Family Services of Metro Orlando created an innovative partnership in 2004 with Orange County public schools on promoting enhanced coordination and education attainment for foster care youth.

1. A Manual for Foster Parents & Case Managers in Orange & Osceola Counties

2. This reference manual was made possible by Family Services of Metro Orlando, in
collaboration with Intervention Services, Inc., Orange County Public Schools and the
School District of Osceola County. Data and information has also been obtained from the
Department of Children and Families.
Broward County Public Schools‟ technical assistance manual, Fostering Student Success,
provided the framework for its development.
A significant amount of information included in this manual came from the Orange
County Public School System‟s website: https://www.ocps.net/Pages/default.aspx.
Additional resources and publications including a Parent Guide can be downloaded.
We extend a special thank you to the members of the Family Services of Metro Orlando
Education and Mentoring Subcommittee who have been integral in creating this manual.
Please note that this manual is intended for use as a general reference source for case
managers and foster/adoptive parents. It is not meant to provide legal opinions or
advice and is not a substitute for the advice of counsel.
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3. July 12, 2010
To our Community Partners and Advocates:
On behalf of Family Services of Metro Orlando, I am pleased to announce the second edition of
the Achieving Educational Success: A Manual for Foster Parents and Case Managers in Orange
and Osceola County. We are pleased to incorporate educational information specific to Osceola
County into the manual this year. This manual is an example of the exciting collaboration that
has been taking place between organizations such as Family Services of Metro Orlando,
Intervention Services, Inc., Orange County Public Schools, the School District of Osceola County
and the Florida Department of Children and Families. The first edition of this manual was made
possible through the members of the Family Services of Metro Orlando Education and Mentoring
Subcommittee. This Subcommittee along with the Osceola Education Subcommittee helped
review the second edition of the manual. The agencies represented on these subcommittees
include:
City of Life Foundation
Community Vision
Great Oaks Village
Intervention Services, Inc.
Orange County Public Schools
Orange County Public Schools Special Education Network
Orange County Public Schools Career and Technical Education
Osceola County Guardians ad Litem Program
School District of Osceola County
School District of Osceola County Families in Transition Program
School District of Osceola County Safe Schools / Healthy Students Program
School District of Osceola County Student Services
Sunnyside Village
Family Services of Metro Orlando is committed to providing children in out-of-home care with the
resources and supports they need to excel academically. The education children receive can
open up new paths that lead them to success. As a result, it is imperative that the child welfare
community ensures children in care receive the support necessary to obtain a solid education.
Foster parents, adoptive parents, Guardians ad Litem and case managers all play a crucial role in
helping our youth achieve academic success.
This manual is intended to provide an overview of educational needs, services, policies and
resources that affect children in out-of-home care. It is designed to be a resource manual for
foster/adoptive parents and case managers.
Together, we can create new possibilities for foster children by partnering on critical education
and well-being initiatives.
Sincerely,
Gregory J. Kurth. MA
Chief Executive Officer
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4. BIRTH PARENTS ............................................................................. 11
FOSTER PARENTS/RELATIVE CAREGIVERS ............................................... 11
CASE MANAGER ............................................................................. 12
FOSTER CARE DESIGNEES ................................................................. 13
EDUCATIONAL LIAISONS ................................................................... 14
INDEPENDENT LIVING COORDINATORS ................................................... 14
SURROGATE PARENTS ...................................................................... 15
STUDENT ..................................................................................... 16
ASSESSMENT AND SCREENING ............................................................ 18
HEAD START................................................................................. 19
EARLY HEAD START ........................................................................ 19
PRESCHOOL ESE ........................................................................... 20
VOLUNTARY PRE-KINDERGARTEN ......................................................... 21
HOW OLD DOES A CHILD HAVE TO BE TO START SCHOOL? ............................. 22
WHEN CAN I REGISTER A CHILD FOR SCHOOL? .......................................... 22
ENROLLMENT FORMS ....................................................................... 22
WHICH SCHOOL WILL THE CHILD ATTEND? .............................................. 23
HOW TO WITHDRAW A CHILD FROM SCHOOL ............................................. 23
APPLICATION FOR ASSISTANCE ........................................................... 24
STABILITY OF SCHOOL PLACEMENT ....................................................... 24
SCHOOL SELECTION: A CHECKLIST FOR DECISION MAKING .......................... 25
TRANSPORTATION AND MCKINNEY-VENTO .............................................. 26
TRANSPORTATION REQUESTS ............................................................. 26
WHEN SCHOOL TRANSFERS ARE NEEDED ................................................ 27
TRANSFERRING RECORDS .................................................................. 27
FOSTERING CONNECTIONS ACT ........................................................... 27
ADDITIONAL RESOURCES .................................................................. 30
4

