07-22-2021 ACES Governing Board Meeting Agenda Governing Board Facilitator
Governing Board - Donald J.Wasson
Mayor]Enid Weisman City Manager
Vice Mayor Dr.Linda Marks
Commissioner Jonathan Evans "*� .^' City Clerk
Commissioner Rachel S.Friedland � ]Ellisa L.Horvath,lYI MC
Commissioner Denise Landman
Mnr .m+'
Commissioner Marc Narotsky air City Attorney
Commissioner Robert Shelley Weiss Serota Hellman
:Cole&]Bierman
AVENTURA CITY OF EXCELLENCE SCHOOL
GOVERNING BOARD
MEETING AGENDA
JULY 229 2021
9:00 a.m.
Aventura Government Center
19200 West Country Club Drive
Aventura, FL 33180
AVENTURA CITY COMMISSION,ACTING IN ITS CAPACITY AS THE GOVERNING BOARD
FOR THE AVENTURA CITY OF EXCELLENCE SCHOOL(ACES):
1. CALL TO ORDER\ROLL CALL
2. APPROVAL OF MINUTES — April 15, 2021
3. ACES 2021-2022 MENTAL HEALTH PLAN:
A MOTION APPROVING THE 2021-2022 MENTAL HEALTH PLAN FOR THE
AVENTURA CITY OF EXCELLENCE SCHOOL AND AUTHORIZING THE
EXECUTION OF NECESSARY DOCUMENTS.
4. ACES 2021-2022 THREAT ASSESSMENT POLICY AND MASTER SAFETY
PLAN:
A MOTION APPROVING THE 2021-2022 THREAT ASSESSMENT POLICY AND
MASTER SAFETY PLAN FOR THE AVENTURA CITY OF EXCELLENCE
SCHOOL.
5. ACES 2021-2022 PARENT/STUDENT HANDBOOK:
A MOTION APPROVING THE 2021-2022 PARENT/STUDENT HANDBOOK FOR
THE AVENTURA CITY OF EXCELLENCE SCHOOL.
6. ACES 2022 GOVERNING BOARD PROPOSED MEETING SCHEDULE:
A MOTION APPROVING THE 2022 PROPOSED MEETING SCHEDULE FOR THE
AVENTURA CITY OF EXCELLENCE SCHOOL GOVERNING BOARD.
ACES Governing Board Meeting Agenda
July 22, 2021
7. SCHOOL UPDATES — ACES PRINCIPAL DR. ANTHONY TYRKALA
• Enrollment
• Staffing
• V Grade Data
• Summer Bridge
• Gifted, Spanish, Cambridge
8. OTHER BUSINESS
9. ADJOURNMENT.
This meeting is open to the public.In accordance with the Americans with Disabilities Act of 1990,all persons who are
disabled and who need special accommodations to participate in this meeting because of that disability should contact
the Office of the City Clerk, (305) 466-8901 or cityclerk@cityofaventura.com, not later than two days prior to such
proceedings. One or more members of the City of Aventura Advisory Boards may participate in the meeting. Anyone
wishing to appeal any decision made by the Aventura City Commission,acting in its capacity as the Aventura City of
Excellence Charter School(ACES)Governing Board,with respect to any matter considered at such meeting or hearing
will need a record of the proceedings and,for such purpose,may need to ensure that a verbatim record of the proceedings
is made, which record includes the testimony and evidence upon which the appeal is to be based. Agenda items are
available online at cityofaventura.com for viewing and printing,or may be requested through the Office of the City Clerk
at(305)466-8901 or cityclerk@cityofaventura.com.
Page 2 of 2
AVENTURA CITY OF EXCELLENCE SCHOOL GOVERNING BOARD
MEETING MINUTES
APRIL 15, 2021
9:00 a.m.
Via Virtual Communications Technology
The meeting was held via video conferencing through Zoom, as specified on the meeting
agenda and as a result of the continued state of emergency due to COVID-19.
City Commission, Acting in its Capacity as the Governing Board for the Aventura City of
Excellence School (ACES):
1. CALL TO ORDER/ROLL CALL: The meeting was called to order by Mayor Enid
Weisman at 9.03 a.m. The roll was called and the following were present: Mayor Enid
Weisman, Vice Mayor Robert Shelley, Commissioner Jonathan Evans, Commissioner
Rachel S. Friedland, Commissioner Denise Landman, Commissioner Dr. Linda Marks,
Commissioner Marc Narotsky, City Manager Ronald J. Wasson, City Clerk Ellisa L.
Horvath, and City Attorney David M. Wolpin. As a quorum was determined to be present,
the meeting commenced.
2. APPROVAL OF MINUTES — JANUARY 21, 2021: A motion for approval of the
January 21 , 2021 meeting minutes was offered by Commissioner Narotsky, seconded by
Commissioner Evans, and passed unanimously, by roll call vote.
3. ORDINANCE — FIRST READING/PUBLIC HEARING: Mr. Wolpin read the
following Ordinance title:
AN ORDINANCE OF THE CITY OF AVENTURA, FLORIDA, ADOPTING THE
ATTACHED CHARTER SCHOOL OPERATING AND CAPITAL BUDGET FOR THE
AVENTURA CITY OF EXCELLENCE SCHOOL FOR FISCAL YEAR 2021/2022
(JULY 1 - JUNE 30), PURSUANT TO SECTION 4.05 OF THE CITY CHARTER;
AUTHORIZING EXPENDITURE OF FUNDS ESTABLISHED BY THE BUDGET;
PROVIDING FOR BUDGETARY CONTROL; PROVIDING FOR PERSONNEL
AUTHORIZATION; PROVIDING FOR GIFTS AND GRANTS; PROVIDING FOR
AMENDMENTS; PROVIDING FOR ENCUMBRANCES; PROVIDING FOR
SEVERABILITY; AND PROVIDING FOR AN EFFECTIVE DATE.
A motion for approval of the Ordinance was offered by Commissioner Dr. Marks and
seconded by Commissioner Narotsky.
Mr. Wasson provided an overview of the proposed $10,558,599 budget.
Aventura City of Excellence School(ACES) Governing Board Meeting Minutes
April 15, 2021
Following the Board's discussion, the 90% retention amount shown on page 9 will be
clarified to reflect that it refers to staff.
Mayor Weisman opened the item for public comment. There being no comments, Mayor
Weisman closed the item for public input.
The motion for approval of the Ordinance passed unanimously, by roll call vote.
4. APPROVAL OF 2021-2022 SCHOOL CALENDAR: Principal Tyrkala,
accompanied by Rachel Wind ler-Freitag, South Florida Deputy Director Charter Schools
USA, reviewed the proposed school calendar.
A motion for approval of the school calendar was offered by Commissioner Landman and
seconded by Vice Mayor Shelley.
Mayor Weisman opened the item for public comment. There being no comments, Mayor
Weisman closed the item for public input.
The motion for approval passed unanimously, by roll call vote.
5. SCHOOL UPDATE — ACES PRINCIPAL ANTHONY TYRKALA:
• Mid-Year Dashboards: Principal Tyrkala reviewed the mid-year dashboards
and highlighted the 2021 projections.
The Board requested that Ms. Windler-Freitag provide the Board with highlights of the
Executive Order, with an explanation on what that means specifically to ACES.
The Board discussed the need to provide the students with the best advantage, regarding
the testing scores and their education.
Mr. Tyrkala projected an "A" rating for the school.
Mayor Weisman opened the item for public comment. There being no comments, Mayor
Weisman closed the item for public input.
• Enrollment: Principal Tyrkala provided an update on the enrollment
amounts, including the waitlist, and discussed the ongoing residency verifications.
Mr. Wasson and Ms. Windler-Freitag will provide the Board with an enrollment visual
chart.
Principal Tyrkala provided information on the following additional items: current
percentage (86%) of students on campus for learning, planning for the summer bridge,
plans for intervention and recovery, kindergarten readiness program, upcoming "moving-
up" ceremonies (kindergarten, 5tn graders, and 8tn graders), annual virtual bazaar, testing,
team efforts with city departments, teacher evaluations, and mobile learning students.
Page 2 of 3
Aventura City of Excellence School(ACES) Governing Board Meeting Minutes
April 15, 2021
6. OTHER BUSINESS: None.
7. ADJOURNMENT: There being no further business to come before the
Commission as the Governing Board, a motion to adjourn was offered by Commissioner
Evans, seconded by Vice Mayor Shelley, and unanimously approved; thus, adjourning
the meeting at 9.41 a.m.
Ellisa L. Horvath, MMC, City Clerk
Approved by the City Commission, acting in its capacity as the Governing Board for
ACES, on July 22, 2021.
Page 3 of 3
FLORIDA DEPARTMENT OF
EDUCATION
fldoe.org
4%hZ4q%ffiW&o._
� � J
2021-202 ental Health Application
Part I: Youth Mental Health Awareness Training Plan
Part II: Mental Health Assistance Allocation Plan
(Insert District Name)
City of Aventura/Aventura City of Excellence School (13-0950)
Deadline for submission to ShareFile
on or before August 1, 2021
2021-2022 Mental Health Application
Purpose
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/or 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 mental health. This application is separated into two primary
sections: Part I includes the YMHAT Plan and Part II includes the MHAAP
Part I. Youth Mental Health Awareness Training Plan
In accordance with section (s) 1012.584,Florida Statutes (F.S.),the YMHAT 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 of 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 II. Mental Health Assistance Allocation Plan J.
In accordance with s. 1011.6206),F.S.,the MHAA Plan allocation is to assist distri b 'establishing or expanding
school-based mental health care;training educators and other school staff in detec nd responding to mental health
issues; and connecting children,youth and families who may experience behald�,._ ealth issues with appropriate
services.
�O
The application must be submitted to the Florida Department of cation(FDOE) ShareFile by
the deadline August 1,2021. • �4N
There are two submission options for charter schools: '
• Option 1: District submission includes charter s �s in both parts of the application.
• Option 2: Charter school(s) submit a separ tpication from the district.
V
YMHAT Objective: provide an evidenc ed youth mental health awareness and assistance training program to help
school personnel identify and unders e signs of emotional disturbance,mental illness and substance use disorders,
and provide such personnel with e ills to help a person who is developing or experiencing an emotional disturbance,
mental health or substance use p in.
O�
City ofAvennnz/Avmn City of Exc 11—School(13-0950)
Page 2
FLORIDA DEPARTMENT OF
EDUCATION
Eldoe.org
2021-2022 Mental Health Application
Part I. Youth Mental Health Awareness Training Plan and Projected Budget
Section A: YMHAT Training Plan
1. What is the percentage of employees currently trained and certified in YMHAT?
There are %of employees trained and certified as of (date)
2. Explain the training goal(s)for the upcoming 2021-2022 school year.
3. In addition,the annual goal for the 2021-2022 school year is to train:
%of employees as of (date)
4. Explain the training goal(s)for the next 3-5 years. �w
O�
5. What is the procedure for training new personnel to the.
OJ
6. Explain how the district will utilieollowing three YMHAT programs:
• Youth Mental Health Firs id MHFA
• YMHFA Recertification
• Ko nito At-Risk Modules (at all three levels: elementary,middle,high school)
City ofAvennnz/Avmn City of Exc 11—School(13-0950)
Page 3
FLOmDA DEPARTMENT OF
EDUCATION
fldoe.org
2021-2022 Mental Health Application
Section B: YHHAT Projected Budget
Detailed Description,number of activities Total Projected
Categories within each category Cost Per/Each Budget by
Category
1. Stipends
(Detailed 4 of
personnel and stipend
cost per person)
2. Materials
(Detail 4 of units x
individual unit cost,
plus shipping) �.
3. National Council
(YMHFA) Training
(Detailed description of
each training activity to �Q
include 4 of personnel
and individual training .`,�
costs) ��
4. Additional Kognito QJ
Modules (Provide the
name of training
module and cost)wEwMqww
QJ TOTAL 2021-2022 BUDGET: $ 0.00
5. Additional narrative (opts):
City ofAvennnz/Avmn City of Exc 11—School(13-0950)
Page 4
FLOmDA DEPARTMENT OF
EDUCATION
fldoe.org
2021-2022 Mental Health Application
City of Aventura/Aventura City of Excellence School (13-0950)
Part IL Mental Health Assistance Allocation Plan s. 1011.62 (16),F.S.
Section A:MHAA Plan Assurances
The district assures...
WlOne hundred percent of state funds are used to 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.
Mental health assistance allocation funds do not supplant other funding sources or increase salaries or provide
staff bonuses or incentives.
Maximizing the use of other sources of funding to provide school-based mental health services (e.g.,Medicaid
reimbursement,third-party payments and grants).
❑� Collaboration with FDOE to disseminate mental health information and resource�ptudents and families
The district website includes local contacts, information and resources for uf� health services for students
and families. I
Includes a system for tracking the number of students at high risk fo�l health or co-occurring substance
use disorders who received mental health screenings or assessment * t number of students referred to school-
based mental health services providers; the number of student�rred to community-based mental health
services providers;the number of students who received scho lj tsed interventions, services or assistance;and
the number of students who received community-based intions, services or assistance.
A school board policy or procedure has been established fo P)
❑� Students referred for a mental health screening as within 15 calendar days of referral.
❑� School-based mental health services initiated n 15 calendar days of identification and assessment.
Community-based mental health servicoloPiated within 30 calendar days of referral coordinating mental
health services with a student's pnimaryiCental health care provider and other mental health providers involved
in student care. .`,
Assisting a mental health servi rovider or a behavioral health provider as described in s. 1011.62, F.S.,
respectively, or a school e officer or school safety officer who has completed mental health crisis
intervention training in jfKnpting to verbally de-escalate a student's crisis situation before initiating an
involuntary examinatisuant to s. 394.463, F.S. Procedures include must include strategies to de-escalate
a crisis situation Vfdent with a developmental disability as that term is defined in s. 393.063, F.S.
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 to 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 be 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.
City ofAvennnz/Avmn City of Exc 11—School(13-0950)
Page 5
FLOmDA DEPARTMENT OF
EDUCATION
fldoe.org
2021-2022 Mental Health Application
City of Aventura/Aventura City of Excellence School (13-0950)
Section B:Planned Outcomes
Identify one or two specific and measurable outcomes for your district's plan to achieve through the 2021-2022
evidence-based mental health program.
(1)The school's mental health program will increase access to mental health support for its students.
(2)Treatment plan goals of students on the counselor's caseload will be met and symptomology will be reduced.
Section C.District Program Implementation
Please include the following in this section:
1. Evidence-Based Program (EBP) and Description
Name and provide the essential elements of the EBP you will be implementing tl a Multi-Tiered System of
Supports (MTSS)using one or more of the preferred EBP/Practices found in enu of Evidence-Based
Psychosocial Interventions for Youth and the SAMHSA Evidence-Based ices Resource Center.
Describe the key EBP components that will be implemented as webs any related activities, curricula,
programs, services,policies and strategies.
*If you will be using another EBP other than those pro above please explain using the same format
listed.
2. EBP Implementation •��
This should include: J�
• Explain how your district will impleiJ evidence-based mental health services for students to improve the
early identification of social, emo behavioral problems or substance use disorders, as well as the
likelihood of at-risk students d ping social, emotional,behavioral problems,depression, anxiety
disorders, suicidal tendencies� how these will assist students dealing with trauma and violence.
• Explain how the support�vI deliver evidence-based mental health care assessment, diagnosis, intervention,
treatment and recovervices to students with one or more mental health or co-occurring substance abuse
diagnoses and to sts at high risk of such diagnoses.
3. Outcome Measures
• Provide the outcome measures of your EBPs and how each aligns with your overall annual program goals in
Section 2.
4. Multi-tiered System of Support (MTSS)
• Identify the tier(s) of the EBP being implemented.
Appendix Examples
City ofAvennnz/Avmn City of Exc 11—School(13-0950)
Page 6
FLORIDA DEPARTMENT OF
EDUCATION
fldoe.org
2021-2022 Mental Health Application
City of Aventura/Aventura City of Excellence School (13-0950)
Table 1: District Program Implementation
4.
1. 2. 3. MTSS
EBP and Description EBP Implementation Outcome Measures
1 2 3
Second Step-Classroom based, Second Step will be implemented by teachers in Improved social interaction El❑
social-emotional learning through teacher-facilitated lessons,advisory and social dependence
curriculum that nurtures social- activities at designated grade levels and through Decreased externalizing and
emotional competence and additional program resources to build social- internalizing problems
foundational learning skills. emotional skills for life. Improved academics
Q�0
nvo Multidisciplinary Program to Inteventions align c y with cognitive-behavioral rreatment plan goals will
Address Childhood Trauma therapy(CBT)t c ues and applied behavior be met ✓ ✓
(IMPACT)-Utilizes a analysis with lbewiplicit goal of reducing mental Some examples of goals
multidisciplinary approach to the health syTRO,improving functioning in a may include:
reatment of youth with mental variety ains,encouraging youth and their )Improved decision making
health/substance use challenges. A parenVderstand the nature of mental health )Improved coping skills
multidisciplinary team works a ubstance related disorders and how to use )Increased resiliency
collaboratively bringing best y-learned skills to maintain positive
practices into the evaluation, ctioning and recovery. In CBT,youth are taught
treatment and service delivery !a.abou the link between thoughts and emotions,and
rocess. Interventions are ed how they may affect subsequent behavior. By
y licensed mental health replacing maladaptive thoughts with adaptive
professionals who receive regular thoughts,youth are able to make better decisions
support from a board certified about how to act or behave and how to apply good
behavior analyst. Behavior support coping skills.CPT also makes use of established
nd therapeutic interventions are behavior principals such as positive reinforcement
provided while encouraging to reward adaptive behavior and extinguish
academic support and progress. unhealthy behaviors. Trauma-focused CBT is a
Interventions draw on each youth's subspeciality within CBT that allows providers to
strengths,incorporates family focus closely on Adverse Childhood Experiences
embers and group-based (ACES). This therapy addresses affective/
interventions with the goal of emotional,cognitive/thinking-based and behavioral
stablishing healthy behaviors that problems by incorporating discussions about the
ill serve the youth throughout his/ (continued below)
her lifetime.
Page 7 1 City cf Aventura/Aventura City of Excellence School(13-0950)
FLORIDA DEPARTMENT OF
EDUCATION
fldoe.org
2021-2022 Mental Health Application
City of Aventura/Aventura City of Excellence School (13-0950)
4.
1. 2. 3. MTSS
EBP and Description EBP Implementation Outcome Measures
1 2 3
(continued from above) ❑ ❑
specifics of the trauma,teaching effective parenting
skills to caregivers,and capitalizing on the healing
therapeutic alliance between therapist and student.
Services may be provided via individual therapy,
group therapy and/or family therapy.
Q�0
Referral to community providers- School may refer som 4plents to community- 3ymptomology will
chool may refer some students to based providers. Sc personnel will attempt to e reduced
roviders in the community for obtain a release rmation from the family to
ental health services. allow for colla o ion with the community-based
therapist. I elease is granted,school personnel
ill foll with the therapist regarding
reatm ogress. If the release is not granted,
sc ( ersonnel will follow up with the family
lc<lor student regarding progress.
