/or principal and/or their designee.  B) Bus drivers shall also be responsible for being in compliance with Florida Statutes, State Board ofEducation Administrative Rules, and School Board policy. C) Bus drivers shall be responsible for all standards and regulations referenced in the State School Bus Driver Handbook and the district's Bus Operations Manual which  byreference are made a part of these rules. while the bus is in operation.  D) Any person drivingadistictschool. bus shall bei required to wear a seat beltatallt times E) Toattendand; participate in conference: and training classes fors schoolb bus drivers, and be prepared at any time to pass successfully, a reasonable examination concerning  Revised 7/19  A3    traflic laws, state and local transporlation regulations and driving skills.  F) To a ascertain and insure thal transported: studenis observe all regalationspresariledby G) To maintain order and discipline, under the dircction old the school principal, on thc H) Toj permita studenttol leave the bus onlyatar regularstop, cegpktuponwpienrgpuos I) To instruct students leaving the bus al, stops, except where aj personal or mcchanical traflic controli is provided to cross the highway or thcj park: strip on adivided) higlwayin fron! ofthc bus, only allerapproaching vehicles have stopped. AL sludent stops wherc a tralic control light, a school crossing guard, or trallic officer is direcling the movement of traflic, sludents shall be instructed Lo wait at a sale distancc from the roadway until a signal to cross is given by the person or device directing the flow of  lawa and by the state and local boards. part of every passenger.  of the school principal or his/her designee.  traffic.  J): To instruct transported students in safe riding pracliccs. Submil a copy of the .K) To require all passengers to remain seated and to kecp aisles and exits clear. L) To supervise emergency evacuation drills at least twice a year as directed by the M) To use the bus, if it is publicly owned, only upon specific direclions of the superintendent or from principal upon written authorization by the superintendent. N) Toprepare immediatelyafierevery: accidentinvolving thel bus, an accident reportlol be filed in the ollice oft the superintendent DiecterafTaaporaton. 0) To aclivate the amber lighls ata aj pointapproximalcly two hundred (200) fect from thc sludent stop or at such greater distance as is necessary due to traflic spced and road conditions, as a warning to traffic that the busi is approaching aj passenger. stop. When the bus has stopped, the stop signal arm supplemented by llashing red lights, shall be displayed as due warning that students: are being unloaded.Thebus doors shall: not be opened to unload students until approaching trallici in thei immediate vicinity oft thel bus  Certilicate of Pupil Instruction upon complction ofi instruction.  principal and lurn in Certificate of Evacuation.  has stopped.  P) To ascertain and insure that all students are off the bus before filling fucl tank. Q) To bring the bus to a stop at least fifteen (15) feel Irom the nearest rail of railroad grade crossing, The drivershall not) proceed across tracks until afterlooking carclully in each direction, opening the door and listening for the sound of approaching train, and determining thal it is safe to procced. The bus door shall be closed belore proceeding across the tracks ol the railroad. Under no circumstances is a person  Revised 7/19  A4    driving a district school vehicle that transports students permitted to drive around crossing arm gates when they: are in the down position, unless directed to do sol by: an identified CSX employee ora uniformed law enforcement officer.  R) To drive always at a safe speed and never in excess of the legally posted speed limit. S) To cooperate with dulyauthorized school officials, mechanics, and other personnel in the mechanical maintenance and: repair of the bus inc overcominghazards thatthreaten  the salety or efliciency ofs service.  T) To make daily pre-hrip inspection ofthe bus and report any defect affecting safcty or cconomy of operation immediately to authorized personnel (Director of  Transportation or Shop Manager).  U) To make post-trip inspection of bus upon completion of each route, checking for interior damage and Lo make certain that there are no students left on bus. Indicate  empty bus by displaying red flag from rear door. unauthorized items to the interior or exterior ofbuses.  V) To keep bus clean and neat at all times, and not to affix any stickers or other W) To prepare reports, keep all records required and otherwise assist school officials in mapping bus routes, planningschedules, andi in obtaining information. foracontinuous  study of all phases of transportation.  X) To display the Child: Safety Check Banner from the rear door ofthel bus wheneveritis parked and unattended unless the bus is equipped with an electronic child check  system. following: 1) 2) 3)  Y) Toreportimmediately to the schoolp principalorotherd designated school officials, the  Misconduct on the part ofany pupil while on the bus or under his immediate  supervision.  Complaints requiring the attention ofs school authorities.  Any arising hazards that would offer either an actual or potential threat to the safety ofs students inl his care and causes for failure to maintain schooll bus time  schedule.  Z) To maintain as far as practicable, by patient and considerate treatment of parents, a AA) To refrain from the use ofa cell phone or the walkie-talkie feature ofaj phone unless  feeling ofs security in the safety of students transported.  the bus is secured off oft the road.  4) Revised 7/19  RESPONSIBILITIES OFTRANSPORTPD STUDENTS  A5    A: student who is eligible to be transported is entidled to Iree transportation only so long as he/she abides by the rules of safety and personal bchavior which are necessary for the operation of the school bus and the transportation service as prescribed in thesc rules, 1) Astudent who abuses his/herprivilege ofriding a school bus through misconduct: as provided fori in these: rulesi may bes suspended from the school bus or mayb be denied publictransportation by action ofthe School Board. Suspension from bus privileges willi notn necessarily deny the: student thei right to attend school; provided that his/her  parent or guardian provides his/her transportation.  2) A student may be put off the bus immediately by the driver only in case on an extreme emergency. In such case, the driver shall immediately notify thej principal  and the Director ofTransportation or the Superintendent.  3) Any student riding a school bus on a regular basis or on a special trip shall have the  lowingrespoasibilitses:  1) To occupy the seat assigned by the driver and to refrain at all times from 2) To observe classroom conduct except for ordinaryconversation while getting on oroffthel bus and whileriding the bus. Under: no conditions shall therel be  moving around while the bus is in motion.  singing on thel bus.  3) To obey the bus driver cheerfully and without argument and to report promptly toi the principal when instructed to do sol by the bus driver. 4) To warn the driverofan approaching dangers ifthereisreason tol believethat 5) To be at the place designated both morning and afternoon ready to board the bus five (5) minutes prior to the time indicated on1 thel bus schedule. 6) To wàlk on theleft ofanyroad facing traffic to and from the bus stop. 7) To observe thej proper rules of conduct while waiting for thel bus, staying off the road and private property other than that on which the bus stop is  he/she is not aware ofs such danger.  established. oroff.  8) Tov wait until thel bus has cometoacomplete stop before attempting to get on  .9) To enter or leave the bus only at the front door after the bus has come to a complete stop except in case of an emergency or as directed during an  Revised 7/19  A6    emergency evacuation drill.  10) To Cross the highway,ifnecessary, after leaving thel bus as follows: 1) Make certain that the bus is at a complete stop.  2) Upon alighting from thel bus, stand at the side oftheroad within sight and hearing oft the bus driver and wait for a signal from him/her to  cross the: road or to the parking strip.  3) Upon signal from the driver, look both ways and then proceed across theroad ort to the parking strip always in front oft thel bus.  11) To keep. head, elbows, hands and feet inside the bus windows at all times  except in case ofa an emergency egress,  12) To refrain from eating. or drinking while on the.bus.  13) To refrain from throwing objects inside the bus or outside the bus. 14) To refrain from the use of profanity or objectionable language and the practiceofimmoral conduct. There shall benoj pushing, fightingoranyother  type ofmisconduct at any time.  15) To avoid damaging or defacing thel bus or bus equipment.  16) To refrain from displaying any sharp instrument and from bringing any  weapon ofa any type aboard the bus.  5)  SCHOOL: BOARD POLICY 8.32- TOBACCO USE IN FACILITIES  All uses of tobacco products in any form are prohibited in any District-owned facility at: any  time.  Statutory Authorily: 1001.42), F.S.  Law Implemented: 386.212, 886.201-386.209, ,1001.43,F.S.  6)  SCHOOL BOARD POLICY 6.111 - DRUG. AND ALCOHOL TESTING FOR BUS  DRIVERS  All persons who are required toj possess a Commercial Drivers License anda a Departmentof  Revised 7/19  A7    Education License lo Drive a School Bus or Medical Examiner's Certilicalc (cllective November 15, 1994) in order lo drive or opcralc a board owned/lcased vchicle in a safcly sensitive situalion, willl be requircd to enter into aund participale in a drug and alcohol lcsling. program. This drugand alcohol ligpopamhulwiadant loingimpemenedimonder: lor meetand comply with the OmmibisT-ansportation Employee Tcsting and Rcgulationsof the Federal Highway. Adminstmtoncontained lin 49 CFR parts 40and 382, ctal, ands scction 1001.48, Florida Stauutes.Further, this testing program will allimazerotolerne" lora alcohol The procedures and guidelines for this testing is found in the District's Bus Operations  and drug use in safety sensitive silualions.  Manual, which by reference is made part ofthe rules.  Authorily: 1001.41, 1012.22, 1012.23, F.S.  Law Implemented: Omnibus' Transportation Employee Testing Actof1991;112.048; 440.102;  1001.48, F.S. 849 CFR Part 40 DOT, 49 Paris 382 & 891 Federal Highway  Administration  Revised 7/19  A8    Section B  Bus Driver Qualifications  Revised 7/17  B1    BUS DRIVER QUALIFICATIONS  1) School Bus Driver Defined  School bus drivers are delined as any person employed or contracted to the school district to transport] pre-kindergarten through grade 12 students in school buses as defined in Section 1006.25,  Florida Statutes. 2) Initial Employment: meets the following requirements:  AL the time ofinitial employment;, the Board shall be assured that the driver ofa school bus  A) Has five (5) years ofl liccnsed driving experience.  B) Has submitted lo thc superintendent a wrillen applicalion for employment in a form C) Has filed a sel of fingerprints for the purpose of the required background check for D) Prior to transporting sludents 011 as school bus, and before being issued a valid school bus driver's license, each driver shall meet the following qualifications: 1) Hold a valid Florida Commercial Driver's License with a Passenger (P) and a 2) Havesuccesshully completed forty (40) hours ofp pre-service training consisling ofatle least twenty (20) hours of classroom instruction and atl least twenly (20) hours of behind-the-whee! training based on the Florida Department of  prescribed by the Board. determining criminal record.  School Bus (S) endorsement.  Education's Basic Bus Driver Curriculum.  3) Has demonstrated the ability to preparc required reports.  4) IsI physically capable of opcraling the vehicle as determined by an annual Florida Department of Education Dexterity Test for School Bus Drivers Hold a valid United States Department ofTransportation Federal Motor Carrier Safety Administration Medical Examiner's Certificate (Form MCSA-5875), cerlilying that the applicant mcels all requirements for  (Form ESE 480) administcred by the school district.  5)  this subsection.  F) Must pass a pre-employment drugand: alcohol tesl.  Revised 7/17  B2    8)  Re-employment:  At the (ime of re-employment or re-appointment, the Board shall be assurcd the driver ofa  school bus meets the following requirements:  A) Has five (5) ycars ofl licensed expcriencc.  B) Holds a valid Florida Commercial Driver'sLicense with al Passenger (P): and a School C) Has successfully completed a minimum of eight (8) hours ofin-service training within D) Is physically capable of operating the vehicle.as determined by an annual Florida Department of Education Dexterity' Test for School Bus Drivers (Form ESE.480)  Bus (S) cndorsement. the preceding 12 months.  administered by the school district.  E) Hold a valid United States Department of' Transportation Federal Motor Carrier Safety Administration Medical Examiner's Certificate (MCSA-5875), certifying that  the applicant meets all requirements for this subsection.  4)  Drivers on Year to Year Continuous Service  At the time of re-employment or re-appointment for those drivers. on Year to Year Continuous Employment the School Board shall be assured the driver of a school bus meets the  flowingreguirements:  A) Has five (5) years oflicensed experience.  B) Holds a valid Florida Commercial Driver's License with al Passenger (P) and School C) Has successfully completed a minimum of eight (8) hours ofin-service training D) Is physically capable of operatling the vehicle as determined by an annual Florida Department of Education Dexterity' Test for School Bus Drivers (Form ESE480)  Bus (S) endorsement.  within the preçeding 12 months.  administered by the school district.  E) Holdav valid Uniteds States Dmatmatoflamperatmn Federal Motor Carrier Safety Administration Medical Examiner's Certificate (MCSA-5875), ,certifying  that the applicant meets all requirements for this subsection.  Revised 7/17  B3    Revised 7/17  B4    Section C  Rules  Revised 7/19  C1    RULES  1)  Rules and Regulations:  A) Each school bus driveri is requircd lo: sludy-and be conversationally. familiar with stale and counly laws and regulations relaling to the performance oft the job ofschool bus  driver and ali changes as thcy occur.  2) Work Rules  A) Complerapetipinwpecion belore each tipand record: iLc on the appropriate form. Completed pre-tip form must be turned in at the correct lime (bi-weekly). B) Complete post-trip: inspeclion checking for damage toi interior and exterior of bus. Confirm that no students arel left on the bus at the conclusion ofcachroutel by turning thei ignition key completely olfand thoroughly checking thel bus from front tol back and  pressing the child reminder button in the rcar of thc bus. C) Current route shects shall be maintained on thc bus at all times.  D) Be on lime, unless dctained because of mechanical rcasons. Appropriate timcs arc E) Ber neatand clean at all times while on duty. No open toed or high hceled shocsand F) Drivers WILLNOT use tobacco, alcohol, and/or drugsi while on duly or at any other G) Report: any vehicle maintenance problems in writing as soon as possible. H) Do not leave your sludenis unattended at any time, cxcept in an emergency. Iy you leave the driver's seat, be sure thc engine is shut down and the kcy is in your Drivers are to be on their bus while students arc loading and unloading on school  posted on your current route sheels, shocs should be secure on the fool. times which violates board policy.  possession. property.  I) J)  Use prescribed forms for all disciplinc problems.  K) Complete such records and reports as required by the transportation deparlment.  I) Attend all safety mectings and confcrences as dirccted,  Revised 7/19  C2    M) Obey all stale and county traflic laws.  N) Obey all state laws and regulations concerning pupil transportation.  0) Drivers must drive theirroutes: as designed and assigned by the' Transportation Office, unless there is an immediate emergency or to better provide for the immediate safety and welfare ofthe students. Any permanent changes to the routes and stops must be  approved by the Transportation Office.  P) Follow prescribed procedures in securing a substitute bus driver. As soon asa substitute has been contacted, notify the Transportation Office (secretary) of your impending absence, with an estimated length of absence and the name of the Q) Maintain a clean bus ata all times. This includes sweeping (daily), cleaning ofinside of R) Drivers must sign time shects daily. The lailure to complete and sign time sheels may result in an employee notl be paid until the following pay period. THISISAN MUST  substitute driving your assigned route. windows, seats, and dash area.  FORI MAINTAINING ACCURATE RECORDS. time in the refueling line or on school caumpuses.  S) Toc conserve energy, drivers are requested not to idle engines for extended periods of  T) Do not attempt to push another vehicle with your school bus.  U) Ifa driver parks a bus at: any location overnight other than his/her home, or the bus compound, the first aid kit, fire extinguisher, and ignition key must be removed for  safe keeping.  V) While driving, use the seat belt Cata all times. W) No cating or drinking beverages while operating the bus. X) You will always operate your bus in a safe and responsible manner.  Y) Large bulky items are not: allowed on the bus while children are being transported. Z) Only children currently enrolled in school shall be transported on the bus. AA) Thes school bus should only be used for transporting students to and from school and BB) While on the regular sludents routes, drivers are not to: stop the bus ata any store orany  other school related activities.  Revised 7/19  C3    umauthorized stop while sludents are 011 thc bus.  8)  Attendance of Driver Meetings:  Youarer required by law to attend bus driver training classes as directed by the' Transportalion Supervisor. These classes will be on a reimbursable basis. The duralion of any one session will nol exceed two and one halfhours except for the beginning of the year session. You will be nolified by letter of the dates selected for these sessions. Only the Transportation Supervisor may give you: an  excused absence.  Revised 7/19  C4    Section D  Pre- and Post-Trip Inspection  Revised 7/19  D1    PRE-TRIP INSPECTION  1)  Pre-Trip Inspection Procedure:  A) Pre-trip inspections shall be done twice daily before the morning ànd afternoon runs, and before transporting students on any other trip. B) Bach item on the pre-trip sheet must be checked as follows:  1) An "O" means the item is OK. 2) An "N" means the item meeds attention. write the item(s) up on thel Driver's Report. Transportation. Department on a biweekly basis. every other Monday morning for the previous week. downstairs ofthe' Transportation Office.  C) If an item needs attention, or if you have any other complaint, you must D) Pre-trip inspection forms must be turned in by the driver to the E) Pre-trip inspection forms will be turned into the Transportation Office F) Place the pre-trip inspection form in the appropriate place in the  2)  Pre-Trip Inspection:  A) Each driver IS REQUIRED TO pre-trip inspect his/her bus prior to each morning and afternoon run, as well as any other time that the driver has left the bus. A professional driver will give his/her bus a visual inspection  before each trip.  B) As soon as you step on the bus you should check to be sure that the reflectors, first aid kit, and the fire extinguisher are on the bus. (Be sure C) The driver must be sure the hand-brake is set and the gear shift is in the D) Start the engine and let it warm-up DO NOT PUMP THE E) Observe the oil pressure, ammeter, fuel temperature and air pressure gauges. DO NOT move the bus if it has less than 90 pounds of air  the fire extinguisher is charged.) Close the door. neutral position before starting the bus.  ACCELERATOR PEDAL OR REVTHE ENGINE.  pressure. F) Put left turn signal on.  Revised 7/19  D2    G) Turn on headlights (high beam). H) Activate the yellow caution light. Turn on the clearance/amber light.. Check the windshield wipers.  I) J)  K) Sound thel horn.  M) Check the brake pedal and brake lights. This can be accomplished by (1) having another person step on the brake pedal, (2) using a stick that fits between the driver's seat and brake pedal, (3) by having the back of the bus toward an object that will show the lights are working.  N) Check emergency door (inside).  0) Check seat secure to the floor. Get out oft the driver's seat and check the yellow caution lights and left turn signal by looking out of the front windshield. Walk through the bus checking to see if the bus is. clean. Open emergency door, lean out, and check the yellow caution lights, left turn signal and the brake lights are all in working order. Walk back through thel bus and check to make sure the seats are secure to the floor.  P)  Check right turn signal.  Q) Activate the: red arm/red loading lights.  R) Check tail lights.  S) Now step off the bus for a visual check. Check your front tires, lug nuts, and for any leakage around the wheel. Step to the front of the bus and check the clearance light, red loading lights, right turn signal, headlights (high beam), any oil, or water leakage under the engine and any new body damage or broken glass. Go to the side of thel bus and check the left front tire, lug nuts, and any.1 leakage around the wheel, check the side clearance lights, make sure the stop arm is out and both lights are: flashing, that there are two amber reflectors and one: red reflector on the side of the bus, any new body damage or broken glass, check both of your rear tires, lug nuts, and any leakage around the wheel. Step to the back of the bus and check clearance lights, tail lights are lit, two rear red reflectors, emergency door opens easily and the buzzer is working, any new body damage or broken glass. Go to side of the bus and check two back tires, lug nuts, and any leakage around the wheel, clearance lights, that there are two amber reflectors and one red reflector on the side of the bus, any new body  Revised 7/19  D3    damage or broken glass, and that the fuel cap is secure. Before getting back on the bus, make sure that all windows and mirrors are free ofany V) Get back on the bus and put the headlights on low beam and activate the 4-way hazard lights. Step to the front of thel bus and make sure  dew or frost.  these lights are working. Get back on thel bus.  T) Check headlights (low beam). U): Check 4-way hazard lights.  W) Make any seat adjustments tbat are: necessary.  X) Check your: mirrors and make sure they are adjusted for you.  Y) Fasten your seat belt.  Z) Check the brakes-to do this get a little motion with the bus, then touch AA) Check the gauges and make sure they are all working correctly before  them to make sure they are working.  pulling away.  BB) Check wheel chair lifts where applicable.  CC) Complete the pre-tripinspection form before beginning route.  3)  Post-Trip Inspection  A) Upon completion ofroute, check the interior of the bus for damage. B) Check for students left on the bus. Press the child safety check button  when complete.  C) Perform walk-around oft bus to check for damage to the exterior of thel bus.  Revised 7/19  D4    Section E  Routes  Revised 6/06  E1    ROUTES  1)  Routes: A) Assigmments:  1) The Transportation Department will assign routes. The Director of Transportation has theauthority to create and change routes, as necessary, to provide students with the safest, best and most eflicient means of  transportation to and from school.  2)  Transfers: a)  Any openings for vacanti routes willl be filled firstfrom thel listofregular route drivers. Ifmore than one driver requests a bransfer, the decision willl bel based on the guideliness seti in thei Non-Instructional Contract, as well: as where the driver) livesi inr relationship to the route, typeofroute,  etc, Substitute Drivers: a)  3)  If no regular route driver desires a transfer to an open routc,  substitutes willl be given the next consideration.  B) RouteSheets: 1)  Each driver is required to complete currentrouting cards duringt the first three- (3) weeks. ofs school and each time during the year an adjustment or change is made. The current route card is to include the actual bus stop times, description, location and address of the stop, and whether the stop is  over/undcr lwo miles.  2) All changes ofthel busr routes or times must be coordinated with the Director ofTransportation before they are puti into effect. No driver) has the authority  toi institute any change on his or her own accord.  a) 8) 4)  AI ncw route card mustl be filled out forany newstop: added to ar route. Currentand up to dateroute sheets are to be maintained and kepton.thel bus A set of Route Sheets will be provided to the driver by the Transportation Office as soonl as possible alter the routing carls have been turned in io the  atall times.  offiçe.  Revised 6/06  E2    C) Driving Routcs: 1)  Drivers: must drive theirroutes as designed: land assigned by the Transportation Oflice, unless there is an immediate emergency or to better provide for the immediate safely and welfare oft the students. Any permanent changes to the routes and stops must be approved by the Transportation Office. Drivers should not make any un-assigned stops on their routes.  2)  a)  Drivers will: notl be allowed to stop: atany store whiles students are riding  the bus on regular runi routes  8)  Ifyous see thatyou are beginning to run your route earlier than yours scheduled  time, find a safe place to pull over off the road, and: Radio the bus garage and check thc time.  a)  b) Be sure and follow all safety procedures for pulling off of the road  and parking.  c)  Ifyousee thal your route is consistently running early,please notify the Transportation Office sO that adjushments to the stop times may be  made.  4) Ifyous see that your route is consistently running late, and students are, getting to the school after the first bell of the day, notify the" Tansportation Officeso  that adjustments can be made to your route: and times.  D.  Bus Route on Private Roads  1) Allroutes with active, private road stops, as ofAugust 1995, willl bel honored as long as students oft the appropriate grade level, attending Baker District Public Schools, reside ati the specific stop, or until School Board approvalis  given to eliminate these stops.  2) Other stops on private roads will: notl be added to anyi routes. Students living in the area: may use the pre-existing stop until all eligible students have left  the: specific stop.  3) Stops servicingi new developments willl be at the entranceofthed development at a designated pull off/bus stop area at the entrance provided by the  developer.  4) Once aj private road stop becomes inactive, for any: reason, it will be removed from the route sheet and notl bei re-added. No: new private roads  Revised 6/06  E3    stops/routes will be added to any: routes.  5) IDEA reauthorization requires school districts to provide transportation to and from school regardless ofl location of student, ifappropriate.  E. New Stops  1) All: requests for new stops will be reviewed for safety and. need and sent to the Superintendent ofSchools for final approval, as per School Board. Policy. 2) State guidelines will be used in determining if a stop meets safety  requirements.  F. Temporary Stops  Drivers who come across new students on their routes will pick up the student(s) at his/her location on a temporary basis, until a: new stop can be permanently created and approyed, as per School Board Policy. It is the responsibility of the driver to notify the Director or' Transportation or his/her designee as soon as possible oft the temporary stop, sO that the stop can be evaluated and the procedure for creating a  permanent stop initiated.  G. Empty Stops  At: any time during the school year, should a stop become in-actiye or empty, the Transportation Department should bei notified by the driver, as soon as possible.  H. EmergehcyStops  At any time that you may have to make an emergency stop, contact the  Transportation Department forinstructions.  2)  SENPRALGUIDPIENES  A) I you see that you might be late arriving at any school(s), be sure and call the B) Only students who are assigned lo your bus should be riding your bus and routc(s). DO NOTallow: sludents not assigned lo yourbus orroute(s) to ride your bus, unless you have a written note from the school, or you are given a O.K. by a school Dor not keep a student from riding your bus duc lo school suspension or bus  Transportation Office sO that the schools can be notilied.  administrator or the Transportation Ollice. suspension unless the school has notilied you.    Revised 6/06  B4    Section F  Students  Revised 6/01  F1    STUDENTS  1)  Student Registration' Cards:  A) Astudentr registration card is tol be compleled for each student approximatcly Lvo weeks after the beginning ofs school. Thei informalion on this card is tol be used to  complete the student passenger list. Student Passenger List/Stops/Seating Chart:  -2)  A) The forms listing passengers with stop numbers and a listing of the stops and times, names ofstidents, etc., should be completed 15 working days (hree wccks) alter the  beginning ofs school and turned in to the' Transportalion Oflice. 1) Stop Description/Snudent) Passenger List:  a)  Stop descriptions are to be complete and clear, allowing for the substitute driver to find the stop. Any information, such as mail box numbers, street name, road numbers, business, etc. that will help in finding the stop should bel listed. In addition, the description should include whethert thes stopis over orunder 2 miles from theschool, the  AM: and PM times.  2)  Current route/passenger information must be on bus at all times. 3) Ac current seating chart of students must be on your bus at all times.  b) Ammetsaligcmtafamasts on your bus: should be on! filei in thc Any, additions or deletions must be coordinated with Director of Your most current route/passenger information will show, all additions and  Transportation Oflice.  4) 5)  Transportation and Route Manager,  deletions.  Revised 6/01  F2    8) Pupil Instruction:  Each driver is toi instruct his/her students a minimum oftwice a year on the following school bus salety practices, preferably the first week of school and the first week upon relurning after the Christmas Holidays, and any other lime thé driver deems appropriate. The appropriate form willl be  signed by the driver and turned in to the Transportation Office. A) Stand off roadway while waiting for bus. B) You must remain in your seat at all times. C) Keep arms and head inside windows.  D) Walk ten feet in front of the bus. Wait for driver's signal before crossing road. Unnccessary conversation with the driver is dangerous. Plcase remain quiet.  E)  F) Absolute silence is required at all railroad crossings.  G) The driver. is in full charge oft the bus and pupils. Pupils must obey the driver. H) The driverh has the right to assign pupils to certain seats ifnecessary, toj promote order  on the bus.  