5. MAGNET SCHOOLS .......................................................................... 30
CHARTER SCHOOLS ......................................................................... 30
PRIVATE SCHOOLS .......................................................................... 31
NO CHILD LEFT BEHIND (NCLB) SCHOOL CHOICE FOR TITLE ONE SCHOOLS ..... 31
MCKAY SCHOLARSHIP FOR ESE STUDENTS ............................................. 32
FLORIDA VIRTUAL SCHOOLS............................................................... 32
WORKFORCE ACADEMY ..................................................................... 33
LIFE SKILLS CENTER ORANGE COUNTY .................................................. 33
ALTERNATIVE SCHOOLS .................................................................... 33
CENTERS FOR SUCCESS .................................................................... 35
HOME SCHOOL .............................................................................. 37
CAREER AND TECHNICAL SCHOOLS ....................................................... 37
OPPORTUNITIES FOR STUDENTS AGES 17 AND YOUNGER .............................. 38
UNDERSTANDING TRAUMA ................................................................. 40
TRAUMA AND THE IMPACT ON EDUCATION................................................ 40
TRAUMA-INFORMED CARE IN THE SCHOOL ENVIRONMENT ............................ 41
TRAUMA-INFORMED CHILD WELFARE PRACTICE ........................................ 41
TRAUMA-INFORMED CARE FOR FOSTER PARENTS ....................................... 41
THE CODE OF STUDENT CONDUCT........................................................ 42
ZERO TOLERANCE ........................................................................... 42
DISCIPLINARY ACTIONS .................................................................... 43
SUSPENSION AND EXPULSION FOR CHILDREN WITH SPECIAL NEEDS ................ 43
DRESS CODE ................................................................................ 44
ATTENDANCE POLICY ....................................................................... 46
DEVELOPMENTAL MILESTONES ............................................................ 47
RESPONSE TO INTERVENTION (RTI) ..................................................... 49
INDIVIDUAL WITH DISABILITIES ACT (IDEA) OF 2004 ............................... 52
INDIVIDUAL EDUCATION PLAN (IEP) .................................................... 53
ELIGIBILITY DETERMINATION .............................................................. 55
WHO CANNOT SIGN IEP DOCUMENTS AS A PARENT OR SURROGATE PARENT? ...... 55
TIMEFRAMES ................................................................................. 55
TIPS FOR PREPARING FOR THE IEP MEETING: ........................................... 55
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6. TIPS FOR STUDENTS WITH A TRANSITIONAL IEP ....................................... 56
TOP 10 ITEMS THAT MUST BE INCLUDED IN YOUR CHILD‟S IEP ....................... 56
MAXIMUM AGE REQUIREMENTS FOR SERVICES ......................................... 58
FUNCTIONAL BEHAVIORAL ASSESSMENT (FBA)/BEHAVIOR INTERVENTION PLAN (BIP)
................................................................................................ 58
SECTION 504 ............................................................................... 59
CHILD FIND.................................................................................. 60
FLORIDA COMPREHENSIVE ASSESSMENT TEST (FCAT) ............................... 61
FLORIDA ASSESSMENTS FOR INSTRUCTION FOR READING ............................. 62
DIPLOMA OPTIONS ......................................................................... 63
GRADUATION REQUIREMENTS ............................................................. 63
HIGH SCHOOL ATTENDANCE AFTER AGE 18 ............................................ 64
GED PROGRAM ............................................................................. 64
ALL CHILDREN IN FOSTER CARE .......................................................... 66
STUDENTS WITH A DISABILITY ............................................................ 67
ORANGE COUNTY PUBLIC SCHOOLS 2010-2011 SCHOOL CALENDAR .............. 71
THE SCHOOL DISTRICT OF OSCEOLA COUNTY 2010-2011 SCHOOL CALENDAR .. 72
EXCEPTIONAL STUDENT EDUCATION ACRONYMS AND DEFINITIONS .................. 73
EDUCATION LIAISON CONTACTS .......................................................... 74
OSCEOLA COUNTY STUDENT ENROLLMENT FORM (FAST PASS) .................... 76
ORANGE COUNTY STUDENT ENROLLMENT FORM……………………………………………..77
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7. The State of Florida‟s child welfare
system is organized through a
Community-Based Care model.
Family Services of Metro Orlando is
the lead agency for Community-
Based Care in Orange and Osceola
counties. Community-Based Care
was founded on the principle that
responsibility for the welfare of
children is shared equally among a
variety of individuals and
organizations within the community,
including citizens, schools,
businesses and other groups. The
purpose of Community-Based Care
is to shift the responsibility of direct
child welfare services from the
Department of Children and
Families to private agencies around
the state that will help to lead the
local system of care, improving the
safety and well-being of children.
Family Services of Metro Orlando is a civic organization that empowers communities to
create possibilities for children and families. We fortify our capacity building through
unique and strategic partnerships within our communities to achieve better systematic
protection of at-risk children and families in Orange and Osceola counties. Together we
invest in innovative solutions to our community's challenges. As the lead agency, Family
Services of Metro Orlando is responsible for the management of family safety services,
such as foster care, adoption, protective supervision, independent living services and
emergency shelters. Family Services of Metro Orlando has fostered over 250
contractual, community and corporate partnerships to support the following services:
Special needs adoption
Prevention and family preservation
Relative care
Foster care
Independent living services for youth “aging out” of foster care
Protective services, including family visitation centers
Parent education and support
Intervention for families involved in domestic violence
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8. Family Services of Metro Orlando has contracts with four Case Management
Organizations (CMOs) which provide direct services to children and families, including
foster care and adoption. It also has contracts with a variety of community providers
offering other services to support children and families. The four CMOs that provide
direct services to children and families in Orange and Osceola Counties are:
Children's Home Society
Devereux Florida
One Hope United
Youth and Family Alternatives, Inc.
Family Services of Metro Orlando serves both children who live with their birth families
as well as children who have been removed from their homes. As seen in Chart 1-1 the
number of children served by Family Services has remained relatively consistent from
May 2009 – May 2010. An average of 2,289 children were served by Family Services in
both in-home and out-of-home care any given month during this time period.
Children Served by Family Services
1600
1400
1200
1000
# of Children
800
600 Out of Home Care
In Home Care
400
200
0
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9. Children who have been removed from their birth parents have endured some type of
physical abuse, sexual abuse and/or neglect that has caused them to be in immediate
danger. For the majority of these children, the abuse /neglect did not occur immediately
before removal from their home. In many cases, they have endured some level of
abuse/neglect throughout their entire life. This trauma, coupled with an unstable family
life, has a great impact on their ability to mature emotionally, socially and
developmentally.
According to Brazelton and Greenspan, there are five things that all children need:
1. Ongoing nurturing relationships
2. Physical protection, safety and regulation
3. Experiences tailored to individual differences
4. Developmentally appropriate experiences
5. Stability and structure that lays out limits expectations and promotes cultural
continuity
Although humans can physically survive without these five things, not receiving them
significantly impacts their overall well-being. Children placed in out-of-home care have
received only some or none of these five basic needs throughout their lives. As a result,
they are at a disadvantage to their peers with respect to academic achievement.
Researchers across the country have assessed the educational performance of children
in foster care, and have concluded that foster children as a group often demonstrate
weaker cognitive abilities, behavioral problems and emotional problems. Higher rates of
absenteeism and tardiness contribute to poor academic performance and retention
(Kurtz, P., Gaudin Jr., J., and Howing, P., Maltreatment and the School-Aged Child:
School Performance Consequences, Child Abuse & Neglect, Vol. 17, p. 581-589, 1993).
Specific examples of how a child in out-of-home care may be at a disadvantage from
his/her peers include:
The child has received no assistance/guidance at home in regards to school work
and has fallen behind
The child has endured physical abuse/neglect in his/her home, which has
consumed all of his/her energy and focus, so that safety has become the child‟s
primary concern
The child has been in and out of school throughout his/her life and did not attend
school continuously due to the birth family moving and/or not enrolling the child
into school
The child is dealing with significant loss from being separated from parents and/or
siblings
The child has learning disabilities that have never been identified or assessed
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10. Not only are children in out-of-home care more likely to be behind their peers
academically, but they also are at a higher risk for emotional and behavioral
disturbances that manifest at school. These can result in diversion to alternative
schools, suspension and possibly expulsion.
Children who are in out-of-home care and encounter “Foster care can mean
multiple moves within the child welfare system are at a an end to school but it's
further disadvantage educationally. Research shows that up to us, the kids or
youth lose an average of four to six months of teens, to decide if we're
educational attainment each time they change schools. going to let foster care
Based upon the DCF Federal Performance Measures, 78% stop our education or
are we going to keep
of children in out of home care for less than 12 months
going and show the
had two or fewer placements. This percentage decreases world around us that we
to 30% when looking at children in out of home care for can do it no matter what
24 months. As children are in out of home care number our situation is. Be
their number of placements increases which often times strong, be strong.”
results in the need for a new school placements.
Obstacles to school success that many foster youth face
include:
• Risk factors at home
• Lack of school stability
• Delays in school enrollment
• Delays and problems in the transfer of school records
• Failure to identify school needs and provide appropriate services
• Lack of educational advocates
Children spend a good portion of their day at school. As a result, issues that they are
dealing with at home may manifest in behaviors that are exhibited at school. Children
who have suffered abuse and/or neglect may exhibit the following behaviors at school:
Aggressive behaviors
Withdrawn from peers
Inability to concentrate
Underachieving or overachieving at school
Difficulty trusting and making friends
Excessive absences
Excessive organization issues
Exhaustion- sleeping during class
Inappropriate interactions with peers
Family Services of Metro Orlando and its partners believe that all children have the right
to a quality education. Foster youth face varied and unique challenges that can have an
impact on their educational achievements. Therefore, Family Services is dedicated,
together with its community partners, in ensuring foster children receive the supports
and services they need to achieve academic success.
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11. Birth Parents
Although the child may not be living with his/her birth parent, the parent does maintain
legal rights to the child until they are removed by court order. One of these rights
pertains to educational decision making. Unless prohibited by court order or termination
of parental rights occurs, birth parents may, and should,
participate in educational decisions for their child,
including any special education needs. Birth parents have
the right to request an evaluation of their child, receive
notice, sign consents for assessment and attend meetings
regarding the Individual Education Plans (IEP). Unless prohibited by
court order or unless the
parental rights have
The school and the case managers are responsible for
been terminated, birth
notifying birth parents when there is an issue with the parents may, and
child‟s education that involves their consent. If the should, participate in
parents cannot be located or refuse to participate, then educational decisions for
the school and case manager can look to alterative their child – including
representatives to fill this role – such as foster and any special education
surrogate parents. needs.
Even though the parent does retain the right to make educational decisions for their
child, it does not mean that they have the right to have contact with the child at school.
It is important that schools are made aware of a child being placed in out-of-home care
and that they are aware of who has permission to take the child out of school or
participate in school activities with the child. Schools should always be given the most
current court order so that they have documentation of the level of parent visitation that
should be allowed.
Foster Parents/Relative Caregivers
According to Florida law, in the absence of a birth parent, foster parents and relative
caregivers are considered „parents‟ for education purposes and can make the same
educational decisions as birth parents.
The caregiver is responsible for the daily care of a child. As a result, foster parents play
a critical role in a child‟s education. It is vital that foster parents inform the other
members of the team about the child‟s academic needs. Foster parents are instrumental
in helping to identify educational needs of the child and advocating for educational
services and supports.
When the child has special education needs and requires an
evaluation and/or services, the foster parent (in absence of Youth should be
the birth parent) can request evaluations, sign consents and enrolled in
sign the Individualized Education Plan (IEP) which lays out school within 72
hours of
the services and supports the child will receive in school.
placement.
11