Additional narrative may be added here
Page 8 1 City of Aventura/Aventura City of Excellence School(13-0950)
FLORIDA DEPARTMENT OF
EDUCATION
fldoe.org
2021-2022 Mental Health Application
City of Aventura/Aventura City of Excellence School (13-0950)
Section D:Direct Employment
Table 2: MHAA Plan Direct Employment
Position Current Ratio as of 2021-2022 Proposed Ratio by
August 1,2021 June 30,2022
School Counselor N/A N/A
School Social Worker /A N/A
School Psychologist In partnership with district In partnership with district
Other Licensed Mental Health Provider 0.31 FTE 0.47 FTE
10
Direct employment policy, roles and responsibilities Det&Tion
Explain how direct employment of school-based e school will secure licenj6pental health providers who will wor
mental health services providers (school psychologists n site for at least a total er of hours commensure to a minimum
f 90/o of the school . The school will maximize third-party
school social workers, school counselors and other illing opportunitie to ow for increased financial resources to
licensed mental health professionals)will reduce staff- illow for expandOvider service schedules and a reduction in
to-student ratios. taff-to studen S.
Describe your district's established policies and Through 1 health team meetings the school will identify
procedures to increase the amount of time student studento are at the greatest need of intervention. We will use an
services personnel spend providing direct mental health MT� el to allocate resources based on student need. Students
services (e.g.,review and revision of staffing i �'bi led as needing Tier 3 interventions will have the greatest
allocations based on school or student mental health ber of touchpoints,followed by those identified as needing Tier 2
assistance needs.
J pports.The team will meet regularly to review student progress.
Providers/partners will work collaboratively with the school mental
Describe the role of school based mental healt health team to ensure that services are aligned and coordinated to
providers and community-based partners in y meet the needs of the students on the caseload. Services will be
implementation of your evidence based in health initiated timely,in accordance with state statute.
program.
List the contracts or interageoo�kreements with local behavioral health providers or Community Action Team
(CAT) services and specify the type of behavioral health services being provided on or off the school campus.
Table 3: MHAA Plan Contracts or Interagency Agreements and Services Provided
Mental Health Provider: Agency: Services Provided: Funding Source:
Various nvo-Progressus Therapy Assessment,therapy, collaboration MHAA, 3rd party
city ofAvennnz/Avmn city of Exc 11—School(13-0950)
Page 91
FLOmDA DEPARTMENT OF
0EDUCATION
fldoe.o-
2021-2022 Mental Health Application
City of Aventura/Aventura City of Excellence School (13-0950)
Section E:Planned Expenditures
Table 4: MHAA Planned Expenditures
Allocation Expenditure Summary I EL A Total
Unexpended Mental Health Assistance Allocation funds from previous fiscal years: $3,581.59
School district expenditures for mental health services provided by staff who are employees of $0.00
the school district:
School district expenditures for mental health services provided by contract-based collaborative $33,904.86
efforts or partnerships with community-based mental health program agencies or providers:
Other expenditures (see below): $0.00
Total MHAA expenditures: $37,486.45
Other expenditures (specify details such as type, supplies,training and amount):
Type: Narrative description with detailed cost Total Amount
/A
Total Other Expenditures: IF $0.00
City ofAvennnz/Avmn City of Exc 11—School(13-0950)
Page 10
FLOmDA DEPARTMENT OF
EDUCATION
fldoe.org
2021-2022 Mental Health Application
City of Aventura/Aventura City of Excellence School (13-0950)
Wrict Certification . + +
City afAvcmma/A o—Cily f—H.9 .](t3 WA)
This application certifies that the 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(16),F.S.
School(MSID)Number Charter School Name
OED
N A N§!' !
Note: Charter schools not listed above will be included in the school dis youth mental health awareness plan and
mental health assistance allocation plan. If you have more Charter to add,please list them on a separate sheet.
Signature of District Superintendent
V
Printed Name of District Superintendent
Q
Board Approval Date
O
City fA-oft-/Aver City of E—Hence School(13-0950)
Page 11
FLMDA DEPARTMENT OF
EDUCATION
fldoe.org
2021-2022 Mental Health Application
City of Aventura/Aventura City of Excellence School (13-0950)
Charter School Certification
City of Aventura/Aventura City of Excellence School(13-0950)
This application certifies that the Charter School Governing Board approved the school's
Mental Health Assistance Allocation Plan,which outlines the 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(16),F.S.
Governing Board Chairperson Signature:
Charter School Administrator Signature:
Governing Board Approval Date:
�o
o�
OJ
�Q
o�
City ofAvennnz/Avmn City of Exc 11—School(13-0950)
Page 12
FLMDA DEPARTMENT OF
EDUCATION
fldoe.org
Charter School Deliverables
SY 2021-2022:
1) Develop a process for collecting and reporting the following information to the State by September 30,2022:
(1) Students who were screened or assessed for mental health services.
(2) Students who were referred for mental health services or assistance.
(3) Students who received mental health service interventions and/or treatment.
(4) Direct employment service providers employed by each school's governing board.
(5) Contract-based collaborative efforts or partnerships with community mental health programs, agencies or providers.
You may reference the state template for guidance:
FDOE Template for Allocation Plan expenditures:
http://www.fldoe.org/core/fileparse.php/l 8612/urlt/M HAA-Report.pdf
2) Develop a timetable of due dates, inclusive of key activities such as, but not limited to:
o Submission of Governing Board-approved Mental Health Assistance AllocatioWlan to District
By Friday,July 9,2021
o Creating development of any applicable policies or manuals
o Recruiting and hiring
o Training/Professional development
o Securing partnerships/collaborations �_✓
o Mental Health Assistance Allocation disbursement
o Mid-year program review and assessment O�'
o Development and implementation of data tracking mech n
o Year-end Program Review,Assessment and Data C on
o Year-end Reporting (September 30,2022) '�
2021-2022 Charter School �? al Health Assistance Allocation Plan
ASSURANCE: Funds from this allocation may('supplant operating funds currently provided for this purpose, nor may
they fund increase in salaries or provide b s.
School Name: Aventura City of Excell School Work Location#(MSID): 13-0950
QJ
Principal: Anthony Tyrkala Signature: Date:
O�
Governing Board Chair: Ronald J. Wasson Signature: Date:
Date Plan was reviewed and approved by Governing Board: Date:
(Must be reflected in board meeting minutes)
The signature of the Charter School Board Chair certifies that this plan has been reviewed and approved to ensure compliance with State
statutes.The 2021-2022 Mental Health Assistance Allocation Plan is due(with original signatures)to the Charter Schools Office on or before
Friday,July 9,2021.
The submission and acceptance of the Charter School Mental Health Assistance Allocation Plan by M-DCPS shall not be construed as an
endorsement or authorization of the plan. M-DCPS does not assume liability or responsibility for the contents and implementation of the
plan.
2022-22 Mental Health Assistance Allocation Plan P age 6 of 6
City of Aventura Governing Board
Aventura City of Excellence School
THREAT ASSESSMENT POLICY
[Revised:05/18/2021]
Section I: INTRODUCTION
In accordance with Marjory Stoneman Douglas High School Public Safety Act, the
following is the City of Aventura Governing Board Aventura City of Excellence School, ("ACES" or
the "Board")Threat Assessment Policy for its schools.
ACES, in partnership with CLPS Consultancy Group, shall annually review these policies
and recommend any changes for the upcoming school year by July 151" of each year. The School
Safety Officer (or designee) shall distribute this to school administrators by August V of each
year.
The threat assessment policy shall be interpreted and applied consistently with all
applicable state and federal laws, and The Board's collective-bargaining agreements. The policy
was developed in accordance with the legislation enacted by the State of Florida (Marjory
Stoneman Douglas High School Public Safety Act, SB 7026), established research, and recognized
standards of practice regarding threat assessment and management in school settings.
Section II: DEFINITIONS
A. Threat: A threat is a communication of intent to harm someone that may be spoken,
written, gestured or expressed in some other form, such as via text messaging, email or
other digital means. An expression of intent to harm someone is considered a threat
regardless of whether it is communicated to the intended target(s) or whether the
intended target is aware of the threat. Threats may be implied by behavior that an
observer would reasonably regard as threatening, planning or preparing to commit a
violent act. Not all types of misbehavior that may warrant discipline or even criminal
consequences are threats. It is limited to instances where there is a threat to harm
someone else. If there is doubt, the communication or behavior should be treated as a
threat and a threat assessment should be conducted.
B. Threat Assessment: The threat assessment is a systematic process that is designed to
identify situations/persons of concern, investigate and gather information, and assess
and manage the situation in order to mitigate risk. It is a fact-based process that
emphasizes identification, evaluation, intervention and follow-up in order to prevent
serious threats of harm or actual acts of violence from occurring.
C. Threat Assessment Team:The threat assessment team shall include, pursuant to Florida
statute (s. 1006.07(7), F.S.) persons with expertise in counseling, instruction, school
administration, principal, when available, and law enforcement. Persons with expertise
in counseling include school counselors, school psychologists, school social workers, and
Threat Assessment Policy
family counselors. Additional personnel with knowledge of the child or circumstances
may also serve as members of the team.
D. Aberrant behavior': Behavior which is atypical for the person or situation and causes
concern for the safety or well-being of those involved. Aberrant behavior for an
individual involves actions, statements, communications or responses that are unusual
for the person or situation; actions that could lead to violence toward self or others; or
are reasonably perceived as threatening or causing concern for the well-being of the
person.These can include, but are not limited to:
i. Unusual social distancing or isolation from peers and family members;
ii. Sullen or depressed behavior from an otherwise friendly and positive person;
Hi. Out-of-context outbursts of verbal or physical aggression;
iv. Increased levels of agitation,frustration and anger;
V. Confrontational, accusatory or blaming behavior;
vi. An unusual interest in or fascination with weapons; and
vii. Fixation on violence as means of addressing a grievance.
E. Imminent Threat: An imminent threat exists when the person's behavior/situation
poses a clear and immediate threat of serious violence toward self or others that
requires containment and Page 2 of 4 action to protect identified or identifiable
target(s); and may also exhibit behavior that requires intervention.
F. Transient threats: Threats where there is not a sustained intent to harm. The critical
question is whether the person intends to carry out the threat, or whether the threat
was made in the heat of the moment as an expression of anger, frustration or humor
without intent to harm. Transient threats can be resolved with an apology, retraction or
explanation by the person who made the threat.
G. Substantive threats: Threats where the intent to harm is present, or not clear, and
require protective action. The question is whether there is an express intent to
physically injure someone beyond the immediate situation and there is at least some
risk that the person will carry out the threat. If there is doubt or if the threat cannot
clearly be categorized as transient,threats should be treated as substantive.
i. Serious substantive threats are threats to hit, fight or beat up another
person.
ii. Very serious substantive threats are threats to kill, rape or cause serious
injury with a weapon.
H. Baker Act: Florida's Mental Health Act, known as the Baker Act (ss. 394.451-394.47892,
F.S.), provides for voluntary and involuntary admission for mental health examinations
and also provides procedures for civil commitment. Generally, when a person says
someone "was Baker Acted," it means that the person was held up to 72 hours for an
involuntary examination based on a threat of harm to themselves or others. Involuntary
examination can be initiated by a law enforcement officer; by a physician, clinical
psychologist, psychiatric nurse, or clinical social worker; or by the court through an ex
parte order based on testimony from the person's friends or family. During that 72
hours, the treating physician at a Baker Act facility will determine whether the person
1 Definition adopted from"Threat Assessment in Virginia Public Schools: Model Policies,Procedures,and
Guidelines"(Second Edition,August 2016,Reprinted May 2019),located at
https://www.dcj s.yrginia.gov/sites/dcj s.yrginia.gov/files/publications/law-enforcement/threat-
assessmentmodel- olicies- rocedures-and- uidelines df. df
Threat Assessment Policy
can be released or whether the person meets the criteria for commitment or additional
inpatient care.
a. Pursuant to SB 590 effective July 1, 2021 the following changes take effect when
application of the Baker Act is underway:
i. Public and charter schools must make a reasonable attempt to notify
the parents before the student is removed from school for an
involuntary mental health examination.
H. All school safety officers are required to undergo crisis intervention
training, and DCF must collect and report data on the number and
frequency of involuntary examinations of minors initiated at the school,
on school transportation or at a school sponsored activity.
iii. An amendment was added to require that grade 6-12 student IDs
include telephone numbers for national or statewide crisis and suicide
hotlines.
Section III: USE
A. Each school principal shall identify a school-based threat assessment team with the
mandatory team members and alternate team members before students report to
school each year.
1. The coordination of resources and assessment of and intervention with
individuals whose behavior may pose a threat to the safety of staff or students,
pursuant to s. 1006.07(7), F.S. must be addressed.
11. The identification of mental health services available in the district, as required
by s. 1012.584(4), F.S., and the procedure for referrals to those mental health
services.
iii. The procedures for behavioral threat assessments using the instrument, CSTAG,
adopted by the Office of Safe Schools. s. 1006.07(7)(a), F.S.
B. All school-based administrators and threat assessment team members must attend and
complete mandatory district threat assessment trainings annually.
C. All threats of violence or physical harm to self or others shall be taken seriously, since
the primary goal of threat assessment is the safety of all persons involved.
1. District policies must require the threat assessment team to consult with law
enforcement when a student exhibits a pattern of behavior, based on previous
acts or the severity of the act, which would pose a threat to school safety. s.
1006.13(2)(f), F.S.
11. Districts must have policies for reporting threats to law enforcement: District
school boards are required to adopt policies that define criteria for reporting to
a law enforcement agency any act that poses a threat to school safety that
occurs whenever or wherever students are within the jurisdiction of the school
board. s. 1006.13(2)(a), F.S.
D. School-based threat assessment teams shall adhere to the rules and responsibilities
within this policy with fidelity.
E. Districts must have policies for engaging local behavioral crisis resources: If an
immediate mental health or substance abuse crisis is suspected, school personnel must
follow policies established by the threat assessment team to engage behavioral health
crisis resources. As provided by s. 1006.07(7)(e), F.S., district policies should address the
following requirements:
Threat Assessment Policy
1. Behavioral health crisis resources, including, but not limited to, mobile crisis
teams and school resource officers trained in crisis intervention, must provide
emergency intervention and assessment, make recommendations and refer the
student for appropriate services.
11. Onsite school personnel must report all such situations and actions taken to the
threat assessment team, which must contact other agencies involved with the
student and any known service providers to share information and coordinate
any necessary follow-up actions.
III. Upon the student's transfer to a different school, the threat assessment team
must verify that any intervention services provided to the student remain in
place until the threat assessment team of the receiving school independently
determines the need for intervention services.
Section IV: ROLES & RESPONSIBILITIES
A. The Director of School Safety and Security shall ensure compliance with this policy.
B. Each school principal shall identify members of a threat assessment team that includes
persons with expertise in counseling, instruction, school administration, and law
enforcement in accordance with s. 1006.07(7)(a), F.S. Members will be trained on the
roles and responsibilities of each team member.
1. Guardians, private security guards with guardian training, or other campus
security staff may not serve in place of sworn law enforcement on threat
assessment teams.
11. If there is not an SRO or other sworn law enforcement officer assigned to the
school, the district should work with local law enforcement entities in order to
ensure the required law enforcement presence on the team. Having an active,
sworn law enforcement officer on the threat assessment team is essential
because an officer has unique access to law enforcement databases and
resources that inform the threat assessment process.
C. All school-based administrators and threat assessment team members must attend and
complete mandatory district threat assessment trainings annually as well as such
training mandated by CLIPS. Each mandatory team member shall report their completion
of this requirement to their principal or designee.
1. The team must provide annual training and guidance to students, staff, and
parents on recognizing behaviors of concern, their roles and responsibilities in
reporting the behavior, and the various options for submitting a report,
including anonymous reporting.
D. Each school principal must assign school-based staff members who can proactively
monitor and respond to all incoming reports where safety is of concern.
E. Each threat assessment team must respond, within 24 hours when school is in session,
to any report of a threat or any patterns of behavior that may pose a threat to self or
others. If school is not in session, the school principal must immediately refer the matter
to law enforcement for evaluation, and the threat assessment team must meet no later
than the end of the first day school is back in session to consider the matter and ensure
it is resolved. The team shall gather information regarding the specifics of the threat
and/or behaviors that may pose a threat, including but not limited to: details of the
incident or threat,witness statements, and relevant artifacts.
Threat Assessment Policy
i. Every threat may not require a meeting of the entire threat assessment team. It
is recommended that at least two team members be involved in the threat
assessment process for transient threats. Substantive threats should engage
several team members and may require more in-depth review and assessment.
ii. All members of the threat assessment team should be involved with the
assessment and intervention of individuals whose behavior poses a serious
substantive threat.
F. When assessing a potential threat or concerning behavior, the threat assessment team
must determine not only whether a threat has been made or communicated, but also if
a person poses a danger to self or others or if they are potentially on a pathway to
violence.
i. For students deemed a threat to self, the threat assessment team must ensure
the student's immediate safety, then refer the student to the school-based
suicide designee. The individual still may require intervention and assistance,
but it is a different process than a threat assessment. Threat assessment is
focused on threats of harm to others. 2
ii. If the threat assessment team determines that a student poses a threat to
others, the team is responsible for assessing the level of threat by conducting
student/parent interviews, reviewing all pertinent records, and following the
district's threat assessment procedures.
iii. The threat assessment team must coordinate resources to provide intervention
to individuals whose behavior may pose a threat to the safety of school staff or
students consistent with the model policies developed by the Office of Safe
Schools.
iv. The threat assessment team must plan for the implementation and monitoring
of appropriate interventions in order to manage or mitigate the student's risk
for engaging in violence and increasing the likelihood of positive outcomes.
V. Interventions should remain in place until the team assesses that the student is
no longer in need of supports and does not pose a threat to self or others.
G. Threat assessment teams shall follow established procedures for referrals to school-
based, community, and/or health care providers for mental health services, evaluation,
or treatment.
i. If an immediate mental health or substance abuse crisis is suspected, school
personnel must follow policies established by the threat assessment team to
engage behavioral health crisis resources.As provided by s. 1006.07(7)(e), F.S.
H. All threat assessment outcomes and recommendations must be reported to the school
principal. The school principal will review the documentation for all threat assessments
to ensure completeness and fidelity. The school principal will sign/acknowledge that the
threat assessment documentation is complete and will forward the
signed/acknowledged assessment to their supervisor. In addition, upon a preliminary
determination that a student poses a threat of violence or physical harm to self or
others, the threat assessment team must immediately report its determination to
school principal or his/her administrative designee. The principal or his/her
Z Suicide prevention resources for school districts,including Florida's approved youth suicide risk
assessment instruments(The Columbia and SAFE-T)and youth suicide awareness and prevention training
resources are available on the FLDOE's Office of Safe School's website:http://www.fldoe.or /g safe-
schools/suicide- revent.stml
Threat Assessment Policy
administrative designee shall immediately attempt to notify the student's parent or
legal guardian.
1. Nothing in this policy shall preclude school personnel from acting immediately
to address an imminent threat. Where an immediate threat to life or physical
safety exists, reports must result in an immediate notification to law
enforcement.
