2020-21 Equity Report by Orange County Public Schools

School Board of Orange County, Florida

FLORIDA EDUCATIONAL EQUITY ACT Annual Update 2020-21

Barbara M. Jenkins, Ed.D., Superintendent

School Board of Orange County Orlando, Florida

School Board of Orange County, Florida Teresa Jacobs, Chair Pam Gould, Vice Chair Angie Gallo, School Board Member Johanna Lopez, School Board Member Linda Kobert, School Board Member Vicki-Elaine Felder, School Board Member Karen Castor Dentel, School Board Member Melissa Byrd, School Board Member

FLORIDA EDUCATIONAL EQUITY ACT ANNUAL UPDATE & IMPLEMENTATION PLAN 2020-2021 Update

_____________________________________________

Superintendent of Schools Barbara M. Jenkins, Ed. D. Keshara D. Cowans, Esq. Staff Attorney EEO Officer and Equity Officer District Title IX Coordinator Orange County Public Schools 445 West Amelia Street Orlando, FL 32801 Phone: (407) 317-3411 Fax: (407) 317-3348

TABLE OF CONTENTS PART I

Procedural Requirements

PART II

Incomplete Items or Pending Actions

PART III

Evaluation of Methods and Strategies

PART IV

Gender Equity in Athletics

PART V

Employment Equity

PART VI

Single-Sex Schools and Classes

PART VII

Pregnant and Parenting Students

APPENDICES A.

School Board Policy JIC: Code of Student Conduct

OCPS Webpage: EEO Non-Discrimination and Electronic Complaint Submission

2020-2021 Orange Technical College Student Catalog (nondiscrimination-related excerpts) OTC Webpage, Sample Brochures, Flyers and Pamphlets

Orange Technical College Dual Enrollment Flyer for Sophomore and Junior High School Students

OCPS Webpage: ADA Compliance and Notice Under the ADA

OCPS Human Resources Webpage: Reasonable Accommodations Notice to all Applicants

OCPS BETA Alternative Education School Brochure

PART I PROCEDURAL REQUIREMENTS

A. Changes to Policies or Procedures 1) Policy of Nondiscrimination and Notification a. There have been no changes to School Board Policy ADD Safe Schools, since the last revision dated August 11, 2020. b. There have been no changes to School Board Policy GBA Equal Opportunity Employment, since the last revision dated April 10, 2018. c. There have been no changes to School Board Policy JB Equal Educational Opportunities, since the last revision dated August 11, 2020. d. School Board Policy JIC Code of Student Conduct was revised on June 8, 2021. This policy was revised to authorize procedures for disciplinary action and the rights of students and to include legislative and statutory updates. Revisions were made to the existing policy language to include content, formatting, and terminology edits consistent with statutory language. (See Appendix A). 2) Equal Access for Boy Scouts and Other Patriotic Youth Groups The Orange County Public Schools (“OCPS”) EEO Non-Discrimination Statement specifically states the following regarding Boys Scouts and other youth groups: “The School Board also provides equal access to the Boy Scouts and other designated youth groups. This holds true for all students who are interested in participating in educational programs and/or extracurricular school activities.” Figures 1 and 2 are examples of the online OCPS EEO Non-Discrimination Statements and Figures 3 and 4 are examples of the OCPS EEO Non-Discrimination Statement that appears on OCPS printed materials. In addition, there is an online option to submit an EEO Complaint Electronically. (See Appendix B). OCPS and all of its Departments, Schools, and Technical Colleges work collaboratively to ensure District-wide compliance. OCPS widely communicates the EEO NonDiscrimination Statement (in both the English and Spanish Languages) via the OCPS main website and individual school websites. There have been no changes to School Board Policy KF Public Use of School Board Facilities, since the last revision dated June 11, 2019. School Board Policy KF Public Use of School Board Facilities relates to non-discriminatory access.