12. Roles of Foster Parents Related to Education
Register child for school Be the first line of contact when
Attend meetings, conferences, etc. there is an emergency concerning
at the school concerning the child the child (When filling out any school
forms add yourself as the primary
Communicate with teachers “emergency contact”)
Help the child with homework and Apply for free lunch (All foster
school projects children should be eligible for free lunch)
Provide short term assistance with Consent for evaluation of child
transportation when it is when it is determined child may
determined it is in the child‟s best have some special educational
interest to stay at his/her „home‟ needs if the birth parent is not
school accessible
Sign in-state permission slips Attend IEP meetings and sign as
when neither the birth parent nor the “parent” when the birth parent
case worker are available is not present
Obtain report cards and other Advocate for appropriate
school related reports educational services and supports
Keep all written records from the for the child; Contact the case
school in a binder/folder manager and/or the Education
Liaison for assistance
Case Manager
Educational outcomes have become increasingly important at both the state and
national levels. Child welfare agencies are accountable to ensure children in out-of-
home care receive the educational services and supports needed for success.
Through research and testimony, it is evident that children in out-of-home care are
at a disadvantage from their peers in terms of educational outcomes. Many factors
make it more difficult for children in care to succeed academically; however, their
ability to succeed in school and find sustainable employment is crucial since many
of them will be on their own at the age of 18.
Child welfare agencies are held to certain educational outcomes based on the
Children and Family Services Review (CFSR). All states must go through CFSR to
ensure compliance with national outcomes established for child welfare programs.
Children receive appropriate services to meet their educational needs.
This outcome reviews collaboration between the child welfare agency
and school, the documentation of the child’s educational needs, the
implementation of services to meet the child’s education needs and the
on-going educational advocacy done on behalf of the children.
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13. States that are not in compliance risk losing certain federal funds. The CFSR
examines outcomes related to safety, permanency and well-being.
Chapter 39 Florida Statutes requires that documentation about a child‟s educational
status and needs be included in the Case Plan and the Judicial Review and also
states the specific documents and information that these documents must provide.
Family Services has the following expectations of case managers:
Assist the foster parent with the enrollment of a child into a new school,
including completing the streamlined enrollment form for children in out of
home care, gathering all necessary documents and withdrawing the child
from this/her previous school
Gather educational records to further assess the child‟s needs (report cards
and school records)
Contact Educational Liaisons if there are educational concerns
Document reasons for educational placement change
Assist with transportation to school if necessary
Communicate with birth parents and foster parents regarding educational
issues
Monitor the child‟s educational progress, needs and strengths
Ensure educational services are in place to support the child‟s needs
Sign permission slips if birth parent is not available and foster parent can‟t
sign
Communicate with the school and advocate for child to ensure his/her
educational needs are met
Try to prevent the child from moving to multiple schools – when moves are
necessary, an educational transition plan must be developed
Family Services monitors educational outcomes by conducting quality reviews.
Case managers CANNOT sign education forms, IEP documents or consent
to evaluations/assessments; however, they are critical in communicating
with all parties and advocating for educational services to meet the child’s
needs.
Foster Care Designees
Every school in Orange and Osceola County has identified a staff person to act as
the Foster Care Designee. The Foster Care Designee supports the academic
achievement and social/emotional needs of students placed in foster care. The
primary responsibilities of the Foster Care Designee include:
Serve as a resource to the school principal and other personnel to
facilitate the provision of supportive services.
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14. Complete a Foster Care Designee Checklist for each foster care student at
the school.
Identify foster care students to teachers and school personnel who are
involved with assessments/interventions.
Maintain contact with the case manager as necessary.
Maintain a confidential folder for the school containing information
pertinent to a student‟s foster care status.
Work collaboratively with the child welfare agency to discuss, plan and
assist the child to succeed in school.
Educational Liaisons
Family Services of Metro Orlando has contracted with Intervention Services, Inc. to
provide an educational liaison program. The liaisons work with children who are
just entering foster care. The liaisons can also work with children referred to them
by the case manager, foster parent, or school in a collaborative manner. The
primary responsibilities of the educational liaisons include:
Conduct initial educational screening on all children entering care (prioritize and
triage)
Provide an education summary for all children coming into care. Osceola
County provides this prior to the shelter hearing. Orange County provides the
summary after the shelter hearing, before the ICC staffing.
Contact the Foster Care Designee and provide information
Collect educational data (FCAT scores, grades)
Education Liaisons
Monitor grade level performance and educational
serve as a link
milestones
between the school
Verify/Follow-up on Exceptional Student Education, 504,
and case managers.
AIP, records transfer
Attend Individualized Education Plan/disciplinary concerns meetings if needed
Follow-up on IEP services, as referred by dependency case manager or foster
parent(s)
Provide educational advocacy to ensure appropriate educational services
Assist with keeping students in school of origin, when appropriate
Train foster parents, case managers and others on educational advocacy
Educate community partners , foster parents and case managers on changes in
education law and how it impacts children in foster care
Independent Living Coordinators
Family Services of Metro Orlando has contracted with Intervention Services, Inc. to
provide independent living services to teenage youth and young adults currently
and formerly in licensed care, such as a group homes or foster care. The
Independent Living Coordinators provide support to the primary case manager,
caregivers of the youth and the youth themselves. They teach youth about
14

15. independent living skills and provide advice and resources to help prepare the
youth to live independently when they exit the foster care system. The Independent
Living Coordinators:
Develop an educational plan based on each youth‟s goals
Monitor grade level performance
Monitor service provision for special education needs
Provide life skills training to youth to include educational resources
Provide educational advocacy, when needed, to ensure appropriate educational
services
Train foster parents, case managers and others on educational advocacy
Attend IEP meetings for transition goals, when invited
Provide information and enrollment assistance with vocational opportunities
Evaluate eligibility and provide documentation for tuition waiver/assistance for
post secondary education
Assure credit transfers
Advocate for same-school placement
Surrogate Parents
A surrogate parent is an adult appointed to represent the educational interests of
an exceptional student who does not have an available parent or guardian.
Surrogate parents ARE NOT appointed for every child in out-home-care.
A court decision to transfer temporary custody of a child to Birth parents
the Department of Children and Families does not take away retain their right
the birth parents‟ right to make educational decisions on to make
behalf of the child. Birth parents keep the right to make educational
educational decisions unless a court has expressly decisions for
extinguished that right through termination of parental rights their children
or some other explicit order, or the birth parents cannot be unless their
located. If the birth parents are not able to or cannot be parental rights
found to make educational decisions for the child, then have been
the foster parent or relative caregiver can fill that role. terminated or the
court has
If neither the birth parent nor the foster parent/relative deemed them
caregiver is available and the child has special education unfit to do so.
needs:
the court can appoint somebody familiar to the child to be a surrogate parent
the school can appoint a surrogate through their process
A group home staff member, a case manager, or school employee cannot act as
the surrogate parent. The GAL can be the surrogate parent.
15

16. Why Would a Child Need a Surrogate Parent?
If a child may have a disability, then a parent or person acting in the parental role
should be present to act as an advocate for the child. The parent role is very
important when it comes to advocating for evaluations and/or services that a child
might need to excel in school. The parent is the one who can give consent for the
evaluation, help to determine the services the child may need in school and
ultimately approve the placement for the initial special education services.
Is a
Name of Surrogate Examples
Residential Setting Parent
Required?
Foster Family Home, No Licensed foster home, relative caregiver, licensed
Relative Care or therapeutic foster care
Therapeutic Foster
Home
Family Operated No These are operated by families
Group
Home
Agency Operated Yes Operated by private agencies, ex.: Girls and Boys
Group Town, Sunny Side, Great Oaks Village, Crisis
Homes, Therapeutic Nursery
Group Home or
Shelter
Residential Yes These centers may be operated by private for-profit
Treatment Centers or non-profit agencies and provide secure,
therapeutic environments
* A surrogate parent is not required if the parent is incarcerated, in a residential
treatment program, or lives in another county or state if the parent is reachable
and willing to serve this role. It is possible for the parent to participate via
telephone, letter, in order to provide input before or during an IEP meeting.
Student
The National Foster Youth Advisory Youth Council came up with a list of ten things
to improve educational outcomes for youth in care. Three of the ten items
pertained to including youth in decision-making related to education, as follows:
Help the child understand what an IEP is and why it is
important for them to be an active participant at their IEP
meeting.
Prepare by discussing the following with the child before the
IEP meeting:
Child‟s areas of strength / and areas that need improvement
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17. Child‟s goals and choices for learning and goals for the future
Teach the child how to be a self advocate:
Listen and respond to questions
Ask questions until you understand everything discussed
State their goals for the future
Students in foster care should be included in their educational planning. Youth-
driven decision-making leads to greater engagement of the youth in their
educational success. For the foster care independent living program, Florida law
requires that transition planning begin with youth in out-of-home care at the age of
13 years. The education system also requires a Personal Education Plan (also
known as the ePEP) be complete for all youth by age 13. For Exceptional
Student Education (ESE) no later than age 14, the IEP becomes the transition
plan. A component of this transition planning is the development of an
education/career plan. ESE children 14 and older must attend their transition IEP
meetings.
The Department of Children and Families and the Orange County School Board have
an interagency agreement that lays out how these two entities will collaborate to
meet the educational needs of children in foster care. This agreement is being
updated for 2010/2011. A similar agreement exists in Osceola and is in the process
of being updated. The interagency agreement includes valuable information,
including data sharing. This agreement is located in the library on Family Service‟s
website.
The existing interagency agreement allows Family Services of Metro Orlando and its
contractors, such as case management organizations and schools to share
information about a child in foster care. Case managers should present a picture ID
and the letter documenting their authority as a representative of the Department of
Children and Families when requesting information about a student from a school.
The case manager should provide the school with their name and contact
information as well as information concerning the child‟s needs.
Both school districts have agreed to share pertinent educational data related to
children in out of home care with the education liaisons.
Foster parents and relative caregivers can share information with the school
regarding the child. Likewise, they should be able to receive information from the
school regarding the child‟s education. Information about the birth family is strictly
confidential.
The school should be informed of the foster parent/relative caregiver name and
contact information for easy contact during the school day. The case manager
should remind the school that the foster parent‟s contact information is confidential.
17