I) J)  No eating, drinking, chewing, dipping, or smoking is allowed on the bus. Pupils must be on time; the bus cannot wait for those who are tardy.  1) Every effort will be made for thel bus tol be at the assigned stop at thes schedule 2) Students should be ready to board the bus, 51 minutes prior to schcduled pick  time. up lime.  K) Riding the bus is a privilege. DO NOT ABUSEIT.  PENALTY: PORYOLATINCTISERAUZAMAPVIAMATANATBERPORTDHITE  DRIVERTOTTIESCHOOLPRINCTPAL WHOHASTHIEAUIHORITYTO Driver will: need to announce and explain any additional: rules they have on their bus.  SUSPEND THE. PUPIL FROMI RIDING THEBUS,  NOTE:  Revised 6/01  F3    4)  Discipline Procedures:  A) The reporting of misconduct by a student(s) should bc reported lo the approprialc school using the Baker County School DistricAdministination Action Rcferral and  lollowing the propcr disciplinary proccdurcs.  B) All sections should be complcicd belore turningi in the form, including the calegory check offl list. Try tol be: as clearasy you can in describing the conductof the student(s), as this will facilitate school personnel in dealing with thc problem. C) Turn in the Baker County School District Administration Action Referral lo the Transportation Office as: soon as possible afler cachi inciclent. Afterthereferralsl have been reviewed by the Transportation Office, the forms will bc translerred lo thc appropriate schools and a copy will bc returned lo you via the mail box system, D) Referrals must be turned into the transportation Ollicc within 48 hours (2 working E) You may request a conference with school personnel if you feel the need lo further F) Remember: you) have turned the problem over to the school to solve. G) For studcnts with discipline problems, which may requirc the driver to intervene  days) of the date of the incident.  explain what happened in a certain situation.  immediately, (he following procedure will be used:  I)  Pull the bus off thc road, in a sale position and lurn on all required salcly flashers and lights.. Apply parking brakes and remove the key. Ithci incidlent occurs at the bus stop, do not exit the bus. Do not allow other sludents to gcl. off ofthe bus, provide safety to students thal have already exited. Call the bus garage and nolify the bus garage of the problem, the school necded and the. name of thc sludenl(s). In case ofa fight on the bus, do nol. Placcyourselbetween the sludents fighting. Attempt to: separate theml by using the least forciblc techmiques and talking in a quiet and calm mnanner. The bus garage will nolify thc school of the problem, and thc school will  2)  3)  decide on which of thc followingactions to take:  a)  Relurn to the school b) Take the student on home  c)  Waitwhere: youarcforac depuly lo comc and pick thc sludent upa and takc the student homc or relurn him/her to (he school.  Revised 6/01  F4    H) Ifyouhave called the" Transportalion Oflice and requested a depuly, you must stay at yourl location until the depuly arrives. Iflorany reasons you) no longer need thc depuly loc come to your location, pleasc call the' Transportalion Office so thatthe depuly can  be'canceled.  Revised 6/01  F5    Section G  Driving Procedures  Revised 7/19  G1    DRIVING PROCEDURES  1)  IPDE Method:  Drivers must developasystematic method ofs secingi interpreting, and: responding to the ever-changing A) The T" stands for identify. Drivers mustl be: able to identify the relevant clues. This involves moret thanyustsecingitincude: interpreting or giving meaning to whati is sen.Toidentifyand interpret relevant clues, drivers must knowhow! to! look, whcre to look, and what to look for. Toi identily hazards, drivers must constantly search the tralfic scene carelully. Quick glances should be taken all around to the front, to the sides, and in the mirrors; both near and far. Since the trafficenvironment: changes currently; these glances mustl be taken.comtnuously. One orderly visuals system search pattern isl known as the Smitli System. This systemi involves five  trallic scene. One such system is known as IPDE.  seeing! habits. 1) 2)  Aim high in steering-look way ahead of your velicle so that you ae aware of the Kcep your eyes moving-Use: an orderly search pattern thatinvolves glances near and far to the front, sides, in the mirrors and at the instrument panel. 3) Set thel big picturc 1 Puta all this information togethcrfrom all the glnces so that you have a mental picture of thc traflic environment completely around your vehicle. Make sure others see you- çommunicate your intentions to other drivers so thaty you Leave yourselfan out- never getl boxed in. Always have an escape route, This means leave aspace cushion all around your vehicle- to the front, rear and both sides. 2) The' "P" stands for predict. Drivers must be able to predict the significance of the relevant clues. Once al hâzard in thie driving environment! hasl been identified, driversmustp predictl how thel hazard might effect their planned path oftravel. "To avoid thel hazard, must Ispeed up, slow down, tum toi thei right, or turn to the left," Thisi is thet type ofc question drivers must ask themselves. During this stage ofthel process drivers arei interpreting thei information theyhave  complete traffic: scene in front oly your vchicle.  4) 5)  aye sure they understand your plans.  identified and are judging where conflicts may occur.  Revised 7/19  G2    C) The "D" stands for decide. Drivers must decide what to do now that they have identified a hazard and have predicted its effect on their path oftravel. Nothing is more crucial to safe driving than being able to make a wise decision, in time under these circumstances.  The options available include:  1) Deciding to change speed by slowing down or speeding up.  2) Deciding to change directions on location bymoving intos some area ofspace cushion D) The "E" stands for execute. Drivers now execute their decision. To carry out a decision to  around your vehicle.  avoid a conflict, drivers must take one or more oft the following actions:  1) Accelerate 2) Brake 3) Steer 4) Intersections:  Communicate  2)  A) Controlled by Stop Light: Bep prepared to stopiflighto changes from green to amber. Nevert try to "beat the light". Drive defensively in case someone on cross street is trying to "beat the B) Bus Stop (student stop): Dor not block intersection to make al bus stop. Make stop eitherright C). Stop Sign: At an intersection you must come to a complete stop before the stop line. After complete stop and after checking traffic you may slowly and carefully pull up and stop a  light". Do not change gears in an: intersection. before or immediately after the intersection.  second time, to check traffic, before proceeding.  Revised 7/19  G3.    3)  Following Distance (4-second Rule)  Because of the difficulty in judging distance, a new following technique was devised based on counting. This technique allows drivers to determine a safe following distance by allowing a one- secondi interval for each teni feeto ofl length oft their vehicle. Since: most buses are approximately35-40 feet! long, youshould not be closer than 4: secondsi from the vehiclei in: fronto ofyou. To determine thes 4- A) You need a checkpoint over which you will time the passage of your vehicle. You can usea road sign or a stripei int the road, mile marker, light post, or a fixed object; and the closer tot the B) As the rear of the vehicle ahead passes the check point you selected, start counting, one thousand and one, one thousand and two, one thousand and three, one thousand and four. Depending on the vehicle length you: are using for the time interval, you should: not pass the checkpoint with the front of your vehicle before you have completed your count.  second distance:  pavement the better.  4)  ProperLane:  When traveling on a 2 or3 3 lane highway, school buses are to travel the curb lane. It is improper to travel int the' middle or inside lane unle less you aret to1 makea! left turn within a short distance or you are passing another vehicle. When turning onto ai four-lane highway, Florida Driver's Handbook states that when turning right,yous should turn into thei right lane, When turning left, you should lurni intot the left lane, then signal and changei into the curb lane. Buses should nott travel sidel bys sidel blocking the  bighway.  5)  Driving Speeds for Buses  To always drive at a safe speed and never in excess of thel legally posted speed limit. Drivers must: also comply with any additional restrictions placed on schooll bus speeds as setl byt the State ofl Florida. Ifa driveri is driving an oute ofs statei field trip, itis the responsibility oft the driver to check for any additional Iaws pertaining to driving a school busi in that state and to abide by those laws while in the other state. In rain, fog, or wet roads, adjust your speed according to  conditions.  BELATE-HUTBESAEE  6)  Road Courtesies: other drivers.  A) School bus drivers are to operate thirvchiclessalcly. Particular cmphasis should bcp placcd OIL courtesy to other drivers int the community, Never usc) yourschoolbust lo! forceyour wayimloialicortoroere  Revised 7/19  G4    B) Bcj particularly courleous to your fellow school bus drivers.. Allowl him/ler toj pass yourvehicle if you have frequent stops in his/her path. Do nol hold up your Tellow drivers at a loading/unloading: zone: at thes schools served. Ifyou are talkingt to yours students, pull upo outof ther way oft thel buses behind you and: activate your 4-wway hazard lightst toi indicate that theyr may Drivers willy nol tailgate each other when travelingi in: ac convoy, Use 4-secondi rule. Onlyin case  go around you.  C) Backing:  ofa valid emergency should one bus pass anotherin a convoy,  7)  A) On school grounds:  1) 2)  Backing on school grounds is not an accepted-practic.  Ifane emergencyarises,; and backingisa absolutely liecessary, an outside observermst  be used. Other Locations: 1)  B)  Backingi is authorized in other locations i  a) b) c)  Routing requires turn around.Ir at a student loading/unloading point, students are to! be on board while the bus is being backed.  For mechanical reasons. Valid emergency.  OUROUPACAITACTIAETIAMAZIAAND WHILETHEBUSISINREVERSE  8)  Railroad' Tracks:  When approaching rilroad crossing, activate your 4-way hazard light approximately 100 feet belore stopping. Turn off all fans, wipers, etc., and open the driver's window. Then come to a complete stop, open the door-lookboth ways-listen. Ifallis is clear, shut the door: and begin moving! forward. Donot change gears until the bus is completely across the tracks; de-activate the 4-wayl hazard lights. Always ALWAYS REMEMBER, EVEN THOUGH_THERE MAY BE A CROSSING GUARD AT THE RATROADCAOSINGITIS YOU, THEDRIVER, WHOMISTMAKETIEHNALD2CIION  use the outside, (or curb) lane.  ON WHETHERTO CROSSTHE TRACKS ORWAIT.  9)  Refueling:  Drivers are to stay with their bus while int the fuel line. Do noti reluel your bus every day or everyo other day ifyour fuel consumplion does not require you to dos sO. Itis your responsibility to know your fuel consumplion and when you necd fuel. DO NOT sweep sand, or paper from the vehicle on to  pavement any place in the compound.  Revised 7/19  G5    In the mornings, if possible, please uy and relucl your bus aller 7:00 A.M. or alerserondary run. CAUTION: Fornor reasons are: students permitted to remain on: al bus whilei itisb beingrelided,aanyline  orl location.  10) Shrobe/Fleadight Use:  Hcadlights and strobc light willl bc lurned on anytime al busi is in molion. Thc only cxception lo thisi is that when traveling in a convoy, the lastl busi in thc convoy will usc the strobc light.  11) LoadingUnloading Students:  A) Thc sale procedure is as followws:  1)  Lelt tol Right: a) b)  Make sure the master/manual switch is 01).  Activate the yellow caution lights approximately 200 feet bclore the sludent stop or alsuchag greater distance as is nccessay due to trallic spccd and road  conditions.  c) As you come to a complcte stop activate stop arm/rech loading lights.  d) e) I)  Set the hand brake kcep your foot on the brake pedal the whole lime you  are stopped.  Put the transmission sclectori in ncutral position.  Check mirors. Make: surc all traflic hass stopped: and thatitis is salc forstudents to board. Ithcy musl Cross in front oft thcl bus, motion them with your hand  wheni iti is sale for them to proceed, opcn thc door. Alter the last sludenti is on, close the door.  2)  Right to Lelt: a) b) C) d) e) D 3)  Look in your mirror and make sure alls sludents are seated.  Put the bus in gear. Release the hand brake. Check all lrallic.  As you begin to movc, cancel the stop arm/red loading lights. Att thes school, put the hand brake on and put thes gearshill in neutral.Ilisnotr required  Revised 7/19  G6    to shut the engine ofl, so you must keep your foot on thel brake pedal until thel last  studeut: is off the bus. a) Use no lights. b) C)  Do not move thel bus until: all loading/unloading has been completed. The school bus driver shall be in the diver's seat or standing at the entrance doorv while students load or unload. However, ifyou do get out cofthe driver's seal, you must shut the engine off and have thc keyi in your possession.  4) 5) B)  Never let a student open or close the doori for you. Oncet the school bus is in motion, do not stop for stragglers.  Studenls Who Must Cross A Road To Board Bus  Atas stop, the children who CrOsS in front ofyour bus are called crossers and thcy are at the most risk Irom their own bus. The following procedure for crossers must be followed:  1) 2)  The driver must know which childreu onl his bus are crossers. Yous shouldmarkthese Ata stop where you. have a mixture of crossers and non-crossers, you will discharge the crossers firsL Alter you have carcfully observed that the crossers are safely across the road, you are. free to discharge the non-crosser." Count your students to be sure  children as such on your passenger list.  they arc: all safely away from the bus before pulling off.  Student Stops: 1)  Ift the eslablished stop is at a drivcway ori intersecting road, stop before discharging sludents. This allows you to sec that they are: safely away from the bus before pulling Afters students have boarded, the schooll bus driver will: scet that alls students arei int their seats according to the seating chart. Children are to sit oulyi in bus seats. The school bus drivers shoukl ncver permit: tstudents to unload once the students have boarded the bus, except OIl arrival at the school in the: A.M. and on arrival at their Drivers must make sure thats students getting off the bus do: not have loose clothing caughl 01l any oft the rails, door handles or otheri items which may catch on thel loose clothingworn bys students. Belore closing the doora and moving thel bus, make sure that  off. 2) 3)  regular stop in the P.M.  4)  all students are completely clear oft the bus.  Revised 7/19  G7    12) Bus Riders on Visitation  A student whoi is not regularly enrolled asa transported student, and whose name does not appear on thel bus driver's roster fort that bus, shall notl bej permitted to1 rides suchl bus whilei itisl being operated on ai regular school bus route as a bus rider on visitation except upon written request of thej parent or guardian ofas student, and with they written approval ofthe principal ofthes school, provided that there is adequate room on thei requested bus for the student. Where thei request for al bus rider on visitation Thes school bus driver shall bes given written conformation oft this) permission before the student willbe  exceeds three (3) days, the approval oft the Superintendent shall be required.  allowed toi ride thel bus as al bus rider on visitation.  Revised 7/19  G8    Section H  F.E.F.P. Reporting  Revised 7/19  H1    BEEP.REPOKING  1) E.E.E.P. Information Form:  Student Information:  1) Please use a dark pen in filling out this report.  2) Make sure the information printed at the top of the printout is correct and that the student passenger list has  thè correct information.  3) Make sure that the student is listed at the proper stop for  the route.  4) Circle/check off the date that the student rode your bus during the reporting period. The student must ride at least  one time during the F.E.F.P. counting period  5) Make sure that each student is correctly marked as whether the student is over or under the two mile limit. This  information is of the utwost importance.  6) Sign and date each page of your student roster and turn in within five days of the completion of the survey dates  Revised 7/19  H2    Section I  Driver Information  Revised 6/08  I1    DRIVER INFORMATION  1)  Assignment of Substitute Drivers:  Drivers are required to obtain their own substitutes. A list of available substitutes and thcir phone numberwill be provided. Inaddition, al logwill be maintained in the Transportation olfice lo document acceplance or refusal oft the substitute. Notify the Transportation Secretary-daily ofy your allempts to secure a substitute. Only in case of a true emergency will the Transportation  Department obtain a substitute for you, ifpossible.  2)  Substitute Driver Regulations:  A) Substitute drivers are paid only when they actually drive. Daily rate is a minimun  salàry on the "Q" year experience hourly rate.  B) Substitutes are expected to:  1) 2) 3) 4) 5)  Mecta all qualificalions ofar regular bus driver. Attend all training and safety meetings.  Doapre-trip inspeclion and turn in necessary paperwork.  Clean bus alter running route.  Be familiar with all types ofl buses and all routes. 6), Be professional in appearance and conduct.  7) Spare Buses:  Call Transportation Oliceifunavailable for a length of time.  8)  A) Drivers are expected to maintain the same standard of cleanliness on a spare bus as  their regular route bus.  Revised 6/08  12    4)  Personal Use oft the School Bus:  A) Drivers are cautioned thatt the school buses are purchased: and maintained by stateand county tax fuds. Therefore, they cannot be used for personal reasons, You are to drive yourschooll bus from home or thel bus garage on the route prescribed and to the B) Due lo insurance liability coverage and pupil safety, drivers are not authorized to transport their own non-school children or other: non-school faynily, members or non- ) During the school day, between the morning and afternoon runs, all district school buses should be parked on School Board Property, unless on school: related business. Ifac driver should need toi takehis/her busl home at anytime for any reason, eithert the Director of Transportation or the Transportation Department Shop Manager must  bus garage parking space/school board property during the day.  school fricnds on the school bus  give the driver approval.  D). Buses should not, at any timel be parked at any place ofbusiness unless:  1) The driver is on a lay over between the elementary and secondary runs, 2) The driver is between thei regular runs and a field trip.  3) The driveri is on a: field trip or school related business, which requires thel bus  be driven to aj particular place ofbusiness.  E) Afterregular runs, unless on school related' business, school buses should bej parked at either the driver's home, School Bpard Property, or at the bus garage.  5)  Use of Credit Cards:  A) Credit cards may be signed out by drivers or club sponsors for their use on extra- curricular, education or non-educational trips, forre-fueling: andi minor maintenance when a safety) hazard exists. You arei responsible toi insure that credit cards are used only when absolutely necessary and then only minimum expenses incurred. B) All credit cards and receiptsmust! bei returned tot the' Transportation Office on thei first working day following the return from the trip. Enter bus tag mumber and group on the ticket before returning the cards and receipts to the' Transportation Office. Thoset people: signing out credit cards willber responsible for anyexpense(s) thatn may be incurred due to the loss of these credit cards. This expense includes, but not  limited to the replacement of1 lost cards.  Revised 6/08  I3    D) Atno time should district credit cards be used for personal purchases or use.  6) School Line Up:  A) Drivers will be provided with a bus line up for the order ofbusses.  B) Except. in emergencies, drivers are cautioned not to pass other buses during AM arrivals and PM departures. Never pass another bus while students are actively  engaged in loading or unloading.  C) Int the event youl have a problem, courtesy requires "pull out ofthel linet up, turn your 4-way hazard lights on toi indicate to buses behind you to go around". D) Ifyou are al Iate arrival and students are loading, take your position at ther rear ofthe line up. For safety sake, do not attempt to park in your regular position. Also, if possible, call the school and tell them that you will be at the end of the line so the  school can help students find their bus as quickly as possible.  7)  Assignment of School Buses:  A) Normally school bus drivers will retain thel bus assigned to them for the duration of the school year. New school buses will be assigned on the basis ofthe need, where thel bus is parked ati night, condition ofroute, and condition ofbus.  2) Due: to special needs brought on by: field trips, etc., drivers mayl bea assigned: substitute buses fort theirregularroutes. Substitutel buses will be assigned onlywhena absolutely  necessary.  8) Driver Supply Items:  Drivers must submit al Driver Supply) Request Form before items willl bei issued.. A supplyof thei forms will bei maintained in the forms supply area. The completed Request form should be turned in after your morning run when items are needed. Therei is aplace for the form is located on the wall downstairs. The. Parts Manager has been assigned to place ther requested items on your bus ori in your locker oncet the request has been turned in. Do: not ask other  mechanics for supply items.  9) Vehicle Maintenance Procedures:  A): Ifa driver hasa vehicle complaint problem, fill out the appropriate form andj placein  Revised 6/08  I4    the appropriate place downstairs. Never just "tell" the shopmanager what you think is wrong with your vehicle. No matter how minor you thinkitis, alwaysmakesure you write it up. Let the Shop Manager take the responsibility of checking and  repairing the problem, not you, and contact shop manager.  B) Donots stop at entrance to garage and1 blow your horn for service. Park your vehicle C) Don not walk through the garage working area ort trytot talkt tol mechanics. Itisnoisyin the garage and in an effort to engage a mechanic in conversation; you might cause him to error and get hisl hand caught in a fan orrolling belt, This, ofc course, would  be tragic. and place.  D) Ifa driver needs to talk to a mechanic, see the Shop Manager to set up a time  10) Use of Radios:  A) Radio usage is to be for business purposes only. These radios are not toys and should be used as needed for transportation business. Remember, the: frequency that we use for the Transportation Department is in many of the home monitors  around the county  B) The following proper format should be used when using the: radio: 1) Key the: microphone and give call sign: WNKM709.  2) 3)  "Thisi is Unit yourn microphone.  (your busD number) calling' Transportation base." un-key  Transportation' Base will acknowledge your request fori information. 4) Key the microphone and give your: message to Transportation Base. After  your: message, un-key the microphone.  5) Transportation Base will respond to your message. 6) At the end oft the transmission say "WNKM709 Unit 7) Transportation Base will dot the same. C) Bus numbers are the driver unit numbers.  clear."  Revised 6/08  15    D) The service truck is Unit A, and the white truck is Unit B.  E) Each school has been provided with a hand held radio for direct communication between thes school and theb bussesi ini the afternoon. This will allows you, as a drivert to check directly with the school on whether students can ride your bus when theyhave lost their notes, etc. Due to the bus frequency being in many home radio scanners, please do not ask the schools about as student's disciplinary status on the radio.  11) Breakdowns:  A) Youaret to notify the Transportation Department, viar radio or telephone (259-2444), when either your bus fails to operate or you consider your school bus unsafe to operate. Normally, a mechanic and a substitute vehicle, if required, will be dispatched to youimmediately. Ifyou are told to go ahead and drive thel bus, makea note on yourpre-tipinspection form showing date, time, and who authorized.youto  drive the bus. 1)  Once you have contacted the garage and they have told you that they are dispatching assistance, do not move the bus until the mechanic arrives. Takewhatever: steps youl need to make sure that all students and thebus arein  asafe position.  2) After assistance arrives and releases your bus or gives you a substitute bus, continue on with the remainder of your route. Do not assume because you  are. latet that someone else is doing your) route.  B) On heavily traveled thoroughfares, drivers will insist that students remain on the school bus during the breakdown. In sparselypopulated areas, where traffic is nota hazard, drivers may Iêt groups of students off at a time while waiting for the mcchanicsubsttutebus Carefuljudgment. by each drivershould be exercised when  making this decision,  12) Payroll:  Payroll for drivers and substitutes is done every other Wednesday ona as schedules set upb bythe A) In order to prepare for aj payroll, each driver must complete the following:  Finance Office.  1) Daily time sheet.  2) Absence form must be completed for any reason.  Revised 6/08  16    3) Anyabsence, other than sickl leave, requires leaverequests tol be completed  and approved prior to the absence.  B) Substitutes must complete the Substitute Record Form. Besuret toi record your Social  Security Number under your name and sign at bottom.  NOTE:  Finance Office requests that all persons- being paid must sign their name as it appears on their Social Security Card; do not use initials, mickname or  abbreviate.  13) Bus Condition:  A) Drivers are: responsible for the condition (cleanliness) oftheir bus. The only contact that many oft thej people in the county have with the school district is when your bus stops or goes by theirhouse ort theyridet thel bus on ai field/school trip. Fort this reason 1) The bus should be swept after each morning and afternoon run, whenever  we want this experience tol be thel best possible.  possible.  2)  Remember that your bus may have to be used for a field trip or other  transportation needs during the day or after your route.  3) Sending your bus off in good condition will enable us to better control the  condition that your busi is returned in.  14) Bus Seats:  A) The condition of the seats on your bus is of great importance. For this reason, we needtot take extra care: inl keeping these seats ini thel best condition possible. In order tor maintain thel bus seats in their best condition, the: following procedures would be  followed:  1) Assign students to seats on your bus.  2) Check your seats carefully during your pre-trip and after each secondary and  elementaryran.  a)  Seats should be checked before and after any field trip or other trip for damage. Anyd damage that occurs duringaf field/school trip should be reported to the person in charge of the trip. and also the  Revised 6/08  I7    Transportation Office.  3) Any damage found ont theb bus should bei reported tot the Transportation Office and also be reported on a Baker County School District Administration Action Referral and Report Form to the school that the students allend. Students seen swinging on the lop of the seals should be lurned.in lo their schools for abuse of property. The swinging along the top oft thc seals is a major cause of the seats breaking down and having lo be  a)  replaced.  15) Gate Keys  1) Any regular or substitute driver needing a gate key to the bus yard should see the Transportation Department Secretaryi in ordert to check outa a gate key. Gatel keys will be checked out to regular and substitute drivers on an over-night basis only, The regular or substitute driver checking out a gate key to the bus yard will be responsible for the key and will be required to pay the $20.00 (twenty dollar) replacement cost of any key which is lost, stolen or becomes missing. This $20.00 (twenty dollars) must be paid before additional keys are checked out to the driver.  Drivers should not loan out checked out keys at any time.  2) Any driver who is driving a field trip or extra-curricular trip, and expects to arrive back at thel bus yard after regular working] hours (5:00PMMondayt thru Friday), will need to check out a gatel key to the bus yard from the Transportation Department Shop Manager. Ifmultiple drivers are going on the same trip, only one key will be checked out for the trip. These gate keys to thel bus yard should be. returned to the Transportation Departmenti immeliatelyfolowing thet trip. Check out gatel keysi may bereturned with thel bus keys by placing them ini the key return slot on the east side The driver checking out a gatel keyt tot thel bus yard fort thej purpose of going on ai field trip or extra-curricular trip willl beresponsible fort thel key and will be required toj pay the $20.00 (twenty dollar) replacement cost of any key which is lost, stolen or becomes. missing. This $20.00 (twenty dollars) must bel paid before additional keys  ofthe bus garage.  are checked out to the driver.  Drivers should notl loan out checked out keys at any time.  3) Drivers who are driving field trips or extra-curricular trips must make arrangements with the individual schools for keys to the schoolDs gate lock(s). Thel bus yard gate  -  key will not unlock individual school gate locks.  Revised 6/08  I8    Drivers willl be responsiblet tot theindividual school fora any checked out gate key that  may become lost, stolen or missing,  Drivers should not loan out checked out keys at any time  16) Confidentiality ofSmudentinformation  From time to time, drivers are provided with highly confidential information concerning students sO that we, as a Transportation Department, may provide a safer means of transportation for the students. This information may range from learning disabilities, disciplinary action(s) to medical information. It is imperative that all drivers keep this student information confidential and not allow outside people or groups access to this Iffor any: reason an: individual or group request any ofthis confidential information, drivers should refer this person or group to the Transportation Department. Atl NO time should  information.  driyers give out this confidential information.  Revised 6/08  19    SectionJ  Evacuation Procedures  Revised 6/06  J1    EVACUATION PROCEDURES  1)  Emergency Evacuation Drills:  Itisrequired that cach driver hold lwo emergency cvacuation drills cachs school ycar.Submit a copy of thc Completion of Emergency Evacualion Drill upon complction of the drill.  