11. Nothing in this policy shall preclude the threat assessment team from notifying
the school principal, his/her administrative designee, or the Chief of any
individual (other than a student) who poses a threat of violence or physical
harm to self or others.
I. If an immediate mental health or substance abuse crisis is suspected, school personnel
shall follow policies to engage behavioral health crisis resources, including, but not
limited to, mobile crisis teams and school resource officers, who have been trained in
crisis intervention. These individuals shall provide emergency intervention and
assessment, make recommendations, and refer the student for appropriate services.
Threat assessment teams shall contact other agencies involved with the student and any
known service providers to share information and coordinate necessary follow up. Any
information from education records disclosed during this process shall be done in
accordance with The Family Educational Rights and Privacy Act (FERPA) (34 CFR
99.31(10), 99.36).
J. The threat assessment team shall identify members of the school community to whom
threatening behavior should be reported and provide guidance to students, faculty, and
staff regarding recognition of threatening or aberrant behavior that may represent a
threat to the community, school, or self.
K. Each threat assessment team must include persons with expertise in counseling (school
psychologist, social worker or counselor), instruction (teacher or administrator with
instructional experience), school administration (principal or other senior
administrator), and law enforcement (ideally, a School Resource Officer (SRO) in
accordance with 1006.07(7)(a), F.S. Guardians, private security guards with guardian
training, or other campus security staff may not serve in place of sworn law
enforcement on threat assessment teams.
L. All CSUSA employees, volunteers, and contractors are required to report to school
administration any expressed threat(s) or behavior(s) that may represent a threat to the
community, school, or self.
M. Regardless of threat assessment activities, disciplinary action and referral to law
enforcement are to occur as required by law and school board policies.
N. Upon a preliminary determination by the threat assessment team that an individual
poses a threat, members of the threat assessment team may request and obtain
criminal history record information.
1. No member of a threat assessment team shall disclose any criminal history
record information or health information obtained or use any record of an
individual beyond the purpose for which such disclosure was made to the threat
assessment team.
11. The threat assessment team may not maintain the criminal history record or
place it in the student's educational file.
O. The threat assessment team must consult with law enforcement when a student
exhibits a pattern of behavior, based upon previous acts, or the severity of an act, that
would pose a threat to school safety.
Threat Assessment Policy •
P. If a student commits more than one misdemeanor, that is known to the school, the
threat assessment team must consult with law enforcement to determine if further
action is warranted.
Q. If a student is facing possible expulsion or suspension as a consequence of certain
actions, the school should consider ways in which these can be safely enacted and
identify resources that may assist the student during this time. In addition, a threat
assessment team may use alternatives to expulsion or referral to law enforcement
agencies unless the use of such alternatives will pose a threat to school safety.
R. Threat assessment records are considered education records and shall be maintained
and released in accordance with FERPA and state statute. The threat assessment, its
determination, along with any interventions provided, will be recorded in the
appropriate electronic data systems by the threat assessment team. Additionally, these
records will be transferred pursuant to school board policy 5100.2.
S. The Chief Auditor will conduct annual audits, in compliance with this policy, and report
findings to the Audit Committee and The School Board.
T. Threat assessment teams should meet monthly to discuss new and ongoing cases. All
meetings should be documented within the CLPS Emergency Management Plan-Drills
and Safety Meetings section.
U. Threat assessment teams should identify all means of reporting threats, including
FortifyFL (the statewide mobile suspicious activity reporting tool) and any similar
reporting tools or apps used by the school district. Local hotlines, websites or other
community-based resources should also be identified.
V. Threat assessment records are required to be transferred when a student transfers
school. Verified reports of serious or recurrent behavior patterns, including threat
assessment evaluations and intervention services, must be transferred within three
school days when a student transfers from school to school, pursuant to s. 1003.25, F.S.
and Rule 6A-1.0955, Florida Administrative Code (F.A.C.). Districts should also ensure
that such records are transferred when a student progresses from elementary school to
middle school, or from middle school to high school.
W. Every section of the CSTAG form is not required to be completed. Threat assessment
teams should use their judgment as to what is appropriate to be completed for each
assessment and intervention in accordance with district policies and the corresponding
level of the threat.
X. Pursuant to CSUSA policy all TATs are required to meet monthly to discuss ongoing and
future threats to the school. FDOE is in the process of creating a rule (to be presented to
the DOE Board for approval in June, 2021) to clarify the monthly requirement. CSUSA
requires that all monthly TAT meetings for the coming 21/22 school year are logged into
the CLPS software and documented.
Threat Assessment Policy
City of Aventura Governing Board
Aventura City of Excellence School
MASTER SCHOOL SAFETY PLAN
[Revised:5/18/2021]
INTRODUCTION
In accordance with Marjory Stoneman Douglas High School Public Safety Act, the
following is the City of Aventura Governing Board Aventura City of Excellence School ("ACES" or
the "Board") Master School Safety Plan (Safety Plan) for its schools. The Safety Plan, in
conjunction with individual school building safety plans and the protocols included in the
building-level plans, constitutes the ACES Safety Plan. The Safety Plan, including each school
building-level safety plan, is confidential and exempt from the Florida Public Records Act
pursuant to FI. Stat. Section 119.071(3)(a). This Safety Plan may not be disclosed to any party
other than necessary school employees and law enforcement.
ACES, in partnership with CLPS Consultancy Group, shall annually review this Safety Plan
and recommend any changes for the upcoming school year by July 151" of each year. The School
Safety Officer (or designee) shall distribute this Safety Plan to school administrators by August
V of each year.
In addition, each school building principal (or designee) shall, on an annual basis,
appoint a Building-level Emergency Response Team, School Threat Assessment Team, and
School Medical Response Team. The teams should include, but are not limited to, school
administrators, teachers, staff, mental health professionals, school safety officer (SSO/SRO) or
School Guardian and law enforcement.
ACES Shall Designate a School Safety Officer who shall:
1. Review policies and procedures for compliance with state law and rules, including
the timely and accurate submission of school environmental safety incident reports.
2. Provide the necessary training and resources to students and school staff in matters
relating to youth mental health awareness and assistance; emergency procedures,
including active shooter training; and school safety and security
3. Serve as the Board's liaison with local public safety agencies and national, state, and
community agencies and organizations in matters of school safety and security
4. Conduct a school security risk assessment at each ACES school using the Florida Safe
Schools Assessment Tool. Based on the assessment findings, the School Safety
Officer shall provide recommendations to the board which identify strategies and
activities that the board should implement in order to address the findings and
improve school safety and security. Annually, the board must receive such findings
and the School Safety Officer's recommendations at a publicly noticed board
meeting to provide the public an opportunity to hear the board members discuss
and take action on the findings and recommendations. School Safety Officer shall
report such findings and board action to the Office of Safe Schools within 30 days
after the board meeting.
Master Safety Plan I Charter Schools USA
5. School Safety Officer shall coordinate with the appropriate public safety agencies, as
defined in s. 365.171 that are designated as first responders to a school's campus to
conduct a tour of such campus once every 3 years and provide recommendations
related to school safety. The recommendations by the public safety agencies must
be considered as part of the recommendations by the School Safety Officer
pursuant to paragraph 4 above.
I. GENERAL PROCEDURES
ACES will endeavor to work at all times in a spirit of cooperation with local
public safety officials to protect students and staff. In an emergency, the Building-level
Emergency Response Team will immediately respond. The principal (or designee) shall
immediately notify the Florida State Director (or designee) when the team is activated.
Local law enforcement and other emergency responders will be notified in accordance
with the procedures outlined in the Emergency Management Safety Plans. School
leadership will ensure that staff is trained to identify and respond to threats to school
safety. School leadership will ensure that staff is trained regarding all safety and
accountability procedures. School shall identify the individuals responsible for
contacting the primary emergency response agency and the party responsible for
notifying CSUSA executive staff for each type of emergency.
A notice shall be posted, in a place readily seen by students, stating that a
student's locker or other storage area is subject to search, upon reasonable suspicion,
for prohibited or illegally possessed substances or objects.
Schools shall conduct a campus tour by first responders every three years.
Schools shall install a mobile suspicious activity reporting tool on each student
issued mobile device and have the website bookmarked on all computer devices issued
to students.
All incidents related to school safety and discipline shall be immediately
reported and all disciplinary action required to be reported pursuant to School
Environmental Safety Incident Reporting System (SESIR) shall be done in a timely
manner.
Model emergency management and emergency preparedness procedures shall
be established, including emergency notification procedures for the following life-
threatening emergencies:
• Weapon-use, hostage, and active shooter situations. The active shooter
situation training for each school must engage the participation of the
School Safety Officer, threat assessment team members, faculty, staff,
and students and must be conducted by the law enforcement agency or
agencies that are designated as first responders to the school's campus.
• Hazardous materials or toxic chemical spills.
• Weather emergencies, including hurricanes, tornadoes, and severe
storms.
Master Safety Plan I Charter Schools USA
• Exposure as a result of a manmade emergency.
Schools shall implement a procedure to ensure that upon transfer to a different
school, the threat assessment team verifies that any intervention services provided to
the student remain in place until the threat assessment team of the receiving school
independently determines the need for intervention services.
a. Emergency Management Safety Plans
Each school building shall have an Emergency Management Safety Plan (EMSP) which
will detail procedures to be followed if an incident occurs at a school or occurs outside the
school that could impact school safety and security. The EMPS will be reviewed annually by the
Board and distributed to all staff. The EMPS contains protocols for various natural and human-
caused threats, hazards, and emergencies. These plans will be reviewed annually by the CSUSA
security director and schools for accuracy and to update personnel changes in the EMSP.
b. Building Information for Public Safety Agency/First Responders
Annually, each school's facilities manager (or designee) shall provide copies of site
plans/floor plans and maps to jurisdictional law enforcement agency and fire department Police
and shall document that this was completed and which agencies have copies of the site plans
Access to the campus/buildings will also be provided to first responders, such as building keys or
access swipe cards. In addition, each SRO/SSO/Guardian shall be provided a Duty Book when
assigned to work at a school.
c. Building-Level Emergency Protocols
Each school shall be guided by the building/campus-specific protocols in its EMSP. The
protocols outlined shall be used to respond to natural and human-caused hazards, threats, and
emergencies. This includes, but is not limited to:
— Holding students, staff, and visitors at their current locations so short-term emergencies
on campus can be dealt with;
— Evacuating students, staff, and visitors to predesignated evacuation staging areas, on
and off campus;
— Sheltering students, staff, and visitors from severe weather emergencies or other
external hazards;
— Locking-out the school from external hazards, such as dangerous police activities,
suspicious persons, or other outside threats;
— Locking-down inside rooms from internal threats, such as an active attacker, shooter, or
armed intruder;
— Reunifying students with their parents/guardians during emergency situations;
Master Safety Plan I Charter Schools USA
— Establishing redundant internal and external emergency communication systems,
including an anonymous reporting system for students;
— Establishing a chain of command at the school consistent with the National Incident
Management System (NIMS);
— Coordinating mental health services to assure that the school has access to federal,
state, and local mental health resources;
— Conducting safety drills and other exercises to test elements of the emergency
management plan; and
— Securing and restricting access to the campus and/or building, including the roof and a
policy identifying who is allowed access to the roof
— A system of emergency mass communication throughout the school
— A campus access policy
d. Daily Measures/Accountability
In addition to the preceding emergency protocols, all staff members are expected to
adhere to common sense basic safety measures. These measures must be performed daily by
school staff and become part of the "school culture" with the purpose of creating a safe school
environment. Required daily safety measures include:
— All authorized staff members will carry their classroom/office keys/swipe cards at all
times;
— All staff members will wear a School -issued photo identification badges and/or wear a
School -issued shirt displaying the School logo;
— Each teacher/staff member who occupies a room or area must scan the room or area
upon first entering. If the door is open, the classroom teacher will remain near the door
until it is closed. Classroom doors will remain locked at all times unless the teacher is
physically standing at the doorway;
— The principal (or designee) will be notified immediately if anything looks suspicious on
campus;
— After the designated start time of the school day, each school will be appropriately
secured;
— All visitors must report to each building's designated access control entry point(s), such
as a security station before being allowed to proceed further into the building;
Master Safety Plan I Charter Schools USA
— All contractors assigned to work in any building must comply with the Jessica Lundsford
Act (Act) and must either undergo a Level 2 background check or be accompanied by
staff while on campus, as appropriate pursuant to the Act . Contractors will receive an
identification badge,which must be visible at all times while on campus.
— School Leadership must ensure that all staff are properly trained and empowered to
identify threats to school safety; through appropriate infrastructure, communicate
threats to mitigate harm to others; and know how to react to threats. Proper
documentation must be retained regarding reporting, assessment, and follow-up.
II. PREVENTION AND INTERVENTION STRATEGIES
a. Identification of Sites of Potential Emergency
The School Safety Officer (or designee) in conjunction with local police will identify areas
outside of school property which may affect operations during an emergency. Factors that are
to be considered include population, presence of hazardous materials, potential for emergency
based on national trends, and proximity to school property.
The identification of sites of potential emergency outside of school property will be
continuously assessed by local officials in collaboration with the School Safety Officer to ensure
emergency plans are current and appropriate. School Safety Officer or designee will conduct a
safety and security sweep of the school prior to the commencement of each school day.
b. Identification of School Resources
School resources (i.e. disaster kits) are to be available in each building and stored in
accessible locations. Each building will designate a Command Post(s) (CP), where the Building-
Level Emergency Response Team can work from during an emergency. The list, which is not
meant to be inclusive, requires the following items at each school:
• Copy of school-wide key contact Information and emergency telephone numbers;
• Copy of the Building-Level Emergency Management Safety Plan;
• Building maps,floor plans, and schematics;
• Telephones (landline and cellular);
• Communication capabilities (walkie-talkies, mobile app);
• Battery-operated AM/FM radios (including a weather radio);
• Flashlights (battery operated lighting sources);
• Fax machine, photocopier, computer;
• Student and staff rosters;
• List of students with special needs and specific evacuation plans;
• Information about emergency needs (e.g. students/staff that require medications,
vehicular transportation issues, etc.);
• Medical supplies (first aid and trauma kits);
• Clean drinking water(i.e. bottled water) and non-perishable foods; and
• Evacuation Go Bags.
Master Safety Plan I Charter Schools USA
The school will, as appropriate, utilize all available manpower during an emergency. The
Florida State Director (or designee) will, as appropriate, call in all available maintenance and
custodial staff to provide support during an emergency.
c. ACES Organizational Chain of Command
The Florida State Director (or designee) shall be responsible for the coordination of
resources and manpower during emergencies. If it becomes necessary during an emergency,
the Florida State Director will call upon the staff to provide all needed support. In the event that
the Florida State Director is not available, the following positions are authorized to make
decisions on behalf of the organization:
— Area Directors
— Deputy of Schools
— CSUSA General Counsel
d. Student Transportation Safety
Principal shall ensure that all transported students receive instruction in safe riding
practices and rules of conduct and that these safety practices and rules are communicated to
parents or guardians.
e. Intervention Strategies
Appropriate prevention and intervention strategies as practiced in each school shall
include, but are not limited to, the following:
— familiarization with the campus layout, security personnel and communications system,
Non-violent conflict resolution training programs
— Emergency management/threat assessment training programs
— Anti-bullying/harassment programs
— Threat Assessment Team should meet regularly, at least monthly, to review student
data (both behavioral and academic) and receive regular training on threat assessments.
The Student Code of Conduct provides for procedures regarding bullying, violence, and
harassment and other prohibited student conduct. The Code shall be disseminated to all staff
and students by the first week of school. The Code contains procedures to be followed by all
school personnel regarding student conduct, reporting of violations, and penalties, procedures
and referrals for all inappropriate behaviors as set forth in the Code.
III. CONTACTING LAW ENFORCEMENT
Local first responders are an integral part of the School's ability to manage crisis
situations. The Principal (or designee) shall meet at least annually with respective law
Master Safety Plan I Charter Schools USA
enforcement officials to review current policies and procedures, make recommendations for
changes, if any, and plan for building-level training for both law enforcement and school staff.
In addition, each principal shall establish a working relationship with local first responders and
other security and emergency management professionals to discuss appropriate safety/security
policies and procedures, including the reporting of incidents to appropriate authorities.
Jurisdictional police or other emergency responders will be contacted if,the Principal (or
designee), deems such outside assistance is necessary. In the event of an ongoing violent
incident that threatens the safety and security of staff and students, the principal (or designee)
will contact the police for assistance and notify the Florida State Director as soon as practicable.
Other than an immediate crisis, actions with regards to contacting law enforcement will depend
on the scope and nature of the crisis.
Beginning in the 2021-22 school year, all CSUSA schools will have immediate access to
911 emergency response through their mobile mass notification alert system in accordance with
Alyssa's Law in all Florida schools.
IV. CONTACTING PARENTS/GUARDIANS
In the event of a crisis, or an incident requires an early dismissal of students from
school, every effort will be made to notify parents. Principal shall notify the Area Director and
as soon as practical, the Area Director (or designee) shall activate the emergency notification
system that will provide relevant information. Parental notification procedures for a student
involved in disciplinary situations shall be consistent with the Code of Conduct and shall be
presented clearly and concisely to staff and students each year. When a student is involved in
any violent situation, a parent or guardian shall be contacted as soon as practicable.
It is the responsibility of all parents and guardians to ensure that emergency contact
information for students is always up-to-date and complete.
V. Physical Building Security
Schools shall provide a physical environment, emergency equipment and supplies, and
procedures/policies that school officials, in consultation with the first responders, and other
security and emergency management professionals deem appropriate to safeguard the safety of
all students, staff, and visitors who lawfully enter school property.
Schools shall install and maintain appropriate signage, room numbers, building security systems,
alarms, lighting, emergency communications, and locking systems;
Visitors will be required to stop at a designated security station before being granted access into
the school. Visitors will be required to produce a State issued photo identification. Their
information will be entered into a visitor management system before they are permitted to
enter the school. Visitors are required to wear a visible visitor badge at all times. Visitors not
known to the school will be escorted to/from locations while inside the school. Visitors, such as
parents that are known to the school, do not have to be escorted while inside the building after
they have been screened by the visitor management system (i.e. Raptor).
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- Ongoing visual inspections and systematic maintenance of security systems, alarms,
telephone and emergency communications systems, and locking devices will be
performed;
Basic emergency procedures will be posted inside every classroom;
Unoccupied classrooms, offices, and closets will be secured;
Gates and/or fences around the school's perimeter will be secured, unless staffed or
monitored by CCTV;
- Schools will store at least one AED on site;
- Schools will store at least ten trauma kits inside the building/campus.
Schools shall have staff, security devices, and training that, in its judgment, are appropriate to
safeguard students, staff, and visitors. This may include but not be limited to school resource
officers, school safety officers, guardians, security personnel, monitors, aides, and other staff.