18. Foster Care Designees and the Education Liaisons can provide critical support to the
sharing of information, including answering questions regarding confidentiality,
assisting with obtaining records, assisting with transferring the child‟s school
record, reading and interpreting assessments and overall case support.
Assessment and Screening
Early Steps is an early intervention system designed to provide the earliest possible
intervention and support for infants and toddlers (birth to thirty-six months) who
are disabled or at risk for developmental delay.
To enroll in Early Steps, the child must be eligible. A screening process can
determine if the child has significant delays or an established medical condition
that is likely to result in a delay. (http://www.cms-kids.com/earlysteps/)
Eligibility is determined via a full developmental evaluation covering the following
areas:
Physical: health, hearing, vision If you think a foster
child MIGHT have a
Cognitive: thinking, learning, problem solving
disability that could
Gross & fine motor skills: moving, walking, result in a
grasping and coordination developmental delay
Communication: babbling, languages, speech, call
conversation (407) 317-7430,
Social/emotional: playing and interacting with ext. 2121 to make an
appointment for a
others
screening.
Adaptive development: self-help skills,
(i.e. feeding, toileting, dressing)
The Developmental Center for Infants and Children provides these assessments and
is part of a statewide network of Children's Medical Services. Hearing evaluations
for children who have questionable infant hearing screens or who are at risk for
progressive hearing loss are scheduled. Please be sure to call in advance for an
appointment – there will likely be a waiting list for the screening.
The Developmental Center is located at 601 W. Michigan Street, Orlando, FL 32805.
For more information, or to make a referral, call (407) 317-7430, ext. 2121 Monday
through Friday between the hours of 8:30 a.m. and 5:00 p.m.
Once completed, the child‟s needs and potential services will be determined. If
services are required, an IEP will be developed for your child.
18

19. Head Start
Head Start is a federal program designed for preschool children from low-income
families. The program fosters children's intellectual, physical, social and emotional
growth, so they may reach their greatest potential. Children who attend Head Start
participate in a variety of educational activities, receive free medical and dental
care, have healthy meals and snacks and enjoy playing in a safe setting. Most
children in Head Start are between the ages of three and five years old. Services
are also available to infants and toddlers at selected sites. Head Start helps all
children succeed. Services meet the special needs of children with disabilities.
Head Start offers access to a wide array of resources designed to empower
economically challenged families. The Orange County Head Start Program has 19
centers throughout Orange County; including five centers that are located at
elementary school sites and eight centers located at Community Centers.
Early Head Start
Community Coordinated Care for Children (4C) has recently been approved by the
US Department of Health and Human Services Administration for Children and
Families to provide Early Head Start (EHS) services to eligible infants, toddlers and
pregnant mothers in Orange, Osceola and Seminole counties. The tentative start
date for these services is June 2010. 4C will provide EHS services through contracts
with providers at licensed child care centers and family child care homes.
Orange County – (407) 532-4357
Osceola County – (321) 219-6204
Seminole County – (321) 832-6409 or (321) 832-6410
Eligibility: Children who are in foster care are eligible regardless of family
income. Children from families receiving public assistance (TANF or SSI) are also
eligible regardless of income. Child must be residing in Orange or Osceola County
and be 3 or 4 years old by September 1. If residing in Orange County call (407)
836-6590 or in Osceola call (321) 219-6200 for an application. Applications will be
accepted year-round and a waiting list is developed to fill spots in the classrooms.
Please note that these programs do have to give priority to children in foster care.
Main Offices
Orange County Head Start Osceola County Head Start
Mable Butler Family Center 2232 East Irlo Bronson Memorial Highway
2100 E. Michigan Street Kissimmee, FL 34744
Orlando, FL 32806 Phone: 321-219-6211
Phone: 407-836-6590
Documents needed for registration: Child's Birth Certificate, Current
Immunization Record, Physical Examination, Dental Examination and a current
LEAD test.
19

20. Preschool ESE
Based on an evaluation, children in pre-school with special needs can qualify for a
range of services. If a child qualifies for a service, transportation is provided free of
cost by the school district. Transportation can be provided from the day care to the
school where the child will receive services and back to the day care, or from home
to the school where the child will receive services and back home. The pickup and
drop off address for transportation must be the same.
Most Preschool ESE classes for children with disabilities are half-day programs,
either morning or afternoon. Some children with more specialized needs may
attend a full day program, at selected elementary schools. This is determined at the
staffing based on the individual needs of the child.
To obtain an evaluation in Orange County: The Early Intervention Services
program allows walk-in appointments every Wednesday morning from 8 a.m. to 10
a.m. during the school year. The following documents are required for the
evaluation:
1. court document showing the child is in state custody
2. a birth certificate (if possible)
3. proof that the child is residing in Orange County
A Deed or Mortgage, Homestead Exemption notice, notarized Declaration of
Domicile, lease agreement or notarized statement from the case manager will meet
documentation of residency requirements.
It is also important to bring any reports or records of previous medical evaluations
and any recent therapy and/or diagnostic reports. You may complete the referral
packet, which is available in English and in Spanish, in advance.
To obtain an evaluation in Osceola County: The Preschool Evaluation
Education Program (PEEP) provides screening, evaluations and sometimes
educational placements for children three to five years old. The Pre-K ESE Parent
Handbook can be found at:
http://www.osceola.k12.fl.us/depts/ESE/Pages/PKHandicapped.asp. For more
information contact the PEEP office at (407) 891-1178.
Important Phone Numbers
Orange County – Early Intervention Services
www.ocps.net
434 N. Tampa Ave., Building 200, Suite 200, Orlando, FL 32805
Ph: (407) 317-3503
The program provides free evaluations to Pre-Kindergarten children 3-5
years of age that reside in Orange County (closed during all school breaks).
20

21. Osceola County – Preschool Evaluation Education Program
www.osceola.k12.fl.us
1200 Vermont Ave., St. Cloud, FL
Ph: (407) 891-1178
The program provides free evaluations to Pre-Kindergarten children 3-5
years of age that reside in Osceola County (closed during summer break).
Seminole County - Exceptional Student Support Services
www.scps.k12.fl.us
1722 W. Airport Blvd., Building #2, Sanford, FL 32771
Ph: (407) 320-7826 or (407) 320-7770
The program provides free evaluations to Pre-Kindergarten children 3-5
years of age that reside in Seminole County (closed during summer break).
Voluntary Pre-Kindergarten
The Voluntary Pre-Kindergarten (VPK) Program prepares four-year-olds for
kindergarten. This program is free to all children who are Florida residents
regardless of income. VPK may be available at participating licensed private
childcare centers, accredited faith-based centers, many public school and Head
Start sites, as well as licensed family childcare homes. Although all sites that offer
VPK provide a similar curriculum and have a set number of instructional hours, the
actual program hours and program offerings vary at each site. For example, some
sites may offer three hours of free schooling throughout the school year, while
others may offer a full day of schooling for a certain number of months.
Contact the Early Learning Coalition for more information regarding VPK
programs:
Orange County: http://www.elororangecounty.org/vpk.html
Osceola County: http://www.elcosceola.org/
The foster parent or case manager can complete the necessary paperwork once a
program has been identified. Proof of residency in Orange or Osceola County and
proof of child‟s age are required. The actual enrollment is completed at the school
site.
No children in foster care can be denied entrance to school due to missing
registration forms. There should be no delay in enrolling a child into a new school
due to a change in placement. The school registration forms can be completed by
the foster parent or case manager. This responsibility falls to the foster parent
unless he/she is unable to complete the task. The case manager will need to give
the foster parent the information needed for enrollment (child‟s full name, name of
previous school (if known), child‟s social security number, child‟s current grade,
copy of the court order) and complete the enrollment form for children in out of
21