2)  General Emergency Evacuation Drill Information: A) Reasons for Actual Emergency Evacualion:  1)  Fire or dangeroffire-Thel bus must bes stopped: land evacuated immediatelyil the engine or any portion of thc bus is on fire. Passengers should move a distancc of100 fectormorc! from (he busand remain there untill thedriverhas determined thatr no danger remains. Being near any fire and bcing unablc lo move the bus is considered a danger of fire, and student must bc evacualcd. Unsafe position - IF the bus is stopped duc to an accident or mechanical failure, the drivermustd determine immediately whetheri iti iss sale for passengers to remain on the bus or evacuatc. The driver must evacuatc i:  2)  a)  The final stopping point of the bus is in the path of a brain or any  railroad tracks.  b) The linal slopping place of the bus is near a body of water, a river, lake, or canal where the bus might move and, go into the walcr, Thel busi is stopped onal hill orac curve wherc therei is less than 300 feel  c)  olvisibilily.  B) Windshields:  School bus windshields and rear windows arc mounledi in rubberand can usually be  kicked out toj provide additional emergency escape exit.  C) Escape Hatches:  Turn button, and give sharp hil with hand on the back.  Revised 6/06  J2    D) School Bus Helpers:  1) The school bus driver is responsible for the safety of pupils; however, in an cmergency, the driver might be incapacitated and not able to direct the students to evacuate. Reliablestudents on every bus should bei instructed how  to: a) b) C) d) e) D g)  Steer the bus. Turn off the ignition key. Set the parking brake.  Open the emegencywindow/eape hatch exits. Kick out an additional emergency exit, Help small people off the bus. Account for all pupils. h) Set out flags and rellectors. Summons help. Perform other assignments.  i) j)  8)  Front Door Evacuation:  Personnel needed: Three (one leader and two helpers)  Student participation: All students  A) Directions: 1) 2)  Appoint two helpers, one for each side oft the door. These helpers will count Appoint one student tol lead the other students to a point 100. feet or 40j paces"  students and assist them in geting offt the bus,  from the bus.  Revised 6/06  J3    B) Driver Instructions:  1)  Stop the bus in aj pre-selected location on the school grounds.  2) Shut off the engine and secure the parking brake, Place the transmission in first or reverse, gear.  3) 4) 5) 6) 7) 8) 9)  Remove the ignilion key.  Stand, open the front door, face the children, and get their attention. Give the command: FRONT DOOR EMERGENCY EVACUATION  DRILL-] REMAIN SEATED.  Direct the two helpers to their places beside the front door. Stand between the first occupied seats, facing the front of bus.  Starting with the right-hand seat, ask the leaders to lead all students 100 feetor 40j paces from thel bus, and instruct other occupants ofd the right side tol follow. Warn all other students -walk - don not run - use hand rails. 10) Hold your hand before the occupants of the left-hand scat in a restraining 11) When the pupils int thc right-hand seats have moved forward enough to clear 12) Continue the evacuation procedure as described, rightand. leltseals alternately 18) When the last seat is emply, walk to the fronl oft the bus and check to makc -14) After the driverleaves the bus, he/she should take thet twol helpers andj join the  gesture.  the aisle, dismiss the occupants oft the lelt-hand sçats.  until the bus is empty, sure that everyone is out. other students.  The driver should evaluate the evacuation performance, pointing out improvements needed and commending the students on their activities well done. The purpose of this exercise is to train the students to leave the bus safelya and in an orderlymanner.Ifa driver feels he needs to repeat the drill  the following day, please notify the Director ofTransportation.  Revised 6/06  J4    4)  Rear Floor-Level Door Evacuation:  Personnel needed: Three (one leader and two helpers)  Student participation: All students  A) Directions:  1) Appoint two helpers, one for each side (outside) of the emergency door. Assistants stand on each side of the exit door with one. hand held at: shoulder hcight, palm up. Students leaving' the bus places their hands on those oft the assistants for support inj jumping to the ground. Assistants DONOT grasp Appoint one student tol be the firsto one outand to lead the students 100 feetor 40 paces from the bus. These thrce students are to be seated in the left rear  thejumper's hand.  2)  seat.  B) Driver Instructions:  1) Stop thel bus in aj pre-selected] location on the schoolground: away from traffic. Note: Be sure that ample adult supervision is at thel location before the drills  are held.  2) Shutofft the engine and secure the parking brake. 3) Place the transmission in first or reverse gear.  4) 5)  Remove thc ignition key.  Stand, face the children and get their attention.  6) Give the command: REAR DOOR EMERGENCY EVACUATION  DRILL-I REMAIN SEATED,  7) Walk to the rear oft the bus and face the rear door.  8)  Use the left hand to restrain occupants oft the rightr rear seats.  9) Ask the lirst assistant to open the emergency door,jump out, and take his  position.  10) Have the second assistantjump out and take his position.  11) Have the leader stand in the doorway to lead the rest of the students off the  bus to aj position of 100 feet or 40 paces from the bus.  Revised 6/06  J5    12) Before the leaderjumps, lurn around, facc the front oft the bus, and cxplain whal rotation (startingwithtcr rightrearseal, then leltandl sO on) the studenis arc tol lcave lhcirsels,remindingtiem lo remain scalcd untilili is (hcirlurnto 13) Face the doorway and move belween the lelt rear seats to clear the aislc. Command thel leader to: assumeas scmi-squat position, reach outand placc his hand in top oft the assistant's hands, and hop out, then go tol his position away 14) Tell the sludents seated in the right rear seat lo leave the bus, then call for students in the next lelt seat to leave, then thc next right seat, until (hc busis  move.  from the bus.  empty.  15) Keep control at the rear door to prevent any shoving or pushing. Makc surc each student who has jumped has clcared the arca before allowing the next one 16) When the last student hasj jumped, walk to thc front ofthe bus and check lo 17) Go to the frontdoor and join the waiting sludents. NOTE: Every prccaution must be taken during the drill lo) prevent injury. Ifas sludentdoes nol want to jump because ofillness or plysical condition (e.g. overweighl,' Tecn Parcnl) or fora any other valid reason, hes should leave thel bus wilh the driver through the front door and join other sludents when the drill is complcte.  tojump.  ensure that everyone is out.  The purpose ofthis exercise is not to sec how fast the drill can be done; the purpose is to (rain the students to leave the bus safely and: in an orderly manner. Thedriver should cvaluate the evacuation perlormance, pointingout the improvements nceded: and commendingthes students on those aclivitics well done. Ifa driver feels he/shei needst toi repeatthe drill the following day, please notily the Director DO NOT USE REAR EMERGENCY WINDOWS FOR ANY DRILLS OR SIDE DOORS,  ofTransportation. WHERE. APPLICABLE,  Revised 6/06  J6    5)  Simultaneous Front and Rear Door Evacuation: Personnel needed: Four (two leaders and two helpers)  Student participation: All students  A) Directions:  I) Appoint helpers, one For each side oft the door. These helpers will count  students and assist them in getting off the bus.  2)  Appoint two. students tol lead the other students to: aj point 1001 feetor 40 paces  away from the bus.  B) Driver Instruction:  1) Stop the bus in a pre-selected location on the school grounds. Shut off the engine and secure the parking brake. Place the transmission in thc appropriate position.  2) 3) 4) 5) 6) 7)  Remove the ignition key.  Stop,open' the front door, face the children and get their attention. Give the command: FRONTANDREARPARDOORIYACUACUATIONDRILL Determine the approximate center ofy your bus. Your may wantt to place marks or tape on your wall above these areas. Explain to your children- allj persons seated from the "center poin!" back, will evacuate through the emergency: rear Select two of your older and larger students. Request that they always take * seats al the rear of the bus. WHEN EVACUATION BECOMES NECESSARY the appointed students are to open the emergency door inl he rear -take positions one each side of the door outside and assist students Explain to your student- no running, pushing or disorderly conduct- walk brisklya a safe distance (atl least 100 feetifpossible) from the bus tol be safe from  REMAIN SEATED.  door, Be sure they understand these instructions.  8)  leaving the bus through the emergency rear door.  9)  any explosion that might occur. Listen for instructions. 10) Bus drivers do not leave their bus until all students have evacuated.  Revised 6/06  J7    11) To aid in the evacuation of the smaller children : you might want to appoint One of the older students and instruct them lo guidc the smaller, younger  children when exiting.  12) During the evacuation drill, start the drill at this point.  13) Fire extinguishers. should be checked on ar regular basis to determine thal thcy will work when needed.They should be placed within the bus sO thatdrivers  can easily-reach them when needed.  After the driver leaves the bus, he should take his helpers to join other students. The drivershould cvâluatc the evacuation performance, pointing out mprovements needed and commending the students on those activities well done. The purposc ofthis exercise is not to: sce how fast the drill caul be done; the purpose is to train the students to leave the bus safely and in an orderly manner. Ifa driver feels he/she needs to repeat the drill the following day, please notify thc Director of  Transportation.  Revised 6/06  J8    approximately IO fcet to rear oft tie vehicle.  2)  Upon a divided highway, one: approximately 200 feeti to the rear in the center of the lane occupied by the bus, one in the center of lane 100 feetofthe rear,and one to rear ofthe traffic side approximatelyl0f feet  from,thel bus.  J)  As soon as possible, contact the' Transportation Oflicc and notify them ofche incident. Remember, if you use the radio, be carelul what you say, since our radio frequency is monitored by many of our student's parents and wer wantto  avoid any mis-understanding: and panic.  2)  Additional Information:  Ina all cases where therc are injuries sand/or poptylampAtaliceneercmetagymast be notified. Do not leave the scene unlil released by the investigating officer. In addition,  school oflicials must be notified.  A) Be careful as to what you say:  1)  Be calm, cooperalive and courteous. 2) Do not admit fault on your part, 3) Do not accuse the other driver.  4) Be accurate and factual when talking to the police.  B) Itisi imporlant that the bus driver obtain certain information at the scene.  1) Namcs, addresses, and driver license number of the other drivers 2) Name, address, age, seatingposition, injured or not, ofalls students on  involved. board.  *See packet on bus forinformation.  8) 4) 5) 6)  Names and addresses of owners of property damaged. License number of vehiclesinvolved. Make and model of vehicles involved. Name and Address of witmesses.  Revised 6/01  K3    7)  Weather conditions.  8) Type and condition of road surface.  9)  Visibility.  10) Localion and limc ofaccident.  11) Position ofvehicles or damaged property in, rclationship lo thc bus. C) Give the opcralor of the other vehicle or thc damaged propcrly owncr, complete hlomatoncomemingyor name, address, driverlicense numbcr, your school district's address, make and model of the bus and gencral  information needed to file a accident report. che bus or school bus passengers.  D) Writea an accilentreportimmediaty.lerocyacileninohingdamses to  E) Regardless ofs severily, all accidents must bc reported.  8) Accidents Involving Students  Ifa studenl is injured on the bus, notify the Transportation Department as soon as possible. Parents will be notilied, ils so adviscd by the driver, and thc  incident will be logged in (he Aciden//nci.entbok.  4) Accidents Involving Animals:  A) Iwhile transporting studenls, a bus driverinjurcs or kills a small animal, the drivermust: not stop. Report thci incident lo the' Transportation Department at  the first opportunity.  B) As school bus driver should never swcrve or make a hard panic stop lo avoid hittingas small animal, Thes safetyand well-being ofyour passengers and fcllow motorist must come first. Should you: makc an emergency stop or swervc for such a reason, an on bus injury or accident may occur and human suflcring Ifwhilc driving the bus withoul students present, the driver kills or injures a small animal, the drivèr may stop if the route schedule permits and a salc location is available. Ifyoudostop,: activate yourl hazard lights (1-way Pashers).  could result.  Revised 6/01  K4    5)  Minor Accidents and Body) Damage  During the course of driving your routcs, you may cxperience those occasions when you inadvertently hiL objccls that arc on your route. Regardless ofhow minor the incident or damage may bc lo your bus or other objccts, these accidents must be reported Lo the Transportation Department. Therc will be an abbreviated accidenl form provided for this purpose. This report would also include body damagc to your bus due to vandalism, etc. that  docs nol cxcced $100.00.  Revised 6/01  K5    :.  Section L  Field. Trip Procedures and Special  Uses of School Buses  Revised 7/19    FIELD TRIP PROCEDURES AND SPECIALUSES OFSCHOOLBUSES  1)  Participation:  A) All school bus drivers employed as regular drivers are eligible to participate in extra- curricular trips. Sports tips are excluded, as all coaches should have valid school bus driver license. Rosters willl ber maintained listing those drivers who desire to] participate.  2)  Substitutes:  A) Substitute drivers will not! be scheduléd for the extra trips, exceptin: an emergençy or  when all full time-drivers have refused the trip.  8)  How to Sipn Up:  A) Drivers will be given the opportunity to sign up for extra hrips at the beginning gofeach B) Drivers signing up for extra trips alter thc school year begins shall not be assigned make-up trips to catch them up to the drivers who have participated since the Drivers who stop) participatinginextral tripstemporarlyand then begin again, shall not  school year and at any time during the school.year.  beginning oft the school year. have make-up trips. Scheduling Procedures:  4)  A) The nammes of drivers who desire to participate in extra trips will be placed on a lisLin alphabetical order. The listwill be formed al the beginningoft the school year. Trips willl be assigned to drivers by using the list as a rotation. However, the driver's regular route, the number of refusals and the availability of substitute drivers may be B) Drivers may also sign up to be available to drive emergency trips. Emergency trips are those that a driver has less than. forty-eight (48) hours nolificalion oft the trip.  considered when assigning trips.  Revised 7/19  L2    I)  Driving emergency trips willl be counted separately from the regular extra trip rotation. An emergency trip does not countas the driver'sopportunity to drive  an extra trip on the-regular rotation.  2) An attempt shall be made to equalize the number of emergency trips each driver is offered. The driver's regular route, the number of refusals, and the avaiablityoisubstrute drivers mayl beaconsideration: in equalizing emergency In the event an emergency driver is covering for a driver who "failed to show" on the regular roster, the "fajled to show" driver will not received a make-up  trips.  3)  trip.  C) A driver who turns down an extra trip assignment will forfeit his/her turn o1l the rotation unless iti is turned down due to illness ori if the trip would requirc the driverto misst their regularly schéduled route. He/she will: not) be rescheduled until the rotation  comes back to his/her naume.  D) A diver who repeatedly turns down extra trip assignments for any reason, except sickness, or fails to mect the extra trip assignment (exceptformechanicala reasons) will  be dropped from the roster.  1) 2)  Repeated lurndowns shall be considered in excess oft three (3).  Failure to meetextra trip assignments shall be considered in excess of one (1). 3) The driver being dropped from the roster for the above reasons, willl be asked to comeinto the Director ofTransportations Office to sign a memo stating the  effective dates and the reason for the suspension.  a)  The first suspension shall be foraj period of one month.  b) The second suspension shalll be fort the remainder oft the school year. A driver who has been suspended shall notl bé: assigned make-up bips  c)  after the suspension is lifted.  E) In case of trip cancellation, every effort shall be made to schedule the driver on the  next available extra trip assignment.  F)  Whenac driver determines that he/shei ist unable to take the assigned extra trip, theywill. eithercall the' Transportation Secretary, and/orreturn the trip sheet to the Secretaryas  soon as possible.  Revised 7/19  L3    G) Adriver whoi is unable to drive his/herr regularroute due toi illnesswill notl beallowed H) Special requests for specific drivers on bus requests from the schools shall not be  to do an extra trip the same day.  granted. The rotation systcm shall be adhered to. arises, contact the person in charge ofa assignments.  I)  Drivers are. not authorized to switch trips with other drivers. Ifas scheduling problcm  5)  Administration:  Extra-curricular trips willl be scheduled: as the' Transportation Departmentreccives them. Bus Requests sheets will bei issued tot the driver via the mail box distribution.. Ify you are participating, you  are: required to check you mail box frequenly.  6)  Compensation:  A) AlI compensation for extra-curricular trips will be paid according to the non-  instructional contracti incffect at the time. Two bus diiver categories willl be developed for special trips.  1. Paid bus driver category - Full-time and substitute drivers  2.  Volunteers - Volunteers can bc citizens from the communily, teachers or employees that are not full-time or substitute bus drivers. Voluntecrs must meet all the federal, state and listrictrequirements to transport students ona  school bus.  The sponsor oft the trip will select the category and the Director ofTransportation will assign the driver. Ifav voluntcer driver is desired, itist the trip sponsor's) responsibility to make arrangements with the volunteer. Ifal paid driver is selected, he/she will be assigned from the appropriate rolating  list. The rotating listi for paid drivers shall be posted in the bus garage lobby.  A Board approved driver will be paid as follows for special trips: At slep 0 oft the driver pay schedule] per hour, notto exceed 14hours perspecial trip, plus expenses (expenses include: meals and lodging, ifn notp provided, and any entry fec: required) will be paid for time in excess ofthe five and one  half hours regular contractual time.  Revised 7/19  E4    Whenat fripi interfereswith the driver'sr regular contractualday, lhemyrgyestoheriewe withoutpay and thens shalll be compensated by thes sponsoring club at Mpheregplrlutbynatiorp tol fveand oné. hafhours.Meal cxpenses willl be according to the state oudalbmanéiglslewliah  is  1. $6.00 Breakfast- before 6:00. A.M. and extends beyond 8:00 A.M.; $11.001 Lunch - before 12:00 noon and extends beyond 2:00 P.M.; $19.001 Dinner. Before 6:00 P.M. and extends beyond 8:00 P.M.; Hotel expenses willl be at the single occupancyr rate as receipted. Expenses will be paid on internal account checks from the school center sponsoring the  2.  special trip.  C. Where the Superintendent for special trips assigns paid drivers during contractual time, TDA will be given. Time worked over 5.5 hours will be compensated at. the approved rate only for special brips assigned by the Superintendent (e.g. Special  Olympics, Brain Brawl).  D. Paid drivers will bej paid ont the approved rate fors special trips and/or extra trips outof the counly beyond, the employee's school run according to the payment schedules or Regular drivers shall have priority over) paid substitute drivers for extra trips when the Principal  $24.00 per trip, whicheveris is higher.  and the Director ofTransportation approve them.  NOTE:  1)  Out-of-County drivers may leave the site, for notlonger than one hour, to go eat if prior satisfactory arrangements can ber made with thej person: in charge ofthes students. Ifani individual abuses the privilege, it may bei revoked. Drivers may take onel bus Thel Non-Instructional Contract will supersede any dollar amounts for driver payor per diem, which may be different, than that found in this manual.  from the point of destination under this provision  2)  7)  Tolls and Parking Fees:  A) Tolls and parking fees will bej paid byt the sponsoring school.  Revised 7/19  L5    8)  Lead Driver:  A) On a field trip with more than one bus, a lead driver will be assigned by the Transportation Department to act as a go between with the school personnel and  other drivers, fori instructions, times, etc.  9)  Cleaming of] Bus:  A) Upon returning from an extra-curricular trip you are required to clean the bus you  drive, as it may not be your regular routel bus.  10) Availability of Field Trip Drivers  While on Field' Trips, at least one (1) bus driver will always be available tot the group leader fore emergencies, etc., unless arrangements havel been made with the group leader.  11) Extra-Curricular Student Welcome:  A) Many students who attend extra-curricular activities do not: normally ride a school bus. Somehavei never ridden and, therefore, arer not aware ofbus rules andj policies. Itiss your responsibilityas a driver to inform your students ofv what you expect from them. Thei folowingisasugsted talk fors yout to both welcomes students aboard and  also explain procedures to the students AND chaperones. "Good morning (afteroon), my namei is  Before we get started, I would like to review with you: some safetyinstructions:  Please use the handrail when boarding orleaving thel bus. Remain seated at all times while the bus isi in motion. Keep all objects and parts oft thel body inside thel bus at all times. There is to be no eating, drinking, chewing, or smoking on the bus, either by the students or adult chaperon/teachers. Please move: immediately: away from the bus when you exit.  Remain quiet at Tailroad crossings.  Itis difficult for the driver to see you when you are closer than 6 feet to the bus. If In case of an emergency,.. (briefly explain evacuation procedures). Also, be aware  you do not move away from the bus, you are: in a danger area.  ofthe location oft the following items:  The Emergency Exits The Fire Extinguisher The First Aid Kit The Road Reflector Kit The' Two-Way. Radio  Revised 7/19  L6    Thel Emergency Brake  Fhope everyonel has an enjoyable trip."  Special Uses of School Buses  1) General Requirements  The following shalll be observed or the field trip will not be approved:  1)  A written request stating the date, period away from school, destination, and general purpose oft thet trip' shall be made tot thej principal at] least ten (10) working days prior Theprincipal, ifhe/she approves thei trip, shall: forward the written request fort thel bus to the. Director ofTransportation atl least seven (7) working days prior to the day of Any scheduled event that must be rescheduled because of cancellation due to weather, etc. willl bea allowed toi resubmit theirr request for buses inl lesst than seven (7). working days, provided that previously scheduled events and the availabilityofbuses Extra-curricular events that cannot be scheduled until end of season results are in, season ending tournaments are completed or dates set by the groups governingb body will also be exempt from the seven (7) working day bus request. However, request will be honored provided that previously scheduled events and the availability of  to the date oft the trip.  2)  the trip. Ifr not met, the trip will not be approved.  3)  and divers permits.  4)  buses and drivers permits.  5) Upon approval of the trip, the teacher in charge shall make all necessary arrangements, including scheduling, financing, chaperons, and student permit  statements from parents or the guardian. sponsoring group will pay all expenses.  6) For trips of a non-educational nature, school buses may be used. However, the 7) A bus driver for a field trip must havea valid CDL with aj passenger and school bus endorsements, a valid Medical Examiner's Certificate, and be in the. Baker School  District Drug and Alcohol Testing Program.  8) All field trips must be scheduled by May 1st of each school year and trips will be subject to bus and driver availability. Those programs, such as Extended Day,  S.T.A.R.S., etc., shall be exempt from the May 1st deadline.  Revised 7/19  L7    9) All out-of-state trips mustl be approved by the Schogl Board one-month prior to the 10) The' Transportation Supervisor, at the end ofe each nine-week, shall send a statement of the cost to the school for the trip(s) to the finance office with a copy to the principal oft the: school responsible for payment. The Principal, upon receiptofsuch statement, shall payt to the School Board the amount due within thirty (30) days. Any payment to al bus driver shall be as] prescribed: in Section 6A-1.052(3), Statel Boardof  trip.  Education! Rules.  11) The expenses for any extra-curricular, non-educational, or in-county trip shalll be the sole responsibility oft the school and shall be paid from the school's internal account funds and from the funds of the organization making the trip or sponsoring the activity. Thehourly rate to bej paid the bus driver shall be established annually by the adopted non-instructional contract.  (2) Special requirements  1) Educational field trips - Any trip, which is directly related to a unit ofi instruction being studied by aj particular group ofstudents, shall be considered an educational 1) Afield trip, whichi ist taken during regular school hours, willl bel limited to the Baker County area. Any out of county field trip must be School Board approved. Any such trip shalll bes scheduled. during the school daybetween the  field trip.  hours of:  8:30. A.M. and 1:00. P.M. for Secondary Schools 9:00. A.M. and 1:15 P.M. for Elementary Schools  2) Special educational field trips may bei requested for a Saturday oral holiday, 3) A list of field trips approved by the School Board shall be on file in the 4). Any educational field trips shalll be without cost to the students. Thecost: for such trips shall come from the teacher's'school's budget. Effective July 8, 2008, the: fuel rate will be $2.00 (two dollars) per mile for educational trips. Extra-curricular trips Any trip in which the students are performing, competing, or attendingrequired metings/conferences fort theiro organization or school. The group  orafter 6:00 P.M. on any school day. district office for out-of-state trips.  b)  must be school sponsored.  Revised 7/19  L8    1.  School buses, when available, may be used for extra-curricular trips; provided that the school organization pays for the cost of the driver's salary and expenses at therate established' by the School Board. Thej principal shall  file any request for such a trip on the proper form.  2.: To assist in scheduling, thei request for the use ofbuses or athletic trips shall be submitted to the Transportation Supervisor prior to the season for each  sport as follows:  Football and Volleyball Basketball Spring Sports  September1 November1 Februaryl 1  3. An organization attending a required meeting/conference must attach an  agenda to the travel request.  3)  Non-educational trips - Any trip, which is: for either a reward oI recreational nature,  The group: must be school sponsored.  1,  School buses, when available, may be used for non-educational trips; provided, that the school organization pays for both the çost oft the driver=s salary and expenses att therate established' bythe School Board, andi fuel used for the trip. The principal shall file any request for such a trip on thej proper Effective July 8, 2008, the rate will be $4.00 (four dollars) per mile.  form.  -2.  4): In-county trips - Any trip which is confined to the Baker County area.  1. School Buses, when available, may bet used farinonunylipsporides, that the school organization pays for both the cost of the driver's salary and expenses at thei rate established by the School Board, and the fuel used: for the trip. The principal shall file anyi request: for such a trip on the proper: form. The Board shall pay the fuel for in-county trips ift the trip is between cost centers, or for thé purpose of competing, performing, or attending an  2.  organizations requiredi meeting/confterence.  Revised 7/19  L9    5) Summer program transportation  1. The Superintendent shall assign buses and drivers for the summer programs  to any school center.  2.  School buses, when available, may! bet used: for approved trips on thebasis of acostt tol bet paid byt thes school: int the same amount asi for extra-curricular trips  during thei regular school term  6) All out-of-state trips must be approved by the School Board one-month prior to the 7) Where an extra-curricular trip or anyothers school-approved trip warrants travel in a vehicle operated by a commercial line, approval shall be obtained from the Superintendent prior to the trip being taken. The request must be made to the  trip.  Superintendent at least 10 working days prior to the trip.  8) The following rules shall apply to any special use ofas school bus for school trips:  1.  Only a regularly employed bus driver approved by the Transportation Supervisor, or a special driver fully qualified and approved by the School Scheduling of a bus for a special trip shall be the responsibility of the Transportation Supervisor ands such at tip shall ini mowayltep,intefarwin, or disrupt the operation ofai regular bus route carrying students to and from  Board may be used for special trips.  2.  school.  3. Itshall be the responsibility of the principal of each school to provide chaperons for each scheduled special trip and to see that chaperones are properly instructed in the rules governing transportation prior to departure withs special emphasis onl behavior ands safetyrules.. Atleast one chaperone on each bus shall be a member of the instructional staff unless otherwise approved by the principal. A paid substitute will be provided for that one chaperone. Any additional instructional staff going on the trip needing a substitute will be required to take personal leave. Non-instructional staff going on trips which are not in. their assigned area will also be required to 4. No unauthorized person shall be permitted to ride al bus on a field trip ora an extra-curricular trip. An approved chaperon shall be considered to be an authorized passenger. Children of chaperons will not bej permitted to go on  take personal leave.  trips unless they are participants in activities.  Revised 7/19  L10    5. A1l rules and regulations set forth in these policies shall apply to all special 6. A notarized written permission and medical form signed by the parent OT guardian on each student participating in a special trip shalll be on fileint the office, of the principal of the participating school and shall be in the possession ofthei instructional person in charge ofthe special trips while on  trips.  