VI. Building Safety/Security
a. Staff Development and Student Management Issues
Early detection can eliminate a significant percentage of potential crises. Therefore,
school employees shall receive annual training about warning signs and symptoms of violent
behavior. Such training shall be organized annually by the Florida State Director (or designee):
— All newly hired crisis intervention staff, that will serve as a member of the Building-Level
Emergency Response Team and threat assessment team (such as school psychologists,
social workers, and counselors) shall be trained within 15 days of hire.
b. School Safety and Security Training
School shall maintain funds and other necessary resources for periodic multi-hazard
training for staff. Training may include procedures for the review and conduct of drills and other
exercises to test components of the emergency management plan, and may include the use of
tabletop exercises, in coordination with security consultants, public safety agencies which
include law enforcement and fire department.
The School Safety Committee at each school shall meet at least four (4) times a year to
review building safety issues, including but not limited to physical security issues, procedural
questions, building access, sign-in procedures, and site-related issues. The School Threat
Assessment Team shall meet monthly as required by Florida State Law.
Other training shall be implemented as follows:
1. Employees
The following training shall be provided to school administrators and staff:
— Crisis intervention training;
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— Active assailant/shooter training;
— Stop the bleed training;
— Threat assessment team training;
— Bullying prevention and intervention training;
— Knowledge of school policies related to security training; and
— Training in the use of security devices and procedures as appropriate.
2. Students
— Annual review of the code of conduct prior to beginning school year;
— Annual review of school safety drills prior to beginning school year;
— Classroom and/or assembly orientations on school security-related issues at the
beginning of each school year;
— Non-violent conflict intervention and peer mediation; and
— Anti-bullying and cultural diversity and tolerance instruction.
VII. IMPROVING COMMUNICATION AMONG STUDENTS, BETWEEN STUDENTS AND STAFF,
AND REPORTING POTENTIALLY VIOLENT INCIDENTS
a. Program to Improve Communication
Programs to improve communication may include, but are not limited to:
— Youth-run programs;
— Anonymous reporting mechanisms for school violence prevention;
— On-premises/local counseling resources; and
— Other programs based on school needs.
Consulting with students and staff, each principal (or designee) shall establish an
appropriate mechanism for reporting school violence, threats of violence, suspicious activities,
bullying, and harassment. Each threat assessment team shall report quantitative data on its
activities to the Office of Safe Schools in accordance with guidance from the office.
Principals (or designee) shall conduct a meeting with all students and staff at the
beginning of each school year:
— Inform them that they are expected at all times to conduct themselves in
accordance with the Code of Conduct;
— Inform them that they are expected to report all potentially violent incidents
to a responsible adult; and
— Inform them that staff will be available to discuss any concerns/problems.
b. Response to Reports of Potentially Violent Incidents
When a student or staff member becomes aware of implied or direct threats of violence
by other students, he or she must report the threat immediately to a teacher, principal, the
principal's designee, or other responsible adult at the school. The principal (or designee) shall
investigate the report and determine if it is necessary to convene the Threat Assessment Team
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in order to make further inquiries about the threat. At the conclusion of a threat assessment
investigation, the principal (or designee) shall consult the Florida State Director (or designee) to
determine appropriate management which includes referrals, services and necessary follow up
actions for the student. Disciplinary action, if any, will be in accordance with school policy and
state laws.
c. Response to acts of violence
Acts of violence requiring immediate response from building personnel shall be
responded to in accordance with protocols found in the Building-Level Emergency Management
Plan and once the situation is stabilized, acts of violence involving students shall be subject to
processing under the disciplinary procedures in accordance with school policy.
d. Communicating with Media
During a security-related incident at school, all contact with the media will be handled
by the Principal at the direction of the public relations firm or by the public relations firm
directly. The media and public will be informed and updated as soon as practicable on all
developments in statements released by the Florida State Director. Pupils, staff and parents
should refer all questions and requests for information to the Florida State Director in
order to assure the release of factual and current information.
Appendix A- Safety and Security Standard Operating Procedures
Appendix B - Risk Management School Safety Committees (Donna)
Appendix C—Active Assailant/Shooter Procedures
Appendix D— MSD Security Policies Checklist
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Appendix A
Safety and Security Solutions and Procedures and School Safety Training and
Procedures
In furtherance of the implementation of the Master Safety Plan, the School shall also implement
the following digitized program solutions and School Safety Training and Procedures:
Safety and Security Solutions
School Emergency Management Plan Solution
The School Emergency Management Plan Solution is a multiplatform emergency preparedness
and planning system. It is a comprehensive digitized program that aligns with the National
Incident Management System and meets "best practice" standards for the all-hazards approach
necessary to protect schools. The emergency management plan is customized for each school
environment and allows authorized school administrators the ability to coordinate the essential
components involved in emergency planning, training, and drilling. It includes school-specific
emergency response procedures, designation of school safety teams, critical contact
information, and other relevant information, such as floor plans, maps, and key documents.
The principal (or designee) shall update the digital plan as appropriate by August 30`" of each
year. All safety meetings, training, and drills must be logged into the digital plan by the principal
(or designee) throughout the school year.
School Threat Assessment Solution
The School Threat Assessment Solution is a multiplatform threat assessment and management
system designed to assist the school threat assessment team when investigating a student of
concern. When a student or staff member becomes aware of implied or direct threats of
violence by other students, he/she must report the threat immediately to the principal, assistant
principal, or school dean. The principal (or designee) shall determine if it is necessary to
convene the threat assessment team in order to make further inquiries about the threat. Each
school has adopted a threat assessment team process that will systematically investigate
student-made threats to determine apparent risk level of the student of concern. Threat
assessment investigations are non-bias and conducted using standardized questionnaires. The
purpose of a threat assessment investigation is to determine if a student poses a real danger to
the school community or themselves after gathering information from multiple sources.
School employees that are members of the school threat assessment team are required to
complete the digital threat assessment team training course by August 30`" of each year. Newly
hired employees — that will be assigned to the threat assessment team - are required to
complete the digital threat assessment team training course within 15 days of hire. The principal
(or designee) will manage the threat assessment program. They are responsible for providing
members of the threat assessment team access to the digital training and ensuring they
complete the training in a timely manner. If the school threat assessment team is activated and
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performs a threat assessment investigation, the principal (or designee) shall notify the Florida
State Director (or designee) to inform them that a threat case was opened on a student of
concern. The principal can start a threat assessment investigation if they deem it necessary
without contacting the Florida State Director in advance. At the conclusion of a threat
assessment case, the principal should consult with the Florida State Director (or designee) to
discuss the appropriate post-assessment management of the student of concern. Disciplinary
action, if any, will be in accordance with school policy. The principal — and threat assessment
team - should use the threat assessment software tool when conducting threat assessments.
Reports of potentially violent incidents shall be shared with local law enforcement as soon as
possible.
School Emergency Preparedness Training Solution
The School Emergency Preparedness Training Solution is a multiplatform digital training system.
The app works across multiple platforms, including iOS, Android, and Windows, and is designed
to provide school employees essential professional development training related to school
safety. Topics covered in the training modules include: Crisis Intervention, Emergency
Response, Bullying Prevention/Intervention, and Active Shooter/Assailant Preparedness.
School employees are required to complete the digital training by August 30r" of each year.
Newly hired employees are required to complete the training within 15 days of hire. The
principal(or designee) will manage the training system. They are responsible for providing their
staff access to the digital training and ensuring they complete the training in a timely manner.
TAP App Emergency Communication Solution
The TAP App Emergency Communication Solution is a multiplatform hazard and threat
management crisis communication system. The app works across multiple platforms, including
iOS, Android, and Windows. TAP App serves two main functions related to school safety: TAP
App Security- designed to assist schools at responding to, mitigating, and managing emergency
situations. This includes both natural and human-caused incidents. TAP App Security is
customized for each school environment and allows school employees and other key
stakeholders that work at the school the ability to communicate horizontally and in real-time
during emergencies. For the 2021-22 school year,Tap App has integrated with AT&T-Mutualink
in accordance with Alyssa's Law. Pursuant to the law, Tap App will allow for immediate two-way
communication with 911 dispatch in times of crisis. TAP App Student - designed to provide
students with an up-to-date means for reporting behavior that is deemed suspicious and/or
threatening. The anonymous student reporting function provides students a voice, so school
officials can prevent tragedies and provide early intervention services to students in need.
School employees are required to participate in the TAP App Security program. School
employees must download the app from the appropriate app store and create an account.
School employees will maintain the app on their mobile devices and/or classroom computers.
School employees must watch the TAP App Security Training video by August 30`" of each year to
familiarize themselves with the app and its end user features. Newly hired employees are
required to watch the training video within 15 days of hire. Any school employee can initiate a
lockdown through the TAP App system if there is an imminent threat, such as an active
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shooter/assailant or armed threat. School employees are permitted to possess their mobile
phones during the school day to be used during emergency situations.
Access to TAP App Student can be offered to students in 5`" Grade and above. School
administrators at each school will determine the appropriateness for students accessing the
anonymous reporting app on a student-by-student basis. School administrators should reference
the document entitled, "TAP App Student Implementation Procedures"before implementing the
student app at their school.
TAP App Student Implementation Procedures
Introduction
TAP App Student is part of the TAP App Emergency Communication Solution designed to provide
up to date means for reporting behavior that is deemed suspicious and/or threatening. In
keeping with most anonymous reporting systems,TAP App Student provides students a voice so
you can safeguard your school through a variety of means. The system allows for customizable
incidents based on type, location, etc. Data is easily uploaded, tracked and back-ended to
school management.
For students: Reports are kept confidential and securely stored so that students can feel secure
in standing up for themselves and their peers without risk of reprisal.
For Administrators: They can view, track, and respond to reports for early intervention and
safety.
Anonymous Student Reporting Procedures
While school safety is greatly augmented by the variety of physical and technical procedures,
policies and measures presently underway, it should be remembered that true security and
safety is achieved by implementing efforts that integrate a host of social learning through
emotional positive behavior, mental health, academics and an environment that fosters
comprehensive school safety in conjunction with personal involvement and accountability. This
is why, while ACES recognizes the responsibility placed upon our faculty and staff with the care
of our students, it is critical to recognize that everyone plays a vital role in school safety.
Students, staff, parents and the community are encouraged to be observant and let an adult
know if they see or hear something that makes them feel uncomfortable, nervous or frightened,
and especially if they hear threats of dangerous behavior. TAP App Student is designed for just
such involvement focused primarily upon the student body. The Board through CLPS shall
commence rollout of the TAP App Student program and initiate the following procedures.
Letter to Parents: ACES should notify parents that the program will be part of their school's
safety and security profile. Parents should be made aware, generally, of the guidelines and
procedures ACES has implemented to ensure safety at their children's school and that their
concerns and questions are being addressed and that transparency of risk mitigation efforts is
paramount.
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Training for Faculty: Faculty, administrators and staff should be trained on the TAP App Student
program and these efforts should be coordinated with local police and/or the SRO on site.
Training for Students: ACES will encourage its schools to promote the TAP App Student
program. It should be emphasized at the beginning of each school year and at the start of the
midpoint of the year as well. Students should be reminded that they have an obligation to
themselves and to their classmates to bring information about dangerous situations to adults at
the school so that we can respond quickly and appropriately to protect their safety. The safety
and well-being of their friends and classmates are more important than the issue of tattling.
They should also be made expressly aware that they will not get into trouble and that the
program is entirely anonymous.
Training for Parents: ACES should coordinate with school guidance counselors, SROs/local police
and/or mental health professionals to provide parents with an understanding of both the App
and their role.The latter should include simple items such as:
Reassure children that they are safe. Emphasize that schools are very safe. Let children talk
about their feelings, help put them into perspective, and assist them in expressing these feelings
appropriately.
Make time to talk. Children and youth do not always talk about their feelings readily. Remind
parents and staff how important it is to maintain open communication with children.
Review safety procedures. This should include procedures and safeguards at school and home.
Help children identify at least one adult at school and in the community to whom they talk with
if they feel threatened or at risk.
Remind your child. Students have an obligation to themselves and to their classmates to bring
information about dangerous situations to adults at the school so that the school can respond
quickly and appropriately to protect their safety.
Social media. Remind parents and students that they can help make our schools safer, by not
passing along rumors they hear to their neighbors or friends; but, instead, reporting them to a
school administrator who will then investigate and turn it over to the police, if necessary. Please
refrain from posting perceived campus safety issues or shortcomings on social media. This
activity has the potential to place our children and staff at unnecessary risks.
Speak Out. If your child has a smart device, please encourage your children to download App.
These are but a few factors that CSUSA should consider during the rollout phase of the TAP App
Student Anonymous Reporting program. It lends another layer to school safety and security and
with proper basic training and familiarization, can offer additional safety for schools while
making students also aware and involved in their well-being.
School Safety Training and Procedures
Undergoing safety training is a proven and effective way to create and maintain safer and more
secure learning environments. School employees should receive training on a variety of natural
and human-caused threats, hazards, and emergencies.
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In addition to Crisis Intervention, Emergency Response, Bullying Prevention/Intervention, and
Active Shooter/Assailant Preparedness Training, provided to employees digitally, the following is
a list of training topics certain school employees should receive: Stop the Bleed Training, First
Aid/CPR/AED Training, Bullying Prevention Training, Threat Assessment Team Training, Mental
Health First Aid Training, and Situational Awareness Training.
Access Control and Visitor Screening
In order to maintain a safe school environment, it is important that school officials (and security
personnel) monitor and manage who is on school property and who is granted access to enter
the school building. Each school has access control and visitor screening policies written and
acknowledged within their respective EMSP. These are reviewed annually for accuracy and
updating as needed.
Schools will perform access control and visitor screening.
Access to the Campus:
Vehicular Monitoring: Vehicles will be required to enter campus through designated roadways
that are monitored. Vehicles will be monitored remotely by a security officer (or another
designated employee)
Access to the Building:
Visitor Screening —visitors will be required to stop at a designated security station before being
granted access into the school. This could include a secure vestibule inside the main entrance(or
other designated entrance) where a visitor is screened by a front office worker (or another
designated employee). Visitors will be required to produce a State issued photo identification.
Their information will be entered into a visitor management system before they are permitted to
enter the school. Visitors are required to wear a visible visitor badge at all times. Visitors not
known to the school will be escorted to/from locations while inside the school. Visitors, such as
parents that are known to the school, do not have to be escorted while inside the building after
they have been screened by the visitor management system (i.e. Raptor). The visitor screening
area will be equipped with a CCTV/Buzz-in system that is controlled from inside the building.
Police,security, or other designated employees will make random checks around the campus.
School Safety Drills
Performing safety drills is a proven and effective method of maintaining a state of readiness at
school. Natural and human-caused threats, hazards, and emergencies can occur quickly and
sometimes with little or no warning. Therefore, school employees should practice for
emergencies in advance. Performing drills provides employees the opportunity to become
better prepared for emergency situations.
Schools will conduct a variety of safety drills annually. These safety drills will include:
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Evacuation Drills-everyone is to exit the building and stage at pre-designated evacuation staging
areas. Common reasons for evacuation include but are not limited to: Fires, Gas Leaks, Bomb
Threats, Other Internal Hazards. Ten (10)evacuation drills are required annually.
Lockdown Drills-everyone inside the building is to secure themselves inside rooms, lock the door,
and move out of the line of sight from the hallway(i.e. safe spot). If you are outside the building,
everyone is to move to pre-designated evacuation staging areas. Common reasons for lockdown
include but are not limited to: Active Shooters, Active Assailants, Armed Threats. Five (5)
lockdown drills are required annually.
Shelter Drills - everyone is to move to pre-designated sheltering areas inside the school.
Common reasons for shelter include but are not limited to:Severe Weather, Tornados, External
Threats. Two (2)shelter drills are required annually.
Lock-Out Drills - everyone that is outside is to re-enter the building. All outdoor activities are
suspended. Business as usual inside the school. Common reasons for lock-out include but are
not limited to: Dangerous Police Activities, Homeland Security Threats, Other External Threats.
Two (2)lock-out drills are required annually.
Hold Drills - everyone is to remain at their current location and await further instructions from
administration. Common reasons for hold include but are not limited to: Medical Emergencies,
Facilities Failures, Students Fighting, Disorderly Persons, Other. Two (2) hold drills are required
annually.
Re-Unification Drill - students will be released to their parent/guardian or other authorized
person. Common reasons for re-unification include but are not limited to: Early Dismissals,
Incidents Where it is Unsafe to Re-Enter the Building, Other Hazards. One (1) re-unification drill
is required annually.
If the State requires additional drills, other than those listed above, the school must perform such
required drills. If the State requires fewer drills than listed above, the school must still perform
the drills listed above.
All drills should be scheduled in advance and documented in the emergency drill section of the
emergency management plan.
Physical Building Security
The school shall provide a physical environment, emergency equipment and supplies, and
procedures/policies that school officials, in consultation with the first responders and other
security and emergency management professionals judge appropriate to safeguard the safety of
all students, staff, and visitors who lawfully enter school property.
The school shall install and maintain appropriate signage, room numbers, building security
systems, alarms, lighting, emergency communications, and locking systems.
Ongoing visual inspections and systematic maintenance of security systems, alarms, telephone
and emergency communications systems, and locking devices will be performed.
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Basic emergency procedures will be posted inside every classroom.
Unoccupied classrooms, offices, and closets will be secured.
Gates and/or fences around the school's perimeter will be secured, unless staffed or monitored.
Schools will store at least one AED on site.
Schools will store at least ten trauma kits inside the building.
Contacting Law Enforcement
Local first responders are an integral part of the school's ability to manage crisis situations.
School shall make every reasonable effort to maintain good working relationships with local
emergency responders.
The principal (or designee) shall meet at least once annually with respective law enforcement
officials to review current policies and procedures and plan for emergencies.
Jurisdictional police (or other emergency responders) will be contacted if, in the opinion of the
principal (or designee), such outside assistance is necessary. In the event of an ongoing violent
incident that threatens the safety and security of staff and students, the principal will contact the
police for assistance and notify the Florida State Director (or designee) as soon as practicable.
Other than an immediate crisis, actions with regards to contacting law enforcement will depend
on the scope and nature of the crisis.
Any school employee can initiate a lockdown if there is an imminent threat, such as an active
shooter/assailant or armed threat. Directly contacting law enforcement by any means available
from anywhere on campus is authorized during imminent threats.
Lockdown and Classroom Hard Corners
During an active assailant/shooter or armed threat situation, it is imperative that school
employees take swift and appropriate actions to protect themselves and others entrusted to
their care. The best way to protect yourself from an active assailant/shooter or armed threat is
to create Time, Distance, and Shielding between you and the threat. In sitiations where it is not
practical (or safe) to runway and/or escape, school employees must know how to quickly
lockdown a classroom and protect themselves and their students from an internal threat.
Classroom teachers will mark-off a "safe spot"inside their classroom if possible. This is done by
placing visible tape on the floor that will allow people inside the classroom to know where to
assemble during a lockdown so they are not visible to someone looking into the classroom from
the hallway.
During a lockdown, staff members will: ensure the classroom door is secured/locked (doors
should remain locked during the school day). Move everyone to an area of the room that is out-
of-the-line-of-sight from someone looking into the room from the hallway (this is known as a
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safe spot or hard corner). If safe to do so, access into the classroom can be impeded by
barricading the door or moving furnitaure (i.e. desks, chairs, shelves) in front of the the doorway
to impede someone from easily gaining access to the room.