22. home care (In Osceola this form is called the Fast Pass for Foster Care and in
Orange it is called the Orange County School Registration Form - see section
below). The case manager will need to attach the court order to this form and
ensure that the child is withdrawn from the previous school. A child cannot be
enrolled in the new school until they have been withdrawn from their previous
school.
The foster parent should inform the School Registrar
that the child is in foster care so that the Foster Care Withdrawing a
Designee at the school can be notified along with other foster child from
appropriate parties to ensure that procedures related school when they
to confidentiality of the student records are move and must
implemented. change schools is
as important as
Information regarding the registration process for enrolling.
Orange County Public Schools can be found at:
https://www.ocps.net/fs/governmental/pupil/Pages/StudentEnrollmentandWithdraw
alProcess.aspx.
Information regarding the registration process for the School District of Osceola
County can be found at:
http://www.osceola.k12.fl.us/depts/Student_Services/RulesofEnrollment.asp.
How old does a child have to be to start school?
Under state law, a child must be five years old on or before Sept. 1 to enter
kindergarten. To enter first grade, a child must be six on or before Sept. 1 and
must have successfully completed kindergarten.
When can I register a child for school?
You may go to the school at any time to register the child for school. Previous
school records or report cards help schools place students. Foster parents should
enroll a child newly placed with them during the school year within 72 hours of the
child entering their home.
If a foster child is currently enrolled in school, every effort should be made to avoid
disruption in the school placement. Children should remain in their previously
assigned school, whenever possible and in the best interest of the child‟s education.
Transportation assistance is available to assist with the child remaining in their
original school and can be arranged through the child‟s case manager or education
liaison (see Transportation section for additional information).
Enrollment Forms
To expedite the enrollment process both Osceola and Orange County have created
a registration form that can be used to enroll a foster child immediately without
22

23. delay. In Osceola this form is called the “Fast Pass” and in Orange County it is
referred to as the “Orange County Registration Form.” Although both of these forms
allow the child to be immediately enrolled without all of the regularly required
documents, it is the case manager‟s responsibility to gather all of these documents
and submit to the school in a timely fashion. Enrollment forms for both counties
can be found in the Appendix section of this manual.
Which school will the child attend?
Each school has a designated attendance area and the family's address determines
which school the student will attend. In Orange County contact the Pupil
Assignment office at (407) 317-3233 to find your attendance zone or use the
following website: https://www.ocps.net/Parents/Pages/FindaSchool.aspx. If
enrolling in a school in Osceola County, contact the Department of Student Services
at (407) 870-4897 or visit http://edulogsrv.osceola.k12.fl.us/edulog/webquery/.
How to withdraw a child from school
The foster parent or case manager needs to go to the currently enrolled school with
the court order and the following items:
1. The student‟s ID (Middle and High School students)
2. Books (if applicable: instruments and uniforms)
If transferring to another Orange or Osceola County School, bring the following
items to the register at the new school:
1. School Registration Form (Orange County Registration Form for Orange
County or Fast Pass for Osceola County)
2. The foster parent's ID
3. Withdrawal packet from previous school
4. New foster parent‟s proof of residence
When the registration forms mentioned above are used, the child should be
immediately determined eligible for free lunch. The foster parent/case managers
should inquire to ensure this correct. In some cases, the foster parent or case
manager should complete the School District Family Application for Meal Benefits.
A copy of this form can be obtained from the school office. Almost all children who
are in foster care will qualify for the free lunch program; however, they must have
a completed form. As long as a court order or the proper documentation is
given to the school, the child should qualify.
23

24. Application for Assistance
In some cases the school may require the foster parent/case manager to complete
the form for free and reduced meals in addition to the enrollment form for children
in foster care. If this is requested, a foster child who is living within a household
but remains the legal responsibility of the welfare agency or court is considered a
household of one. The amount the foster parent receives for the child‟s personal
use is considered when determining the eligibility (not the foster parent‟s income).
A foster parent should never put their own income on the form. There is a box at
the top of the form that should be checked for children who are in state custody.
Once this box is checked you are able to skip several sections of the form, putting
down only the child information. Only one foster child should be listed on the
form; each foster child must be on a separate application.
It takes 3-5 business days to get the form processed; however, when the school is
aware that the child is in out-of-home care, the child will be given a free lunch
immediately.
Stability of School Placement
Research shows that youth lose an average of four to six months of educational
attainment each time they change schools. Students in care who rarely or never
change schools are far more likely to graduate from high school (Williams, Kessler, Down,
O‟Brien, Hiripi, Morello 2003). Keeping the child in the same school should be the goal of
both the child welfare agency and the school. The Federal Law, Fostering
Connections to Success and Increasing Adoptions Act, requires state child welfare
agencies to improve educational stability for children in foster care by coordinating
with local education agencies to ensure that children remain in the school they are
enrolled in at the time of placement into foster care, unless that would not be in the
child‟s best interests. Maintaining the school placement can provide a sense of
stability and academic continuity critical for the student when everything else is
changing.
24

25. School Selection: A Checklist for Decision Making
(adapted from the Texas Homeless Education Office)
School of Origin Considerations Local Attendance Area School
Considerations
� Continuity of instruction � Continuity of instruction
Student is best served due to circumstances Student is best served due to
that look to his or her past. circumstances that look to his or her future.
� Age and grade placement of the student � Age and grade placement of the student
Maintaining friends and contacts with peers Maintaining friends and contacts with peers
is critical to the student’s meaningful school in the school of origin is not particularly
experience and participation. The student critical to the student’s meaningful school
has been in this environment for an experience and participation. The student
extended period of time. has attended the school of origin for only a
� Academic strength brief time.
The child’s academic performance is weak � Academic strength
and the child would fall further behind if The child’s academic performance is strong
he/she transferred to another school. and at grade level and the child would likely
� Social and emotional state recover academically from a school
The child is suffering from the effects of transfer.
mobility, has developed strong ties to the � Social and emotional state
current school and does not want to leave. The child seems to be coping adequately
� Distance of the commute and its impact with mobility, does not feel strong ties to
on the student‟s education and/or special the current school and does not mind
needs transferring.
The advantages of remaining in the school of � Distance of the commute and its impact
origin outweigh any potential disadvantages on the student‟s education and/or special
presented by the length of the commute. needs
� Personal safety of the student A shorter commute may help the student’s
The school of origin has advantages for the concentration, attitude, or readiness for
safety of the student. school. The local attendance area school
� Student‟s need for special instruction can meet all of the necessary educational
The student’s need for special instruction, and special needs of the student.
such as Section 504 or special education and � Personal safety of the student
related services, can be met better at the The local attendance area school has
school of origin. advantages for the safety of the student.
� Length of anticipated stay in a temporary � Student‟s need for special instruction
shelter or other temporary location The student’s need for special instruction,
The student’s current living situation is such as Section 504 or special education
outside of the school-of-origin attendance and related services, can be met better at
zone, but his/her living situation or location the local attendance area school.
continues to be uncertain. The student will � Length of anticipated stay in a temporary
benefit from the continuity offered by shelter or other temporary location
remaining in the school of origin. The student’s current living situation
appears stable and unlikely to change
suddenly; the student will benefit from the
developing relationships with peers in
school who live in his local community.
25