the trip.  7. The principal of the school shall be responsible for the hândling of the collection for damages duet to vandalism on a special trip in which thes school Anys school bus used for an extra-curricular, educational, or non-educational field trip shall be operated on thel highways in strict compliance with alll laws and regulations" of the State Board of Education and the School Board as 1. All rules relating to student responsibilities shall be enforced.  participates.  8.  follows:  2.  Drivers shall always drive at a safe speed on all streets or highways and never in excess oflegallyposted speed limit. Theminimum speed on all highways which compromise a part of the National and Defense! Highwayand) havei no less than fourlanes shalll be forty(40) miles per. hour. Nos school bus shall exceed thei maximum speed limits  provided in this paragraph.  9. Thel bus driver oft the special bus trip shall clean the bus after each trip and shall have the bus in proper order for the regular school bus route the  followingmoming.  10. Luggage, band instruments, icel boxes, or any] package or material shall not be piled or placed in the aisle, stacked higher than the back of a bus seat, or  placed in the entrance/exit oft the bus.  11. Large boxes, packages or band instruments shall be secured in such a way that a sudden stop would not cause the package to move and possibly cause.  injury to aj passenger.  12. When a special trip is scheduled to return after the regular bus: run, thel bus maynot be used to make a special bus run to: return students to theirhomes.  Revised 7/19  L11    Section M  Communicable Disease/Aids  Revised 6/02  M1    COMMUNICABIE, DISEASE/AIDS  INFORMATION FOR EMPLOYEES: 1) What tis AIDS?  AIDSiso caused by avirus called HTLV-III orl HIV. This virus attacks thei immune system, the body's natural defense against disease. Damage to the immune system leaves the body vulnerablet to  secondary illnesses that can be fatal.. 2) Howi is HIV' Transmitted?  HIV is spread through practices or activities which involve direct contact with an infected person's! blood orl body fluids. Thereis documented evidence that blood, semen, breast milk, cervical and vaginal secretions ofinfected persons can! transmil HIV virus through directo contact withl blood or mucous membranes. Although HIV virus has been isolated in thel laboratory from tears and saliva, there is1 not evidence to date oftransmission ofthe virus from either ofthese. Congenital bransmission from infected mothers to newborns is the most frequent means ofHIV virus infections in children.  8) High Risk Practices for' Transmission ofHIV Virus Infection Are:  A) Sharing of contaminated needles:  B) Transfusion of contaminated blood or blood products. C) Sexual contact with an infeçted person.  D) Congenital transmission from al infccted mother to her newborn.  THERE ISNO EVIDENCE OEARPYRUSTEMSINVON BY ANY OTHER MEANS. ALL OTHER CONTACTS ARE LOW RISK. INCLUDING ALL TYPES OF "CASUAL  CONTACT  4) There is no evidence that the HIV virus can be spread by the following:  A) Occupying the samc room with an: infected person. B) Touching orl hugging an infected pcrson. C) Non-sexual body contact, such as sports. D) Coughing ors sneezing by an infected pcrson. E) Shaking hands with an infccted person.  Revised 6/02  M2    F) Sharing bath or toilet facilities with an infected person. G) Eating a) meal at the same table with an infected person. H) Traveling in the same vehicle with an inlected person. Sleeping in the same. room with an infected person. Using the telephone touched by an infected person. K) Eating food prepared by an infected person. L) Wearing clothing used by an infected person.  I) J)  M) Swimming in apool or other water with an infected person. N) Working next to or with an infected person on a contnuing basis.  REMEMBER - ALWAYS to wash your hands after coming in contact with blood or body fluids.  5)  Procedures for Preventing the Spread of Communicable Disease:  All transportation employees will use the! follovingprocedures. These guidelines are meantto provide simple and effective precaution against the spread ofcommunicable disease, Thel bodyf fluids ofall persons should be considered potentially infectious. The term "body fluids" includes blood,  semen, and drainage from scrapes and cuts, feces, urine and vomit.  6)  Blood,Stool, Urine and Vomit:  A): Locate emergency supplies which includcs paper bag, gloves, paper. towels, and a plastic bag. Paper towels willl be on the bus as as supply item, Other emergency: supply items willl bei ina aj paper bag. Review the glovinglechniqué so thatyouwvilll be prepared in the event that anl emergency occurs which will require you to handle blood, stool,  urine, or vomit.  B) Ifthe studentis bleeding, vomiting, etc., givel himj papertowels and tell sludent to press C) Collectneeded supplies quickly, paper bag containinggloves, plastic bag.  itto the wound, catch the vomit, etc.  Revised 6/02  M3    D). Quicklyplace plastic bagi inside ofpaper bag, Iet thej plastic bag drape overthe outside E) Put on gloves to catch the soiled items and. give aid to the student. Throw soiled F) Clean body fluid spills, soiledmaterials, etc., with your gloves on. Puts soileditemsinto G) Gloves should be worn while cleaning up. Use bleach solution (1 part bleach to 10  edges oft the papcr bag. towels, etc., in the plastic bag.  plastic bag.  parts water) forany disinfection. H). Remoye the gloves in the following manner:  1) 2) 3) 4)  Grasp palm.  Pull gloves off.toward fingers Throw soiled gloves inj plastic bag,  Remove the remaining glove, run the un-gloved first finger under the culf, pulling the inside out toward the fingertips. The inside is clean, so you can touch that part with un-gloved hand to remove it. Put the soiled glovc in the  plastic bag.  I)  To close the plastic bag, (make sure all soiled items are in it) run you hands underneath the bag. Tiei it at the top and keep it inside the paper bag. Roll top of Spray bottles of pre-mixed bleach solution will be maintained in Transportation Department. Caapmaerfpamai: sprayp parts ofs your bus (seats, floor,  paper bag over and dispose ofproperly.  J)  etc.,).  Revised 6/02  M4    Section N:  Baker School District  Drug Testing Procedures  Revised 6/01  NI    BAKER SCHOOL DISTRICT DRUGTESTING. PROCEDURES  PURPOSE:  This drug and alcohol testing program is authorized by and being implemented in order to meet and comply with the Omnibus Transportation Employee Testing Act of 1991, regulations ofthel Federal Highway Administration contained in 49CFR parts 40 and382,e et al, and Section 234.091, Florida Statutes. Further, this testing program will affirm a' "zero  tolerance" for alcohol and drug use: in safety sensitive situations.  DEFINITIONS:  PRE-EMPLOYMENT APPLICANTS: Any person who is applying for any Baker County School District employment, in which theposition applied forrequires thet persont to lolacDlamdheraMiaiel Examiner's Certificate(effectivel November 15,1994), workin asafety sensitive situation and will require the applicant will driveanyl Board owned/leased PRE-TRAINING PERSONS: Anyperson who is enrolled inl bus driver training or CDL training and will be required to drive a Board owned/leased vehicle on a public croad. employee, who'sp primaryemployment. requires thatt theyperform safetysensitive duties, and who is required to possess a CDL and/or a Department of Education license to Drive a School Bus or Medical examiner's Certificate (effective November 15, 1994) in order to drive any Board owned/leased vehicle. (The area of primary employees will include all SECONDARY EMPLOYEES: Any person who is a Baker County School District employee, who's primary employment does not require that they perform safety sensitive duties as a regular part of their job, and who is required to possess a CDL and/or a Department of Education License to Drive a School Bus or Medical Examiner's Certificate (effective November 15, 1994) in order to drive any Board owned/leased vehicle. VOLUNTEER DRIVERS: Anyperson' who ist nota al Baker County District employee buti is required to] possess a CDLa and/or al Department ofEducation Licenset to Drive a School Bus orMedical! Examiner's Certificate (effectivel November15,1994)inc order to drive any Board owned/leased vehicle, and who is listed on a School Board's approved Volunteer list.  vehicle.  PRIMARY EMPLOYEES:  Any person who is a Baker County School District  contracted drivers and substitute drivers.)  N2  Revised 6/01    ALCOHOL: Anybeverage, mixture or preparation including any: medication or product CONTROLLED SUBSTANCES AND/ORDRUGS: Anyi illegal drug or substance that includes, but not limited to, marijuana, amphetamines, opiates, phencyclidine (PCP), and REASONABLE TIME: The time required for the notified primary employee, secondary employee, volunteer driver, non-employee, pre-employment plsmtopelmhningpeson ACCIDENT: Fori thej purpose ofpost-accident drug and alcohol testing, an accident will be  containing alcohol.  cocaine.  to travel from the: notification site to the designated collection site.  when:  1. There is a fatality as ai result oft the accident.  2. The driver ofthe) Board owned/leased vehicle: is given ai traffic citation and a person is required to be taken away from the accident scene in order to  receive additional medical attention.  3. The driver ofthel Board owned/leased vebicle is given at traffic citation and a vehicle is towed from the scene of the accident. (A vehicle towed from the scene due to the loss of a headlight or flat tire is not applicable to this  definition.)  4. Therei is any property damage to either thel Board owned/leased vehicleand/or any other vehicle or property, and a law enforcement officer is called to the  scene ofthe accident.  CDL: A State ofFlorida Commercial. Driyers. Licenset thati ist beingused! byt the driver for the purpose of driving al Board owned/leased vehicle in a safety sensitive situation, NAADAC: National Association of Alcoholism and Drug Abuse Counselors  SCOPE  Thisprogram will apply to all primary employees, secondary employees, volunteer drivers, pre-employee: applicants, trainees and non-employees who arei required tol havea CDL: fort the purpose of driving for any reason or at any time, a Board owned/leasèd motor vehicle in a  safety sensitive situation.  Revised 6/01  N3    GENERALSTATEMIENIS AND RULES  PROHIBITED BEHAVIORS:  All persons required to possess a CDL: in order to drive or operate a Board owned/leased  vehicle in a safety sensitive situation will not:  1. 2.  Report to the safety sensitive duty while under the influence of controlled Use or consume alcohol four (4)hours! beforereporting tot thes safetysensitive  substances and/or drugs or alcohol.  duty.  3. Use, consume orbecome under thei influence ofcontrolled substances and/or drugs or alcohol while on duty in the safety sensitive situation. Use or consume alcohol within eight (8) hours after any accident occurring while the driver wasi in a safety sensitive situation.  4.  Anyprimary employee who exhibits any of the prohibited behaviors mayl be subjectto termination. Any secondary employee or volunteer driver who exhibits any of the prohibited behaviors will nol longer be allowed to ylartemalanaes  and secondary, employees may be subjected to termination.  MEDICAL REVIEW OFFICER CONTACT  Any person covered under this drug and alcohol testing program will bei required to contact thel Medical Review Officer as soon as possible, not to exceed 241 hours, after beingnotified  oft the request from the Medical Review Officer for this contact.  PRESCRIBED-MEDICINES  Itist thei responsibility ofall persons in this testing program to notifyt their doctor(s) oftheir duty in a safety sensitive situation and to assure that any medicines prescribed by the doctor(s) will not cause them any adverse effects while performing in safety sensitive  situations.  DRUG AND: ALCOHOL TEST RESULTS  All drug and alcohol test results will be kept on file in the' Transportation Department and  will be considered medical records and not open to thej public.  Revised 6/01  N4    TESTING OF SPLIT SAMPLES  The testing of any split sample must be done by a lab that is certified byt the Department of  Health and Human Services, SUBSTANCE ABUSE PROFESSIONALS)  Any employee who requires the seivices of à Substance Abuse Professional must use a Substance Abuse Professional that has been approved by the School Board and has  NAADAC certification.  PREVIOUS. EMPLOYEE TEST RESULTS  All pre-employment applicants will be required to sign off for access to previous alcohol drug test(s) results from previous employers as a condition ofemployment. Theset test results will be requested of those previous employers who' are required to do drug and alcohol testing under the Federal High Way Administration and Omnibus Rules and Regulations.  SUBSTITUTE AND HOURLY REIMBURSEMENT  Any primary or secondary employees who are required to take a random or reasonable suspicion alcohol or drug test will be provided a substitute as needed. The primary or secondary employee will bej placed on' TemporaryDutyl leavé fori the puposeoftherandom orI reasonable suspicion testing. Compensation for drug testing that requires, drivers to stay Any primary or secondary employee requiring follow yp testing or Substance Abuse Professional evaluations in orderi for the employee toi return tos safety sensitive dutymust take either personal leave charged tos sick leave, sickl leave or leave, without payi fort thej purpose of Any primary employee contracted for 5 1/21 hours per day wil be paid theirhourly wage: for the time that the testing will take, Those drivers contracted for 81 hours per day will bej paid their hourly wage for the time of testing, if the time testing requires them to exceed their  beyond  this return to work testing or evaluation.  contracted 8 hours.  LONG STANDING APPOINTMENTS  Bus drivers and substitute drivers who may have to make long range appointments for doctors, dentist, etc, willl bea asked to write the dates ofthese appointments in a calendar book tobel located in thes secretarysoffice. This will helpi in finding those dates fort testing that will  not conflict with Iong standing appointments.  Revised 6/01  N5    Any driver or substitute that refuses to take a drug and/or alcohol test because ofa long- standing appointment: not found int theappointment tbook willl be comsideredtohaver-flised  the drug and/or alcohol test. NON-SCHOOL USE OF SCHOOLBUSES  Due to the restrictions and limitations placed on' drivers and the district by the: federally and state mandated drug and alcohol testing program, only primary employees, secondary employees, and volunteer drivers, as defined above will be allowed to drive any Board Groups and organizations outside the school system will be required to use only primary employees, secondary employees or volunteer drivers fort trips thati involve school buses. The cost oft the driver for the required trip will be negotiated between the organization and the  owned/leased school bus.  driver.  TESTING  IMPLEMENTATION  This drug and alcohol testing program will become effective. January 1, 1995. The School Board will contract testing services from an outside firm, which has testing facilities that meett ther requiremènts set int the Omnibus Transportation Employee Testing Actof1991 and in accordance with thel Federal Highway Administration, 49 CFR, Parts 382, 391,392, and All primary and secondary employees, volunteer drivers andnon-employees who drivel Board owned/léased motor vehicles willl bej placed into a pool fort the random alcohol and/or drug testing. Thej primary and secondary employees, volunteer drivers andi non-employees placed into thet testing pool will be offered training prior toi thei implementation oft this program.  395, to administer this testing program.  Thei type of testing this program will provide:  1.  Post-accident testing required due to an accident as defined in this policy. (The alcohol testing, following a traffic accident will be performed within two (2) hours afer accident. Testing for controlled substances will be performed within thirty-two (32) hours following the accident. If the test for alcohol cannot be performed within eight (8) hours following the accident, or the test for controlled substances cannot be performed within thirty-two (32) hours oft the accident; the DirectorofTamportaton willl bei required to maintain ai recordstating the reasons  I  N6  Revised 6/01    why tests were not promptly administered.)  Revised 6/01  N7    2. Pre-employment testing, where the applicant must pass drug and: alcohol tests priorto having their name submitted toi the School Board for approval. 3. Pre-training testing, wheret the traineemust pass a drug and alcohol test priort tob being allowed to drive a Board owned/leased vehicle on a public highway. 4. Random tésting, which will cover all primary and secondary employees, volunteer drivers, and: non-employees that drivel Boardowned/leased vehicles. Thepercentage of the employees randomly tested will be no less than the percentage stated by the Federal Highway Administration and Omnibus' Transportation EmployeeT Testing Act  of1991.  5. All persons covered by this testing program may be subject to drug and alcohol testing without notice ifreasonable suspicion ofalcohol and controlled substances Return to work: testing, where the primary employee has been absent from their driving duties for aj period ofmore than ten (10) consecutive days for any reason. All persons tested will be tested for alcohol and controlled substances as defined  use exists as provided fori in the FHWA Regulations.  6.  above.  TESTING NOTIFICATION  1. Pre-employment testing and pre-training testing will bes scheduledbythel Directorof Transportation with the contracting testing agency. All pre-employment applicants must take and passt the drug and alcohol test before their names will be submitted to the School Board. All trainees must take and pass the drug and alcohol test before they will be allowed to drivea a Board owned/lease vehicle on publicroads. Allj pre- employment applicants and pre-training persons will have a reasonable time as Thepre-employment applicant andorpre-training: person will be required to sign that theyhavereceived writtennotification oftheir selection for drug and alcohol testing.  defined above to report to the collection site.  A copy ofthis form. will be kept on file.  2. Int the area of_random testing, the Director of Transportation will provide the contracted testing company with al list of all primary and secondary employees and volunteer drivers to be tested. The contracted testing company will provide the Director of Tratisportation with a monthly list of thosé primary and secondary employees, and volunteer drivers tol be tested. The Director of Transportation will notifyt the selected employees and volunteer driverso oftheirselection. Thoses selected to be tested willl have a reasonable time as defined above to: report toi the collection  Revised 6/01  N8    site.  Thej primary and secondary employee and volunteer driver will be: required to sign that they have received written notification of their selection for drug and alcohol  testing. A copy of this form will be kept on: file.  3. Inj post-accident testing, the drug and alcohol testing will occur as soon as possible after any accident, as defined in the definitions section above. Should the accident occur while on a field trip outside the district, the district in which the accident occurs will provide a collection point location. Phone numbers for district contacts and emergency contactsi in case ofaccident willl beplaced on eachl bus, alongwith an Ity will be the responsibility oft the driver toj notify the Transportation Department of any accident and also to take what ever steps are needed to: meet the post-accident Reasonable suspicion testing may occuT when a supervisor or designee outside the bargaining unit, whol has been trainedi ina accordancer with therequirements, ofFHWA Regulations shall require a driver to submit to an alcohol or drug test when the employer has reasonable suspicion to believe that a driver has violated the Reasonable suspicion must be based on documented objective facts and circumstances which are consistent with thel long- and short-term effects ofalcohol or substance abuse including but not limited to physical signs and symptoms, The required observations for alcohol and/or controlled substance. reasonable suspicion testing shall bei made be a supervisor or designee who has been trained for atl least 60: minutes on alcohol misuse and an additional 60 minutes on controlled  emergency collection kit.  testing procedures.  4.  prohibitions contained in the EHWARegulations.  appearance, behavior, speech and/or body odor.  substance misuse.  Revised 6/01  N9    FAILURE OF THE EMPLOYEE TO SUBMIT TO ANY REQUIRED DRUG OR ALCOHOL TEST IS CONSIDERED A POSITIVE TEST RESULTI INACCORDANCE WITH FHWA REGULATIONS.  TESTING PROCEDURES  The procedures for testing any primary or secondary employee, volunteer driver, non- employee, pre-employment applicant, or pre-training person for drugs and/or alcohol will follow the procedures found in the Federal Highway. Administration, 49 CFR, part 40 and Testing for alcohol may occurbefore, during, or aftert thej period oftimet that the person being  carried out by the contracted certified lab. tested is in as safety sensitive situation.  TEST RESULTS  Upon notification by the contracted testing company, the Director of' Transportation will notify the primary or secondary employee, volunteer driver, employment applicant or trainee of the test result(s). The primary or secondary employee, volunteer. driver, employment applicant or trainee who tests positivei fort thet use ofcontrolled: substances, will: havet theright to ask thatt the: split sample bei tested by another lab. The Substance. Abuse andi Mental Health Services Administration and thel Department of Health and Human Services must approve  this lab.  CONSEQUENCES OFI POSITIVE DRUG. AND. ALCOHOL TEST:  1.F Pre-employment Applicants:  1.  Anypre-employment applicant who test higher than .00 and less than .02 on a breath alcohol test given by the contracted lab will not be considered for employment by the School Board. in a safety sensitive situation until thepre- employment applicant can provide test results from a follow-up breath alcohol test that are .00. The follow-up test with at test result of.00: must be taken at least 24 hours after thej primary test and before the pre-employment  applicant will be considered for employment.  b. The School. Board will: not employany pre-employment applicants who test .020 or higher for alcohol or test positive for controlled substances. Anyemployee: applicant who fails to report for testing within theone (I)hour prescribed time limit or alters the test in any way will not be hired by the  C.  School Board regardless oft the test results.  Revised 6/01  N10    2.] Pre-training Persons a,  Anypre-employment applicant who tests higher than. .00 and lesst than. .02on al breath alcohol test given by the contracted lab will not! be allowed to drive any Board owned/leased vehicleon publicroads untili thej pre-training: person can providet test results from ai follow-up breath alcohol test that are. .00. The follow-up test with a1 test result of.00 must bet taken atl least 241 hours aftert the primary test and before the pre-training person will be allowed to drive a Anyt trainee whot tests. .02orl higher for alcohol ort tests positive for controlled" substançes will: not be allowed to drive any Board owned/leased vehicle on any publicroad and training for this person will be terminated immediately. Any trainee who fails to report fort testing within the one (1)hour prescribed time limit or alters the test in any way will have their training terminated  Board owned/leased vehicle on a public road,  b.  C.  mmcdiateyregardles oft the test results.  3.Random Testing for Alcohol: Primary Employees a.  Any primary employee who has a breath alcohol test with a result that is higher than .00 and less than .02 will be required to stand down from any safety sensitive duty for a period of24 hours. Thej primary employee will be placed in non-safety sensitive duty for the 24-hour stand down period. In order to return to the safety sensitive duty, the primary employee will be required to] produceresults: fromareturn to work acohol test, from acertified lab, that is .00. Ift the primary employee fails tol bring in a test result of.00 after the 241 hours stand down, thej primary employee will bes required tot take either personal charged to: sick leave, sick leave, orleave without pay. Anyprimary employee with at test resultbetween .02 and .039 for alcohol will bei required to stand down for 10 days without pay. Before being allowed to réturn to work: in the safety sensitive situation, the primary employee willl be required to be evaluated by an approved Substance Abuse Professional, provide an evaluation from the Substance Abuse Professional clearing the primary employee, and a return to work breath alcohol test with aj result of .00. Failure on the part of the primary employee to provide the required Substance. Abuse. Professional evaluation and breath alcohol test resyltof.00 will: resultin the primary employee being put onl leave without pay until the  b.  evaluation and test results can be provided.  Revised 6/01  N11    C.  A second alcohol test with a test result of .02 or higher will result in the primary employeel being placed on suspension until termination' byt the School Any primary employee with a breath alcohol test of .04 or higher will be  Board.  d.  placed on suspension until termination by the Board.  Secondary Employees or Volunteer Drivers  a.  Any secondary employee or volunteer driver who has a breath alcohol test witha a result that is highert than. .00 andl lesst than .02 willl berequired tos stand down from any safety sensitive duty for aj period of241 hours. The secondary employee or volunteer driver will be placed ini non-safety sensitive duty for the 24-hour stand down period. In order to: return to thes safety sensitived duty, the secondary employee or volunteer driver will: required to produceresults from a return to work alcohol test, from a certified lab, that is .00. If the secondary employee or volunteer driver fails to bring in a test result of. .00 after the 24 hours stand down, the secondary employee or volunteer driver will be not be allowed to drive a Board owned/leased vehicle in a safety  sensitive situation.  b. Any secondary employee or volunteer driver with a test result between .02 and .039 for alcohol will be required to stand down for 10 days from any safetysensitive situation. Beforel beingallowed toreturnt to work in the safety sensitive situation, the secondary employee or volunteer driver will be required to be evaluated by an approved Substance Abuse Professional, provide an evaluation from the Substance Abuse Professional clearing the secondary employee or volunteer driver, and a follow up breath alcohol test with a result of .00. Failure. on the part of the secondary employee or volunteer driver to provide the required Substance Abuse Professional evaluation and breath alcohol test result of. .00 will result in the secondary employee not being allowed to drive any Board owned/leased vehicle in a safety sensitives situation with payuntilt the evaluation and test results canl be A second alcohol test with a test result of .02 or higher will result in the secondarye employee or.volunteer drivernol longer being allowed to driveany Board owned/leased vehicle in a safety sensitive situation. Anysecondary employeeory volunteer driver with al breath alcohol test of .04 orb higher will be placed on suspension until termination by the Board,  provided.  C.  d.  Revised 6/01  N12    4.1 Random Testing for Controlled Substances:  a.  Any employee that tests positive for controlled substances will be placed on leave, with pay, until termination be the School Board. Substitute bus drivers who test positive for controlled substances will be terminated Anyvolunteer driver who tests positive for controlled substances will nol longer  immediately.  b.  be allowed to drive any Board owned/leased vehicle.  5. Post Accident' Testing for. Alcohol:  Primary Employees a.  Any primary employee who has a breath alcohol test with a: result that is. higher than. .00 andI Iowerthan. .02 willl beplaced on suspension until actionis Any primary employce with a test result higher than .02 will bej placed on  taken by the School Board.  b.  suspension until termination by the school board.  Secondary Employees or Volunteer Drivers  a.  Any Secondary employee or volunteer driver who has a breath alcohol test with a) result that is) higher than .00 will no longer be allowed to drive any School Board-ownedleased vehicle. Secondary employees may face disciplinary action, including termination, by the School Board.  6. Random Testing for Controlled Substances:  a.  Any primary employee that tests positive for controlled substances will be. placed on leave, with pay, until termination bet the School Board. Substitute bus drivèrs who test positive for controlled substances will be terminated  immediately.  b. Any secondary or volunteer driver who tests positive for controlled substances will no longer be allowed to drive any Board owned/leased vehicle. Secondary employees may face disciplinary action, including  termination, by the School Board.  Revised 6/01  N13    7.Failure to Report to Colection/lesting Site:  a.  Any primary employec, including substitute drivers, that does not report to the collection site ina a reasonable time of notification or refuses to take a drug or alcohol test fora any reason will be considered tol have failed the testaund will be placed on suspension, until termination by the School Board.  b. Any secondary employee or volunteer driver that does not report to the collection site in: a reasonable time alternotification or reluses Lo takeadrugor alcohol test forany reason willl be considered to have failed the testa and will: no Any pre-employment applicant or pre-training person that does not: report to the collection site in ai reasonable time after notification or refuses to take a drugor alcohol test forany reason willl be considered to have failedt the testand will no longer be allowed to drive al Board owned/leased vehicle.  longer be allowed to drive a Board owned/leased vehicle.  Payment ofTest(s) and Evaluation(s)  The school Board will pay for the following testls):  I. Random alcohol breath test for ali primary and secondary Baker County School 2. The primary random test for controlled substances for all primary and secondary  District employees in the testing pool.  Baker County School District employees in the testing pool. 3. Post accident alcohol and controlled substance testing.  4. Reasonable suspicion test. The school will pay for the following test:  1. Random alcohol breath test(s) forall volumteer drivers for that school.  