Daily Safety Measures at School
Staff members are expected to adhere to common sense basic safety measures. These
measures must be performed daily by school staff and become part of the "school culture" with
the purpose of creating a safe school environment.
Required daily safety measures include:
All authorized staff members will carry their classroom/office keys/swipe cards at all times.
All staff members will wear a school-issued photo identification badges and/or wear a school -
issued shirt displaying the CSUSA logo.
Each teacher/staff member who occupies a room or area must scan the room or area upon first
entering. If the door is open, the classroom teacher will remain near the door until it is closed.
Classroom doors will remain locked at all times unless the teacher is physically standing at the
doorway.
The principal(or designee) will be notified immediately if anything looks suspicious on campus.
After the designated start time of the school day, each school will be appropriately secured.
All visitors must report to each building's designated access control entry point(s), such as a
security station before being allowed to proceed further into the building.
All contractors assigned to work in any building must first be authorized by the Facilities
Department(or other authorized school official) and receive an identification badge, which must
be visible at all times while on campus.
Supervising Students Outside the Classroom
Staff members are expected to safeguard students both inside and outside the classroom. Their
protective role extends to times when students are outside the building during school activities
such as recess, physical education, or other outdoor events on campus.
All staff members that are outside the building with students will carry a fully charged walkie-
talkie radio and/or mobile device(i.e. smart phone with communication Opp).
Areas outside the building will be visually scanned by staff members before students are
permitted in those areas.
Staff members will not congregate together in small groups when supervising students outside.
They will position themselves a reasonable distance apart so the entire outside space where
students are can be visually monitored.
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Staff members will not permit younger students (K-4) to re-enter the building alone. Students
that re-enter the building must be accompanied by another student or staff member. Staff
members will notify the main office (or other appropriate employee inside the building) when a
student is re-entering the building.
Staff members will not leave students outside on their own. Students outside the building must
have constant adult supervsion.
Staff members must have quick access to a first aid/trauma kit/AED when outside the building
with students.
Staff members will report all incidents where a student is injured while outside, regardless of
severity. Anytime a student is injured, he/she will be examined by the school nurse (or other
school employee), and a written report will be made.
Staff members will report suspiciuos persons or packages to local law enforcement(or security)if
observed when outside the building. Staff members will not approach a suspicious person or
touch a suspicious package. Staff members will escort students away from the supcious
person/package. Police or security will investigate reports of suspicious persons or packages
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Appendix B
ACES Risk Management School Safety Committees
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Appendix C
Active Assailant/Shooter Procedures
Overview
Following the tragic event that took place at Marjory Stoneman Douglas High School in
Parkland, Florida, Governor DeSantis signed Executive Order 19-45, entitled "Ensuring
the Safety of Our Children in Our Schools." Although it is true that school safety has
improved significantly over the years, there are still several questions and concerns
from parents, staff, and the community regarding school safety. Targeted violent
attacks at schools still occur from time to time and schools are continuously taking
assertive steps to prevent attacks. However, if prevention efforts fail, schools must
have viable plans in place to minimize the negative impacts an active assailant/shooter
could have on a school. This has resulted in the State of Florida mandating all schools
establish active assailant/shooter procedures.
Purpose
The purpose of these procedures is to ensure that there are practical guidelines in place
to protect students, staff, and visitors in the event of an active assailant/shooter on
school grounds or in the school building. Active Assailant/Shooter is a term used by law
enforcement to describe a situation in which a shooting (or violent assault) is actively in
progress. A coalition of U.S. government agencies — including the FBI and DHS formally
defined an active assailant/shooter as an individual actively engaged in killing or
attempting to kill people in a confined and populated space. To minimize the negative
impacts from such an event, The Governing Board has developed Standardized
Operating Procedures (SOP) for an Active Assailant/Shooter incident.
Concept
There are various procedures being taught to schools to respond to an active
assailant/shooter incident. Some strategies include: RHF (Run — Hide — Fight), ADD
(Avoid — Deny — Defend), and ABC (Avoid — Barricade — Confront). Most of the
procedures currently being taught focus on removing yourself away from a threat and
defending yourself as a last resort. A viable strategy to safeguard yourself during an
active assailant/shooter incident is to create time, distance, and shielding between you
and the threat. This can be accomplished by evacuating a building or running away from
the threat, locking down inside classrooms or offices, barricading and/or obstructing
entrance ways into rooms, moving behind objects to shield yourself from possible
gunfire, and defending yourself by engaging the assailant/shooter as a desperate last
resort.
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There is no "cookie-cutter" procedure that can be applied to every scenario. There are
multiple variables that will dictate the appropriate response to an active
assailant/shooter. To properly prepare schools for a possible active assailant/shooter
incident, school staff and students are to be provided with response options applicable
to age and/or disability levels that can be applied based on circumstances that exist at
the time of an incident.
Preparedness
Preparedness activities take place before an emergency occurs. This includes the
continuous cycle of planning, training, drilling, and evaluating in an effort to prepare the
school for an emergency, such as an active assailant/shooter. Here are a few ways the
school can become better prepared:
1. Control access points into buildings (i.e. CCTV, Remote Buzz-in, Visitor Screening)
2. Keep classroom doors locked during the school day when classes are in session
3. Develop clear, concise, and easy-to-follow emergency procedures
4. Enhance safety by identifying (and marking) hard corners inside classrooms
5. Assure the school has multiple and reliable ways to communicate during
emergencies
6. Practice active assailant/shooter procedures by performing drills and training
7. Coordinate drills and training with local police and emergency responders
Recommended Procedures
First and foremost, any school personnel may directly activate the school's active
assailant/shooter response procedures without consultation with anyone else. School
personnel have the "authority and are highly encouraged" to report imminent threats,
such as an armed intruder or active assailant/shooter. The best mass internal
communication tool is to utilize the soft panic app (TAP App Security). Other available
modes of communication such as calls to 911 should be used if safe to do so. It is
important that internal mass communication occurs to allow others the opportunity
to protect themselves.
If an administrator, teacher, or staff member becomes aware of an active
assailant/shooter, they should take immediate steps to safeguard themselves. Once at
a safe location, they should initiate a Code Red using all available communication
means. The TAP App system should be activated as soon as possible. If making an
announcement over the PA system, use plain language and state, "This is a Code Red —
Lockdown — Lockdown — Lockdown." Repeat this announcement three times, if safe to
do so. The PA alert should also include the location of the incident so that decisions can
be made whether to take shelter or direction in which to escape.
Master Safety Plan I Charter Schools USA
School personnel (administrators, teachers, staff) should look for the most viable way
to create time, distance, and shielding between themselves (including nearby students)
and the threat. This includes:
➢ Direct students to quickly evacuate the building or run away from the threat
➢ Instruct students to assemble at an evacuation staging area
➢ Account for students when at a safe evacuation staging area
➢ If there are injured students, provide first aid and report injuries by calling 911
➢ Remain at the staging area unless directed otherwise by law enforcement
Each school's emergency plan will have pre-designated evacuation staging areas (on
and off campus) where people can go to during an active assailant/shooter incident.
If at a location where escaping is not a safe option (i.e. second or third floor of building),
distance from incident, or you are responsible for vulnerable students (i.e. younger
children or students with special needs/disabilities), the best option might be to
lockdown inside a room and retreat to the designated hard corner with students.
➢ Lock the door, if it is not already locked. Barricade or obstruct the doorway with
available furniture, if safe to do so
➢ Direct students to quickly move to the hard corner inside the room
➢ Instruct students to remain quiet (i.e. silence cell phones, no talking)
➢ If there are injured students, provide first aid and report injuries by calling 911
➢ Be prepared to defend yourself and students if the assailant gets into the room
➢ Do not unlock the door or leave the classroom until directed to do so by a law
enforcement officer who is on scene
Students (if on their own) should look for the most viable way to create time, distance,
and shielding between themselves and the threat. This includes:
➢ Quickly evacuate the building or run away from the threat
➢ Seek refuge at a safe location away from the threat
➢ Call 911 to report any injured students with their group
➢ Remain at the safe location unless directed otherwise by law enforcement
If student(s) are at a location where escaping is not a safe option (i.e. second or third
floor of building), and there are no school staff or first responders present to provide
instructions, their best option might be to lockdown inside a nearby room. They should:
➢ Quickly enter the nearest room, lock the door, if possible, and barricade or
obstruct the doorway with available furniture, if safe to do so
➢ Move to the hard corner area inside the room
➢ Contact 911 to report any injured students with their group
Master Safety Plan I Charter Schools USA
➢ Be prepared to defend themselves if the assailant gets into the room
General Safety Recommendations
During an active assailant/shooter incident, police resources will be dispatched to the
school. Responding officers will be rapidly entering buildings and searching for the
threat, with the primary mission of neutralizing the active assailant(s). School staff and
Students should:
➢ Follow all instructions from police that are on scene
➢ Present themselves to police as non-threatening by putting their hands high
above their heads with fingers open
➢ Provide police (via 911 or other mode of communication) with pertinent
information during an incident (e.g. location or direction of travel of assailant(s),
description of assailant(s), types of weapon(s), etc.)
➢ Remain calm, and follow officers' instructions
➢ Put down any items in your hands (i.e., bags,jackets)
➢ Immediately raise hands and spread fingers
➢ Keep hands visible at all times
➢ Avoid making quick movements toward officers such as holding on to them for
safety
➢ Avoid pointing, screaming and/or yelling
➢ Do not stop to ask officers for help or direction when evacuating,just proceed in
the direction from which officers are entering the premises.
Age Appropriate Response: As required by SB 7026 Public Safety Act, all schools are
required provide active shooter preparedness plans. Such plans must also include steps
to better prepare faculty and staff for how to implement strategies that account for the
elementary age students. The following steps should be presented, trained and
implemented in ways that are not fear-based but rather developed to provide a better
understanding for what needs to be done by students if they encounter such a situation.
For younger elementary age students, the National Center for Youth Issues, together
with U.S. Department of Education and the U.S. Department of Homeland Security
recommend guidelines that reflect universal standards yet recognize local conditions.
These are not "one size fits all" but have objective applicability.
K through 211 Grade: It is vital that students of this age are given recommendations in a
non-fearful way. The A.L.I.C.E. method is one such guide. It includes;
➢ Alert: students are notified someone of danger is in the building. Stop, look and
listen to the teacher for all directions.
Master Safety Plan I Charter Schools USA
➢ Lockdown: Remain quiet and stay out of sight
➢ Inform: Let others know of the danger if possible
➢ Counter: If the danger enters the classroom, throw items at the assailant, run in
a zig-zag fashion make noise.
➢ Evacuate: leave the building as quickly as possible, hands in the air.
Grade 3 through 5: Students of this age are provided with the basic guidelines of Run,
Hide, Fight. These include:
➢ Listen to any and all instructions from your teacher.
➢ Evacuate the building or run away from the threat seeking refuge at a safe
location away from the threat
➢ Remain at the safe location unless directed otherwise by law enforcement
➢ Lock the door, if it is not already locked. Barricade or obstruct the doorway with
available furniture, if safe to do so.
➢ Move to the hard corner inside the room
➢ Remain quiet (i.e. silence cell phones, no talking)
➢ Be prepared to defend yourself and students if the assailant gets into the room.
➢ Do not unlock the door or leave the classroom until directed to do so by a law
enforcement officer who is on scene.
Middle through High School: Students in middle and/or high school should follow the
baseline principles outlined above within the general recommended procedures. These
include:
➢ Quickly evacuate the building or run away from the threat
➢ Seek refuge at a safe location away from the threat
➢ Call 911 once at a safe location
➢ Remain at the safe location unless directed otherwise by law enforcement
➢ When escaping is not a safe option (i.e. second or third floor of building), and
there are no school employees or first responders present to provide
instructions, their best option might be to lockdown inside a nearby room.
➢ Quickly enter the nearest room, lock the door, if possible, and barricade or
obstruct the doorway with available furniture, if safe to do so.
➢ Move to the hard corner area inside the room
➢ Be prepared to defend themselves if the assailant gets into the room.
➢ Follow all instructions from police that are on scene
➢ Present themselves to police as non-threatening by putting their hands high
above their heads with fingers open
Master Safety Plan I Charter Schools USA
Appendix D
MSD Security Policies Checklist
MSD Commission Recommendations and CSUSA Response
1. All staff should have clearly established roles and responsibilities that are outlined in a
written policy and procedure manual provided to all personnel.The school security staff
and/or"safety team" should regularly meet and train on proper protocols and
procedures in emergency situations and coordinate with law enforcement.
a. Each school's EMSP defines roles for the school's administration and their role
during a crisis.This is reviewed annually and the safety team meets quarterly at
a minimum.
2. All school campus gates must remain closed and locked, and when opened for ingress
and egress they should be staffed to prevent unauthorized campus access.
a. CSUSA policy requires all gates are locked/closed when not in use. All gates are
staffed during drop off and pick up times.
3. Doors leading to instructional classrooms or student-occupied space and for
ingress/egress to campus or a specific building should remain locked during school
hours, and if they are open they should be staffed. All teachers should be able to lock
doors from within the classroom, and keys should be on their person at all times.
a. CSUSA policy requires all classrooms are locked during school hours. A written
key policy is part of each school's EMSP and acknowledged/updated annually.
4. Every district and school should have a written, unambiguous Code Red or similar active
assailant response policy that is well known to all school personnel, parents and
students.The policy must make unequivocally clear that all personnel are empowered
to activate emergency active assailant response procedures and that those procedures
are to be immediately implemented upon notification.
a. Each CSUSA school has a written active shooter policy that is age appropriate
and part of the school's EMSP.The active shooter policy is used to create an
active shooter plan and these plans are drilled throughout the school year.
5. Every school must have an effective communication system through which everyone on
campus can see and/or hear—and immediately react to—a called Code Red or similar
active assailant response notification.
a. Each CSUSA school has a combination of lights, PA system, alarms and a mobile
mass notification alert system that marks a Code Red in every school.
6. Classrooms should establish safety measures, such as hard corners or other safe areas,
and teachers should have the ability to cover door windows quickly.
a. CSUSA policy requires every school designate a hard corner in each classroom.
7. Schools should evaluate and give consideration to the appropriateness of locking
bathrooms doors.
Master Safety Plan I Charter Schools USA
a. CSUSA schools that do not have bathroom doors has measures in place to
ensure students in bathrooms are accounted for during a Code Red situation.
8. All Florida public schools should immediately provide law enforcement with live and
real-time access to all school camera systems.The schools districts should provide law
enforcement with adequate training to access and operate the cameras.
a. CSUSA has established MOUs with several sheriff's offices and local police
throughout the state for camera access to our schools.The process is ongoing.
9. Schools should be required to notify students of FortifyFL, promote its use by
advertising the app on campus and in school publications and install the app on all
student-issued computer devices. Education about and publication of reporting
platforms must be continuous and ongoing by the schools. Future updates to the
application should explore the possibility of two-way live dialogue functionality.
a. CSUSA policy has required FortifyFL is on every school's homepage online and
on every school issued device (computer, laptop,tablet, etc.)
10. Every school district should implement a policy that requires its personnel to report all
indicators of suspicious student behavior to an administrator.The administrator should
be required to document the report and his/her disposition of the information (e.g.
referred to threat assessment team, unsubstantiated).The policy should require that
the disposition of all threats of school violence be reviewed at least by the school's
principal—if not by a higher authority—and reported to the threat assessments team,
which has mandatory law enforcement participation.
a. CSUSA policy requires all suspicious incidents are reported and documented
within the threat assessment tool and reviewed by each school's threat
assessment team.
11. The BCPS threat assessment process is reactive; it needs to be proactive so that the
TATs obtain information about concerning behavior before they manifest into actual
threats.The TATs should seek out information and not merely wait for reports from
staff or students.This applies to TATs across all Florida schools.
a. Per policy, CSUSA requires that each school's TAT meet monthly to discuss
possible and ongoing threats proactively.
12. The TATs should have dedicated positions/members. Rotating TAT members does not
allow for consistency, and personnel do not gain the necessary experience when rotated
on and off the TATs. However,temporary members should be used to supplement the
team, if needed,to provide specific information or knowledge.
a. CSUSA policy requires members of the TAT are trained annually and provided
with updated information as needed.
13. The Florida DOE should develop a standardized, statewide behavioral threat assessment
instrument and create a statewide threat assessment database that is accessible to all
districts and appropriate stakeholders. Florida should consider the model used by the
State of Virginia,which is widely recognized as the leader in school-based behavioral
threat assessment.
Master Safety Plan I Charter Schools USA
a. Pursuant to DOE's August 1, 2019 memo, a standardized, statewide behavioral
threat assessment instrument for use by all public schools, including charter
schools,which addresses early identification, evaluation, early intervention, and
student support has been developed.The Comprehensive Student Threat
Assessment Guidelines (CSTAG) (F.S 1006.07(7) are part of every CSUSA schools'
threat assessment process.Training is provided annually.
14. All TATs should be comprised of specific(static) members,with at-large positions in
each case for school personnel with personal knowledge of the child.TATs should be
required to meet at least monthly and be proactive, not just reactive.The TATs should
receive regular training on threat assessments.
a. Pursuant to CSUSA policy all TATs are required to meet monthly to discuss
ongoing and future threats to the school. FDOE is in the process of creating a
rule (to be presented to the DOE Board for approval in June, 2021) to clarify the
monthly requirement. CSUSA requires that all monthly TAT meetings for the
coming 21/22 school year are logged into the CLPS software and documented.
15. All school personnel should receive mandated training on behavior indicators that
should be referred to the TAT for assessment. Reporting observed behaviors to the TAT
should be mandatory.There should be sanctions for non-reporting.
a. All CSUSA school personnel are required to take mandatory threat assessment
training annually and report all possible threats in the CLPS threat assessment
platform.
16. The annual districtwide FSSAT should specifically set forth the physical site security
priorities for the district in descending order of priority.
a. CSUSA requires that every school's FSSAT is reviewed annually by the Director of
Security and security priorities are set forth in descending order of priority. In
consultation with Facilities and IT, cost projections for security upgrades are
presented for possible security grant allocations.
17. School Districts must ensure that each school accurately reports all required SESIR
incidents and that underreporting is eliminated. School districts should be held
accountable for accurate reporting, and the districts should hold their administrators
accountable.
a. CSUSA policy requires every school exceed state SESIR mandates and have at
least two (2)trained SESIR staff.
18. Campuses should have single ingress and egress points to the extent that is consistent
with this level's criteria of minimal cost.
a. CSUSA requires all schools maintain a single ingress and egress points at drop
off and pickup.
19. Interior access should be limited by co-locating Attendance, Guidance, Main Office and
other public business offices.
a. CSUSA school co-locate main office personnel and staff.
20. Clear signs should direct visitors to appropriate entry points. All entry/exit doors should
indicate a closed campus and direct visitors to report to the front office.
Master Safety Plan I Charter Schools USA
a. CSUSA schools have adequate signage and security grant monies over the past
two years have supplemented those schools that require additional signage.