Figure 1. OCPS Online EEO Non-Discrimination Statement (English)

OCPS EEO Non-Discrimination Statement The School Board of Orange County, Florida, does not discriminate in admission or access to, or treatment or employment in its programs and activities, on the basis of race, color, religion, age, sex, national origin, marital status, disability, genetic information, sexual orientation, gender identity or expression, or any other reason prohibited by law. The School Board also provides equal access to the Boy Scouts and other designated youth groups. This holds true for all students who are interested in participating in educational programs and/or extracurricular school activities. The following persons have been designated to handle inquiries regarding the non-discrimination policies, reports of alleged violations, concerns about compliance and/or the grievance procedure(s), etc.: Equal Employment Opportunity (EEO) and Equity Officer & District Title IX Coordinator: Keshara Cowans – Staff Attorney II Office of Legal Services Ronald Blocker Educational Leadership Center 445 W. Amelia St. Orlando, FL 32801 (407) 317-3411 ADA Coordinator: Jay Cardinali – ADA Compliance Officer Office of Legal Services Ronald Blocker Educational Leadership Center 445 W. Amelia St. Orlando, FL 32801 (407) 250-6248 Section 504: Tajuana Lee-Wenze – Director ESE Procedures/Compliance Ronald Blocker Educational Leadership Center 445 W. Amelia St. Orlando, FL 32801 (407) 317-3279

Figure 2. OCPS Online EEO Non-Discrimination Statement (Spanish)

OCPS EEO Declaración de No Discriminación La Junta Escolar del Condado de Orange no discrimina en la admisión o acceso a, o en el tratamiento o empleo en sus programas y actividades basados en la raza, color, religión, edad, sexo, origen nacional, estado civil, discapacidad, información genética, orientación sexual, identidad de género o expresión o cualquier otra razón prohibida por la ley. La Junta Escolar también provee acceso igualitario a los Jóvenes Exploradores y otros grupos juveniles designados. Estas normas son validas para todos los estudiantes que estén interesados en participar en los programas educativos y/o actividades escolares extracurriculares. Las siguientes personas han sido designadas para manejar las preguntas relacionadas a las políticas de no discriminación, reportes de alegadas violaciones, preocupaciones acerca de inconformidades y/o el o los procedimientos de quejas, etc. Igualdad en Oportunidad de Empleo (EEO) Oficial & Titulo IX Keshara Cowans – Staff Attorney III, Servicios Legales Centro de Liderazgo Educacional Ronald Blocker 445 W. Amelia St. Orlando, FL 32801 (407) 317-3411

ADA Coordinador: Jay Cardinali – ADA Coordinador Servicios Legales Centro de Liderazgo Educacional Ronald Blocker 445 W. Amelia St. Orlando, FL 32801 (407) 250-6248

Sección 504: Tajuana Lee-Wenze – Director ESE Procedimientos/cumplimiento Centro de Liderazgo Educacional Ronald Blocker 445 W. Amelia St. Orlando, FL 32801 (407) 317-3279

Figure 3. OCPS EEO Non-Discrimination Statement for Printed Materials (English)

Figure 4. OCPS EEO Non-Discrimination Statement for Printed Materials (Spanish)

OCPS EEO Declaración de No Discriminación La Junta Escolar del condado de Orange, Florida, no discrimina en la admisión o acceso a, o en el tratamiento o empleo en sus programas y actividades basados en la raza, color, religión, edad, sexo, origen nacional, estado civil, discapacidad, información genética, orientación sexual, identidad de genero o expresión, o cualquier otra razón prohibida por la ley. Las siguientes personas, en el Centro de Liderazgo Educacional Ronald Blocker, 445 W. Amelia St., Orlando, Florida 32801, Atención a los Asuntos de Cumplimiento: Igualdad de Oportunidades de Empleo (EEO) Oficial & Titulo IX Coordinador: Keshara Cowans; ADA Coordinador: Jay Cardinali; Sección 504 Coordinador: Tajuana Lee-Wenze. (407.317.3200)

3) Grievance or Complaint Procedures(s) There have been no changes to School Board Policy JB Equal Educational Opportunities, since the last revision dated August 11, 2020. There have been no changes to the OCPS Bullying/Harassment Incident Reporting Form, which is used by students and parents who want to report complaints of bullying and harassment. There have been no changes to the OCPS Title IX Complaint Form. This form is used by employees to report complaints of sexual harassment. There have been no changes to School Board Policy GBA Equal Opportunity Employment or the EEO Complaint Form, since its last revision dated April 10, 2018. The EEO Complaint Form is used by employees or applicants for employment to report complaints of discrimination or harassment. (See Appendix B). 4) Anti-Harassment Policy See response to number one (1) above. 5) Treatment of Students with HIV/AIDS There have been no changes to School Board Policy JLC Student Health Services and Requirements, since its last revision dated November 17, 2008.