26. Transportation and McKinney-Vento
Children can often remain in their previous school through transportation assistance
provided under the McKinney-Vento Act. McKinney-Vento is a federal law that
promotes stability, access and academic success for homeless youth. It promotes
educational stability by allowing homeless youth to remain in their school of origin
even if homelessness has caused them to move outside the school district. School
of origin is defined as the school a student attended prior to becoming homeless or
the school where the student was last enrolled.
In order to be eligible for the benefits and services provided for by the McKinney-
Vento Act, a student must meet the criteria for homelessness. Some children in
foster care meet the criteria and are considered homeless under the Act.
The McKinney-Vento Act defines homeless children and youth as "(A)
individuals who lack a fixed, regular and adequate nighttime residence…; and
(B) includes – (i) children and youths who are sharing the housing of other
persons due to loss of housing, economic hardship, or a similar reason; are
living in motels, hotels, trailer parks, or camping grounds due to the lack of
alternative accommodations; are living in emergency or transitional shelters;
are abandoned in hospitals; or are awaiting foster care placement….”
Usually, once the provisions of McKinney-Vento have been met, an eligible child
remains eligible for services for the remainder of that school year.
If McKinney-Vento applies to the child, transportation is requested and if it is in the
best interest of the child‟s education, the school will provide or arrange
transportation for the student to stay at the school of origin. If the student moves
across district lines, then both districts have to work together to provide
transportation.
(reference:http://childwelfare.net/activities/presentations/McKinneyVentoFAQ1.pdf)
Each county can interpret this law differently. Orange and Osceola County
interprets awaiting foster care placement as interim placement that includes
any living arrangement which is not intended to be long-term. Interim placements
are not fixed, regular and adequate. These are likely to include children in shelters,
short-term foster homes, group homes and resident placements that are not
intended to be long-term and evaluation centers.
Transportation Requests
If you need to request transportation for a student, contact an Education Liaison
who can help with the transportation request. The student may be eligible for
transportation but the request can take up to ten (10) school days to set up and
the foster parent and case manager will need to plan for alternative transportation
while the application is processed. Education Liaisons can provide guidance through
this process.
26

27. When School Transfers are Needed
If it is necessary for a child to change schools, there are some basic things that can
make the transition smoother:
Do not change school placement during critical time periods (end of the marking
period, directly prior to FCAT testing). It is best to keep school moves at natural
transition times (breaks, summer and end of marking periods).
The case manager can notify the previous school of the move and request
records be sent to the new school as soon as possible.
The case manger can contact the previous school to find out what services were
in place, issues the child was having in school and the child‟s overall academic
progress.
Identify a person in the school that the child can shadow throughout the first
school day.
Allow the child to get oriented to the school the first day- the case
manager/foster parent can walk around with the child and attend part of the
school day without requiring full-day attendance the first day.
For children in high school, set up a meeting with the new guidance counselor
and figure out the student‟s class schedule to minimize loss of credits in the
move.
Transferring Records
Foster children cannot be denied entry into a new school because they are waiting
on records. When possible, the case manager should identify the school the child is
coming from and inform the foster parent and the new school. The case manager
can notify the previous school of the transfer and inform them of the new school
placement. The school will handle obtaining the records from the previous school.
Because there can be a time delay in this transfer, the case manager might want to
ask the previous school if the child was receiving any special educational services.
Fostering Connections Act
On October 7, 2008, the Fostering Connections to Success and Increasing
Adoptions Act of 2008 (P.L. 110-351, Fostering Connections Act) was signed into
law. This law amends parts B and E of Title IV of the Social Security Act. Among its
provisions to address the needs of children and youth in foster care, it seeks to
promote education stability for foster children.
This law affects education stability for children in out-of-home care by requiring
child welfare agencies to include “a plan for ensuring the educational stability of the
child while in foster care” as part of every child‟s case plan. As part of this plan, the
agency must include assurances that:
the placement of the child in foster care takes into account the
appropriateness of the current educational setting and the proximity to the
school in which the child is enrolled at the time of placement; and
27

28. the state child welfare agency has coordinated with appropriate local
educational agencies to ensure that the child remains in the school in which
the child is enrolled at the time of placement.
Additionally, the law requires that if remaining in such school is not in the best
interest of the child, the case plan must include assurances by the child welfare
agency and the local educational agencies that:
o provide immediate and appropriate enrollment in a new school; and
o provide all of the educational records of the child to the school.
o Finally, Fostering Connections supports the well-being of children in
out-of-home care by requiring states to provide assurances in their
Title IV-E state plans that every school–age child in foster care and
every school–age child receiving an adoption assistance or subsidized
guardianship payment, is a full-time elementary or secondary school
student or has completed secondary school.
Reference: American Bar Association & Casey Family Programs (2008). Foster Care & Education Q &
A handout
(Please see next Page.)
28

29. How does the McKinney-Vento act and Foster Connections support school success for all
children in out-of-home-care?
Rights and Eligibility Under the McKinney-Vento and Fostering Connections Act
Law Who’s Eligible RIGHTS
Remain in school Transportation Immediate Expedited Record Designated
Enrollment Transfer Staff
Resource
McKinney- Homeless children, If in their best LEAs are Schools must Schools must Every SEA
Vento including: children interest, children required to enroll children maintain records so has a
in emergency or are entitled to provide or immediately, they are available in McKinney-
Homeless
transitional shelters, remain in their arrange even without a timely fashion Vento State
Assistance unaccompanied school of origin transportation to typically when a child enters Coordinator
Act homeless youth, or unless their the school of required a new school or and every
those “awaiting parent disagrees. origin. (When documents (e.g. school district. LEA must
foster care disputes birth certificate, designate a
placement” as between LEAs immunization McKinney-
defined by state or arise, they must record). Vento
school district policy split the cost.) Liaison.
or at the discretion
of the McKinney-
Vento Liaison.
Fostering Every child in out- Unless not in the No specific When staying in When staying in the Not
Connections of-home care. child’s best mandate,2 but the same school same school is not in specified.
interest, the child for IV-E eligible is not in the the child’s best
to Success
welfare agency children in out- child’s best interest, child
and must work with of-home care, interest, child welfare and LEAs
Increasing the education “foster care welfare and LEAs must provide
Adoptions agency to ensure maintenance must provide immediate and
Act of 2008 child can remain payments” may immediate and appropriate
in their school at include appropriate enrollment in a new
the time of reasonable enrollment in a school, with all of
placement.1 transportation to new school, with the education
a child’s school. all of the records of the child
education provided to the
records of the school.
child provided to
the school.
McKinney- Children in out-of- Unless not in the Unless another Child welfare Child welfare agency Child welfare
Vento home care who are child’s best state or local agency and and education agency
McKinney eligible interest, the child agreement exists education agency must work caseworker
AND
including: children welfare agency between agency must together to expedite and liaison
Fostering in emergency or and the McKinney education and work together to record transfers. must work
Connections transitional shelters, Vento liaison child welfare, ensure together to
unaccompanied must work LEA must immediate provide for
homeless youth and together to provide enrollment, even all of the
those “awaiting ensure child transportation. without typically child’s rights
foster care remains in the required under both
placement.” school of origin.3 documents. Acts.
Reference: American Bar Association & Casey Family Programs (2010). How Fostering Connections
and McKinney-Vento can support school success for all children in out-of-home-care handout.
29

30. Additional Resources
The following organizations provide additional resources on the McKinney-Vento
and Foster Connections Acts:
The Legal Center for Foster Care and Education
www.abanet.org/child/education
The National Association for the Education of Homeless Children and Youth
(NAEHCY)
www.naehcy.org
The National Center for Homeless Education (NCHE)
www.serve.org/nche
In addition to the public school for which zone the child is in, based upon address of
residence, there are alternate educational options. These options should be
considered based on the child‟s educational needs and the services offered by the
school.
Magnet Schools
Magnet Programs were developed to enhance the educational opportunities
available for students to discover and explore their talents.
 If a student is interested in applying for a magnet program they should meet
with their guidance counselor prior to submitting an application
 Applications for magnet programs become available around October of each
school year and need to be given to School Choice Services.
 The application deadline is around February and a guidance counselor must sign
off for anyone applying to a high school magnet program.
 The application along with the timeframes can be found on the OCPS website
under School Choice: https://www.ocps.net/Pages/default.aspx
 Information about magnet programs in Osceola County can be obtained by
calling (407) 870-4600.
Charter Schools
Charter schools in Florida are public schools sponsored by a school district. Any
student who resides in Orange or Osceola County may apply to attend a charter
school. A complete list of all charter schools in Orange County and their contact
information is located at: https://www.ocps.net/Pages/default.aspx. Information
regarding charter schools in Osceola County can be found at:
http://www.osceola.k12.fl.us/depts/Charter_Choice/index.asp.
30