21. Install a door alert or notification system to the main entry for visitor control. Non-
essential visitors should be limited and when allowing visitors they should be required
to show positive identification, state their purpose for entering the school, be issued a
visitor badge and,when appropriate, have a staff escort during the entire time the
person is inside the school.
a. CSUSA schools have a door notification system in place. A written visitor policy
has been created for all CSUSA schools that each school must acknowledge
annually through their EMSP.
22. Visitor management. All campus perimeter ingress and egress points shall be staffed
when opened for student arrival and dismissal.
a. CSUSA schools staff all single point entries to ensure visitor management.
23. Each school should have a written campus access policy that is distributed to all
personnel.
a. A written campus access policy has been created for all CSUSA schools that each
school must acknowledge annually through their EMSP.
24. Staff members should be trained to challenge, if appropriate, or report anyone
unauthorized to be on campus or any vehicle not parked in an authorized area.
a. All CSUSA staff receive online training mandated annually prior to the start of
the school year on how to challenge unauthorized personnel on campus.
25. Ensure all campus doors and buildings are clearly marked with easily identifiable
markings known to first responders. Mark exterior classroom windows so first
responders can identify classrooms from the exterior of the building.
a. All CSUSA classroom doors have clearly visible markings that correspond to the
buildings'floor plans and provided to emergency personnel. CSUSA has begun
the process of marking exterior classroom windows beginning in the 20/21
school year.
26. Building numbers should be placed on the roof for aerial support.
a. CSUSA has begun the process of marking exterior roofs beginning in the 20/21
school year.
27. Provide keys/access to on duty law enforcement so they can quickly enter the school.
a. All CSUSA schools have knox boxes on the exterior of their school buildings for
law enforcement response and critical entry.
28. Multiple school staff members should be trained on the operation of campus
monitoring systems.
a. Beginning in the 21/22 school year, CSUSA policy will require schools have a
primary and alternate trained in campus monitoring systems.
29. There should be locks on all exterior/classroom doors and other areas where students
assemble in mass (cafeterias, libraries, auditoriums). All doors should self-close and lock
upon closing.
Master Safety Plan I Charter Schools USA •
a. May require significant funding and/or changes in laws or regulations (i.e. fire
code) and long term/multi-year implementation.
30. Classroom doors should either have no windows or every door should be equipped with
a device that can readily block line of sight through the window, but does not indicate
occupancy.
a. CSUSA policy requires all classroom doors have blackout devices.
31. Policies should include that doors be checked regularly throughout the school day to
ensure they are secure.
a. All CSUSA guardians working through a third-party vendor are required to check
all doors routinely throughout the school day. All police/sheriff's offices and/or
school district police are asked to routinely check all doors.
32. There should be effective two-way communications between lockdown spaces and
school administrators, SRO or law enforcement.
a. Alyssa's Law,which takes effect for the 21/22 school year requires all schools'
mobile emergency mass notification alert system is connected with 911
dispatch. All CSUSA Florida schools are connected as of June 1, 2021 through
AT&T-Mutulink, one of the FDOE pre-approved vendors.
33. Fenced campuses with single ingress and egress points (could be a level III based on
campus size and complexity). All fencing should be constructed in a way or high enough
to prevent easy climbing.
a. May require significant funding and/or changes in laws or regulations and long
term/multi-year implementation. Where feasible, security grant allocations
have supplemented fencing on campuses beginning in the 19/20 and 20/21
school years.
34. Use protective bollards at campus entrances.
a. May require significant funding and/or changes in laws or regulations and long
term/multi-year implementation. Where feasible, security grant allocations
have supplemented fencing on campuses beginning in the 19/20 and 20/21
school years.
35. There should be redundant two-way communications systems in every classroom and
student assembly area.
a. May require significant funding and/or changes in laws or regulations and long
term/multi-year implementation.
36. All common use closed areas in a school should have electronically controlled doors that
can be locked remotely or locally with appropriate hardware on single and double doors
to resist forced entry.
a. May require significant funding and/or changes in laws or regulations and long
term/multi-year implementation.
37. Enhance current video surveillance systems to eliminate any interior/exterior gaps in
camera coverage including front door access control.
Master Safety Plan I Charter Schools USA
a. May require significant funding and/or changes in laws or regulations and long
term/multi-year implementation.
38. Install electronically controlled door systems.
a. May require significant funding and/or changes in laws or regulations and long
term/multi-year implementation.
39. Install ballistic resistant glass covering on classroom interior door windows.
a. May require significant funding and/or changes in laws or regulations and long
term/multi-year implementation.
40. Install door alert systems that can be monitored from a central location to determine if
a door is closed or propped open.
a. May require significant funding and/or changes in laws or regulations and long
term/multi-year implementation.
41. Install classroom door windows that are small enough to restrict access and located a
sufficient distance from the door handle to prevent a person from reaching through to
unlock the door from the interior.
a. May require significant funding and/or changes in laws or regulations and long
term/multi-year implementation.
42. Install a ballistic glass vestibule or double door system at the single point of entry to
limit entry for visitors and prevent or delay a perpetrators entrance to campus.
a. May require significant funding and/or changes in laws or regulations and long
term/multi-year implementation.
43. All parking areas should be outside of the single point of entry perimeter.
a. May require significant funding and/or changes in laws or regulations and long
term/multi-year implementation.
44. Ensure that there is adequate lighting that allows for clear observation of all entry
points and parking lots.
a. May require significant funding and/or changes in laws or regulations and long
term/multi-year implementation.
45. If a Code Red or other active assailant response is initiated, make sure that message is
displayed on all computer screens connected to the school's computer network.
a. CSUSA has redundant systems to display/convey Code Red alerts.
46. Establish a system that notifies staff, district officials, parents and students off campus
by email,text, and/or phone about an active assailant response being implemented.
a. Each CSUSA school has a method for conveying Code Red alerts to parents.
Reunification training is also provided to all CSUSA schools beginning in the
21/22 school year.
47. Provide school personnel with a device that could be worn to immediately notify law
enforcement of an emergency.
a. All CSUSA schools have the Tap App mobile mass notification alert system
presently integrated with AT&T-Multulink for immediate 911 access.
48. All school radio traffic should be recorded.
Master Safety Plan I Charter Schools USA
a. May require significant funding and/or changes in laws or regulations and long
term/multi-year implementation.
49. Metal detectors and x-ray machines at campus entrances.
a. May require significant funding and/or changes in laws or regulations and long
term/multi-year implementation.
50. Implement real time crime centers or their equivalent with live video monitoring
capability of all cameras on all school campuses.
a. During the 20/21 school year, CSUSA has entered into several MOUs with
several districts' Real Time Crime Centers for camera access.The process is
continuing through the 21/22 school year.
51. Gunshot location sensor should be tied into camera system Use tactical tablets that are
directly fed to the E911 system.
a. May require significant funding and/or changes in laws or regulations and long
term/multi-year implementation.
52. RFID and Near field communications (NFC) card readers should replace all door locks on
campus.
a. May require significant funding and/or changes in laws or regulations and long
term/multi-year implementation.
53. Install electronic message board in every classroom.
a. May require significant funding and/or changes in laws or regulations and long
term/multi-year implementation.
54. New buildings or major renovations must include sensors that alert the office staff when
exterior doors are not secured with electronic monitoring that automates the process of
identifying the cause of the open door.
a. May require significant funding and/or changes in laws or regulations and long
term/multi-year implementation.
55. Shipping and receiving areas should be designed to allow access without breaching the
single point of entry containment system and have electronic monitoring.
a. A written vendor policy has been created for each school and part of the EMSP.
56. Interior corridors between classrooms should have the ability to electronically seal the
movement of intruders but allow staff to move easily with electronic access control.
a. May require significant funding and/or changes in laws or regulations and long
term/multi-year implementation.
57. Faculty should be trained in "Stop the Bleed" procedures with adequate kits for all
schools.This should be covered in First Aid Training with properly trained school
personnel.
a. Stop the Bleed training has been conducted by CLIPS and local law enforcement
agencies throughout the state. All CSUSA schools have emergency kits or"go
bags"for Code Red incidents.
58. Do designated monitors have specific written and defined procedures to which they
must adhere?
Master Safety Plan I Charter Schools USA
a. A written monitor policy has been created for each school and part of the EMSP.
59. Does the school require the following to wear identification outside their clothing where
it can be visible to others?
a. CSUSA policy requires all staff wear their ID visibly on their person at all times.
60. Does every classroom have a checklist that explains step-by-step emergency procedures
readily available for the following?
a. CSUSA policy requires every classroom have emergency procedures clearly
posted near the door.
61. Does the school have a reunification system in place?
a. Each school's reunification procedures are located within their EMSP and
updated annually. Beginning in the 21/22 school year, all CSUSA schools will be
trained on specific reunification methods.
Master Safety Plan I Charter Schools USA
AVENTURA CITY OF EXCELLENCE SCHOOL
ACES
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PARENT/STUDENT HANDBOOK
2021 -2022
ACES
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AVENTURA CITY OF EXCELLENCE SCHOOL
3333 NE 188" Street
Aventura, Florida 33180
Telephone: 305-466-1499
Fax: 305-466-1339
Website: www.aventuracharter.or
Board of Directors
Mayor Enid Weisman
Commissioner Dr. Linda Marks
Commissioner Denise Landman
Commissioner Jonathan Evans
Commissioner Robert Shelley
Commissioner Rachel Friedland
Commissioner Marc Narotsky
City Manager
Ronald Wasson
Principal
Dr. Anthony Tyrkala
1
venturat City of Excellence School ACES
3333 NE lWh Street
Aventura, iFL 33180
DearACES Families,
Welcome back to our returning families and welcome to those who are joining the
ACES Family for the first time. It is with great excitement and commitment that
ACES embarks upon its eighteenth year of operation. Our innovative programs
include rigorous academics, motivational electives, character education,
intramural sports, traveling teams, and student selected clubs. ACES curriculum
is focused on the Florida Standards and it is always our goal to exceed those
standards in all that we do!
This handbook has been compiled in order for you to become more easily
acquainted with the policies and procedures that are necessary to provide your
children with a positive, safe and supportive learning environment while attending
ACES.
It is through the collaborative efforts of school staff, parents, School Advisory
Committee, and community that ACES continues to thrive. Our school's vision
"To join with our community to become the premier charter school in the nation
where academic excellence coexists with the promotion of exploration and
innovation grounded in an atmosphere of social responsibilit3'continues to be
our driving force. This combination of academic excellence and moral
development continues to yield maximum student achievement.
We are proud of ACES' dedicated and caring staff. The staff is continuously
involved in professional development activities that enable them to consistently
implement best practices. ACES has also been the recipient of 12 State and
National awards in recognition of our character program. This program provides
both embedded and explicit character education components that encourage
students to care for their school, community and the world.
We are truly committed to providing the best education possible for each learner.
We will achieve this, not by being perfect, but by striving for excellence every day
as we grow. Together we will make this the best year ever at ACES.
Sincerely,
Dr. Anthony Tyrkala
Principal
2
Table of Contents: Page Number(sl
ACES SCHOOL CALENDAR 2021-2022 5
REPORT CARDS AND INTERIM REPORTS 5
ACES WELCOME 6
NON DISCRIMINATION NOTICE
ACES VISION STATEMENT 6
ACES MISSION STATEMENT 6
ACES PHILOSOPHYAND ESSENTIAL ELEMENTS 6
ENROLLMENT/REGISTRATION 7
SCHOOL DIRECTORY 7
GOVERNING BOARD 7
STUDENT RIGHTS AND RESPONSIBILITIES 7
SCHOOL HOURS 8
ARRIVAL POLICY 8
ATTENDANCE 8
ABSENCES 8
EARLY DISMISSAL 9
TARDY POLICY 9
DISMISSAL RULES 10
CAR RIDER PERMITS 11
BUS TRANSPORTATION 11
"STUDENT OF THE MONTH"AWARDS 12
PERSONAL ELECTRONIC DEVICES 12
STUDENT IDENTIFICATION CARDS 13
DRESS CODE & UNIFORM POLICY 13
LABELS 14
DRINKS 14
EMERGENCY PREPAREDNESS 14
EMERGENCY DRILLS 14
FIELD TRIPS 15
3
CURRICULUM 16
GRADING 16
ACADEMIC HONESTY/HONOR CODE 17
PARENT PORTAL 17
HOME/SCHOOL COMMUNICATION 17
HONOR ROLL REQUIREMENTS 17
RECESS 17
"HOME LEARNING" POLICY 17
INSTRUCTIONAL BOOKS, EQUIPMENT, MATERIALS,AND SUPPLIES 18
PROMOTION/RETENTION 18
HEALTH SERVICES 19
ILLNESS,ACCIDENT AND MEDICAL EMERGENCY 19
COVID-19 REPORTING PROCEDURES 19
SCREENINGS 19
MEDICATION 19
HEAD LICE 19
PARENT VOLUNTEER HOURS 20
PARENTS AND VISITORS ENTERING THE SCHOOL 20
STUDENT RECORDS/PARENT RIGHTS 20
COMMUNICATION POLICY/CONFLICT RESOLUTION 21
MEDIA CENTER 21
PARTIES 22
SCHOOL AFTERCARE INFORMATION 22
SCHOOL AFTERCARE PAYMENT PROCEDURE 23
SCHOOL ADVISORY COMMITTEE 23
LUNCHES 23
LUNCH PROGRAM 23
SCHOOL RULES 24
BULLYING/HARASSMENT POLICY 25
REPORTING SUSPICIOUS BEHAVIOR OR THREATS 25
SPECIAL PROGRAMS 25
ONE TO ONE DEVICES 28
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ACES SCHOOL CALENDAR 2021-2022
Dates when students are not in school:
September 6 Labor Day
September 7 Teacher Planning
September 16 Teacher Planning
November 1 Teacher Planning
November 11 Veterans Day
November 22-26 Thanksgiving Break
December 20 — December 31 Winter Recess
January 17 Martin Luther King Day
January 21 Teacher Planning
February 21 Presidents'Day
March 21 — 25 Spring Break
April 21 Teacher Planning
May 30 Memorial Day
Please note that Teacher Planning Days after the first quarter may serve as
inclement weather make-up days if loss of power is likely to occur.
REPORT CARDS AND INTERIM REPORTS
Interim Student Reports
September 23 1st Quarter Interim
December 2 2nd Quarter Interim
February 24 3rd Quarter Interim
May 5 4t" Quarter Interim
Report Cards Issued and parent conferences scheduled on or around:
November 4 1 st Quarter Report Card
February 3 2nd Quarter Report Card
April 14 3rd Quarter Report Card
*Please note that the 4th quarter report cards will be mailed home during the month of July.
*If you would like to sign up for paperless Interims/Report Cards, visit MDCPS Parent Portal
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ACES WELCOME
The staff of the Aventura City of Excellence School welcomes you to our school
family where integrity and excellence are the standards of the school in which the
entire community takes pride. Along with increasing your knowledge and
developing your skills, your major responsibility at ACES will be to respect your
fellow students, teachers, and staff members. They, in return, will respect you. No
individual has the right or privilege to infringe or deny the rights of another
individual. Remember that your success in school will be directly proportional to
your efforts. School will be whatever you make it. Let us always have the spirit to
do the things which will make school rewarding.
Non Discrimination Notice
Aventura City of Excellence School does not discriminate on the basis of race,
color, national origin, sex, disability, or age. We strive to be an inclusive
community of learners, where all members feel valued. If you feel this has not
been the case please contact the school Principal.
Vision Statement:
To join with our community to become the premier charter school in the nation,
where academic excellence coexists with the promotion of innovation and
exploration grounded in an atmosphere of social responsibility.
Mission Statement:
ACES mission is to develop future leaders by providing a world-class education
with an unwavering commitment to the Whole Child, and an unyielding dedication
to Student Success! At ACES, excellence is the expectation, not the exception!
The Aventura City of Excellence School staff believes that we have a
responsibility to create a school climate that enables every individual to feel
cared for, respected and to act as contributing members of the school culture. All
students can learn and will be encouraged to strive for academic excellence and
personal growth that will enable them to be productive and active members of
society. In the practical application of this philosophy, opportunities shall be
provided to:
1. Develop in each student and professional staff member a sense of
self-worth and a positive self-concept
2. Imbue such character traits as honesty, integrity, compassion, respect,
cooperation, humility, happiness and responsibility toward each other, our
community and our world
3. Develop in each student an understanding of and responsibility for
making positive personal and social choices
4. Improve upon the quality of instruction and curriculum by increasing the
effectiveness of teachers and their teaching through ongoing professional
development
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5. Provide each student with experiences to develop an awareness of good
health habits and attitudes for living by encouraging each student to
perceive learning as a life-long continuing process from preschool
through adulthood
6. Encourage, through educational reporting, city and district officials, the
citizens of Aventura, and the professional staff to support quality education
in the school
7. Use assessment data to identify and track student achievement and
learning goals
8. Develop school programs based on "best practices" to promote learning
gains
9. Develop strong parent-teacher-student relationships
10. Provide a strong accountability system that will hold everyone at the
school responsible for maximizing learning opportunities
11. Provide a low student-teacher ratio in order to enhance the development
of the individual strengths of each student
12. Provide additional staff members for enrichment and remediation
services
13. Develop in each student the ability to innovate, think critically, make
inferences, apply knowledge to new settings and use these skills to make
wise choices
ENROLLMENT/REGISTRATION
Aventura City of Excellence School admits students of any race, color, national
origin, religion or gender. First consideration for admission will be given to
residents of Aventura and dependents of U.S. military personnel on active duty in
accordance with Florida Law. Once a student is accepted as an ACES student,
the registrar will support in the completion of all necessary documents. Please
see our current and prospective student links on the school website. (linked here)
MIAMI-DADE COUNTY PUBLIC SCHOOLS
All students attending ACES are students of Miami-Dade County Public Schools,
and are subject to applicable policies and entitled to all rights of any student
attending a school in the district.
SCHOOL DIRECTORY
Click here to view the full school directory.
GOVERNING BOARD
The City of Aventura Commission serves as the Governing Board of ACES. Click
here to view the Governing Board directory and a listing of meeting dates.
STUDENT RIGHTS AND RESPONSIBILITIES
Each student at ACES has the right to:
• learn
• ask questions and get honest answers
• make mistakes
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• know how their grades are determined
• think their own thoughts and believe their own beliefs
• grow and develop at their own pace
• own their own things
• live free from fear
• be treated with respect and care
• the responsibility to allow others to exercise the above-stated rights
SCHOOL HOURS
Breakfast available: 8:OOAM - 8:20AM
K-5th Grades: 8:20AM - 3:OOPM
Middle School: 8:20AM - 3:30PM
*Students cannot be dropped off prior to 7:45AM without coordination.
ARRIVAL POLICY
Students should arrive with all appropriate supplies prior to the start of class (in
their seat). Students should not be dropped off prior to 7:45 without coordination
and parents are not to leave their vehicle when dropping off. All walkers should
enter through the west gate and parents should not pass the Middle School
building unless they are going to the front office themselves. It is advised that
parents wait until after arrival to speak to the front office regarding any
non-emergency situations. (If it is raining, please still pull all the way up and
students will utilize the awning to walk into the building).