Annual Notification of Nondiscrimination for Vocational Education Programs 1)

Annual Notification of Nondiscrimination for Vocational Education Programs District and school representatives continuously send publications and post notifications to the OCPS website regarding non-discrimination. Orange Technical College (“OTC”) includes language regarding non-discrimination in all student handbooks, student planners, catalogs, brochures, program sleeves, CTE mailers, notepads and websites. Printed materials are distributed in July of each year, prior to the start of the new school year. (See Appendix C). OCPS high schools provide information to sophomore and junior students interested in the Dual Enrollment Program with OTC. These materials include language regarding non-discrimination and are distributed in December to promote enrollment for the following school year. (See Appendix D).

Continuous Notification of Nondiscrimination In addition to the notifications listed in Section B, number one (1) above, OTC uses EEO Non-Discrimination Statements on the website and in all publications. (See Figures 3 and 4).

Notice for Availability of Reasonable Accommodation to Applicant for Employment In addition to what is posted on the OCPS website under the Employment section, the district and school representatives continuously publish and post notifications regarding reasonable accommodations. (See Appendix E). The following language appears on the OCPS Human Resources webpage for all job listings:

Welcome Welcome to our employment section. Here you can view our current job openings and apply for positions online. The School Board of Orange County, Florida will provide reasonable accommodations to qualified individuals with disabilities to allow them to perform the essential functions of the job when such individuals request an accommodation. For more information about the ADA and to request accommodations go to ada.ocps.net. (See Appendix F)

PART II INCOMPLETE ITEMS OR PENDING ACTIONS

December 18, 2020

Ms. Lydia Southwell Office of Equal Educational Opportunity Florida Department of Education 325 W. Gaines Street, Room 644C Tallahassee, FL 32399 Dear Ms. Southwell: The School Board of Orange County (“SBOC”) is in receipt of the Monitoring Work Plan (“MWP”) provided by the Office of Equal Educational Opportunity (“OEEO”) in response to the 2019-2020 Florida Educational Equity Act update. The MWP listed the following action items for SBOC to comply with on or before December 18, 2020: 1. The district should also link the notice for reasonable accommodations to the Human Resources webpage since this is where applicants will go to research and apply for vacancies. The district should submit the link to the Human Resources webpage to OEEO by December 18, 2020. a. Attached hereto as “Exhibit A” is a printout of the SBOC Human Resources webpage. The webpage can also be accessed by clicking here. 2. The district did not submit corrective action plans for Colonial, Edgewater, Dr. Phillips, Evans, Oak Ridge and Wekiva High Schools to address underrepresentation of females in athletics that are out of compliance. The district should submit corrective action plans by December 18, 2020. a. Attached hereto as “Exhibit B” are the corrective action plans for the above referenced high schools. Title IX of the Education Amendments, states that no person shall, on the basis of sex, be excluded from participation in, be denied the benefits of, be treated differently from another person or otherwise be discriminated against in any interscholastic, intercollegiate, club or intramural athletics offered by a recipient, and no recipient shall provide any such athletics separately on such basis. 34 C.F.R. §106.41. Further, Rule 6A-19.004 requires gender equity in athletics at all levels of public education. Gender equity in athletics is defined as the fair distribution of overall athletic opportunity and resources, substantially proportionate to the enrollment of males and females, so that no student athlete, coach, or athletic administrator is discriminated against in an athletic program on the basis of gender (emphasis added).