2. The primary random test for controlled substances for all volunteer drivers for that  school.  Revised 6/01  NI4    The employee, both primaryand secondaryand the volunteer driver will pay for the following test(s)  and evaluation(s):  1. Any test for the split sample after the primary random sample.  2, Any return to work test(s) for breath alcohol, for the purpose of returning lo salety 3. Any evaluation(s) by a Substance Abuse Professional for the purpose ofreturning to  sensitive duty, safety sensilive duly.  Pre-employee applicants will pay for all tests before being hired by thé Board, All persons in training programs which involve driving Board owned/leased vehicles on public roads will pay for all tests prior to driving Board owned/leased vehicles on public roads.  Revised 6/01  N15    Section O  Safe Driver Plari  Revised 7/19  01    SAFE DRIVIER PLAN  INTRODUCTION:  Statistics indicate the School Board can significantly: reduce the potential for injuries and lawsuits byi initiating aj plan that assures we do: not hire or allow any person to drive. ab bus who does not have an acceptable driving record. Persons whohavej poor drivingrecordswill  not be hired to drive a school bus for thel Baker School District.  PLAN:  In grder to qualify for and remain employed by the Baker District School Board, every bus driver must establish and maintain an overall driving record which exemplifies careful driving habits and meets the criteria prescribed by this plan. The! Director ofTransportation or Designee is responsible for: monitoring all driving records, and all bus drivers will be required to report the: following to the Director ofTransportation orl Designee:  1. All accidents and violations in which they are involved as the driver of'a 2. All accidents and violations in which they are cited or charged as the driverof  school board owned/leased vehicle. non-school owned/leased vehicles.  3. All evidenceofdamage to assigned vehicle(s).  4.  Suspension or revocation of drivers license. No, driver shall be allowed to drive a vehicle belonging to or leased by the Baker School District without proper license or when such as license is under suspension or revocation.  Failure toi reportasi required above, ormaking falsemisleadingi I report(s), ,maybegrounds: for Drivers shall not be assigned points until court action is taken. The effective date of the points assigned shalll bei the date oft the first meeting following the date oft the conviction. For monitoring purposes, driving records will be checked by using the bi-annual driver records check, required bythel DepatmemtofPAucation: and the,' exceptionsreport" whichis  termination ofe employment.  provided the Transportation Department on a weekly basis.  Revised 7/19  02    EEFECTIVE, DATE:  The effective date ofthe Safel Driver Plan and Program willl bet the date ofs School Board  approval of the plan.  APPLICATION:  This plan will be applicable to all those employees who are listed on the District's Drug/Alcohol Testing Program pool and prospective school bus drivers. No primary employee, as defined in the Drug/Alcohol Testing program, will be terminated based on his/her driving record prior to the original effective date ofthis plan which is 6/01. Points accrued during the last three years oft the prior Safe Driver Plan carry over with this plan. Prospective employees (drivers) will not bel hired if, according to this plan, theyl have more than fivej points int thel last year or more than tenj points int thel last three years, or convicted of DWI,DUI, OrDUBALin thel last seven years. Ifan employeei ist terminated as a driverduei to his/her driving record, and desires re-employment he/she may reapply for employment and will be considered under the prospective employee criteria. Ifa driver is terminated due to excessive points, he/she may be considered for employment in a non-driving position. No secondary employee or volunteer driver, as defined: in thel Drug/Alcohol Testing Program, whose driving record does not: meet the point criteria described in the previous paragraph will be allowed to drive al bus, after the original effective date ofthis plan.  THE DISTRICTIMPOSED POINT SYSTEM:  The driving record of all Baker School District bus drivers (primary employees, secondary employees and volunteers) will be reviewed at least twice annually. The Transportation Director shall assign points as convictions occur according to the following schedule. A driverinvolved in a single accident or event and convicted for more than one violation will receive no less than the maximum points assigned to thel highest violation category.  VIOLATION CATEGORIES  MAXIMUM POINTS TOBE ASSIGNED 10  1.  Conviction of driving whilei impaired (DWI), driving under the: influence (DUI), OT driving with unlawful blood alcohol level (DUBAL) will resultinmandatoryrecommendation for Speeding 15 MPH or less over the posted limit Speeding more that 15. MPH over posted limit  termination as a driver  2. 3.  3 4 03  Revised 7/19    4. 5. 7. 8. 9.  Careless driving Reckless driving 6. Failure to observe stop sign Failure to observe red light  4 4 4 4 1 10 4 4 2 2 2 4 41 2 2 4 10 5 10 Oto10  Failure to observe trafficinstruction sign. (révoked, suspended, etc.) license  Operating without a valid driver's license or improper  10. Improper lane change  11. Failure tol have vehiclet under control 13. Driving on wrong side ofr road 14. Improper turn  12 Crossing private property to avoid traffic light or stop-sign  15. Failure to yield - entering through highway 16. Failure to yield - right of way 17. Improper backing 18. Following too close 19. Improper passing  20. Leaving the scene of an accident  21.. Failuretos stop atr railroad crossing (whenyouarerequired to 22. Fleeing or attempting to elude police officer  do so)  23. Failure to observe any other established driving law. Points will be established 0-10 by the Director using the above  schedule as a guide. 24. Nota at fault 25. Unable to determine  0 0 Oto10  26. yadhatatymhatwe negligence, results in injuries, causes damage to vehicles or property, or  Revised 7/19  04    demonstrates unsafe driving practices, may bec charged ini this category. These points are: in addition to points accumulated  from categories 1-25.  An accumulation of points shall result in the following administrative action:  Primary Employee Action  Secondary Employee Action  Number of Points  Volunteer Driver Action  Time Period  verbal warning/ verbal warning/ verbal warning/  1-2 points within 12month period corrective action corrective action corrective action  documented  documented  documented  waring and/or. warning and/or warning and/or 1d day suspension 1d day suspension 1day suspension 3 day suspension 3days suspension 3 day suspension  1-4 points within 12 month period corrective action corrective action corrective action  5-61 points within 121 month period without pay 7-9 points within 121 month period without pay  from driving, from driving  from driving froin driving  10 points within/ or any violation resulting in the suspension of CIL. 15: points within/ or any violation résulting in the suspension of CDL 20 points within/ or any violation resulting in the suspension of CDL  will not be will not be allowed to drive allowed to drive  termination of school owned/ school owned/ employment as a leased vehicle leased vehicle  12month period driver  will not be will not be allowed to drive allowed to drive  termination of school owned/ school owned/  employment as a leased vehicle  leased vehicle  241 month period driver  will not be will not be allowed to drive allowed to drive  termination of school owned/ school owned/  employment as a leased vehicle  leased vehicle  361 month period driver  Revised 7/19  05    ADMINISTRATION:  This] plan willl be administered byt the' Transportation Director, Using this plan, the director 1. Determine ifa an incident was preventablet in accordance with the definition found in thel National Safel Driver. Awardl Rules and Guidelines.A A preventablea accidenti is' lany occurrence involving an employer owned orl leased vehicler which: results inj property damage regardless ofwho wasi injured, whatj property was damaged, to what extent, or where it occurred, in which the driver in question failed to do everything  will:  reasonable to prevent it.  2. Determine positive corrective actions tol bet taken. 3. : Review.any convictions for driving violations.  4. Assess points in accordance with the attached schedule toj this plan.  5. Acting in accordance with the Agreement Between the Baker County School District and the Baker County School Related. Personel/Association, FEA, adrivermay Thel Director ofTransportation or Designee shall establish a schedule forreview of driver records. An employee has the right to appeal assessment of] points and/or administrative actions relating thereto in accotdance with the District and. Agreement. Between the. Baker County School and the. Baker County School. Related. Personnel Association, FEA. Each employee shall be given an opportunity to read this] plan andl have all his/her questions answered. Bach employee shall sign a form indicating that he/she has read this plan.  be suspended with or without payi forj just cause.  06  Revised 7/19    BAKER DISTRICT SCHOOL BOARD TRANSPORTATION DEPARTMENT SAFEI DRIVER PLAN COMMITTEE  Driver's Name On occurred on  Ireviewed your vehicle accident or citation which  The following actions are to be taken:  Violation Category  Points Possible  Points Assigned  Comments:  The driving record of all persons who drive Board owned/leased vehicles and are required to be in the District's Drug/Alcohol Testing Program will be reviewed at least twice annually. Points willl be assigned as convictions occur according to the following schedule. A driveri involved: in as single- accident or event, but convicted for more than one violation, will receive a minimum oft thej points in the one category receiving thel highest mumber ofpoints. Anaccumulation ofpoints shalli resultint the administrative: action(s) asi foundi int thec district's Safe. Driver'sPlan, whichi is found in the Baker School District Transportation Department Standard Operating Procedures and School Bus Ane employee hast ther right to appeal assessment ofpoints andoradministrative: actions ina accordance witht theAgreement Between the Baker County School District and the Baker County, School. Related. Personnel. Association, FEA.  Procedures.  Signature, Transportation Director Date  Signature, Employee  Date  Revised 7/19  07    Section P  DISTRICT OWNED  MULTIEPURPOSE VEHICLES  Revised 6/01  P1    DISTRICT OWNED MULTI-PURPOSE VEHICLES  USE OFI DESTRICT OWNED MULTI-PURPOSE VEHICLES:  District owned multi-purpose vehicles will be used for the following purposes:  1. The primary use of District owned multi-purpose vehicles will be for the transporting of handicapped students to and from Duval County, when  practical.  2. Thej picking up of equipment and parts for the TamspratonDepatnen: 3. The transporting ofDistrict personnel to meetings and conferences. 4. The transporting of smali groups of students, not to exceed five (5) to  activities which take place outside ofl Baker County.  USE OF MULTI-PURPOSE VEHICLES:  Any Baker County School Board employee wishing to use a District owned multi-purpose vehicle must turn in a completed Bus Request at. least seven working days prior to the date that the multi-purpose vehicle will be needed. Use of the District owned multi-purpose vehicle willl beb based on availability ofthemuli-purposer vehicles on thei requested date(s).If a District owned multi-purpose vehicle is needed -for transporting special needs students, for any reason, all previously scheduled use of the District owned multi-  purpose vehicles for those dates will be canceled.  GENERAL GUIDELINES:  1. ATrip Log sheet willl be given tot the driver ofany trip using a District ownedi multi- purpose vehicle. This' Trip Log will be for listing the starting and ending odometer reading. This Trip Log sheet must be turned in upon return of the multi-purpose  vehicle to the Transportation Office.  2. Any trip using a District owned multi-purpose vehicle to transport students will require the driver to complete a standard OPre-Trip0 form prior toi thei trip. Those items not applicable to ai multi-purpose vehicle: should be marked ON/AD. 3. All riders, including the driver, must use the seat belts found in the District owned multi-purpose vehicles wilethemult-purpose vehicle is inr motion. 4. There should be noi more passengers: in al District owned multi-purpose vehicle than there are seat belts. (Atno time should more than seven (7) people, including  Revised 6/01  P2    the driver, bet transported in the District owned multi-purpose vehicle, The passenger front seat may not be occupied by a student.) Ati the conclusion of any trip, it is the driver's responsibility to clean the interior oft the District owned multi-purpose vehicle, prior to its return to the  5.  Transportation Department.  6: 7.  There shall be NO SMOKING at any time in a District owned multi-purpose The reimbursement for ai trip using a District owned multi-purpose vehicle will be  vehicle.  the same as ther reimbursement for using a school bus.  DRIVER'S REQUIREMENIS FOR DRIVING MULTI-PURPOSE VEHICLES:  TRIPS INVOLVINGSTUDENIS:  Any use of a District ownéd multi-purpose vehicle which involves the transporting of students will require the driver to meet all Bus Driver qualifications including having a current, valid CDL, with al Passenger Endorsement and "S"endorsement; a current. Medical Examiner Certificate; be actively. engaged: int thel District's drug and alcohol testingl program;  and be up to date: ini the required Inservice hours for Bus Drivers.  TRIPS NOTINVOLVING STUDENTS:  Anyuse ofa District owned multi-purpose vehicle, which involves thet transporting ofnon- students, will require the driver to have a current valid drivers license. A copy of the driverOs valid drivers license will be kept on: file in the' Transportation Office.  Revised 6/01  P3    CBaker hooDibrid Omamgortation Pepartment  5441 Baker Bus Drive Macclenny, Florida 32063  Phone (904) 259-2444 July 11, 2022 Sherri Raulerson Superintendent  Fax (904) 259-9173  Baker County District Schools 270 South Boulevard East Macclenny, Florida 32063 Dear Superintendent Raulerson,  Iam requesting permission for the Baker County Transportation Department andi its drivers tol have permission to cross into Georgia int times of emergency. This access to using Georgia roads will help in alleviating lengthy times of wait ini the occurrence of accidents or other unforeseen circumstances. The drivers will understand the policy oft this being for emergencies only and that it may only be done through  the Director ofTransportation or the Transportation Manager prior approval.  Respectfullyyours, anulbayo Pamela D Taylor Director ofTransportation Baker County School District  Preparing lijelong Ceamners and. Responsible Ciligens ol Good Characier    CO  -  Baker Cowiy PwblioSchool  Title land Special Programs District Office  312 South Boulevard East Macclenny, Florida 32063 (904) 269-6776  July11,2022  Sherrie Raulerson, Superintendent Baker County School Board 270 South Boulevard: East Macclenny, FL32063 Dear Superintendent Raulerson:  Irespectfully request that thel Baker County School District English Language Learners (ELL) Plan for 2022-2025 be placed on the July 25, 2022, School Board Meeting Agenda for Ify you or any oft the board: members have any questions, please contact me.  review and approval. A copy oft thej plani is attached.  Sincerely,  Jueilsluluv  Traci Wheeler  Director of Accountability and Special Programs  AN] EQUAL. ACGHS/PQUALOROAINT INSTITUTION  "Preparing individuals tob bel lifelong leamers, self-sufficient, and responsible citizens ofg good character"    FLORIDA DEPARTMENTOF  DIVISION OF PUBLIC SCHOOLS  EDUCATION aradioms.hwpaa, ,Every! Day.  -fldoe.org  June 30, 2022 Ms. Traci Wheeler Director of Accountability and Special Programs Baker County School District Dear Ms. Wheeler,  The English Language Learner (ELL) Plan for Baker County School District has been approved for implementation. This approval applies from. July 1,2 2022, through June 30, 2025. The approved plan must be implemented as approved. The plan may be revised through an amendment; however, such a revision may not bei implemented until the amendment has been approved by the Florida Department ofEducation. Amendment requests may be emailed to Please share this approval letter with your district's leadership team and other interested personnel. Thank you for your continued commitment to student achievement through language  SALA@fidoe.org  acquisition. Ifyoul have any questions, please feel free to contact: me.  Sincerely, hrlene Costello Arlene Costello, Ed.D. Florida Department of Education 325 West Gaines Street Suite 1324 Tallahassee, F132399 850-245-0628 Office  Bureau Chief, Student Achevement-Languge Acquisition    Baker County School District  English Language Learners (ELL) Plan  2022-2025  Contact Person: LEA: Email: Phone:  Traci Wheeler Baker County School District traci.wheeler@bakerk12.org 904-259-6776  Rule 6A-6.0905 Form ESOL 100 (May 2017)    Date Received by FDOE Florida Department of Education 325 West Gaines Street 4441 Turlington Bullding Tallahassee, Florida 32399-0400  Original signatures on Signature Pages are tob bes submitted to: Bureau of Student Achievement through Language Acquisition  FDOE INTERNALU USE ONLY  (1) NAME OF THE DISTRICT: (2) CONTACT NAME/TITLE: Baker County School District Traci Wheeler, Director of  (3) CONTACT PHONE NO (EXT.): EMAIL ADDRESS: 904-259-6776 aclwneer@talai209  Accountability and Special Programs  (4) MAILING ADDRESS: Titleland Special Programs Office 312 South Boulevard East Macclenny, Florida 32063  (5) PREPARED BY: (lf different from contact person)  (6) CERTIFICATION BY SCHOOL DISTRICT  The filing oft this application has been authorized by the Schooll Board andt the undersigned representative has been duly authorized , Sherrie Raulerson, dol hereby certifyt that all facts, figures, andi representations made int this plan are true and correct. Furthermore, all applicable statutes, rules, regulations, and procedures for program andi fiscal control andi for records maintenance  tos submit this plan and act ast the authorized representative oft the districti in connection with this plan.  willl bei implemented to ensure proper accountability. SuniGpuluon  2/14/2022  Signature of Superintèndent or Authorized, Agency Head Date Signed (7)Chairperson representing the District ELL Parent Leadership Council (PLC) Name of Chairperson representing the District ELLI PLC: Everett Murphy Contact Information forl DistrictPLC Chairperson: Mailing address: 270 South Boulevard East, Macclenny, FL 32063 E-mail Address: Erertmuphy@hakni2ep Phone Number: 904-259-6251 Datei final plan was discussed with PLC: February 10, 2022 Signature oft the Chairperson oft the District PLC  Date of Governing Board Approval  E3  2/14/2022 Date Signed by PLC Chairperson    DISTRICT ENGLISH LANGUAGE LEARNERS PLAN ASSURANCES AND CERTIFICATION  School districts are required to abide by a set of assurances when developing and implementing programs and services to students classified as EnglishLanguagel Learners (ELLs), and are required to ensure school- and district- level personnel comply with all the requirements and provisions set forth in the laws, rules, regulations, and federal  court orders listed below:  The requirements set forthi in Section 1003.56, Florida Statutes;  The requirements set forth in Rules 6A-6.09026A-6.09022: 6A-6.09091; 6A-6.0903; 6A-6.0907; 6A-1.0503, Florida Administrative Code (F.A.C.), and other applicable State Board of Education Rules; The requirements of the Elementary and Secondary Education Act of 1965, as amended by the Every The requirements of the Consent Decree in the League of United Latin American Citizens et al. V. the State  Student Succeeds Act of 2015; Board of Education, 1990;  The requirements of the Florida Educational Equity Act, 1984;  The requirements based on the Fifth Circuit Court decision in Castaneda V. Pickard, 1981; The requirements based on the Supreme Court decision in Plyler V. DOE, 1982; The requirements based on the Supreme Court decision in Lauv V. Nichols, 1974; The requirements of the Equal Educational Opportunities Acto of1974; The Requirements of Section 504 Rehabilitation Act of 1973;  The requirements of the Office for Civil Rights Memorandum of May 25, 1970; The requirements oft the Title VI and VII Civil Rights Act of 1964; and  The requirements of the Office for Civil Rights Standards for the Title VI Compliance.  By signature below, I, Sherrie Raulerson, do hereby certify that procedures, processes and services that are described herein shall be implemented in a manner consistent with the requirements and provisions of the  requirements set forth above.  2/14/2022 Date Signed  hui Gaakuson Superintendents Signature    Section 1: Identification (Rule 6A-6.0902, F.A.C.)  Enrollment Procedures and Administration of the Home Language Survey (HLS). Describe the Local Education Agency (LEA) registration procedures to register English Language Learners (ELLs). Responses should include thei following: REGISTRATION: Upon registration in a Baker County Public School, a Home Language Survey (HLS) is completed for all Pre-K* through grade 12 students as the first step in identifying a potential ELL (English Language Learner) student. (Pre-K students are not addressed for formal ELL services until entry into kindergarten. Pre-K Upon completion ofi the Student EnrolmentRegstration form, the school Data Processor enters in the District student database all student demographic information, including native language, country of birth, immigrant student and date of entry into a US school, provided by parentiguardian during the registration process. How do LEA procedures compare to those followed for non-ELLS?  students are flagged for possible services in kindergarten.  The same procedure is completed for all students, non-ELLS and ELLS. At the time of registration, all parents/guardians complete a Student EnrolmentRegsraton form at  their child's school, which contains the Home Language Survey: (a)ls a language other than English used in the home? (b) Did the student have a first language other than English? (c) Does the student most frequently speak a language other than English? Ifany of the three questions are answered "yes", the school's ESOL contact is notified by the registrar and the student is administered the WIDA Screener within first twenty  days of school.  Into what languages are the Home Language Surveys translated?  English and Spanish registration process?  How does the LEA assist parents and students who do not speak English in the Provisions to communicate in the home language of parents and students will be implemented using school personnel in the District, if possible. Where available, community language facilitators can also assist with translating or interpreting registration documents, as well as transportation and other pertinent school information. Ifal local translator is not available at the time of registration and/or all other times needed, an over-the-phone translator knowledgeable in the parentiguardian's home    language may be utilized to facilitate communication between the parties. Home communication forms including, but not limited to, report cards and periodic progress reports will be provided in the sudenvparenvguarlans home language, unless clearly not feasible. Documentation of all communication with the parentlguardian(s) should be  maintained in the student's ELL folder. How do you identify immigrant students? children and youth means individuals who: (A) are ages 3 through 21; and than three (3) full academic years.  Immigrant students are identified through the registration process. The term immigrant (B) were not born in any State, the District of Columbia or Puerto Rico; and (C) have not been attending one of more schools in any one or more States for more Based on this definition, the student's immigrant code is Y and data element number is How is Date Entered US School (DEUSS) obtained in the registration process? At the time of registration, parents complete the Home Language Survey, as well as questions regarding birth date of student, country of birth, and the DEUSS date---the month, day and year the student entered school in the United States (any of the 50 states and the District of Columbia, excluding U.S. territories and possessions) Ifa student is entering our schools from another district in Florida or state within the U.S., records are requested from the previous school, and the original DEUSS date is entered Double click the icon below to access the LEA's Registration Form with HLS.  131785.  into our student information system-data element 197237.  Baker Registration Form with HLS.pdf  Section 2: English Language Proficiency Assessment (Rule 6A-  6.0902, F.A.C.)  English Language Proficiency (ELP) Assessment assessment of potential ELLS in the LEA?  What is the title of the person(s) responsible for administering the ELP  ESOL Coordinator, ESOL School Designee, School Counselor or Instructional Coach    1. Listening and Speaking Proficiency Assessment procedures followed to determine if a K-12 student is an ELL.  List the Listening and Speaking (Aural/Oral) assessment(s) used in the LEA and  WIDA Screener enrollment.  Describe the procedures to ensure that the Listening and Speaking assessments) are administered within 20 school days of the student's initial Each school's ESOL/ELL designee is responsible for coordinating or actually testing, grading assessments, and recording the ELL data. If feasible, students with affirmative answers should be administered the WIDA Screener on the first day of registration. If noti feasible, students with an affirmative answer to question #1 only (Is a language other than English used in the home?), should be identified as a temporary ELL student and can be placed in a basic class. The' WIDA Screener should be administered within 20 days to determine appropriate placement. Students with affirmative answers to more than one question are identified as temporary ELL students and assigned to qualified ELL personnel. These students should also be evaluated for English proficiency within 20 days through administration oft the WIDA Screener. All students who are not proficient on the Listening and Speaking L/S assessment qualify for ESOL services and are coded as LY. Students enrolled in kindergarten through second grade who score within the fluent English speaking range of the (L/S) assesment are determined as non- ELL (ZZ). Students in grades 3-12 who score proficienct in L/S are then administrered a reading and writing assessment that must be completed as soon as possible after initial Not testing within the required timelines would only occur for circumstances beyond the LEA's control (i.e., student illness, excessive absences), the period is extended for an additional 20 days and parents are notified in writing in their native language, if feasible.  enrollment, but no later than thirty (30) days after enrollment.  Reading and Writing Proficiency Assessment  List the Reading and Writing assessment(s) used in the LEA and procedures  followed to determine if a student is an ELL in grades 3-12.  WIDA Screener the 20-day timeline.  Describe the procedures the LEA follows if assessment(s) are not given within Students in grades 3-12 who score proficienct in L/S are then administrered a reading and writing assessment, as soon as possible after initial enrollment, but no later than  thirty (30) days after enrollment.    Not testing within the required timelines would only occur for circumstances beyond the LEA's control (i.e., student illness, excessive absences), the period is extended for an additional 20 days and parents are notified in writing in their native language, ift feasible.  2. ELL Committee  Describe the procedures used when the ELL Committee makes an entry (placement) decision. What type of documentation is used to support these The ELL Committee utilizes the criteria from the Florida Consent Decree, .B.2 survey, I.C.1, ànd I.C.2. for entry placement. The ELL Committee may determine a student to be ELL or not to be ELL according to consideration of home language survey, test 1) Extent and nature of prior educationalsocial experiences; and student interview; 2) Written recommendation and observation by current and previous 3) Level of mastery of basic competencies or skills in English and heritage language; according to local, state or national criterion-referenced standards,  decisions?  results, and at least two of the following;  instructionalsupport services staff; 4) Grades from current or previous years; 5) Test results other than the entry assessments.  ELL students who meet criteria for Exceptional Student Education must have an IEP (Individual Education Plan). The necessity of the student having an IEP does not negate the need for students to also have an ELL plan. Both plans should be coordinated to best serve the needs of the student with accommodations made as necessary. The IEP must be reviewed at least annually with parent notification documented in accordance with Federal, State, and District policies. The ELL plan should be reviewed at this time Section 3: Programmatic Assessment (Rule 6A-6.0902, F.A.C.)  also.  cacemcrrogrammate Assessment  Describe the procedures that have been implemented for determining prior academic experience of ELLS. Also, address the placement of ELLS with limited or no prior school experience(s) or whose prior school records are incomplete or unobtainable. Specify actions taken to obtain prior school records. Include the procedures to determine appropriate grade level placement for ELLS. Programmatic Assessment of all potential ELL students is conducted prior to placement ini the ESOL/ELL program. Steps are taken to determine the academic level(s)ofthe student independent of the student's English language proficiency. Comprehensive parentguarclanstudent interviews, students might be assessed for skills and school- readiness competencies in addition to English language assessments, and review of    prior school records should be used in determining the appropriate grade placement of ELL students. Academic success is to be monitored to ensure that accurate placement decisions were made. All decisions regarding ELL student Programmatic Assessment and academic placement must be documented in the appropriate section of the Grade Level and Course Placement Procedures - Grades 9-12  student's ELL folder.  Describe the procedures that have been implemented to determine appropriate grade and course placement. Descriptions must include the process used for awarding credit to ELLS entering high school in 9th-12th grades that have completed credits in countries outside of the United States, specifically addressing those students for which there is no documentation.  