ATTENDANCE
It is important that pupils acquire the habit of regular attendance. All students
are expected to be present and punctual for school. Parents are encouraged to
promote good attendance and to refrain from making plans which will interrupt
the educational process.
ABSENCES
When a child returns to school after an absence they must bring a note and turn
it into the bin at either the Front Office or Middle School Office. The note must
include the student's name, dates of absence, the reason for the absence,
parent/guardian name and phone number.
The following are considered excused absences:
• Student illness
• Medical appointment
• Death in the family
• Observance of a religious holiday or service when it is mandated for all members
of a faith that such holiday or service be observed
• School sponsored event or activity approved by the school principal
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As the holidays approach many of our students' families take holiday vacations.
We encourage parents to vacation only when school is not in session. Families
must fill out and submit a "Notification of Absence" form to the school
administration. The school's registrar will inform the family as to the decision.
All other absences are considered unexcused.
All students with an excused absence (note from home or doctor) have one day
for each day of absence to make up missed work and assessments. All students
with an excused absence (note from home or doctor) must complete the
make-up assignments for classes missed within the approved makeup window.
Students should check Google Classroom to locate the missed work.
All students with an unexcused absence may make-up work only if a "Notification
of Absence Form" is on file and has been approved by administration.
Administration will email teachers directly if a form has been submitted. If prior
notification of absence is not completed, the parent must request permission
from administration to make up work and assessments.
EARLY DISMISSAL
The parent or guardian must make all requests for early dismissal to the main
office. Parents and guardians requesting early dismissal for their child must do so
by sending a note to the teacher who will forward the note to the office. Only in
the case of an extreme emergency will a phone call for early dismissal be
acceptable. A child being dismissed early must be signed out in the office. The
child will be asked to report to the office to meet the parent or guardian for
dismissal. Please note: According to district rule, early dismissal will not be
granted after 2:30 PM for elementary students, 3:00 PM for middle school
students. Additionally, during early release days, early dismissal will not be
granted after 11:30 AM for elementary students, 12:00 PM for middle school
students. On club days, students will not be granted an Early Release after
1:45 PM unless there is an emergency.
TARDY POLICY
Tardiness is the absence of a student in the classroom at the time the regularly
scheduled session begins, provided that the student is in attendance before the
close of the session. Excessive tardies may result in loss of privileges, detention,
parent conference, and/or suspension.
A student will be marked tardy if arrival is after 8:30 AM. A child who is tardy to
school MUST report to the office before going to class to receive a tardy slip
before going to class.
Excused tardies are given for doctor's appointments only with a doctor's note
and in the case of an extreme emergency.
Unexcused tardies will result in action as outlined in the following chart:
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# of Unexcused Tardies Action Taken
1-3 Email Sent Home
Homeroom teacher calls parents and
follows up with an email & read receipt
4-5 informing parents of tardy infraction
and that after 5 tardies the student will
be assigned a detention
6 Administrator calls parents and assigns
a detention
Parent must attend administrative
conference with student before student
7 is allowed into class (Will serve
In-School Suspension until parent
arrives).
8+ Action will be taken on a case by case
basis.
DISMISSAL RULES
Please note that all changes to elementary dismissal procedures must be
handled through notification via email or teacher designated process (ie
Remind message) Students may only be released to an adult on the
emergency contact card. CHANGE OF DISMISSAL SHOULD BE
COMMUNICATED WITH THE FRONT DESK.
Parents who pick up their child are expected to adhere to the school's dismissal
rules, which have been written to assure the safety of all children. Rules for
parental pickup are listed below:
• Car Rider dismissal begins at 3:00 PM (elementary) 3:30 PM
(middle). Siblings will not be dismissed together.
• Parents must remain in their vehicle at all times (NO WALK-UPS)
• Students will not be released to any individual who is not in a
vehicle, unless they are at the walker location (near Middle School)
• No cell phone use while in the school zone (subject to citation)
• Students who are consistently picked up after 3:45 PM will be
asked to complete an After Care waiver and will be placed in
emergency After Care. A fee will be assessed.
• Students who are designated as "walkers" or "bike riders" must
have a form on file with ACES, communicated through teachers.
Note.A walker is a student who walks from the school
campus to their home. Students will not be dismissed
to walk to waiting vehicles.
• If you must change your child's "typical" dismissal method, a
message must be sent to the homeroom teacher in the morning. If
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the change must be done within the school day, parents must
receive confirmation from either the teacher or front office.
• If it is raining we will continue as normal unless the conditions
require us to pause dismissal. In this case all families will be
notified via school communication tools.
CAR RIDER PERMITS
Students who are designated as car riders will only be released to vehicles that
have a car rider permit. ACES families will be provided a car rider permit that will
be utilized for parent pick-up. The permits are identified by colors for each grade
group.
• Green Elementary only K-5
• Yellow Elementary and Middle K-8
BUS TRANSPORTATION
As our present charter agreement states, regular bus transportation will be
provided under the following conditions through Al Transportation:
• Only children eligible for bus transportation are allowed to ride the school bus.
• Eligible bus children may ride the bus only to and/or from designated stops.
• Changing designated bus stops is not allowed.
• Children who do not qualify as bus riders may not use the regular bus
transportation to provide a courtesy ride to visit friends, to attend parties, etc.
• Children who qualify as bus riders may not transfer to other buses for a
courtesy ride to visit a friend, to attend parties, etc.
• Please note that all changes to dismissal procedures should be
confirmed by either the teacher or front office.
These measures are taken to ensure safe and secure bus transportation with
responsible accountability for our children.
Aventura City of Excellence School has established policies and regulations for
student behavior while riding the school bus. It is requested that the regulations
below be reviewed with your child and that they are informed that good, safe
behavior is expected at all times.
All children should:
• Be at the proper bus stop on time.
• Wait for the bus on the sidewalk or on the shoulder of the road.
• Stay in line when boarding the bus.
• Remain properly and quietly seated while the bus is in motion.
• Keep head, arms, and hands inside the bus at all times.
• Be courteous to the bus driver and fellow passengers.
• Never throw objects in the bus, out of the bus windows, or at the bus.
• Obey directions of the bus driver.
• Do not deface the bus seats or equipment.
• Do not eat while on the bus.
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• Take all personal articles off the bus when you leave.
• Exit the bus in an orderly fashion.
• After departing, stop and look both ways.
• Cross in front of the stopped bus on the signal from the driver or school
crossing guard. Never cross the street from behind the bus.
Please note that failure to comply with bus rules may result in the loss of
privileges to ride the school bus.
Parents may visit www.AlAtransportation.com to view bus stop information.
"STUDENT OF THE MONTH" AWARDS
Each month teachers will nominate one student for the Student of the Month
Award. Students will be nominated based on their active demonstration of good
citizenship and moral character. Parents are invited to attend the ceremony to
celebrate their student's achievement.
PERSONAL ELECTRONIC DEVICES
Definition for purposes of this policy: "electronic devices"shall include any
wireless telephone, watch, or device that allows two-way communication. These
devices shall also include any device that may be used to store, record, or play
auditory and/or visual information.
In order to assist in communicating with family members, ACES will allow
students to possess electronic devices on campus without it being a violation of
the Code of Student Conduct. However, the possession of an electronic device
which disrupts the educational process, and/or unauthorized use of electronic
devices during school hours would be a violation of school policy.
The possession of electronic devices by students on school property, or while
attending school-sponsored or school-related events is a privilege, not a right. A
campus administrator or teacher, in the exercise of reasonable discretion in
response to student misbehavior, abuse of the privilege, or other reasonable
cause, may deny or cancel the privilege of possessing an electronic device.
Electronic devices are not to be used to make phone calls, send/receive text
messages post anything on social media platforms, etc. AT ALL DURING
SCHOOL HOURS, including classroom changes and restroom breaks. Electronic
devices that cause a disruption to the educational environment or any
unauthorized use of electronic devices will result in the electronic device being
confiscated and turned in to the front office. Confiscated electronic devices will
only be returned to a parent or guardian at the end of the school day. Repeat
offenders may be advised that they have lost the right to have a device with them
during the school day for any reason, and possession at that point may lead to
confiscation for the remainder of the school year.
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STUDENT IDENTIFICATION CARDS
Student ID cards are considered a part of the school uniform, and students are
expected to have their ID card with them daily. Not having an ID card will result
in a uniform violation. Students in grades K-3 will wear their ID card attached to
their backpack, while grades 4-8 will wear theirs on the school provided lanyard.
Defacing the ID card will result in a student being required to purchase a new
one, and will be considered a uniform violation. Defacement includes, but is not
limited to the following; adding stickers, writing or drawing, bending, cutting, or
any other alteration to the ID card or lanyard.
DRESS CODE & UNIFORM POLICY
All ACES students are required to be in proper uniform at all times. Any student
not in uniform will be referred to the office and may be assigned administrative
consequences such as reflective time. Kindergarten through 5th-grade students
have P.E. 6 days in a row every 2-3 weeks and are required to wear their ACES
P.E. uniform. Middle school students scheduled in PE must wear theirACES
P.E. uniform for class each day.
Students may only wear ACES uniform sweaters/sweatshirts or plain navy blue
sweaters/sweatshirts with no hoods (without any logos/wording) to school. The
sweater/sweatshirt (outerwear) policy should be followed on all days except
dress-down days. Students are expected to follow the policy of wearing navy
blue or ACES outerwear on all spirit and upstander days.
Students must wear proper and safe footwear. Backless footwear such as
flip-flops and sandals are inappropriate for school and may not be worn.
Friday is an optional dress down day. This is a fundraising opportunity for ACES
where students are asked to bring $1.00 in order to "dress down." If a student
chooses not to bring $1.00 he/she may wear the regular uniform to school. "Soffe
shorts", "belly shirts", tank tops, and sweatshirts with hoods are prohibited.
Throughout the year ACES will designate days allowing students to wear
upstander or spirit shirts. On these days, students must wear the designated
clothing and can wear any school appropriate bottoms. Students are expected to
follow the policy of wearing navy blue or ACES outerwear on all spirit and
upstander days.
Any student violating the ACES dress code, including wearing clothes
deemed inappropriate by the teacher or administration will receive
reflective-time or be sent to the office to contact home for a change of
clothes.
All uniform items must be purchased from Ibiley Uniforms located at 1267 NE
163rd Ave #1024, North Miami Beach, FL 33162. The phone number is (305)
625 - 8050. Uniforms may also be ordered online at
httos://www.ibiley.com/default.asp
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Below is a summary of the ACES uniform dress code.
(ACES'new uniform has had a logo change, however old logos are still allowed to be worn)
Kindergarten-51 Grade
Students may wear ACES uniform navy blue pants, shorts, skirt or skort with
either the ACES oxford or the polo shirt in light blue. Shirts may be long or short
sleeve.
61 — OGrade
Students may wear ACES uniform khaki pants, shorts, khaki skirt, or skort with
either a white or navy polo shirt. Shirts may be long or short sleeve.
The ACES P.E. uniform for all students includes gym shorts or sweatpants and
an ACES t-shirt.
All students must be in uniform every day, reaardless of weather conditions.
LABELS
Please have your child's name on all personal property such as lunch boxes,
backpacks, sweaters, raincoats, etc.
DRINKS
Students are encouraged to make healthy choices and bring bottled water to
school. Sugary soft drinks are strongly discouraged. Energy drinks of any kind
are prohibited on campus and will be confiscated. We strongly encourage
students to bring refillable water bottles when on campus.
EMERGENCY PREPAREDNESS
In the event of an emergency where parents and visitors are not permitted on the
school campus, City Hall located at 19200 West Country Club Drive will be the
designated meeting location where parents should go to meet a school
representative to receive information. Additionally, every effort will be made to
post pertinent information related to any incident at www.aventuracharter.org.
EMERGENCY DRILLS
On a monthly basis, students practice exiting the building in a speedy, safe and
quiet manner when the fire alarm sounds. Each class is given directions by the
teacher and special announcements may be made by the administration
concerning the drill. In addition, Code Red (lockdown) drills are practiced monthly
with all conversations being held in a developmentally appropriate manner.
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FIELD TRIPS
Field trips are planned to encourage the development of interests and to expand
the instructional program. Before a child is permitted to go on a trip, the parent or
guardian must sign a permission slip. Any parent or guardian who does not want
the child to take a trip may have the child excused from this activity, but not from
school. Any child not going on the trip will be assigned to another class for that
period of time.
Any students who have shown a pattern of disruptive behavior, defiance, or
non-compliance with rules may have the privilege of attending a field trip revoked
at the discretion of school administration.
Chaperones may not bring children other than those in the class(es) attending on
the trip (e.g., siblings, cousins, etc.)
Chaperones must stay with their designated group for the duration of the trip.
Only school staff may chaperone overnight field trips.
FIELD TRIP BEHAVIOR
Students participating in trip activities must abide by the following rules and
regulations:
All rules, regulations, and policies governing student behavior in the Miami-Dade
County Student Code of Conduct are to be followed.
Parents and Students may be required to sign a behavior contract prior to
participating on a field trip. Students are to cooperate fully with and follow the
instruction of all chaperones and other supervisory personnel. Repeated refusal
to follow requests/directions of trip supervisors/chaperones or violation of school
rules, regulations or policies will result in parents being notified and student
discipline upon return to school. Severe behavioral problems may result in the
student being sent home at the expense of the parents. Students that do not
behave appropriately on a field trip may lose the privilege of attending future
trips.
Whenever chaperones or supervisors are speaking, students must be quiet and
attentive. Remember that actions of this group on this trip determine whether or
not trips such as these occur in future years. Throughout the trip, students are
required to maintain a "buddy system". STUDENTS MAY NOT LEAVE THE
GROUP WITHOUTADVANCE PERMISSION FROM A CHAPERONE.
Neither, the School or the City of Aventura, its employees, agents or
representatives are responsible for damage or loss to any property, money or
other valuables of participants on a trip.
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Students and parents should carefully consider these rules and if, for any reason,
either party feels that the student cannot adhere to ALL of the rules, then that
student should not attend.
CURRICULUM
Instruction is aligned to the Florida Standards and the Next Generation Sunshine
State Standards. Teachers and students are accountable for all state and local
assessments in addition to internal formal and informal assessments and
observations (e.g., FSA, EOC, Benchmark Assessments, SAT - 10, and classroom
assessments). All ACES students are required to enroll in 6 live courses on campus.
GRADING
Kindergarten students will receive grades of E, S, N and U. Students in grades
one through eight will receive traditional grades (e.g., A, B, C, D, F) calculated
using the state's grading scale. In addition, students in grades Kindergarten
through eighth-grade students will receive a report card each quarter that reflects
academic progress through grades.
Grading Scale
Grade K Grades 1 — 8
E — Excellent A— Outstanding 90% - 100%
S- Satisfactory B —Above Average Progress 80% - 89%
N — Needs Improvement C —Average Progress 70% - 79%
U — Unsatisfactory D — Below Average 60% - 69%
F — Failure
**Parents are encouraged to communicate regularly or meet with teachers
individually to discuss student progress.
ACADEMIC HONESTY/HONOR CODE
Student work is a reflection of their individual ability, so it is assumed and
expected that students are giving their best effort on all assignments.
All students will work under an honor code. Each piece of work turned in should
be an original product of the student. Plagiarism, Cheating, and Stealing are not
tolerated and may lead to academic consequences and/or school discipline.
PARENT PORTAL
Parents and guardians are encouraged to open a Parent Portal account. The
Portal contains valuable student information including the Electronic Gradebook,
which monitors attendance and academic progress in each class. Prior to adding
a student to your account, you must obtain a Parent PIN number for your child. If
you need your Parent PIN you must come into the ACES front office with
identification, and Ms. Lynette or Ms. Miranda will provide it to you. Step by Step
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directions for creating a Parent Portal account can be found at the following link:
http://goo.gl/MefeL3
HOME/SCHOOL COMMUNICATION
Parents are an integral part of our school and as such we strive to keep them
involved and informed. An Open House will be held at the beginning of the
school year. Parents are encouraged to communicate with teachers via Aventura
City of Excellence School email.
HONOR ROLL REQUIREMENTS
Grade 1 — Grade 8
Principal's Honor Roll: All As in Academic subjects
Honors: All As and B's in academic subjects
Satisfactory in conduct and effort
Kindergarten: Students may earn the ACES Super Star award by
earning all E's and consistently good in conduct and
effort
RECESS
Kindergarten through 5th-grade students will have recess daily (weather
permitting). Middle School students also have a rotational schedule for recess on
MOST days. Please be sure your child has dressed appropriately for the weather
as recess takes place outside.
"HOME LEARNING" POLICY
The purpose of homework is to develop study habits in children early on in their
academic lives. It is also used to reinforce concepts that have been taught or to
work on projects that have been assigned. It is the position of school
administration that homework should be minimal, with the primary focus on
research-based instructional technology with significant time throughout a given
week to complete recommended lessons/time.
Teachers will use the following time schedules as a guide when assigning
homework:
Grade Level Total daily Average (All Subjects)
K-2: 15 minutes
3-5: 30 minutes
6-8: 60 minutes
*(Students taking High School courses may have increased workloads)
These times are a guide and are based on the average child's ability to complete
an assignment. Please note that in addition to regular homework, a child who
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does not complete a class assignment may be required to complete the
assignment for homework. Teachers keep daily records of completed homework
assignments.
Below are a few examples of how parents may assist with homework:
• Show an interest in your child's work
• Provide a place and time for quiet study
• Assist in practicing vocabulary and number combinations
• Encourage home reading and listen to your child read
• Review the homework for neatness and completeness
• Refrain from doing the work for your child
• Discuss problems related to home study with your child's teacher
• Check the Dadeschools portal often
INSTRUCTIONAL BOOKS, EQUIPMENT, MATERIALS, AND SUPPLIES
All textbooks and library books needed by students for school and homework
assignments are furnished by the school. Students are required to cover all
books that are issued to them. A brown grocery bag makes an excellent book
cover. Students should print their name and room number on the front of each
book cover. Books must not be written in or on. Charges will be assessed for
damaged or lost books and /or materials. Students must learn to be responsible
for the care of personal and school materials.
Students will be expected to provide all basic supplies such as paper, pencils,
crayons, rulers, scissors, markers, glue, etc. Please help your child come
prepared for school by packing his/her homework and supplies. Middle school
students will be provided with a set of books for home use.
PROMOTION/RETENTION
Students will be promoted annually from one grade to another upon satisfactory
completion of academic and other requirements. Students experiencing
difficulties will be identified as soon as possible using the following procedure:
1) On-going communication between the administration, teachers, and
parents
2) Informal observations conducted by appropriate staff members, followed
by conferences between participants for suggestions as to how to help the
child.
3) Appropriate, preliminary assessment of the child's progress will be
reported to the parents, at which time the possibility of non-promotion will
be discussed.
ACES follows the Miami-Dade County Public Schools Student Progression Plan.
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HEALTH SERVICES
ACES has an on-site nurse who will provide initial first-aid and communicate with
families in circumstances that may be more serious.