Office of Equal Educational Opportunity December 18, 2020 Page 2 of 2

The United States Department of Education Office of Civil Rights, uses the three-part test to determine whether an institution is providing nondiscriminatory athletic participation opportunities in compliance with the Title IX regulations. The test provides the following three compliance options: 1. Whether intercollegiate level participation opportunities for male and female students are provided in numbers substantially proportionate to their respective enrollments (emphasis added); or 2. Where the members of one sex have been and are underrepresented among intercollegiate athletes, whether the institution can show a history and continuing practice of program expansion which is demonstrably responsive to the developing interests and abilities of the members of that sex; or 3. Where the members of one sex are underrepresented among intercollegiate athletes, and the institution cannot show a history and continuing practice of program expansion, as described above, whether it can be demonstrated that the interests and abilities of the members of that sex have been fully and effectively accommodated by the present 11 program. The three-part test is intended to allow institutions to maintain flexibility and control over their athletic programs consistent with Title IX’s nondiscrimination requirements. See Guidance on Accommodating Students’ Athletic Interests and Abilities: Standards for Part Three of the “ThreePart Test” issued April 20, 2010. SBOC will continue its work to ensure that each level of interscholastic participation for male and female students is provided in numbers substantially proportionate to their respective enrollments. As noted by the court in Cohen v. Brown University, 991 F.2 d 888, 894 (1st Cir.1993), “equal opportunity,” however, does not necessarily require “strict numerical equality between the gender balance of a college's athletic program and the gender balance of its student body.” As such, we understand that substantially proportionate does not mean “equal.” Therefore, we welcome any guidance or clarification from the Office of Equal Educational Opportunity regarding the substantially proportionate standard.

Respectfully,

Keshara D. Cowans, Esq. Staff Attorney EEO & Equity Officer District Title IX Coordinator OCPS Office of Legal Services

EXHIBIT A

EXHIBIT B

PART IV GENDER EQUITY IN ATHLETICS District: _O_ran___,g._e__________ School Name:

Oak Ridge High School

Gender Equitv in Athletics Corrective Action Plan (2) (1) (3) Gender Equity Planned Actions To Address Deficiencies Responsible Person(s) Found in Athletics and Contact Information in Athletics Component 1

We plan to increase the number of female participants In our athletic programs by: Encouraging and supporting collaborative efforts involving our feeder middle and elementary schools Supporting an aggressive campaign to introduce the community and our feeder programs to our current female athletic teams events like "Middle School Night" Attracting more female athletes by hiring more female coaches. Increasing interest in female sports by media and promotions of female contests utilizing our Sports media club.

•

Coaches/ Emory Norris

Coaches/ Emory Norris Administration

(4) Timelines

Year-Round

Year-Round Year Round Year Round

Emory Norris

Emory Norris / Danny Young/ Media Club Sponsor

We hereby verify that the above corrective action plan will be implemented to bring the institution into compliance within the time frame indicated in the Plan.

I 2 - / 7 � lu Date

PART III EVALUATION OF METHODS AND STRATEGIES

PART III: STUDENT PARTICIPATION EVALUATION OF METHODS AND STRATEGIES: (1)

Grades 9-12, Advanced Placement (AP), IB and AICE

Grades 9-12 Total Enrollment 2020-21 (63,464) White 16,402 & 25.84%

Black 15,962 & 25.15%

Hispanic 26,333 & 41.4%

ELL Students 5,524 & 8.70%

Whites In AP/IB/AICE 2016-17 49.86% (8,674)

Whites In AP/IB/AICE 2017-18 56.22% (9,780)

Whites In AP/IB/AICE 2018-19 52.50% (9,076)

Whites In AP/IB/AICE 2019-20 50.50% (8,458)

Whites In AP/IB/AICE 2020-21 48.7% (7,994)

White Males In AP/IB/AICE 2016-17 45.38% (3,987)

White Males In AP/IB/AICE 2017-18 51.90% (4,571)

White Males In AP/IB/AICE 2018-19 47.57% (4,160)

White Males In AP/IB/AICE 2019-20 46.00% (3,960)

White Males In AP/IB/AICE 2020-21 44.0% (3,699)

Blacks In AP/IB/AICE 2016-17 25.39% (4,142)