Per 6A.6.0902 section 3 part b, "The school district shall award equal credit for courses taken in another country or a language other than English as they would the same courses taken in the United States or taken in English. For foreign-born students, the same district-adopted policies regarding age appropriate placement shall be followed as are followed for students bom in the United States." Student placement is not based solely on English Language Proficiency; an academic skills assessment may be Students must have documentation of completed courses in order to receive high school credit. Course transfer waivers may be given if documentation is provided. Documentation can be created using the programmatic assessment form in the event the studentparents cannot provide transcripts or documentation of prior educational experiences. School counselors and administrators will review transcripts and award credit for courses completed in another country where the course is similar in scope and sequence, but may have a different course name. In the absence of transcripts or prior educational experience, dlagnosticplacement tests and interviews may also be used as The age of the student will be taken into consideration as well. Parent/Guardian and studentinterviews as well as ELL Committee meetings will also be conducted to help determine placement. When feasible, ranslatorsinterpreters will be provided to attend these meetings. The school principal or designee, guidance counselor, teacher, parents, ELL Resource Teacher and/or district administrator may be included to determine appropriate placement. Each student will receive differentiated instruction at the agreed upon grade level placement to facilitate English language acquisition and  administered in the home language if possible.  aguideline.  academic achievement at the appropriate grade placement.    Explain the process for awarding credit to students transferring from other countries for language arts classes taken in the student's native language and for foreign languages the student may have taken (this may include English). Students are then placed by the ESOL/ELL School Designee and School Administration based on the available information and age/grade appropriateness. The Guidance Office continues to follow any leads for prior school records. All official transcript review determinations are captured in our student information database. For High School credit, determinations are made to match, as closely as possible, courses taken in other countries, to courses within the Course Code Directory in order to award credits toward graduation requirements. For example, Spanish I taken in Mexico will count toward English I high school credit, since language arts standards would have been taught, not Foreign Language standards. English taken in Mexico as a foreign language can be The school district shall award equal credit for courses taken in another country ora language other than English as they would the same courses taken in the United States ort taken in English. Language Arts credits are awarded to students transferring from other countries for language arts classes taken in the student's native language and for foreign languages the student may have taken may be transferred as waivers.  transferred as a foreign language waiver.  What is the title of person(s) responsible for evaluating foreign transcripts? How Students are placed by the ESOL/ELL School Designee and School Administration based on the available information and age/grade appropriateness. The Guidance Office continues to follow any leads for prior school records. All official transcript review Per Rule 6A-6.0902, the school district shall award equal credit for courses taken in another country or a language other than English as they would the same courses taken in the United States or taken in English. The final approval of course credit review is 1. Interview parents regarding the student's precious schooling 2. Generate a general profile of the student using target questions such as: a. What grade was the student in during the previous year? b. What courses did the student take? C. How did the student perform in the prior school setting? d. Atv what age did the student start school? e. What is the total number of years the student has been in school? f. Was the student ever retained? g. Were there excessive absences or special circumstances affecting achievement? 3. Check the age of the student to determine approximate grade placement. 4. Administer placement tests to assess student's academic skills.  are they trained? How is documentation maintained?  determinations are captured in our student information database.  verified by the school principal.    School counselors receive training periodically throughout the school year on transcript evaluation resources, such as acceptable websites and guides. When school staff have questions or need clarification, they will contact the District ESOL Office. Re-evaluation of ELLS that Previously Withdrew from the LEA  Describe the procedures used for re-evaluating ELLS who withdraw from the LEA and re-enroll. Specify the length of time between the ELL's withdrawal and re- enrollment after which a new English language proficiency assessment is to be Students who re-enroll in our District or come from another Florida school district will automatically be placed in the same ELL status/program as time of withdrawal unless review of prior school records support a different status. Ifa review of prior school records indicates a change in status with proper exit or re-entry criteria, the student will Any ELL student who has been absent longer than 18 academic weeks with no intervening assessments will be assessed within 20 school days to verify current placement. An ELL Committee will be convened to develop the Student ELL Plan. The Students from other countries are assessed within 20 days and a DEUSS is  administered. Include data reporting procedures.  be classified accordingly and be monitored.  original student data, including DEUSS stays the same. determined, along with entry classification data. ELL: Student Plan Development  Describe the procedures for developing the Student ELL Plan. Include the title(s) of the person(s) responsible for developing the plan, and updating the ELL data reporting elements. Also, include a description of when and how the plan is Students identified as ELL are assigned to classes taught by teachers who have the ELL endorsement or are ini the process of attaining the ELL in-service requirements for their grade level/subject area. The student's teacher(s), with assistance from the ELL committee as needed, develops the most appropriate programming to meet the student's needs. Information from the Programmatic Assessment Checklist will also be utilized while planning and providing the ELL student's instruction. Consideration will be given to insure equal access to all programs in the district. Appropriate accommodations will be provided in the instructional programming to assist the student in achieving the Florida State Standards Benchmarks and will be documented in the ELL Plan. This plan All ELL plans are updated as needed and reviewed annually through the ELL Committee meeting with the invited parent. Assessment data (includes state test), class performance, grades and academic proficiency are considered when conducting the  updated to reflect the student's current services.  is included in the ELL folder.    review. The documentation of the recommendation of the annual review is part of the student ELL folder. The School ESOL/ELL designee is responsible for updating this An ELL student plan is developed with input from the guidance counselor, classroom teacher(s), and administrator (or designee) and other interested participants. The guidance counselor or designated ELL contact, along with the classroom teacher(s), is The plan will reflect the student's instructional program or schedule designated by the Program 130 code which will include programs other than ESOL and documentation of the use of appropriate ELL strategies and services. The ELL plan can include specific accommodation procedures for state assessment programs as well as classroom assessments. Additional information such as initial WIDA Screener scores and current The plan will be updated annually at the beginning of the school year and when services change and must reflect the most current ELL plan and service. Itwill be updated annually and maintained in the student information system and/or cumulative record Describe the elements of the plan (e.g., home-school communication, student schedules and classes, progress monitoring, interventions, assessments and other evaluations). What is the teacher's role in development of the plan? Regardless of the approach implemented, ELL students receive instruction, which is comprehensible, equal, and comparable in amount, scope, sequence and quality to the instruction provided to English proficient students. Instruction is aligned with the appropriate Florida State Standards and NGSSS benchmarks and course descriptions. Textbooks and other instructional materials used with ELL students are the same as those used with non-ELL students in the same grade. School site administrators are responsible for monitoring the implementation of ESOL/ELL strategies by the classroom teacher. Evidence can be observed during classroom visits, through lesson plans, through use of materials and audio-visuals, and through grade book notations. All teachers of ELL students document the ESOL/ELL strategies used for each lesson in The elements of the student plan will include the student's name, date of entry, and current ACCESS for ELL scores and state assessment data. The plan will reflect the student's instructional program of 130, amount of instructional time or instructional schedule, documentation of the use of appropriate ESOL strategies, and a description of all provided services. The teacher is notified of the aural/oral and reading/writing competencies assessed on the WIDA Screener. The student's academic progress may be reviewed, and records from previous schools are examined, if available. Student plan information will include previous and current teacher input through interviews to gain information on socialization and participation in the general classroom setting.  folder.  responsible for completing the student ELL plan.  state assessment data is included on the ELL plan.  folder.  their plan book.    Double click the icon below to access LEA's Student ELL Plan.  Baker ELL Student Plan.pdf  Section 4: Comprehensive Program Requirements and Student  Instruction instructional Models  Ina addition to using required English for Speakers of Other Languages (ESOL) strategies by teachers who teach ELLS, what instructional model(s) or approach(es) are used to ensure comprehensible instruction? Descriptions of each model can be found in the current Florida Department of Education (FDOE) database manuals on the FDOE website. (Check all that apply)  Sheltered English Language Arts Sheltered Core/Basic Subject Areas Mainstream-inclusion English Language Arts Mainstream-inclusion Core/Basic Subject Areas Maintenance and Developmental Bilingual Education Dual Language (two-way) Developmental Bilingual Education  Describe how the instructional models are used in the LEA. Address how the LEA will monitor schools to ensure that instructional models are implemented with Mainstream Inclusion. Regardless of the approach implemented, ELL students receive instruction, which is comprehensible, equal, and comparable in amount, scope, sequence and quality to the instruction provided to English proficient students. Instruction is aligned to the appropriate Sunshine State Standards, benchmarks and course descriptions. Textbooks and other instructional materials used with ELL students are the same as those used with non-ELL students in the same grade. School Site administrators are responsible for monitoring the implementation of ESOL/ELL strategies by the classroom teacher. Evidence may be observed during classroom visits, through lesson plans, through use of materials and audio-visuals, and through grade book notations. All teachers of ELL students document the ESOL/ELL strategies used for each lesson in their plan book. ELLS in mainstream-nclusion Language Arts and core subject areas receive comprehensible instruction through ESOL strategies, supplemental materials and language support in classes with both ELLS and non-ELLS.  fidelity.    Teachers must have the appropriate training requirements, document ESOL strategies Describe the process to verify that instruction provided to ELLS is equal in amount, sequence, quality, and scope to that provided to non-ELLS. To ensure equal access to instruction, ELLs in grades K-12, class schedules are maintained on the student record system and on teacher schedules. Regardless of the instructional approach implemented, ELLS receive instruction that is aligned to state standards, and is comprehensible, equal and comparable in amount, sequence, quality and scope as their non-ELL peers. Equal access evidence will be observed by school site administrators through classroom visits, lesson plans and teacher interviews. Although supplemental instructional materials can be used, textbooks for ELLs are the same as those used for non-ELLS. ELLS in grades 9-12 must have access to and receive credit towards graduation in core subject areas of English Language Arts, Furthermore, ELLS cannot be retained based solely on his/her language proficiency. This determination must be based (in part) on proficiency in reading, writing and math. Teachers can use alternative assessments, portfolios and native language assessments to determine if content standards have been met. School-Dased administrators, guidance counselor and district staff are responsible for monitoring and ensuring  and monitor ELLS language acquisition progress.  mathematics, science, social studies, and computer literacy.  comprehensible instruction.  How does the LEA determine if the instructional models are positively affecting ELLS academic performance is monitored throughout the year to ensure academic and linguistic progress is being made. Administrative and support staff reviews instructional models success through teacher observations, ELL participation, attendance, grades, and statewide assessment, specifically ACCESS for ELL. Teacher input is also requested. If the instructional model does not show that positive student performance How are ELLS assured equal access to all programs, services and facilities that The school-based administrator(s) and counselor(s) are responsible for ensuring that ELLS have equal access to all school programs, services and facilities, and that ELLS are afforded the same rights as their non-ELL peers. The district ELL Coordinator serves as an advocate for ELLs and theiri families to ensure equal access and will be responsible for providing information and training to school-based personnel, including bilingual paraprofessionals regarding equal access to all programs and services for  student performance?  goals are being met, then a different model may be considered.  are available to non-ELLSs?  ELLs.    Describe the method(s) used in the LEA to document the use of! ESOL School site administrators are responsible for monitoring the implementation of ESOL/ELL strategies by the classroom teacher. Teachers' lessons plans document instructional strategies for ELL students. Evidence may be observed during classroom visits, through lesson plans, through use of materials and audio-visuals, and through grade book notations. All teachers of ELL students document the ESOL/ELL strategies used for each lesson in their plan book. Regardless of the approach implemented, ELL students receive instruction, which is comprehensible, equal, and comparable in amount, scope, sequence and quality to the instruction provided to English proficient students. Instruction is aligned to the appropriate Florida State Standards, Next Generation Sunshine State Standards, and course descriptions. Textbooks and other instructional materials used with ELL students are the same as those used with non- Teachers are encouraged to receive additional training in the areas of Differentiated Instruction and ESOL strategies. Students are given support either individually or in small groups, based on student need, in order to target specific weaknesses identified by the ACCESS for ELL, WIDA Screener, FSA, EOC and SAT10. Instructional strategies are further monitored through detailed notes on classroom observations and teacheri interviews, and individualized student support and data from STARand/or How does the LEA and school(s) verify the delivery of comprehensible instruction All teachers of ELL students document the ESOL/ELL strategies used in their lesson plans. School site administrators are responsible for monitoring the implementation of ESOL/ELL strategies by the classroom teacher. Evidence may be observed during classroom visits, through lesson plans, through use of materials and audio-visuals, and through grade book notations. ELL students receive instruction, which is comprenensible, equal, and comparable in amount, scope, sequence and quality to the instruction provided to English proficient students. Instruction is aligned to the appropriate Florida State Standards, Next Generation Sunshine State Standards, and course descriptions. Textbooks and other instructional materials used with ELL students are the same as those used with non-ELL students in the same grade. Additional ESOL support materials are available for classroom teacher utilization. The LEA monitors ELL progress by reviewing ELL plans, assessment data, and meeting with the ESOL  instructional strategies and how this is monitored.  ELL students in the same grade.  i-Ready. to ELLs?  Coordinatorl Administrator.  Each classroom teacher is responsible for incorporating ESOL strategies into daily lessons and must provide evidence in lesson plans that are checked by school administrators during ongoing classroom walk-throughs, formal and informal teacher evaluations. Teachers are evaluated by school administration using the Copeland  Teacher Evaluation System    School administrators, counselors and ESOL designee will meet with the teacher(s) of ELL students to conduct reviews for the purpose of monitoring the appropriateness of  the student's program. Such reviews may include the following: A. Reviewing of the student's grades in all subject areas.  B. Monitoring of the student's level of performance in course areas, Reading, and Mathematics using state approved Progress Monitoring tools. C. Monitoring of the student's performance on Statewide Assessments or norm-  referenced tests. D. Classroom observations  What safeguards are in place to ensure that all ELLS are being provided equal access to programs and receiving comprehensible instruction? Include the school and LEA personnel responsible for ensuring comprehensible instruction. School administrators will meet with the teacher(s) of ELL students to ensure equal access. Classroom observation and teacher interviews will be conducted, as well as instructional material evaluation for the purpose of monitoring the appropriateness of the student's program to ensure that comprehensible instruction is achieved. District ESOL staff also conducts monitoring visits and provides modeling and curriculum development  support.  What progress monitoring tools are being used to ensure all ELLS are mastering grade level academic content standards, and benchmarks and the English Language Development (ELD) standards? (Check all that apply)  Student Portfolios  Other Criterion Referenced Test (Specify) Native Language Assessment (Specify)  LEA/school-wide asessmentsfSpecl/STARandlor-Ready  Other (Specify)    Student Progression  Have the LEA's standards and procedures for promotion, placement, and retention of ELLS been incorporated into the LEA's Student Progression Plan X Yes Please provide a link to the LEA's Student Progression Plan with specifics to Double click the icon below to access the LEA's Student Progression Plan.  (SPP)?  ELLs highlighted.  2021-2022 Student Progression Plan.FIN  Describe how the Good Cause Policy is implemented in your LEA when ELLS who have been enrolled for less than two years (based on DEUSS) are exempted from mandatory third grade retention. Include how parents or guardians are notified of Per the district student pupil progression plan, page 4, ELLS who have been enrolled for less than two years of instruction (based on DEUSS) in an ELL Program are exempted from mandatory third grade retention for good case. Parents are notified and informed about the Good Cause Exemption by their school's ESOL Coordinator/Administrator. Describe what role the ELL Committee has in the decision to recommend the retention or promotion of any ELL and what documentation is used to support ELLS cannot be retained based solely on his/her language proficiency. Promotion and retention of ELL students is based on measurements of the student's ability to read, write, and perform mathematical functions, not whether the ability is shown in English or in the student's home language. The ELL Committee reviews the student's entire portfolio and assessments of the student's academic ability to determine if the student should be retained or promoted. The committee makes a recommendation to the  LEA good cause decisions.  these decisions.  principal.    Section 5: Statewide Assessment (Rule 6A-6.09091, - F.A.C.)  Statewide Assessment  Describe the process to ensure that all ELLS participate in Florida statewide assessment programs. Include how responsible staff is trained to administer The District Assessment Director, along with the MIS director, generate and disseminate digital rosters of all ELLs who will be assessed at the school sites, as well as, guidelines and materials that school-based testing supervisors use to cross reference and ensure that all ELLs are appropriately assessed. Train-the-trainers workshops provides for testing supervisors who, in turn train all school-based personnel who will administer assessments to ELLs with a specific emphasis on testing accommodations. A designated school counselor is the testing supervisor at the schools. The District Assessment Coordinator provides recording documents for schools to maintain and document ELL accommodations, as well as procedural policies ELL students who are receiving services in an ELL program operating in accordance with an approved ELL plan, and who take the state mandated tests may be offered the accommodations. However, the exact combination of accommodations to be offered to any particular student shall be individually determined, considering the needs of the student and recommendations of the student's team. Accommodations for ELLS in the administration of FSA, EOC and ACCESS for ELLS must follow the guidelines as The LEA informs all schools of which students are required to participate in statewide content area assessments and ACCESS for ELLS assessment. The District Testing Coordinator is responsible for informing each school's administration, school ESOL/ELL Designee and testing coordinators of the ELL statewide requirements. The school's ESOL/ELL Designee is responsible for all required testing to be addressed in the ELL Student Plan and for monitoring the proper administration. School ESOL/ELL Designee and testing coordinators notify parents and answer any questions they may have regarding state assessments and allowable The District Testing Coordinator is responsible for training each school's administration, school ESOL/ELL Designee and testing coordinators of the ACCESS for ELLS and other applicable statewide assessments including allowable accommodations, proper documentation, security agreements, seating charts, and any other required to properly  assessments and maintain documentation of the following:  and accountability data.  specified in the respective assessment manuals.  accommodations.  serve our ELL students.    Statewide content area assessments:  All ELLS will participate in statewide assessments. The ESOL Director works with the District Assessment Coordinator, school-based assessment coordinators and teachers to ensure that all ELLS participate in the Statewide Assessment program and are  provided appropriate testing accommodations.  The ESOL teacher ensures that the accommodations for statewide assessment which are indicated in the Test Administration Manual and include flexible setting, flexible scheduling, flexible timing, and the use of the Engish-to-Hertage language dictionaries are offered. Additionally, these accommodations may be used within the ESOL classroom and with regular classroom assessment. The parents are notified of the different testing accommodations in a letter sent by the ESOL school designee. Parents may choose if flexible setting is the best testing option for their child.  ACCESS for ELLS assessment programs:  Students coded LY by the first day of the ACCESS for ELL test administration window are tested for language proficiency. ACCESS for ELLs is a paper-based assessment for Grades 1-12: Students are administered the Speaking section of the test one-on-one with a teacher; the Listening, Reading, and Writing sections may be administered in a group setting. Kindergarten ACCESS for ELLs is a paper-based assessment for Kindergarten where students are administered all sections of the test, one-on-one with a teacher. Alternate ACCESS for ELLs is a paper-based assessment for students in Grades 1-12 who have significant cognitive disabilities where students are administered  all sections of the test, one-on-one with a teacher.  What islare the title(s) of the school-level person responsible for ensuring and documenting that ELLS are provided appropriate testing accommodations (per  test administration requirements)? School counselors School-based testing administrators ESOL school designee Teachers administering assessments  Describe how parents of ELLS are notified of assessments and testing accommodations. How does the LEA ensure that parents understand Florida's statewide assessments policies, mandates and student outcomes? Please At testing calendar is available on the district's website. Prior to the assessment dates, parents are notified of all statewide testing policies and mandates in a language they can understand, unless clearly not feasible. A letter is sent to parents of ELLS explaining the allowable testing accommodations which also contains specific language for flexible setting options. Parents have the right to choose the flexible setting during testing.  provide links to communications in parents' languages.    Parents are notified of outcomes on assessments through individualized student score reports, which indicates the performance level of the student, as well as interpretive guides. These guides are available in multiple languages. Parent/teacher conferences may be convened with a translator present if needed, by the parent or teachert to The LEA uses the English and Spanish Parent Notification Letters for all State Assessments provided by the Bureau of K12 Assessment which are then customized and printed on school letterhead. If other languages are required, the LEA seeks assistance from other school districts that may have the letters in the needed language Section 6: English Language Proficiency Annual Assessment (Rule Describe the procedures to determine ifE ELLs are ready to exit the LEA's ESOL program. Include exiting procedures for all language domains (listening, speaking, reading and writing), grade-specific academic criteria and data  discuss the assessment policies, mandates, and results.  or pays a translation service to provide the letter, iff feasible.  6A-6.0903, F.A.C.)  reporting of status change.  For students in grades 1-2, the language proficiency level on the ACCESS for ELLS 2.0 assessment for language proficiency must be a 5.0 overall composite score or greater For students in grades 3-12, thei following benchmarks must be met to consider student exit from the district's ESOL program. Students' language proficiency level on the ACCESS for ELLS 2.0 assessment for language proficiency must be a 5.0 composite score or greater and at least a 4.0 in all domains and Level 3 or above on FSA ELA. What is the title of person(s) responsible for conducting the exit assessments  and at least a 4.0 in all four individual domains.  described above? (Check all that apply.) School/LEA based testing administrator ESOL Teacher/Coordinator  Other (Specify) Guidance Counselor/Schoo: ESOL Designee  When is an ELL Committee involved in making exit decisions? What criteria are used by the Committee to determine language and academic proficiency? The School ESOL/ELL designee, with assistance from the student's ELL committee, will conduct annual reviews of the ELL student's progress and academic program. Documentation of monitoring is maintained int the ELL folder. Any ELL student's ELL committee members may request the reconvening of the ELL committee to review the student's progress in attaining subject area competencies, mastery of the Florida State  Standards or overall achievement.    Ifassessment results do not fully capture the student's academic or linguistic needs, an ELL committee may be convened where input from parents, teachers and support staff is considered and placement decisions made. An ELL Committee may recommend that the student be exited from the program with consideration of other data than statewide assessment such as student portfolios or alternative evaluations. An ELL committee can also meet to exit a student from the ESOL program if there is sufficient evidence to indicate that English Language Proficiency is not the issue interfering with the student achieving proficiency either on the Statewide English Language Proficiency exam or the Statewide Academic Assessment. The student may have another documented disability that is being met through an IEP or other student plan. Regardless of reason for exit, an ELL committee would review the student's academic and English language proficiency record and document at least two of the five criteria listed below to exit a a. Extent and nature of prior educational or academic experience, social  student:  experience, and a student interview, and supportive services staff,  Written recommendation and observation by current and previous instructional Level of mastery of basic competencies or skills in English and heritage language according to local, state or national crterion-referenced standards,  d. Grades from the current or previous years, or e, Test results other than the entry assessments  Describe the procedures if an ELL meets exit qualifications in the middle of a Although ELLS usually exit the ESOL program when exit criteria is met through assessment, ELLS can be referred for exit at any time during the school year. Since ACCESS for ELLs and FSA ELA data is normally used as the instruments to make the exit decisions, and this data is typically received during the summer, any exit decisions made in the middle of a grading period or school year would require an ELL committee decision based on a current data analysis and student evaluations. A current listening, speaking, reading, and writing English proficiency assessment will be given, as well as review of report card grades, benchmark test scores and portfolio data. Stakeholder input from parents, teachers and support staff will also be requested. All schools in our District use inclusion model ESOL/ELL strategies, therefore the student could remain in the same classes utilizing the current recommendations. The ESOL/ELL school designee updates the reclassification and exit information on the student's ELL folder, completes the appropriate sections of the ELL folder with the assessment data used to determine eligibility to exit the ESOL/E ELL Program, and provides the school data processor with required exit data to update our Skyward Student database. The exit code will be L, and the student code will change from LYto  grading period.  