31. There are charter schools for children of all ages and they offer unique programs for
specific populations. Although there is no cost to attend, the foster parent/child
welfare agency would be responsible for transportation to and from the school.
Charter schools have differing methods for enrollment (open, specific times,
lottery). Charter schools are required to follow the IEP plan and offer the services
listed in this plan. Contact the charter school directly for specific information.
Private Schools
Private schools have extremely varied programs in quality and services offered.
They are not sponsored, monitored or regulated by the public school system.
Information on private schools may be found at The Florida Private Schools
Directory, which is a database of information submitted by private schools.
The State of Florida does allow for private schools as a school choice option with the
McKay Scholarship as described below.
Children enrolled in private school may still be eligible for assistance with disability
needs. The school district operates a separate office for the child-find of private
school students.
In Orange County, the Non-Public Schools Evaluation Office is located in the school
board‟s Tampa Avenue complex. Parents arrange appointments for testing through
an intake process and evaluations are completed and sent to local schools for
eligibility staffings or service delivery. If the parents agree, students receive
services through a private school services plan. The district also works with private
schools in implementing the mandates of I.D.E.A. relative to student and parents‟
rights for students with disabilities.
(https://www.ocps.net/cs/ese/policy/Pages/default.aspx)
For information the McKay Scholarship in Osceola County, please visit
http://www.osceola.k12.fl.us/depts/ESE/ or call the ESE Department at (407) 343-
8700.
No Child Left Behind (NCLB) School Choice for Title One
Schools
Students who attend Title I schools designated as not making adequate yearly
progress for two or more consecutive years are eligible for transfer to another
public school. Contact the local school office to determine if this is a possibility.
Choices for students in these schools include:
 remain at the zone school
 select a possible transfer to another school currently below 100% capacity. If a
student chooses to be transferred to another school, the district will notify
parents of the newly assigned school with instructions on how to enroll the
31

32. student. Students must agree to stay for a minimum of one calendar year.
Students may remain at the newly assigned school until they have completed
the highest level at that school.
McKay Scholarship for ESE Students
The state of Florida offers a scholarship program for students with disabilities who
have an approved IEP. A student who meets the criteria listed below may be
eligible to transfer to another public school or a participating private school.
To qualify for a McKay Scholarship:
(1) Child must have been in attendance in a Florida public school in October and
February the previous year and
(2) Child must have an Individual Education Plan
Based on the above criteria, the state will provide a scholarship to transfer to
another public school in the district, to a school in another Florida county or to one
of the participating private schools. If a private school accepts the McKay
Scholarship, the school district will determine the amount of scholarship the child
will receive (based on the severity of the child‟s needs) and will pay the private
school directly. The foster parent/child welfare agency will be responsible for
assuming any additional costs over and above what school district pays. Likewise,
the school district will NOT provide transportation.
File applications for the McKay Scholarship online at the website whether you are
choosing a public or private school. There are no paper applications for the McKay
Scholarship program. You may apply for a private McKay transfer at any time.
Parents may file intent to participate in the McKay Scholarship Program on the
www.floridaschoolchoice.org Web site by clicking on the McKay Scholarships link
and then the link titled "Apply for a McKay Scholarship" located on the quick
navigation bar on the left-hand side of the screen. For more information in Orange
County Public Schools contact the Exceptional Student Education Program at 407-
317-3312 or the state‟s Parent Hotline is 1-800-447-1636. In the School District of
Osceola County contact the Exceptional Student Education Department at (407)
343-8700.
Florida Virtual Schools
Florida Virtual School is a public middle and high school designed to deliver courses
via the internet. This school allows the student to work independently at their own
pace outside of the classroom. Students such as those who want to accelerate their
learning or who fall behind in credits may benefit from this school option. Students
may choose to take one or all courses via Florida Virtual Schools, however,
consultation should be sought from the school guidance counselor to assist in
monitoring the youth‟s education plan to ensure course choices aligns with the
youths educational goals and graduation requirements.
32