ILLNESS, ACCIDENT AND MEDICAL EMERGENCY
If your child shows signs of illness or he/she is not feeling well, please keep your
child at home. A child must be fever-free for 24 hours before returning to school.
(Fever-free means a temperature less than 100, without medication, for a 24-hour
period.)
On the Medical Emergency Record please list the name of someone (be sure to
receive permission to do so) who would take care of your child in case of need. If
information (telephone number, place of employment, physician, etc.) on your
Medical Emergency Records changes, please notify us immediately.
Immunizations must be updated annually for all students grades Kindergarten
through second grade and seventh grade. The completed shot record (blue form)
and the physical examination record (yellow form) must be on file with the
registrar before students are allowed to attend school.
Students grades three through fifth must have an updated physical annually.
COVID-19 REPORTING PROCEDURES
Please refer to the chart linked here to view the proper procedures for reporting
positive COVID-19 results or exposure. When in doubt please contact school
administration immediately to discuss.
SCREENINGS
All students are screened for speech, hearing, and vision to rule out any
difficulties in these areas in compliance with Miami-Dade County Public Schools.
MEDICATION
The administering or dispensing of any non-prescription or prescription
medicines to students by employees of ACES without specific written
authorization by the child's physician is forbidden. Only the school designee may
administer prescription medication. A doctor's authorization must be on file for all
prescription medication. All medication will be kept in the front office.
HEAD LICE
Head lice occur everywhere that there are large numbers of children. ACES
follows a strict no-nit policy. Regardless of the head lice treatment that has been
used, students must be completely free of nits in order to be in school. This
policy will help all children, families and our school remain lice-free.
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PARENT VOLUNTEER HOURS
The purpose of volunteer hours is to ensure a strong home-school connection,
which is known to increase performance for students, staff, and the school as a
whole. Parents must abide by their contracted 20 volunteer hours for one child
attending school and 30 contracted hours for two or more siblings within the
school. Volunteers must coordinate their work ahead of time, check in with the
receptionist prior to doing any volunteer work, and ensure that proper
documentation was completed. .
Parents may not volunteer in their child's classroom unless they are the
designated room parent. Several opportunities will be shared publicly including
but not limited to Bookfair, Bazaar, TAW, and Fundraisers. Additionally, ACES will
encourage parents to attend workshops and complete training by providing
volunteer hours for doing so.
Please note. In the event of a dispute over served hours, it is the parents'
responsibility to provide signed documentation.
PARENTS AND VISITORS ENTERING THE SCHOOL
Appointments should always be made to conference with teachers and
administrators. Appointments may be made by e-mail, sending a note to the
teacher or by calling the office to request a meeting.
Visitors and parents are to report, sign in and obtain a visitor's badge at the office
each time they come to the school, regardless of the purpose of the visit. In the
event that students forget items at home they should NOT be dropped off at
school, and parents are encouraged to communicate the mistake with the
teacher or impacted staff member. This procedure is intended to alleviate
unnecessary disruptions to instruction and maintain a safe school environment.
Visitors and parents of middle school students are to report to the elementary
school building to sign in and obtain a visitor's badge. There will be no external
entry to the middle school building during school hours unless authorized by
administration. This is a safety practice designed to facilitate quality instruction
with no disruptions. ACES use of Raptor Technologies ensures that no unwanted
persons are allowed on campus at any time.
STUDENT RECORDS/PARENT RIGHTS
All student records are kept in compliance with state and district policies. A
parent has the right to inspect all school records upon request. Please give the
office adequate time to make a copy if records are being requested. Depending
on the amount to be copied, parents may have to pay a small fee for this service.
Student records leave the building only when a Record Release Form is signed
by the parent/guardian.
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COMMUNICATION POLICY/CONFLICT RESOLUTION
• Parents or guardians of students attending the City's CharterSchool who
have a concern or grievance relating to school policy or the student's
teacher shall first contact the student's teacher to discuss and attempt to
resolve such concern or grievance.
• In the event the parent cannot resolve their concern or grievance with the
student's teacher, they may contact the Principal of the school to attempt
to resolve their concern or grievance.
• Parents who cannot resolve their concern or grievance with thePrincipal of
the school may contact the City Manager to discuss and attempt to
resolve their concern or grievance. The CityManager's decision on school
matters, except the expulsion of students, shall be final.
MEDIA CENTER
Visiting the Media Center
Students are welcome to visit the media center from 8:00 AM — 8:20 AM.
Additionally, students in grades K-5 have a scheduled time when they visit the
media center with their homeroom class. Middle School students may visit the
media center during their lunch period (students must see media specialist in the
morning to acquire a pass). Students with no pass will not be admitted to the
media center.
Checking Out and Returning Books
Students may check out the following number of books:
K& 1 — May borrow one book at a time. (Kindergarten students will begin borrowing
books once they have become familiar with the media center). This typically occurs in
January.
2 & 3 — May borrow two books at a time.
4 & 5 — May borrow three books at a time.
Middle School — May borrow four books at a time.
If a student would like to renew a book they must physically bring the book into
the media center to be re-stamped. Each book has a due date slip on the inside
of the front or back cover. The last date on the slip is when the book is due. All
books that are to be returned must be placed in the book drop in front of the
media specialist's desk. PLEASE DO NOT GIVE YOUR BOOK TO YOUR
CLASSROOM TEACHER TO BE RETURNED. If a child is absent on the due
date, please have your child bring their book back the day they return to school.
If this is not done, an overdue fee will be charged.
Every student is given the opportunity to check out books from the media center.
If you do not want your child to check out books, it is your responsibility to make
your child aware of your wishes.
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Overdue Books and Fees
Books that are not returned on time will be charged a 10 cent fine for each day
they are late. Students who do not pay their fines or return their books will not be
allowed to check out any library materials until their account is settled in full.
Damaged books will also accrue a fee based on the extent of the damage.
Checks and cash are accepted when paying fines and fees. Please make checks
payable to "City of Aventura". Please write your child's first and last name on the
memo section of your check.
Books and fines are NOT to be left at the front office. The front office staff will not
accept responsibility for books and fines that are left there. Please have your
child return their books and pay their fines in the media center as this teaches
them responsibility. If you have a question about a notice, fine or fee, you may
email Ms. Winberg at kwinberga-aventuracharter.org. Please put your child's first
and last name in the subject heading. If you do not have email, feel free to send
a note with your child. Please include a phone number in your letter in case the
reply requires a phone call.
Volunteer hours may be earned in the media center. Parents are invited and
welcome to volunteer. Please contact Ms. Winberg in the media center for more
information.
PARTIES
Invitations to parties should not be sent to the school unless the following rules
are followed:
• The entire homeroom class is invited, or if a specific gender is desired for
the party, ALL of the boys or girls in the homeroom class are invited
• This will prevent embarrassment to the child not receiving an invitation.
If the parent wishes to bring food for a special celebration they must coordinate
and approve this with the homeroom teacher. Please note that only store bought
food may be served.
Birthdays may be celebrated once a month and must include all of the students
having a birthday during the month. The party may be held only during lunch or
recess and parents are not allowed to attend.
• Siblings are not permitted to attend a party held in a sibling or family
member's classroom. Additionally, food may not be brought to
individuals in other classrooms.
SCHOOL AFTERCARE INFORMATION
The School Aftercare Program is run by the YMCA. Students in Kindergarten —
8t" grade may enroll in School Aftercare, an after-school supervision program
from 3:00 p.m. to 6:00 p.m.
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1. Beginning at 3.30 p.m. students may be picked up from the School
Aftercare Program
2. Students must be signed out on the dismissal sheet at the front desk by
the parent or/and another authorized person. All parents or authorized
persons picking up a student should carry a photo ID at all times.
3. Students will not be dismissed to your vehicle.
4. All students must be picked up by 6.00 p.m. — no later.
5. There is a late fee for children that are not picked up on time. The late
pick-up fee is $10 for every 15 minutes past closing time of 6.00 p.m.
Payment is due on the date of the incident. Please be advised that the
School Aftercare program is a service provided for our parents who need
their children to remain in school until 6.00 p.m. Therefore if you anticipate
any conflict with our schedule, you should consider other means of care
for your child. Daily/Hourly rates are not available through this service.
Aftercare Withdrawals:
If your child has been enrolled in the program and you wish to withdraw him/her,
please notify the office.
SCHOOL ADVISORY COMMITTEE
A School Advisory Committee will be organized in accordance with the ACES
charter agreement. This committee will offer advice to the Principal and City
Manager on issues related to the overall operation of the school.
LUNCHES
Students who bring lunch from home must bring their lunch to school on a daily
basis. Parents will not be able to drop off lunches at the front desk. Students who
do not have lunch have an option of getting the daily lunch or sandwich from the
lunch vendor. (All students in need of food will be provided something to eat)
LUNCH PROGRAM
A'viands is our food vendor, a K-12 Elior company. While kosher options will not
be available, vegetarian options will be offered daily.
Breakfast and lunch will be served daily. Prices will be determined annually.
Students are also welcome to pack a bagged lunch.
Lunch payments should be made through myschooI bucks.com.
Your child may qualify for a free or reduced-price lunch. These guidelines will be
disseminated by your child's classroom teacher. All information is confidential.
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SCHOOL RULES
ACES students are expected to follow the MDCPS Code of Student Conduct. A
copy is provided to each family at the beginning of the school year.
A positive atmosphere is necessary to provide an effective educational program
for each child. A good school climate is the result of the administrators, teachers,
students, and parents working together.
In the Classroom - Students are expected to.-
speak in an acceptable manner
• move in a careful way
• follow directions
• respect the property and ideas of the school, teachers, and others
In general, students are expected to behave in a way that promotes learning and
does not interfere with teaching and learning. Teachers seek to promote an
optimum learning environment. Students reported for misconduct will speak with
appropriate school staff. Parents will be notified when it is deemed necessary.
In The Halls - Students are expected to.-
remember that classes are in session
• walk quietly
• go directly to their destinations
In general, students should be quiet, careful, and courteous in the halls. They
should be considerate of classes that are in session and try not to disturb
teachers and students who are working. During transitions, students should
walk on the right hand side of the hallway.
On The Playground- Students are expected to.-
play carefully, and in a manner that will not cause harm to themselves or
others.
• use the rules of the games
• follow directions
;neral,
walk to their class line when the signal is given
In students are expected to abide by the rules of the playground, to
cooperate with the staff on duty, and to be considerate. Students who do not
follow the rules may be required to miss recess for a period of time. Recess will
rarely be taken away in its entirety.
In The Cafeteria- Students are expected to.-
pass through the serving area in a quiet, orderly manner
• remain seated at their assigned tables (elementary school)
• eat lunch first without talking, then talk in an acceptable manner (quietly to
your neighbor)
• respect school property and the belongings of others
• follow directions
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• clear tables and place trash in the proper receptacles before leaving
• listen carefully and line up quietly when the signal is given for dismissal
from the cafeteria
In general, students are expected to abide by the rules of the cafeteria. Students
reported for misconduct may be required or referred to the office to have lunch in
another area designated by the school administration.
A cafeteria supervisor ensures that students follow cafeteria rules and display
proper eating etiquette. Classes are rewarded for appropriate behavior.
Middle School students are expected to adhere to all of the above rules.
Students will be allowed to choose their seats for lunch unless the cafeteria
behavior deteriorates. At that time, students will be assigned seats.
BULLYING/HARASSMENT POLICY
ACES follows the Miami Dade County Public Schools Anti Bullying Policy. Miami
Dade County Public Schools (M-DCPS) is committed to providing a safe learning
environment for all students. To this end, M-DCPS is dedicated to eradicating
bullying and harassment in its schools by providing awareness, prevention and
education in promoting a school atmosphere in which bullying, harassment, and
intimidation will not be tolerated by students, school board employees, visitors, or
volunteers. The entire policy can be found at the following link:
http://www.dadeschools.net/schoolboard/rules/Chapt5/5d-1.101.odf
In accordance with the MDCPS Code of Student Conduct, ACES maintains a
Zero Tolerance Policy on school violence, crime, and the use of weapons.
REPORTING SUSPICIOUS BEHAVIOR OR THREATS
FortifyFL is a suspicious activity reporting tool that allows you to instantly relay
information to appropriate law enforcement agencies and school officials. Anyone
with knowledge of a threat can use this anonymous reporting tool by accessing
the link on any ACES device or on our school website. FortifyFL is linked here.
SPECIAL PROGRAMS
CHARACTER EDUCATION.-
ACES Character Education Program is focused on cultivating community. Core
values are integrated throughout the curriculum and within our daily interactions
to better prepare students for lifelong learning.
ENGLISH LANGUAGE LEARNERS (ELL).-
This program is offered to students who are working toward English proficiency.
Classroom teachers servicing ELL students have undergone special training
related to strategies that enhance language acquisition. ACES ELL Coordinator
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collaborates with classroom teachers related to instructional modifications that
aid in content comprehension. ACES ELL Coordinator meets with parents and
conducts annual evaluations to measure progress toward English language
proficiency
EXCEPTIONAL STUDENT EDUCATION (ESE).-
ESE students are fully mainstreamed, reducing social stigmas and enhancing the
continuity of instruction. The ESE teacher works with the classroom teacher to
modify instruction as appropriate to enable students to meet their goals. The ESE
teacher collaborates with classroom teachers to ensure that "strategies for
success" are implemented in all subject areas.
GIFTED.-
Eligible students in grades 2 through 8 will have an opportunity to enroll in a
gifted Language Arts course. Project-based application allows students an
opportunity to combine their creativity and practical knowledge.
INSTRUCTIONAL TECHNOLOGY.
Classroom teachers utilize technology daily to reinforce instruction and offer
opportunities for independent practice. ACES students have access to
Internet-based instructional programs at home and at school. Middle School
students are required to enroll in a year-long Computer Concepts, Coding, and
Research course designed to expose them to all facets of the technology world
available to them.
LIBRARYAND RESEARCH SKILLS.-
Our library is open each morning at 8.00 AM. Students may check out books
daily. K-5 students receive library instruction from ACES' Media Specialist in
topics such as research skills, types of literature and media, plagiarism,
organizing ideas, concept mapping and the importance of developing a lifelong
love of learning.
MUSIC.-
All students grades K-5 attend music classes once per rotation. The ACES music
program emphasizes multicultural music appreciation, song, rhyme, and music.
PHYSICAL EDUCATION (PE).-
ACES PE program emphasizes sportsmanship and teamwork. Students are
exposed to a variety of games, sports and activities utilizing our full size, an
indoor gymnasium and our Middle School track and basketball courts. Middle
School students may select PE as a full year elective. I.
SPEECH AND LANGUAGE.-
This program is offered to students who qualify for services based on school
district requirements. ACES part-time Speech and Language Pathologist
services students' needs in small groups.
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SCIENCE RESOURCE LAB.-
ACES science laboratory program provides students with hands-on application of
core curriculum. Students in second through fifth grade have access to the
science lab and students in kindergarten and first-grade conduct experiments
within their classrooms. Students conduct scientific investigations including
predictions, observation, data collection, evaluation and communication of
findings. All middle school students enroll in a comprehensive science course
that emphasizes hands-on investigation.
SPANI SH.
ACES Modern Language Program places emphasis on four basic components of
language acquisition (e.g., listening, speaking, reading and writing). Students
build an understanding of the relationship between perspectives and products of
various cultures. Students in grades K-5 receive Spanish instruction two times
per rotation. Middle School students can elect to enroll in Spanish courses
throughout their Middle School career at ACES.
ART
Our Arts program fosters self-expression and creativity. The Art Program is
designed to inspire and motivate students to experience the connection between
disciplines such as language arts, math, science, and social studies. Students
use a variety of mediums including paint, chalk, clay, and fabric to create 2-D and
3-D art.
CLUBS.-
All students grade 2-5 have the opportunity to participate in a club each Friday
for the last hour of the school day. Clubs may include but are not limited to the
following:
• Aerobics for Kids • Disco Dancing
• Arts & Crafts • Eagles Garden Club
• Basketball & Sportsmanship • Eagles Skits
• Baton • Hip Hop Dance
• Board Games • Kickball
• Contemporary Dance • Latin Jazz Dance
• Cooking Club • Middle Eastern Dance
• Country Line Dance • Movie Critics Club
• Crazy Creators Club • Poetry Club
• Crazy Science Club • Scrapbooking Club
• Table Tennis Club
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ONE TO ONE DEVICES
All students will be issued a personal device as part of the ACES One to One
device program. All students and parents will receive and sign a One to One
contract which details the agreement regarding use, repair, and replacement of
the device. The terms of the agreement are as follows:
Terms of Agreement
In this agreement, "you"and "your"means the parenuguardian and the student enrolled
in Aventura City of Excellence School (ACES). The "equipment'is a Chromebook and
battery.
Terms: You will be issued an ACES Chromebook and battery to be used
during the school day. You will comply with the ACES One-to-One
Parent/Student Handbook at all times.
Title: Legal title to the equipment belongs to the ACES and shall at all
times remain with ACES. Your right to possess and use the
equipment is limited to and conditioned upon your full compliance
with this Agreement.
Your possession of the equipment terminates on the collection date
set by the school unless terminated earlier by the ACES or upon
withdrawal from the school.
Lost, Stolen, or You must report any lost, stolen, or damaged equipment to the
Damaged school immediately. For stolen equipment, you must also file a
Equipment: police report.
If the equipment is lost or damaged, either intentionally or due to
negligence, the student may be subject to discipline and you may
be responsible for the cost of repair or replacement.
Sanctions for Any activity that violates Electronic Resources Policy and
Violations Procedures should be reported to a school administrator.
Disciplinary action, if any, for the students and other users shall be
considered on a case by case basis. Violations of the policy can
constitute cause for revocation of access privileges, suspension of
access to Aventura City of Excellence School electronic resources,
other school disciplinary action, and/or other appropriate legal or
criminal action including restitution, if appropriate.
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29
Governing Board Facilitator
Governing Board - Donald J.Wasson
Mayor]Enid Weisman City Manager
Vice Mayor Dr.Linda Marks
Commissioner Jonathan Evans "*� .^' City Clerk
Commissioner Rachel S.Friedland � ]Ellisa L.Horvath,lYI MC
Commissioner Denise Landman „�
Mnr .m+'
Commissioner Marc Narotsky a� City Attorney
Commissioner Robert Shelley Weiss Senora Helfinan
Cole&BieT nian
2022 PROPOSED MEETING SCHEDULE FOR ACES GOVERNING BOARD
The City Commission, acting in its capacity as the Governing Board for the
Aventura City of Excellence School (ACES), proposes to meet on the following
dates and times:
Aventura City of Excellence February 17, 2022 9.00 a.m.
School (ACES) Governing Board
Meeting
Aventura City of Excellence May 19, 2022 9.00 a.m.
School (ACES) Governing Board
Meeting
Aventura City of Excellence July 21, 2022 9.00 a.m.
School (ACES) Governing Board
Meeting
Aventura City of Excellence September 16, 2022 9.00 a.m.
School (ACES) Governing Board
Meeting
Meetings will be held at the Aventura Government Center (19200 W. Country Club Drive,
Aventura, Florida) unless otherwise noted on the applicable agenda.