Blacks In AP/IB/AICE 2017-18 30.46% (4,956)

Blacks In AP/IB/AICE 2018-19 27.53% (4,388)

Blacks In AP/IB/AICE 2019-20 27.70% (4,418)

Blacks In AP/IB/AICE 2020-21 24.8% (3,955)

Black Males In AP/IB/AICE 2016-17 19.13% (1,564)

Black Males In AP/IB/AICE 2017-18 23.76% (1,942)

Black Males In AP/IB/AICE 2018-19 21.09% (1,078)

Black Males In AP/IB/AICE 2019-20 21.80% (1,767)

Black Males In AP/IB/AICE 2020-21 19.9% (1,617)

Hispanics In AP/IB/AICE 2016-17 32.69% (7,737)

Hispanics In AP/IB/AICE 2017-18 41.20% (10,206)

Hispanics In AP/IB/AICE 2018-19 38.28% (9,858)

Hispanics In AP/IB/AICE 2019-20 36.70% (9,505)

Hispanics In AP/IB/AICE 2020-21 32.9% (8,653)

Hisp. Males In AP/IB/AICE 2016-17 28.04% (3,359)

Hisp. Males In AP/IB/AICE 2017-18 35.74% (4,352)

Hisp. Males In AP/IB/AICE 2018-19 33.69% (4,352)

Hisp. Males In AP/IB/AICE 2019-20 31.70% (4,226)

Hisp. Males In AP/IB/AICE 2020-21 28.7% (3,883)

ELL Students In AP/IB/AICE 2016-17 18.52% (8.77)

ELL Students In AP/IB/AICE 2017-18 27.17% (1,427)

ELL Students In AP/IB/AICE 2018-19 29.11% (1,712)

ELL Students In AP/IB/AICE 2019-20 27.90% (1,700)

ELL Students In AP/IB/AICE 2020-21 25.0% (1,382)

Evidence of Success Evaluate the progress made in increasing enrollment for black, Hispanic, black male, Hispanic male, and ELL students in AP/IB/AICE courses, and in closing enrollment gaps for black, Hispanic, black male, Hispanic male, and ELL students. Evaluation must include 2016-17 to 2020-21. From SY 2016-2017 through SY 2019-2020, OCPS showed progressive growth in the majority of the subgroups noted in the table above. However, for the school year 2020-2021, the COVID-19 Pandemic brought additional complications in student enrollment and a decrease in student participation in AP/IB/AICE courses. In order to meet the needs of all students during the COVID19 Pandemic, students attended classes in two modalities: face-to-face and via synchronous virtual learning. Classroom teachers were charged with simultaneously teaching students that were face-to-face and virtual each school day. This created challenges in regard to student participation and persistence in AP/IB/AICE courses. Further, parent educational decisions may have been influenced by COVID-19 regarding their student’s enrollment at traditional high schools, causing parents to explore out-of-county virtual options and/or shifted to industry certification or honors options that did not involve a comprehensive exam. The FDOE emergency order (DOE Order No. 2020-EO-02) allowed students to be admitted to dual enrollment without meeting entrance exam criteria, therefore there was an increase in students that chose dual enrollment. Methods and Strategies Identify the targeted methods and strategies to be used for the next period to increase enrollment for minority and ELL students in AP/IB/AICE courses, and to close enrollment gaps for black, Hispanic, black male, Hispanic male and ELL students. Strategies should include specific action steps taken by the schools/district to close enrollment gaps. Methods and Strategies

Action Steps

A. To educate parents and students about the AP/IB/AICE options available to them at OCPS schools.

1. Create an academic paths webpage, describing the academic paths available to students. 2. Create graphics and merchandise to distribute to families in OCPS high school communities (e.g., AP/IB/AICE) 3. Video Series, discussing the advantages of the various academic paths they took or are on currently (Students, Parents, and School Stakeholders) Video Services (OCPS) 4. Parent Academy sessions, focused on available OCPS academic paths, secondary to postsecondary success, building a foundation for postsecondary success. 5. School counselors conduct one-on-one meetings with students to inform them of AP/IB/AICE options.