LF.    Section 7: Monitoring Procedures (Rule 6A-6.0903, F.A.C.) During the required two-year monitoring period, what is the title of person(s) Conducting the follow-up performance of former ELLs? Classroom teachers, ESOL Updating the student ELL plan? ESOL Designee, School Counselors, Data processors Reclassification of ELL status in data reporting systems? ESOL Designee, School A. The student's progress is monitored on an on-going basis for eight grading periods and is documented on the ELL folder at four specific times after exiting: first report card after exit date; second report card after exit; first year exit date (four complete grading periods) and second year after exit date (eight complete grading periods). Classroom teachers evaluate student's performance based on classroom observations, grades, and/or tests results and report this information to the ESOL/ELL designee who documents the results in the ELL folder. B. Ati the end of the two-year monitoring process, if the student's academic performance is satisfactory, the student's ELL code is changed from LFtol LA. The school data processor will be provided the data information.  responsible for:  Designee, School Counselors  Counselors, and School/District MIS staff  What documentation is used to monitor the student's progress? (Check all that  apply) < Report Cards Test Scores Classroom Performance Teacher Input Other (Specify).  What are the procedure(s), including possible reclassification, that are implemented when the academic performance of former ELLS is not on grade The performance of former ELLS (LF) will be reviewed to ensure academic progress. Per Consent Decree guidelines, reviews will occur as specified below:  level?  1st report card after exiting the ESOL program; at the end of the 1st semester; at the end of the first year; and at the end to the second year.    Ifthe student's performance is unsatisfactory, the ESOL/ELL designee convenes an ELL committee meeting to determine the reason(s) for the student's lack of progress and to recommend appropriate alternative interventions, including possible re-entry into the ESOL/ELL Program. Ift the student re-enters the Program all post-reclassification The procedures followed when the academic performance oft former ELLs is not on  information is documented in the student's ELL folder.  grade level is:  a) Student is referred to the ELL Committee.  b) ELL Committee reviews report cards, student portfolios, attainment of Florida Standards, performance on district/state assessments, parent/teacher input, number of years the student has been enrolled in ESOL Program and c) ELL Committee may determine that the student continues in the regular d) ELL Committee may determine that the student needs to be reclassifed as an ELL, coded LY and re-entered into the program or be referred for further  language acquisition proficiency.  program. evaluation.  The ESOL Designee or school counselor is responsible fori initiating a new Student ELL Plan, providing the Data Processor with the student data to enteri into the district student database and ensuring the appropriate placement after the student has been assessed. Original student data stays the same. The student may be reported in the ELL program for an additional year, or extended annually for a period not to exceed a total of six years based on an annual evaluation of the student's status. Lack of ELL funding eligibility does not relieve the district beyond the six years of state ELL program funding.  Compliance of ELL Plan and Student Performance compliance and student academic performance.  Describe LEA internal procedures for monitoring the ESOL program for  ESOL Teacher/Coordinator. Student progress is monitored in the ESOL folder and is based on the targeted skills identified during initial testing, ACCESS for ELL and academic assessment. Assessment results and targeted skills are kept in the ESOL folder and monitored throughout the course of the school year in order to demonstrate mastery of key English language acquisition concepts. The person responsible for maintaining these records is the ESOL Designee, ELL teacher or school counselor. Teacher training records are monitored for compliance with ESOL requirements by the Student ELL plans and schedules are updated annually and monitored by the ESOL administrator to ensure that ELLS are being provided the appropriate program 130.  district-level personnel or certification specialist.    Comprehensible instruction is monitored through classroom observations and review of How do school sites, parents and stakeholders have access to the approved ELL plans are available on the district's website. All schools inform ELL parents of the District ELL Plan as well as informing the District Parent Advisory Council (DPAC/PLC). Parents may request copies of the ELL Plan at any time. Although the District ELL Plan is in English, bilingual school district staff will help translate components of the plan. How does the LEA ensure that schools are implementing the District ELL Plan? District ESOL administrators responsible for implementation of the District ELL Plan meets with school-based administrators at each school to make certain that appropriate instructional practices and procedures are in place. The District conducts meetings and in-service for the ESOL/ELL School Designees to assist in proper implementation of our The District ensures that schools are implementing the District ELL Plan by requiring all schools to notify of any and all ELL student services. The District monitors data reporting, periodically reviews ELL Plans, has frequent contact with the ESOL/ELL School Designee, and makes visits to the school sites for observation of implementation of ELL plans. Classroom walk-throughs, observations and documentation of compliance items are also reviewed to ensure that schools are implementing the district plan. Also, the district plan is discussed during District Parent Advisory Council (DPAC/PLC) Section 8: Parent, Guardian, Student Notification and Rights Describe the procedures used and the notice to parents of an ELL identified for participation in a language instruction educational program. Per the Every Student Succeeds Act and per state board rule, this notice must delineate: 1. the reasons for the identification of their child as an ELL and the need for the child's placement in a language instruction educational program; 2. the child's level of English proficiency, how such level was assessed, and the 3. the methods of instruction used in the program in which their child is, or will be, participating and the methods of instruction used in other available programs, including how such programs differ in content, instructional goals, and the use of 4. how the program in which their child is, or will be, participating will meet the 5. how such program will specifically help their child learn English and meet age- appropriate academic achievement standards for grade promotion and  teacher lesson plans. District ELL Plan?  District ELL procedures.  meetings, where parent input and feedback is encouraged.  status of the child's academic achievement;  English and a native language in instruction; educational strengths and needs of their child;  graduation;    6. the specific exit requirements for the program, including the expected rate of transition from such program into classrooms that are not tailored for ELLS, and the expected rate of graduation from high school (for students in high schools); 7. int the case of a student with a disability, how such program meets the objectives of the individualized education program of the student; and 8. information pertaining to parental rights that includes written guidance- a. detailing the right that parents have to have their child immediately b. detailing the options that parents have to decline to enroll their child in such program or to choose another program or method ofi instruction, if assisting parents in selecting among various programs and methods of instruction, if more than one program or method is offered.  removed from such program upon their request;  available; and  For children identified as ELLS during the school year, the district shall notify the parents during the first 2 weeks of the child being placed in ESOL. Parents will be notified by letters, maintained in student folders and monitored by Title I. All letters, as well as all home-school communication must be provided to parents in a language that they can Describe the procedures used by school personnel to provide assistance to Provisions to communicate in the home language of parents and students will be implemented using school personnel in the District if possible. If a local translator is not available at the time of the registration and/or all other times needed, efforts will be made to schedule an over-the-phone translator knowledgeable in the parent/guardian's All verbal and written communication is provided to parents/guardians in their home language, whenever feasible. Language assistance is also provided via school and district personnel fluent in the parents/guardians home language, i.e. pre-recorded messages with time sensitive information sent directly to the parents/guardians phones, information interpreted at school functions and community venues. Translation services, specifically in less commonly spoken languages, are also provided through third-party  understand unless clearly not feasible.  parents or guardians of ELLS in their home language.  home language, if feasible.  providers, university personnel and community volunteers.  Describe parent outreach activities that inform parents of how they can be involved in their children's education and how they can assist their children to  learn English and meet state academic standards.  All district schools hosts various events throughout the school year to involve parents, including Open House, AR Family Reading Nights, FSA Family Night, Safety and Drug    Prevention Awareness. In addition, District Parent Advisory Council (DPACIPLC)meets quarterly to ensure that ELL parents' needs and concerns are being addressed. The district ESOL Department works in cooperation with other district-wide family involvement initiatives, as well as community agencies, to provide additional services that may include English Language classes and assistance with immunization and Each school and the District offer multiple opportunities for parental and community involvement. Provisions to communicate in the home language of parents and students will be implemented using school personnel int the District if possible. If a local translator is not available at the time of registration and/or all other times needed, an over-the- phone translator knowledgeable in the parentguardian's home language may be utilized to facilitate communication between the parties. Home communication may be provided in the student/parent guardian's home language, unless clearly not feasible. Check the school-to-home communications that are sent by the LEA or school to parents or guardians of ELLs that are in a language the parents or guardians can  healthcare information.  understand. (Check all that apply):  Results of language proficiency assessment Program placement Program delivery model option(s) Extension of ESOL instruction Exit from ESOL program Post-reclasstfication of former ELLS monitoring Reclassification of former ELLS State and/or LEA testing  Accommodations for testing (flexible setting) Annual testing for language development Retention/Remediation/Good Cause Transition to regular classes or course change Invitation to participate in an ELL Committee Meeting Invitation to participate in the Parent Leadership Council (PLC)  Growth in language proficiency (Listening, Speaking, Reading, Writing)  Special programs such as Gifted, ESE, Advanced Placement, Dual Enrollment, Pre- K, Career and Technical Education, charter schools, and student support activities Parental choice options, school improvement status, and teacher out-of-field notices  Free/reduced price lunch  Registration forms and requirements  Disciplinary forms (ELD) Standards  Information about the Florida Standards and the English Language Development    Information about community services available to parents  Information about opportunities for parental involvement (volunteering, SAC)  Report Cards* Other (Specify)  *lfr report cards are not available in other languages, please describe how the academic progress of an ELL is communicated to parents/guardians.  Because of our limited number of ELLS, our report cards are only available in English, but bilingual staff will assist teachers in interpreting grades and student expectations. Provisions to communicate in the home language of parents and students will be implemented using school personnel in the District if possible. Ifal local translator is not available at the time of registration and/or all other times needed, an over-the-phone translator knowledgeable in the parent/guardian's home language may be utilized to Section 9: The Parent Leadership Council (Rule 6A-6.0904, F.A.C.) What type(s) of Parent Leadership Council (PLCs) exist in thel LEA? (Check all that apply. Please provide links to agenda membership and meetings.)  facilitate communication between the parties.  ALEA Level School Level  Please address the functions and composition of the PLC:  A District Parent Advisory Council representing parents of ELL students has been formed. Representatives from each school and the parent! guardian(s) of all ELL students are invited annually by the Director of Accountability and Special Programs to The role of the District Parent Advisory Council may include, but not be limited to the  become members of the council.  following:  1. assisting with the development of the District's ELL plan;  2. reviewing and approving the ELL plan prior to its submission to the Department of  Education;  3. assisting with the educational programming for the ELL students; 5. participating in the development of meaningful student/parent activities; and Due to the small number of ELLs in our district, there are no current ELL parents that are members of our District Parent Advisory Council (DPAC) but other district staff  4. promoting parent invoivement; 6.1 facilitating program awareness activities.  serve as advocates for our ELLS.    When the District's ELL student enroliment warrants the development of a separate council specifically for parents of ELL students, a majority of its membership will consist of ELL parents, when feasible. This council will assist with the development and implementation of the Baker County School District's ELL plan, will be consulted prior to the submission of the plan to the Department of Education, and also participate in the The PLC is "composed in the majority of parents of limited English proficient students."lfthe PLCS in the LEA dor not meet this condition, explain why and At this time, the District has less than twenty ELL students from six different school locations. The parents are invited to participate in the District Parent Advisory Council (DPAC), but none have taken a position on the council. Currently the DPAC does have When the District's ELL student enrollment warrants the development of a separate council specifically for parents of ELL students, a majority of its membership will consist of ELL parents, when feasible. This Council will assist with the development and implementation of the Baker County School District's ELL plan, will be consulted prior to the submission of the plan to the Department of Education, and also participate in the  duties of the District Parent Advisory Council.  when compliance with the rule is expected.  district staff that serve as advocates for our ELL students.  duties of the District Parent Advisory Council.  How does the LEA involve the PLC in other LEA committees?  The District Parent Advisory Council develops an environment that encourages two-way communication between the home and the school and meets quarterly, to discuss issues that promote school involvment and provide parents with leadership training and opportunities to be represented on existing school and district advisory councils. District Parent Advisory Council members are actively involved in School Advisory Committees, Textbook Adoption Committees, ELL District Plan Committee, as well as, How is the LEA PLC involved in the development of the District ELL Plan? The role of the District Parent Advisory Council may include, but not be limited to the  ad hoc school-based committees.  following:  1. assisting with the development of the District's ELL plan;  2. reviewing and approving the ELL plan prior to its submission to the Department of  Education;  3. assisting with the educational programming for the ELL students; 5. participating in the development of meaningful student/parent activities; and  4. promoting parent involvement; 6. facilitating program awareness activities.    Parental and district ELL advocate feedback is encouraged and will be addressed. Upon completion of the review by the members of the DPAC, the Chairperson signs and The Director of Accountabilty and Special Programs shall provide opportunities for leadership and other training to the parentlguardian(s) of ELL students. This training shall include information concerning the District's ELL program and parental involvement opportunities. The parent/guardian(s) shall also be offered the opportunity to be trained in ways to help improve their child's acquisition of English and in ways to assist their child in meeting the challenging State academic content achievement The Director of Accountability and Special Programs shall provide opportunities for Does the LEAI PLC approve of the District ELL Plan? K Yes No  approves the District ELL Plan.  standards.  leadership and other training to the parentlguardian(s)  Section 10: Personnel Training (Rules 6A-6.0907 and 6A-1.0503,  F.A.C.)  Describe how Categorylteachers responsible for the English Language Arts and intensive reading instruction of ELLS who are required to obtain the ESOL endorsement/centicertification are notified of training requirements and opportunities. Include title of person(s) responsible fori issuing the notifications and how the Personnel who will be the primary providers of English or Language Arts and reading courses to an ELL must be appropriately certified for the ESOL teaching assignment. Teachers can be in compliance through an infused ESOL endorsement in conjunction with a DOE-approved teacher preparation program, which is usually completed before employment. Teachers can also complete a DOE-approved district in-service add-on endorsement program byt taking the 300 hour in-service of: a) Methods of Teaching ESOL, b) ESOL Curriculum and Materials Development, c) Cross Cultural Communication and Understanding, d) Applied Linguistics, and e) ESOL Testing and Evaluation. Teachers may also pass the ESOL subject area exam and complete 120 hours of ESOL training within three years. Prior ESOL training may be used and documentation is maintained ini the teacher's personnel file. The District Certification Specialist will assist personnel who have completed the requirements for the ESOL Endorsement, through preservice, to file for the ESOL Endorsement through the Bureau of Educator Certification. The District Certification Specialist will assist Staff who have passed the ESOL K-12 subject area exam and individuals who possess degree majors in ESOL toi file for the ESOL coverage with the Bureau of Teacher Certification. The ESOL endorsement must be added to existing teaching certificate. Teachers following  process is documented.    these guidelines are considered in compliance, and weighted FTE 130 can be claimed. Although weighted FTE 130 may be claimed fori teachers responsible for teaching Category II, core courses of Math, Science, Social Studies and Computer Literacy, teachers are not considered out of field and no notification letter or school board approval is necessary. All teachers must document that ESOL strategies are being used All new teacher postings indicate requirement of ESOL training within a limited time. The District ESOL Designee is on every school's pre-planning agenda to inform of requirements, timelines, training opportunities, and contacts for more information. The Executive Director of Teaching and Learning regularly informs personnel of all training opportunities, including ESOL. The District ESOL Designee along with District HRMD verify ESOL training and/or certification status. All school administration is provided training on the requirements and notified of all personnel's ESOL status. The teachers' IPDP reflect any outstanding ESOL training needed and is monitored by the school The District ESOL Designee along with District HRMD verify ESOL training and/or certification status. All school administration is provided training on the requirements and notified of all personnel's ESOL status. School administration monitors all their staff for meeting training and/or certification requirements and verifies ESOL status with The District HRMD keeps track of all in-service, endorsement, and certification additions using our Master ESOL List. Per in-service protocol, the school level administration must pre-approve and then verify completion of in-service, The Master ESOL list is updated and verified additions are given to the appropriate school administration for Describe how content area teachers of math, science, social studies and computer literacy are notified of ESOL training requirements (60 hours) and opportunities. Include title of person(s) responsible for issuing the notifications All newi teacher postings indicate requirement of ESOL training within a limited time. The District ESOL Designee is on every school's pre-planning agenda to inform of requirements, timelines, training opportunities, and contacts for more information. The Executive Director of Teaching and Learning regularly informs personnel of all training opportunities, including ESOL. The District ESOL Designee along with District HRMD verify ESOL training and/or certification status. All school administration is provided training on the requirements and notified of all personnel's ESOL status. The teachers' IPDP reflect any outstanding ESOL training needed and is monitored by the school Although weighted FTE 130 may be claimed for teachers responsible for teaching Category II, core courses of Math, Science, Social Studies and Computer Literacy,  to ensure comprehensible instruction.  administration.  District HRMD.  their records and use.  and how the process is documented.  administration.    teachers are not considered out of field and no notification letter or school board approval is necessary. All teachers must document that ESOL strategies are being used  toensure comprenensible instruction.  Describe how all other instructional staff are notified of ESOL training requirements (18 hours) and opportunities. Include title of person(s) responsible for issuing the notifications and how the process is documented. The District ESOL Designee is on every school's pre-planning agenda to inform of requirements, timelines, training opportunities, and contacts for more information. The Executive Director of Teaching and Learning regularly informs personnel of all training opportunities, including ESOL. The District ESOL Designee along with District HRMD verify ESOL training and/or certification status. All school administration is provided training on the requirements and notified of all personnel's ESOL status. The teachers' IPDP reflect any outstanding ESOL training needed and is monitored by the school All instructional staff are notified of training requirements and opportunities by District Staff email notifications and by sending the ESOL training schedule, Plan of Study, and the Timeline for Required ESOL Training to administrators by email who, ini turn notify teachers. The district ESOL certification specialist is responsible for coordinating, issuing, and monitoring the notifications of all training presented on the District and school levels. The process is documented through NEFEC TRACK electronic files and Describe the procedures used when Categorylteachers are reported out of field. Include compliance procedures when claiming weighted FTE 130 for core The Principal reports Category It teachers who are out of field to the Certification Specialist of the Human Resources Department who are then reported to the School Board for approval. A letter notifying parents of out of field status is sent to ELL parents in native language, unless clearly not feasible. Categorylteachers are considered out of field until the ESOL endorsement or certification requirements are met. Once assigned an ELL, Category It teachers must complete 60 hours of ESOL training within two years and at least 60 hours of ESOL training each consecutive year until the ESOL endorsement is complete regardless of ELL assignment. The ESOL endorsement must be added to existing teaching certificate. Teachers following these guidelines are considered in compliance, and weighted FTE 130 can be claimed. Although weighted FTE 130 may be claimed for teachers responsible for teaching Category Il, core courses of Math, Science, Social Studies and Computer Literacy, teachers are not considered out of field and no notification letter or school board approval is necessary. All teachers must document that ESOL strategies are being used to ensure  administration.  maintained in the teacher's personnel file.  courses.  comprehensible instruction.    The District has rarely had to place an ELL student with any teacher who does not meet the required ESOL training. If this did happen, the parents would receive immediate notification that the teacher was out-of-field for ESOL. The notice would give an anticipated date the teacher would meet the required ESOL training. The teachers' IPDP reflect any outstanding ESOL training needed and is monitored by the school administration. Categorylteachers are considered out of field until the ESOL endorsement or certification is completed. Districts may claim weighted FTE 130 for English and content teachers is (Category 1 and 2) if teachers are within the required Describe how the LEA provides the 60-hour ESOL training requirementfor school-based administrators and the LEA's tracking system that will be  training timeline.  implemented.  The LEA notifies school administrators of the 60-hour ESOL training requirements and secures the appropriate on-line training opportunities through The Schultz Center or The Northeast Florida Educational Consortium. NEFEC and Schultz Center provide certificates of completion of the ESOL training. The ESOL Designee along with the Human Resources Department are responsible for coordinating, issuing, and monitoring the notifications of the training for school-based administrators. Administrators, including principals, assistant or vice principals, school-based curriculum and behavior supervisors have three years from school leadership assignment to complete the 60 hours, but prior ESOL coursework can be used. The process is documented NEFEC Describe how the LEA provides the 60-hour ESOL training requirements for The LEA notifies school counselors of the 60-hour ESOL training requirements and secures the appropriate on-line training opportunities through The Schultz Center or The Northeast Florida Educational Consortium. NEFEC and Schultz Center provide certificates of completion oft the ESOL training. The ESOL Designee along with the Human Resources Department are responsible for coordinating, issuing, and monitoring the notifications of the training for school counselors. School counselors have three years from assignment to complete the 60 hours, but prior ESOL coursework may be used. The process is documented through Skyward in-service electronic files and Describe the supplemental professional development offered by the LEA to ensure that instructional staff are informed of English Language Development The District ESOL Designee is on every school's pre-planning agenda to inform of requirements, timelines, training opportunities, and contacts for more information. During this pre-planning meeting, the District ESOL Designee references the English  TRACK electronic records and maintained ini the personnel file. Guidance Counselors, and the LEA's tracking system.  maintained in the personnel file.  standards and best practices.    Language Development Standards and contacts for best practices. If any supplemental professional development needs are identified, then the District ESOL Designee will Ifinstruction is provided in a language other than English, describe the procedures that are used to assess teachers' proficiency in the other language  schedule desired professional development.  and in English. Not applicable.  AK bilingual paraprofessional or teacher is required at schools having 15 or more ELLS who speak the same language. Specify the eligibility qualifications required  by the LEA for bilingual paraprofessionals. Explain the bilingual paraprofessional's job description and primaryassignment  We do not have 15 or more ELLS speaking the same language at a school site at this time. In the event we do, we would require that the bilingual paraprofessional is highly qualified and is proficient in English and in the students' language. Bilingual paraprofessional. applicants must have an. AA/AS degree or pass the ParaPro test. They must be fluent in English and in the appropriate native language as determined by interview, district screening and/or an oral and wrtten exam. The job description will include but is not limited to: participation in inservice activities involving program procedures, curricular and assessment modifications and tutoring strategies; assisting in administering individual and group student tests in appropriate native language or in English; actively participate in developing the student plan; assisting the ESOL School Designee and the ESOL Teacher with native language support; working with small groups of students, under the direction of the classroom teacher; acquainting parents with program personnel and services available at the individual school site. Describe LEA procedures for training bilingual paraprofessionals in ESOL or home language strategies. Include how documentation of training is maintained. Teachers provide on the job training for their paraprofessionals to ensure that instruction is comprehensible, as well as school and district-based training opportunities. The Teacher training would be documented in the Paraprofessionals Individual Professional Development Plan and captured in NEFEC TRACK Inservice  records.  