33. A computer is necessary to apply and to complete the course work; instructors
interact with students through web conferencing, phone, e-mail and instant
messenger.
 Students expelled from the school district still have the option to enroll in this
program
 A Florida resident applies via website by completing an application for
admission
 Florida Residents must be enrolled in a Florida public, affiliated private or
charter school
 Florida students in 6 – 12 grades can create an account and start requesting
classes at no cost
 After a student creates an account, the parent/guardian will create a
separate account with a username and password used to login and monitor
the student's account
For more information regarding how to apply for Florida Virtual School, visit
www.flvs.net
Workforce Academy
Workforce Academy is an Orange County Public School available for juniors and
seniors. Workforce Academy provides students with the opportunity to gain work
experience through paid internships and their high school diploma. Students spend
half of their time in the class room and the other out gaining valuable work
experience. Workforce academy also has smaller classes room sizes to assistant
students in having a smaller classroom environment.
http://www.workforceacademy.com/
Life Skills Center Orange County
Life Skills Center is a teacher assisted computer based learning environment for
high school students residing in Orange County. Students can work at their own
pace and receive credits and their high school diploma. Life Skills Center provides a
different environment to enable student to receive their diploma if traditional school
is not working out. There are two different five hour sessions, one in the morning
and one in the afternoon. If a student works they go to school one hour less than
students who do not work. www.wediducan.com
Alternative Schools
Alternative school is a term used to describe sites that provide education in a
different manner from the general education in traditional public schools. Some
alternative education schools are public schools and some are not.
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34. If a child is experiencing difficulty in their current setting, expelled or suspended,
an alternative education program might be a viable option. Transfers to these
schools are done only with the approval of the school district.
Listed below are some of the alternative schools in Orange County:
CHEROKEE SCHOOL
Cherokee School, a K-6 public school, provides a program for students who are
experiencing significant learning or emotional problems. Students are referred to
Cherokee through the Special Education Staffing process at their zoned school.
 Child must qualify for special education services and have an Individual
Educational Plan (IEP)
 If it is determined that the school cannot meet the child‟s behavioral needs,
the IEP is revised to reflect the need for more restrictive placement
 Parent involvement is strongly encouraged in making this decision. If birth
parent is not accessible then the foster parent/relative caregiver or surrogate
parent needs to be involved with this decision
 When the child‟s behavior improves, Cherokee will begin a transition process
to return your child to the zoned school
 For additional information contact (407) 897-6440 or visit the link at
www.cherokee.ocps.net
GATEWAY SCHOOL
Gateway School is public school and a secondary separate-day school that serves
students with emotional/behavioral needs. Gateway School is the district's most
restrictive placement for student‟s grades 7-12. Gateway offers a comprehensive,
school-wide behavior management program in conjunction with the Individualized
Education Plans and Behavior Intervention Plans.
A referral for a student to attend Gateway is made due to that child's need
for a structured, smaller learning environment that has a behavior
management program infused throughout the school day.
Gateway provides on-site specialized services for students to succeed
behaviorally and academically in their educational programs.
Offers counseling groups for anger management and a processing center to
work out behavioral matters
Students have access to standard and special diploma curricula options
Gateway may educate students until the semester of the 22nd birthday
For additional information contact (407) 296-6449 or visit the link at
www.gateway.ocps.net
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35. MAGNOLIA SCHOOL
Magnolia school serves students with severe to profound mental handicaps that also
have special medical or behavioral service needs. The school has specialized
programs that include gifted, autistic and emotional adjustment. The school serves
students placed through special education staffing procedures to Magnolia School in
order to receive specialized services. For additional information contact (407) 296-
6499 or visit the link at www.magnolia.ocps.net
SILVER STAR CENTER
Silver Star provides educational services to middle and high school students who
have committed an offense at their zone school and have been referred to an
alternative placement.
Before a child receives services at Silver Star there will be a meeting at the
student‟s zone school to discuss the student‟s behavior and the
recommendation for the student to attend Silver Star
Silver Star serves both regular education and special education students who
have a mild disability. Other sites and alternatives are available for students
with more severe disabilities
For additional information contact (407) 521-2330 or visit
www.silverstar.ocps.net
Centers for Success
In addition to the schools listed above, Under the Alternative Education “Centers for
Success,” the district offers educational services to several categories of student
needs in non-traditional settings. All students enrolled in “Centers for Success”
receive instruction in the standard K-12 curriculum, as well as ESOL and ESE
services, as required. Programs under the Alternative Education “Centers for
Success” are staffed by Orange County Public Schools teachers, administrators and
support professionals.
Eligible “at-risk” students may attend one of four School/Work programs: the
Universal Education Center, the Florida Mall Education Center, the East Orlando
Education Center and the Winter Park Education Center. In these programs,
students attend class half-days and work half-days.
The BETA program is available for teen parents and their
children. In other programs, students are involved with If you know of a child
juvenile justice, correction facilities, CRISIS centers, that may need an
community-based programs, residential programs and alternative education
social services within Orange County. environment, you can
consult with the
foster care designee
Call (407) 245-1555 to obtain additional information on
and/or education
these schools. liaison.
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36. Listed below are some of the alternative schools in Osceola County:
NEW BEGINNINGS EDUCATION CENTER
New Beginnings (formerly known as Crossroads and Cornerstone) is the only public
alternative school for students being recommended for expulsion in the School
District of Osceola County. The school serves Kindergarten thru 12th grade
students, who are regular education and ESE (exceptional education). All students
are recommended for placement through the district Student Services department
or the ESE department and may be placed for a minimum of 1 successful semester
to a maximum of 2 years.
ADULT LEARNING CENTER OSCEOLA (ALCO)
Adult Learning Center Osceola classes provide opportunities to improve skills for life
at home, at work and in the community. The sites offer a variety of educational
services for students of all ages and stages of life. Whether seeking an opportunity
to further one‟s career, finish high school, or learn English, the classes provide
quality services, programs, training and instruction to meet student needs. For
more information visit: http://alco.osceola.k12.fl.us/.
CHALLENGER/ ENDEAVOR
Endeavor is a high school completion program for 16 and 17 year old students who
are low in credits and lack the necessary skills to pass the FCAT. Classes are
teacher-directed and focus on Math, English, Social Studies, Reading and Science
for remediation and FCAT preparation. Plato/Impact labs are also available.
Typically students attend Endeavor for one school year and then move to
Challenger to finish the required courses or return to their home zoned school for
their senior year. (http://alco.osceola.k12.fl.us/endeavor.shtml)
Challenger is open to students 16 to 21 years old who are behind in credits and
reside in Osceola County. Ideal students are in their final year of high school.
Classes are assigned to ensure each student meets state graduation requirements.
Courses are designed so that students can work individually with certified teacher
assistance. Technology-based individualized learning opportunities are included in
each course. Graduating students are awarded a regular high school diploma from
one of the district's seven high schools.
http://alco.osceola.k12.fl.us/challenger.shtml
PROJECT COPE
The acronym COPE stands for "Creating Opportunities for Parenting Education."
This program is designed for students that are expecting or have a baby. COPE is
equipped with a beautiful daycare and child care professionals with many years of
experience and current certifications which include First Aid and CPR. COPE's
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37. daycare is divided into five developmental areas which include newborns, infants,
crawlers, toddlers and munchkins. Babies and children from ages two weeks to
three years of age enjoy the creative and supportive interactions of our caring staff.
Students that are expecting or have a baby are required to take Health for
Expectant Parents classes as well as Parenting classes while attending the program.
Transportation is provided daily for both student and baby. The success rate of the
students graduating can be contributed to the mini-semester curriculum that the
school follows. For more information call (407) 846-3976.
http://zen.osceola.k12.fl.us
HOSPITAL/HOMEBOUND SCHOOL (Orange and Osceola)
The Hospital/Homebound School serves pre-kindergarten through twelfth grade
students throughout Orange and Osceola County. Students are referred to this
program through the guidance office at the student‟s zoned school. A Special
Education Staffing is conducted to determine eligibility. Hospital/Homebound
School:
offers a short term instructional program for eligible students whose activities
are restricted for at least 15 school days
services are for students who are confined to home or hospital by a medically
diagnosed physical or mental condition teachers provide instruction designed
to help the students continue progressing academically in the core curriculum
while away from their regular school program For additional information in
Orange County contact (407) 317-3909 or visit: www.hospitalhome.ocps.net.
If the student resides in Osceola County, call (407) 343-8718 or visit:
http://www.osceola.k12.fl.us/depts/ESE/Pages/Hospital_Homebound.asp.
Home School
Per Child Welfare Administrative Rule Chapter 65-13, children in foster care may
not be home schooled.
Career and Technical Schools
Orange County Public Schools has five Career and Technical Education Centers:
http://reinventme.net/
Mid Florida Tech (407) 251-6047
Orlando Tech (407) 317-3431
Winter Park Tech (407) 622-2906
Avalon Tech (407) 281-5121
Westside Tech (407) 251-2018
All of the Centers offer career and technical programs for both high school students
and young adults who are 18 and older. Technical career programs vary from eight
weeks to two years. Students graduate from their selected technical career
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38. program prepared to start a career. There are no tuition fees for youth that
are enrolled in high school. Online course catalogue can be viewed at:
http://ocpsvirtualcenter.com
Career and Technical Centers provide students certificates upon completion of a
certificate career-education program. In order to receive a certificate of completion,
a student must complete the program requirements and meet the required basic
academic skill levels in reading, mathematics and language using a state-approved
basic skills assessment. Training programs are measured in clock hours established
by the Florida Department of Education as the length of time it takes the average
person to successfully complete the program. Formal articulation agreements with
community colleges allow the student to earn future college credits, upon enrolling
in a community college, after successfully completing many technical programs.
The School District of Osceola County has two Career and Technical Education
Centers:
http://www.teco.osceola.k12.fl.us/
Technical Education Center Osceola (TECO) (407) 344-5080
Professional and Technical High School (PATHS) (407) 518-5407
Zenith Career Center (407) 846-3976
Tuition: In Orange County there are no tuition fees for youth enrolled in high
school. In Osceola County some programs require tuition fees. In both Orange and
Osceola County young adults who are no longer in high school will have to pay
tuition. Several financial aid options are available including no-cost grants and Pell
grants which may cover all of the tuition and books.
Opportunities for Students Age 17 and Younger
GED: Under certain circumstances, the Superintendent will approve a youth
under the age of 18 to take the GED. Tech Centers offer the prep course and
administer the GED test. The GED test generally cannot be taken until the
year that the child is supposed to graduate from high school.
o A request must be submitted in writing to the school district.
o The request should include justification which explains and supports
the youth‟s need to pursue a GED as an alternative to high school
attendance.
o A referral to the education liaison is needed for youth under age 18
when a GED is being considered.
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39. High School Based Programs: Certain high schools offer vocational
training opportunities on school site. Students must be enrolled in a high
school offering vocational program in order to participate.
Dual Enrollment Program: Students take career courses at the same time
they take academic courses. Graduate with a high school diploma and
classes toward a certification for a career. This program is free for students.
This Florida law, which passed in 2008, prohibits the bullying or harassment
(including cyber bullying) of any public K-12 student or employee. It requires the
Department of Education to adopt a policy to prohibit bullying and harassment and
directs all school districts to adopt a similar policy. School districts are directed to
work with students, parents, teachers, administrators and local law enforcement on
developing this policy. School districts will be required to report all instances of
bullying or harassment and to notify the parents of the bully and the parents of the
victim. The required communication among parents, students and teachers about
incidents of bullying will help to prevent acts of violence and future tragedies.
Schools should be a safe place for teachers and children to teach and learn. The Act
(House Bill 669) will make our schools safer throughout the State of Florida.
(http://www.jeffreyjohnston.org/jeffslaw.htm).
This Florida law requires coordination by the DCF staff, the lead agency (Family
Services of Metro Orlando), local school readiness coalitions and licensed early
education or childcare providers. The Act provides priority for childcare services for
specified children who are at risk of abuse, neglect or abandonment. The Act
specifies certain requirements designed to ensure the safety and well being of
children age three to school entry who are under court ordered protective
supervision or in the custody of the Department of Children and Families and
enrolled in a licensed early education or child care program. Each child who is
subject must participate in licensed early education or child care services at least
five days a week, unless exempt by the court. The care facility must be notified
when a child subject to this law is enrolled in their program. Children subject to
this law cannot be withdrawn from the program without the prior written approval
of the Department of Children and Families and/or the lead agency. The day care
facility must notify the lead agency following each unexcused absence or seven
consecutive excused absences for a child who is subject to the law. The case
manager is required to make a site visit to the child‟s residence following two
consecutive reports of unexcused absences or a report of seven consecutive
excused absences to determine whether the child is missing.
39