Projected Outcome to Close the Achievement Gap: Parents, students, and school community

members will have an understanding of the academic paths available (i.e., AP/IB/AICE) for college success. B. To educate internal stakeholders (principals, assistant principals, school counselors, and teachers) about the AP/IB/AICE options available to students at OCPS schools.

1. Conduct presentations on academic options (i.e., AP/IB/AICE) at leadership meetings.

2. Conduct presentations on academic options (i.e., AP/IB/AICE) at school counselor meetings. 3. Conduct presentations on academic options (i.e., AP/IB/AICE) at teachers' PLC meetings. 4. The Student Services department will provide student data and training to school counselors in order to maximize correct placement of all students that show the ability to be successful in AP/IB/AICE courses. Projected Outcome to Close the Achievement Gap: Internal stakeholders will have an understanding of the academic paths (i.e., AP/IB/AICE) available to students and be able to guide students in selecting their individual paths. C. To support OCPS schools at the district level through internal department alignment including Advanced Studies, Curriculum and Digital Learning, Student Services, School Choice, and High School Division.

1. Create district materials to be shared with families at existing curriculum nights regarding AP/IB/AICE. These would be available in multiple languages, including Spanish, French, Haitian Creole, Portuguese, and Arabic. 2. Promote AP/IB/AICE to parents and students through social media posts (i.e., Facebook, Twitter, etc.). 3. Each school website has a link to the school district academic paths webpage.

Projected Outcome to Close the Achievement Gap: Individual OCPS school communities will understand the academic paths (i.e., AP/IB/AICE) available at their zoned or magnet schools within the district.

The Advanced Studies department (AS department) will lead support for academic opportunities (i.e., AP/IB/AICE) and social opportunities to support all students through AP/IB/AICE and ensure each student is prepared for individual success. Promotion of AP/IB/AICE opportunities by the school district encourages strategic and consistent messaging to families and students. The AS department will implement these action steps through the OCPS 2025 strategic plan. The action plan above will be implemented to meet each school’s needs; for example, student and parent needs should be adjusted based on the school’s demographic composition where language delivery and timeframe is focused on the parents. Offering sessions in Spanish or Creole, for example, may be more appropriate if students disclose that this is the language spoken at home. Considering all stakeholders allows the district to supply school counselors, teachers, and school administrators with a communication toolkit that will provide schools with materials and

directions on how to promote and implement the AP/IB/AICE at their specific school. Additionally, to ensure that all district departments (e.g., curriculum and instruction, student services, school choice services, divisional leadership, and family and parent engagement) outside of Advanced Studies are providing correct and consistent AP/IB/AICE information to schools, meetings should take place that review toolkits, school specific AP/IB/AICE, and district-wide AP/IB/AICE. The AS department can also promote student participation in AP/IB/AICE by hosting parent information sessions for middle school parents and educating them on the AP/IB/AICE available at their child's high school or at magnet high schools. Parent sessions for high school parents can include education about AP/IB/AICE support, role-playing activities with parents and students that help parents understand what their student may encounter when entering higher education, and explaining that parents have options in creating a path to postsecondary success that fits their students’ needs based on high school AP/IB/AICE offerings. In addition, the AS department can host summer AP/IB/AICE opportunities that support student success, such as discussing college with an individual in their field of interest, visiting colleges or universities, and gaining practice and exposure to skills that will support their academic success. Accountability Measure and Timelines Provide accountability measures and timelines for increasing enrollment for black, Hispanic, black male, Hispanic male, and ELL students in AP/IB/AICE courses, and closing enrollment gaps for black, Hispanic, black male, Hispanic male, and ELL students. Timelines may be over multiple years, but specify increase for each year. Methods and Strategies A

Accountability Measures

The school district webpage will be monitored for activity. Vendor merchandise and promotional items will be distributed to schools.

Student enrollment in AP/IB/AICE courses will increase for black, Hispanic, black male, Hispanic male, and ELL subgroups by .5%.