Describe the procedures to determine the bilingual paraprofessional's proficiency Although we do not have any bilingual paraprofessionals, if needed in the future  in English and in the heritage language of the students served.    applicants for Bilingual Education Paraprofessional positions at school sites must pass an oral and written screening or show English language and heritage language fluency  through an interview.  Double click the icon below to access an assurance letter from the district superintendent that the district is in compliance with all ESOL training requirements.  Assurance Letter.pdf  Section 11: Extension of Services (Rule 6A-6.09022, F.A.C.) Describe LEA procedures used to determine extension of services, including appropriate timeline based on DEUSS. Explain the role of the ELL Committee and what supporting documentation is used in determining if continued ESOL  services are necessary.  Three (3) years after the date of an ELL'si initial enrollment in a school int the United States (DEUSS), an ELL Committee shall be convened annually to re-evaluate the student's progress towards English language proficiency. The ELL Committee shall be convened no earlier than thirty (30) school days prior to the third anniversary of the student's initial enrollment date in a school in the United States, (DEUSS) and no later than the anniversary date, unless the student's anniversary date falls within the first two (2) weeks of any school year. Then, the ELL committee may convene no later than October 1. This process shall be completed annually thereafter. Any student being considered for extension of services shall be assessed on at least one (1) Departmentapproved assessment instrument. The assessment shall be administered no earlier than thirty (30) school days prior to the student's anniversary date. The assessment may be any Departmentapproved assessment that covers all four (4) domains of listening, speaking, reading, and writing. If the student's anniversary date falls between the release of the statewide English Language Proficiency assessment and applicable statewide standardized assessment scores in a given school year and October 1 of the following school year, the student's statewide English Language Proficiency assessment and applicable statewide standardized assessment scores will suffice, and a more recent  assessment is not required.  For any of the following criteria, extension of services will be considered: For students in grades 1-2, the proficiency level on the ACCESS for ELLS 2.0 assessment for language is below a 5.0 overall composite score and all four individual For students in grades 3-10, the proficiency level on the ACCESS for ELLS 2.0 assessment below a 5.0 overall composite score and all four individual domains are  domains are below 4.0.  below 4.0 and level 2 or below on the FSA ELA.    For students in grades 11-12, the proficiency level on the ACCESS for ELLs 2.0 assessment below a 4.0 overall composite score and all four individual domains are  below 4.0 and meets high school graduation requirements. The procedures followed when determining extension of services is:  a) Student is referred to the ELL Committee.  b) ELL Committee reviews report cards, student portfolios, attainment of Florida Standards, performance on district/state assessments, parent/teacher input, number of years the student has been enrolled in the ESOL Program and c) ELL Committee may determine that the student continues in the regular d) ELL Committee may determine that the student be referred for further e) ELL Committee may determine that the student needs extension of services. The ESOL School Designee and School Counselor are responsible for initiating a new Student ELL Plan, providing the Data Processor with the student data to enteri into the student database and ensuring the appropriate placement after the student has been assessed. Original student data, including DEUSS and entry date stay the same. Listening, Speaking, Reading, and Writing Proficiency Assessment  language acquisition proficiency.  program. evaluation.  List the Language assessment(s) used in the LEA to determine if a student is English  proficient or requires an extension of ELL services.  CUT SCORE USED FOR DETERMINATION OF ELL  Listening, Speaking, Reading, and Writing Assessment Composite score of the four  EXTENSION OF SERVICES  domains  Grade Composite FSA ELA  Level K-2nd 3rd-10th 11th-12th  Overall 4.0or below 4.0or below 4.0or below  Level N/A 2.0 or below N/A  WIDA ACCESS SCREENER WIDA ACCESS SCREENER WIDA ACCESS SCREENER    Today'sDate: OFFIGEUSE ONI.Y  School# Gradelevel Immunization Certfication' OFull Temp Exempt  Student# Teacher  Sludent EntryDate Birth Certificate Yes No Physlcal Yes ONo  Student Registration  Complete both sides of the forms, Please answer all questions that apply. Student Legal Name (first, mlddle, last)  Transportation: Walker Car DExt Day Day Care Bus#  Suffix (Jr, Sr.,I,,,V) Student Date of Birth(mm/ddlyyy)  Grade Level This SchoolYear Grade Level Last School Year Student Soc. Sec. #  Student Clty, State ofE BirthStudent County of Birth  (requested)*  "As per Florida Stalute 1008,388, each- school board shal requeste each student's soclal securily number (SSN), whichy will bet used as standardized nansgemen.momaton system maintained byt the school district As student! Isr notrequired top provide! his orh her SSN. Thes school districts asa shal Has the student attended public school In Baker Countybefore? Student Country of Birth  Idenlification numberk In the include the SSNI int thes student's  permanentrecorts: andl Indicate ifthe student Identification number is pote ASSN.  D3 Yes ONo  DJUSA Do Other_  Is the student from a muiti-birth (twin, triplet, etc.)? DYes ONo School-age Sibling(s)- Names and Schools:  Primary Student Ethnic Origin (Must check Yes orNo) D Yes, Hispanic ork Latino (a person of Cuban, Mexican,Puerto Rican, South Central American, ord other Spanish culure or origin, ragardless ofrace) Primary Studerit Race (if desired, check all thatapply) tribala affillation or community: attachment)  No, not HispanicorLatino  D American Indian or Alaskan Native. I( (origins Ins anyo oft the orlginal peoples ofNorth or South America! [including Central Amerloa] andy who Aslan- A (orlgins In any oft the original peoples oft the FarE East, Southeast. Asia, orb thel Indian subcontinent, (e.g., Cambodla, China, Nativel Hawalian or Other Pacific Islander. P (origins In any ofthe peoples ofH Hawall, Guam, Samoa, ord other PadlficIslands.)  maintains India, Japan, Korea,  Malaysla, Pakistan, the Phllppine Islands, Thalland, andVietnam) Black or African American- B (origins in any oft thel black raclal groups ofAfrica) Whlte- -W (origins ine any ofthe orlglnal paoples of Europe, Middle East, orl NorthAfrica)  Student Gender M DF Student! Homel Phone# #  Student Address  House number and street name, apartment #, clty, state, zip code, Housing Development Name (fa applicable)  Residence County (If other than Baker County):.  What date did the student firste enroll In al K-12 US school? (MM/DDNYYY): ONLYSTUDENTS, NEW TO BAKER COUNTY PUBLIC: SCHOOLS 1. Is a language other than English, ysed! Int thehome? 2. Didt thes sludent have af firsti language othert thanEnglish? 3. Does thes studentr mostf frequently speak a language other thanEnglish?  lfyes, whatlanguage7 Yes_ JYes Yes.  No No No  IfYes Isc checked, school personnel fax this page tol ELL office at259-6847. Date ofFax:  Initials ofA Agent:  M1S2017,0522.001- - Rev: 10/29/2019  1        BAKER COUNTY SCHOOL DISTRICT  2021-2022  STUDENT PROGRESSION PLAN  Ina accordance with Florida Statutes 1008.25, the Schooll Board shall adopt a Student Progression Plan. The Baker County Student Progression Plan will be reviewed annually by a reviewing committee made up of the building principals, guidance counselors, classroom teachers, district instructional staff and the Superintendent.    exams are given at the end of each semester and are worth 20% of the semester grade. Parents/guardians will be notified oft their child's progress during thes school year by means off formal reporto cards ate each nine weeks interval and by progress reports during thei fifth week ofe each quarter. Other means of keeping parentsiguardians informed may consist oft thet following: conferences, samples of student's work, testr results, letters, informal notes, Skyward Parent Each student must participate ini the statewide assessment tests. Section 1008.22, Florida Statutes, states "participation in the assessment program is mandatory for all school districts and all students attending public schools." Additionally, Section 1008.34, Florida Statutes, states; "each school must assess atl least 95% ofi its eligible students". Section 1008.32, Florida Statutes, states thatt the Commissioner of Education mayi investigate allegations of non-compliance with law bys school districts. Each student who does notr meet specific levels of performancei in English language arts, science, mathematics, and social studies fore each grade level, or who does not meet specific levels of performance as determined byt the commissioner on statewide assessments at selected grade levels, must be provided with additional diagnostic assessments to determine the nature oft the student's difficulty and areas of academic needs. A student's course enrollment may bei influenced bys statewide assessment and diagnostic test performance. Thisi includes enrollment in honors courses and English language arts and math  Portal, etc.  ASSESSMENTS  intervention classes.  PROGRESS REPORTING AND ANNUALI REPORT  Each distictscholboardi must annually report tot the parento ofe eachstudentthe, progressofthes studentt toward achieving state and district expectations for proficiency in English language arts, science, mathematics, and social studies. The district schooll boardi mustr reportt toi thep parentt thes student's results one eachs statewide assessmentt test. Theevaluationof each student's progress must be based upon the student's classroom work, observations, tests, district and state The district will annually publish in the local newspaper, and report in writing to the State Board of Education by September 1* ofe each year, thei following ont the prior school year: the provisions of F.S. 1008.25/(8) relatingt to public school student progression and the district policies and procedures on student retention and promotion; by grade, the number andp percentage of all students in grades 31 through 10 performing at Levels 1 and 2ont the Florida Standards AssessmentE English Language Arts (FSAE ELA); ther number and percentage, bys grade,o of all students retaineding grades 3t through 10; the total number ofs students promoted for good cause, by each category; and anyr revisions to the district *Thisi information willl bey published once ith has been released by the Florida Department of Education.  assessments, and other relevant information.  school board's policy on retention and promotion from the prior year.  ALLOCATION OF RESOURCES  Remedial and supplemental instruction resources will be allocated as follows: First, to students who are deficient in English language arts byt the end of grade 3, and second to students who fail toi meet performance levels requiredi for  promotion.  ELIMINATION OF SOCIAL PROMOTION. AND GOOD CAUSE EXEMPTIONS  a) Nos student may be assignedt toa a gradel level based solely on age or otherf factorsi that constitute social promotion. ) The school board may only exempt students from mandatory retention for good cause. Good cause 1. Lmited English proficient students who havel had! less than 2 yéars ofi instruction in an Englisht for Speakers oh  exemptions for students in grade 3 shall bel limited toi thet following:  Oeru-ngagesESOU; program,  3    2. Students with disabilities whose individual education plan (.E.P.)indicates that participation in thes statewide assessment program is not appropriate, consistent with the requirements of State Board ofE Education rule. 3. Students, who demonstrate an acceptable level of performance on an alternative, standardized reading 4. Students, who demonstratei througha as student portfolio, thatt thes studenti ist readingo gongadekvelase/demoed byo demonstration ofr mastery oft thel Florida Standards inr reading equalt toa atl esalepstomareantie 5. Students with disabilities who participate in the FSA and who have an individual education plan or a Section 504 plan thatr reflects thatt thes studenthas received thei intensive remediation' ini reading, formoret than 2years buts still demonstrates ac deficiencyi in reading and was previously retainedi inl Kindergarten,gradeior 6. Students whol have receivedt two orr more years of intensive readingi intervention: andv werep previouslyretainedi in kindergarten, grade 1,9 grade 2, org grade 3for at total oft twoy years meet the criterial for good cause exemption. Students mayr not ber retainedi in grade 3moret thand once. Intensive reading instructionf for students sop promoted musti include an alteredi instructional day based upon ana academic improvementp plan thati includes specialized diagnostici information and specific reading strategies for each student. The district schooll board shall assist schools and teachers toi implement reading strategies thatr research has shownt tol bes successfuli ini improving c) Requests for good cause exemptions fors students from the mandatory retention shall ber made consistent witht the 1. Documentation shall! bes submittedi fromt thes student's teachert tot thes school principalt thati indicates thatt thep pro- motion of the student is appropriate andi is based upon thes student's academic record. In order tor minimize paperwork requirements, such documentation shall consist only of the existing Progress Monitoring Plan, 2. The school principal shall review and discuss such recommendation with the teacher andi make the determi- nation as to whether the student should be promoted or retained. Ift the school principal determines thatt the student should be promoted, the school principal shall make such recommendation in writing to the district school superintendent. The district school superintendent shall accept or reject the school principal's  assessment approved by the State Board of Education.  FSA.  grade 2.  reading among low performing readers.  following:  individual educational plan, ifa applicable, report card, ors student portfolio.  recommendation in writing.  REQUIREMENTSFOR. ENGLISHL LANGUAGELEARNER ELL/STUDENTS  During the adjustment perod, thel English Language Leamer (ELLstudents English skils progress and content area) efforts WIDI be evaluated. on a satisfactory or "needs improvement" basis until ifi is determined that the assignmentof detter grades is appropriate. Thestudent will be evaluated accordingly once he/shel has demonstrated: an understanding cf learning activities and assignments. Commentswil be made on progress reports/reports cards concerningt thes student's) level of performance. Instruction must be understandable, equal, and comparable ins scope sequence, andqualtytothat which.non-ELL students recelve. The ELL student IS expected to participate in all learing activities appropriate fort that Promotion and retention of ELL students is based on measurements: of the student's abilityt tor read, write, and perform) mathematcalunctions. notwhether the abilty iss shown in Enlwnofhntasusersheme language. Further description  individual's level,  4    is providedi in thel District's approved ELL Plan)  REQUIREMENTS FORI HOME EDUCATION STUDENTS RE-ENTERING AI PUBLIC SCHOOL Upon re-entry into public school from al Home Education program, the home education student will be given ar norm referenced achievement evaluation (Kindergarten Readiness Checklist, STAREarlyLieracy Assessment, STAR, andlor SAT-10) as part oft the re-enrollment process. The appropriate school fort the student's previous grade will makei the 6A-1.09941 State Uniform Transfer of! High School Credit (see page 6, Placement of Transfer Students)  Grades K-8  promotion decision. Grades 9-12  PATRIOTIC PROGRAM  Florida Statute 1003.44 recognizest thel lastf fully week of classesi in September, int thes state'sp publicschools, as' Celebrate Freedom Week." Thes studentsi ine each social studies class shall be presented atl least 3hours ofa appropriate instruction, as determined! byt thes school district, ont thei intent, meaning, andi importanced oft thel Declarationofl Independence. One each school day duringt this week, school principals andt teachers are requiredt to conduct an oralr recitation bys students ofthe "We hold these truths to bes self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable rights thata among these are life, liberty, and thep pursuit of happiness. Thatt to secure these rights, governments are instituted among men, deriving their just powers from the consent of the governed." Students willb bee excusedi from participating int ther recitation oft thel Declarationo ofl Independence, upony written request bya The American Flag will be displayed dailyi ine each classroom andf flage education, including properf flag display andi flag salute willl bet taught. The pledge ofa allegiance tot thet flag, "Ipledge allegiance tot thef flag oft thel United States of America andt tot ther republicf forv whichi its stands, one nation under God,i indivisible, withl libertya andj justicet for all," "shallb ber rendered by students standing with the right hand over the heart. The pledge of allegiance tot the flag shall bei recited att the beginning of the dayi in each elementary, middle and highs school. Upon written request byh his or her parent, as student must be excusedf from recitingt the pledge, including standing and placingt the right hando overh his orh her heart. Whenthe pledge is given, unexcused students must show full respect to the flag by standing at attention, men removing the Prior to admittance to or attendance in al Baker County school, grades kindergarten through 12 or any other initial entrancei into aF Florida school, each child must presento or have ont file witht thes school ac certification ofimmunizationi for thep prevention oft those communicable diseases, forv whichi immunization is required! byt the Departmentofo Children and  following excerpt oft thel Declaration of Independence:  student's parent submitted tot the principal.  headdress, except when such headdress is wornf for religious purposes.  IMMUNIZATION POLICY  Families (F.S. 1003.22).  SUMMER SCHOOL  Apupila attending summers school shall! have a preliminary registration form approved byt the principal oft thes school, which he/she attends. Pupilsi in Grades 6,7, and 8 willl bel limited to twof full years of subjects, consisting of new or make-up work or remediation. Pupils in Grades 9-12 will be limited to one credit ort the equivalent thereof per summer unless enrolledi int the performance-Dased program. Inordert toy participatei ins summer school, as studentr musts spend nol lesst than at total of onel hundred and thirty-five clockl hours participating ini instruction or directed study pers subjecti ini the regular program. Due tol limited space andi numbers, thep principal will consider grades/GPA, behavior, school attendance, and otheri individual student circumstances when assigning students tos summer school. The principal reserves ther rightt to  accept or deny entrance to a summer school program.  5    and academic requirementsi in ordert to pass and advancet tot ther next grade level. Only one absence isa allowed during summer school session. Due to limited space and numbers, the principal will consider age, grades, behavior, standardized tests scores, attendance, previous retentions, ando otherir mdMlalsudrtdhumiares andr reservest ther rightt to accept ord deny entrancetoasummer: school program. Thecurriculumin: all classes will reflect the Florida Standards and grade level expectations. Students are expected to have passing scores of 2) Students who score al level 1 on thel English language arts and/or math sections ont thes state required Florida Standards Assessment (FSA)n mayb ber requiredi to attend ands successfully complete an afer-schod'remediaion program, in-school remediation program or summer school (fa available). These identified students will be referredt tot the MTSS Teami for progress monitoring ands stralegydevelopment to! bestmeett the: students' needs. Diagnostic assessments and progress monitoring will be utilized to determine the nature oft the student's learning difficulty, academicneeds, andy progress. Each student who does notr meett ther minmumperformance expectations defined byt the Commissioner of Educationi fort thes statewide assessment testin English language arts and/or mathematics must continue tol be provided with remedial or supplemental instruction. 3) All students scoring a level 1 in the area of English language arts may be placed in a remedial class for 4) A'student in danger of being retained may. be considered for promotion, under the fOllowing "good cause" conditions: Limited English] Proficenf/LEP)S students having lesst than 2) yearso of Englisht for Speakers of Other) nguagéB/ESOL)I instruction; students with disabilities whose Individual Education Plans (IEP) indicate that participation. int the statewide assessments is not approprate, consistent with Statel Board ofE Education rule) students who demonstrate an acceptable. level of performance on an alternate standardized reading assessment approved. by the State Board of Education, rule; students who demonstrate through a student 5) Students who score al Level 1 on FSAI ELAI willb bep placed in an intensive reading course thet following year. Students who score aLevel 2 on FSAI ELAI may be placed in an intensive reading course thei following year. This intensive reading course provides acore reading program as well as supplemental reading programs, 6) Astudent who has been retained fori two or more years will have al Multi-Tiered System of Supports (MTSS) Plan which may include placement in an alternative educational setting for academic remediation and  60% or higher, whichi is in accordance with thes state grading scale.  supplementa instruction thet following year.  portfollo thatt thes student is reading on grade level)  diagnostic testing, and regular monitoring of progress fore eachi individual student.  intervention, or other academicbehavioral interventions.  B. Notification:  Parents/Guardians: willr receive ap progress report duringt thet fifthy week ofe eachg grading period. Att the end ofe eachnine weeks grading period, thep parentiguardian willr receive areport card oft their child'sk level ofa achievement. After the 2nd and 3d nine weeks, notification willl ber mailed tot thep parents/guardian oft those students who arei inc danger off failing. After the completion of thet fourth grading period and all assessment scores are received fromi thes state, thei final grading reportv willl ber readyf forp pickup. This official reporting document will giver notification! ifas student is retainedin presentgrade, must attends summer school (ifavailable)f for promotion, must complete creditr recovery course(s), orif the student is promoted to the next grade level. Parents will receive the results of the Florida Standards Assessments (FSA) as soon as the individual student scores are made available to BCMS from the Florida Department of Education. Parents with a student who isi in danger of faillng any subject fort they year will receivea a letteri informing them of such at the completion oft the 1slsemester and after thet third nine weeks. With the approval of administration and school staff, as student below the 9h grade may enroll ina a course designated  C. High School Courses Taken in Grade 8 or Below:  18    asa9-12th grade course. Any such student shall be classified as al highs school student during the period that helshe ise enrolled in a 9-12th grade course. Credits earned while enrolled in! highs school courses taken below Grade 91 level may simultaneously! be used to meet high school graduation requirements as well as for promotion tot ther next grade level. Beginning with the 2012-2013 school year, ar middle school student must pass the Algebra 1 course andt the end-of-course (EOC) assessmenti to eam thel highs school credit. According to! Florida Statute 1003.4282, the score of this end-of-course exam (EOC) will count 30% oft the student's final grade. Grade 8s students who do notp pass the Algebra EOC may retake the EOC. Ifthel EOCI retake passing score changes thef final course grade by at leasta a letter grade, the Algebra course grade will be recalculated tor reflect the EOC retake score. Students may have their 8h grade Algebra Icourse grade recalculated, upon passing the EOC, through theirj junior year.  D. Student Participation:  Students failing any class may be ineligible to participate in activities during andfor after the school day. These include, buta arer notl limitedi to extra-curricular: activities, fieldi trips, assemblies, and dances. Students with excessive Apersonalized: academic ando career plan willl be developedi fora all middle: schools students. This plan will assist the student in meeting district, state, and federal educational expectations, including career planning and academic courser requirements. The plan willi includel highs school graduation requirements, high school assessments, college entrance test requirements, Florida Bright Futures Scholarship! Program requirements, state university andF Florida college admission requirements, and opportunities through which al high schools student can earn college credit. District school boards shall allocate remedial ands supplemental instruction resources tos students whoi failt to meet performance levels required for promotion consistent with the district school board's plan fors student progression. Students must! have thee equivalent of one class periodp per dayo ofp physical education for one semestero ofe each year. This requirement will be waived if: as student is enrolled in a remedial course, such as reading andlor math; the parent requests that the student enroil in another course (such as student aide requests); or the student is participatingi inj physical activities outside thes school dayy which are equal to, orine excess of, ther requirements oft the  absences and/or disciplinary referrals mayb be denied participationi in said events.  I Personalized. Academic and Career Plan  F.A Allocation of Resources:  G. Physical Education Requirement:  mandate. Counseling pertaining to the! benefits ofp physical education is also available.  H. Make-Up Work Due to Attendance  A student who has been absent from school will be given the opportunity to make up class work that has been missed, provided thats suchv worki is made upy withini the samer number ofo days ast thestudenty was absent. Thef firsto day upon returning tos school willr not count as one oft those days exceptfor pre-announcede exams. Thes studentv whol has been absent willa arrange to make up work att times wheni it will not interfere with normal class activities. ITI IS THE RESPONSIBILITY OF THE STUDENTTOF REQUEST MAKE-UP, ASSIGNMENTS FROM THE TEACHERS AND RETURN THE COMPLETED WORK. (Thisi ist thep procedure one excused as well as unexcused. absences.) Tardies Ino order for an Algebral IS student to receive aj passing course grade and credit for the course taken at Baker County Middle School, he/she must demonstrate mastery of the State Standards andi intended outcomes by earning af final score of 60% or better fort that course as prescribed byt thes school district's grading system. The  and check-outs are considered an absence fori missed classes. ( Grade Requirement for Course Credit AlgebralStudents)  19    Standard Course A B C D F  Advanced Course* A B C D F  4 3 2 1 0  5 4 3 2 0  Advanced Placement, and Dual Enrollment Semester classes are calculated at half the  point value.  REQUIREMENTS FORI PARTICIPATION IN GRADUATION CEREMONIES  The graduating class of students must have completed all requirements necessary for graduation to participate in graduation exercises (.e., Baccalaureate and Commencement ceremonies) as set forth in the Baker County School District's Student Progression Plan. Home education andi ful-time virtual schools students arei notp permitted toj participate ingraduation ceremonies. Students noti meeting! graduatonregurements, such as credita and GPAr requirements anda all required test scores, will not be allowed to participate in graduation exercises. As student with a disability who elected to deferreceipt ofthec diploma in ordert to continuet to receivetransitiona mdoralusbnuaisenes.mg,  participate in graduation ceremonies.  CERTIFICATE OF COMPLETION REQUIREMENTS  The school district willa awarda a Certificate of Completioni tot those students whol have notf fulfilled ther requirements set by the State Board of Education and meet the criterial listed below. All students must maintain a 2.0 ona 4.0 grade point  scale for courses that apply tot the 24 credits required for high school graduation. Also, as student must complete thet following in order tor receive a certificate of completion: 1. Earn the minimum number of credits required byt thel District School Board.  2. Attend! highs school (grades 9-12) onafull-timeb basis fora a minimum ofe eights semesters. Any exceptionst tothee eight- semester requirement shail bei initiated att the principall level and submitted tot the Superintendent: for approval.  ASSESSMENT AND REMEDIATION  Students enrolled inj the English for Speakers oF OlerlandaAS/ESOD: program for less thant two schools years) who meet all graduation requirements except for passing the Grade 10 Florida Standards Assessment (FSA mày) receive Immersion English language instruction during the summer following theirs senior year, These students. will Remedial instruction provided may not! bet inl lieu of English andI Mathematics credits required by graduation. Students scoring al Level 1 orl Level 2 on FSAI ELA may be placed in an intensive reading class for remediation.  eam as standard diploma upon successfuly. passing, the Grade 10FSA.)  23    Baker Cowfy Pwblioschoolw  Sherrie Raulersan, Superintendent of Schools  270 South Boulevard East, Macclenny, Florida 32063  Telephone: (904)258-6251  www.bakerk2.org  Fax: (904)259-1387  February 14, 2022  Florida Department of Education 325W. Gaines Street Tallahassee, FL32399 To' Whom It May Concern:  Bureau of Student Achievement through Language Acquisition  This letter confirms that the teachers in Baker County Public Schools are in compliance ofa applicable English for Speakers of Other Languages (ESOL) training requirements ora are working towards them  within the mandated timeframe.  Sincerely,  SwiGeukeuony Sherrie Raulerson, Superintendent Baker County Public Schools  Preparing individuals tobel lifelong leamers, self-sufticient, and responsible citizens ofg goodo character"  DISTRICT SCHOOLI BOARDI MEMBERS  Tifany! Mcnarnay, District! * Richard Dean Griffis, District2 * PaulaT.Barton, District3 & Charliel M. Burnett, IU, District4 * Amanda Hodges, District5  ANI EQUAL ACES/EQUALOPOuNT, INSTITUTION