Spring 2022

Spring 2023

Spring 2024

The YouTube video series will receive 300 views per video. Parent academy surveys on AP/IB/AICE options. Timeline

Summer 2022

Accountability Measures

Google survey results from Assistant Principal, school counselor, and teachers PLC meetings to gauge understanding of stakeholder’s knowledge of AP/IB/AICE.

Student subgroups (i.e., black, Hispanic, black male, Hispanic male, and ELL students) attempting at least one AP/IB/AICE exam will increase by .5%.

Student subgroups (i.e., black, Hispanic, black male, Hispanic male, and ELL students) attempting at least one AP/IB/AICE exam will increase by 1%.

Student subgroups (i.e., black, Hispanic, black male, Hispanic male, and ELL students) attempting at least one AP/IB/AICE exam will increase by 1.5%.

Timeline

Summer 2022

Fall 2022

Fall 2023

Fall 2024

Accountability Measures

Schools will conduct at least one parent night in conjunction with the Parent and Family Engagement and Advanced Studies departments.

Schools will adjust course offerings (e.g., expand sections offered) or add a minimum of one new course offering based on internal student potential reports to address the acceleration needs of black, Hispanic, black male, Hispanic male, and ELL students.

Schools will adjust course offerings (e.g., expand sections offered) or add a minimum of two new course offerings based on internal student potential reports to address the acceleration needs of black, Hispanic, black male, Hispanic male, and ELL students.

Schools will adjust course offerings (e.g., expand sections offered) or add a minimum of three new course offerings based on internal student potential reports to address the acceleration needs of black, Hispanic, black male, Hispanic male, and ELL students.

Fall 2022

Fall 2023

Fall 2024

District departments and leadership will share social media posts pertaining to AP/IB/AICE opportunities at least once per week. School websites will be updated with a link to the district webpage on academic paths (i.e., AP/IB/AICE). Timeline

Summer 2022

(2)

Grades 9-12, Dual Enrollment (DE)

Grades 9-12 Total Enrollment 2020-21 (63,464) White 16,402 & 25.84%

Black 15,962 & 25.15%

Hispanic 26,333 & 41.4%

ELL Students 5,524 & 8.70%

Whites In DE 2016-17 13.28% (2,310)

Whites In DE 2017-18 13.41% (2,333)

Whites In DE 2018-19 15.55% (2,689)

Whites In DE 2019-20 16.50% (2,756)

Whites In DE 2020-21 16.60% (2,724)

White Males In DE 2016-17 14.35% (1,261)

White Males In DE 2017-18 13.98% (1,231)

White Males In DE 2018-19 14.90% (1,303)

White Males In DE 2019-20 15.90% (1,367)

White Males In DE 2020-21 15.90% (1,341)

Blacks In DE 2016-17 10.84% (1,769)

Blacks In DE 2017-18 10.60% (1,725)

Blacks In DE 2018-19 10.25% (1,633)

Blacks In DE 2019-20 10.30% (1,648)

Blacks In DE 2020-21 9.90% (1,585)

Black Males In DE 2016-17 9.75% (797)

Black Males In DE 2017-18 9.31% (761)

Black Males In DE 2018-19 7.69% (623)

Black Males In DE 2019-20 8.60% (694)

Black Males In DE 2020-21 8.20% (666)

Hispanics In DE 2017-18 9.70% (2,405)

Hispanics In DE 2018-19 12.02% (3,094)

Hispanics In DE 2019-20 11.50% (2,981)

Hispanics In DE 2020-21 12.30% (3,240)

Hisp. Males In DE 2016-17 10.18% (1,219)

Hisp. Males In DE 2017-18 9.49% (1,203)

Hisp. Males In DE 2018-19 10.98% (1,453)

Hisp. Males In DE 2019-20 10.90% (1,451)

Hisp. Males In DE 2020-21 10.80% (1,460)

ELL Students In DE 2016-17 3.86% (183)

ELL Students In DE 2017-18 3.66% (192)

Hispanics In DE 2016-17 9.79% (2,316)

ELL Students In DE 2018-19 4.51% (265)

ELL Students In DE 2019-20 3.9% (235)

ELL Students In DE 2020-21 5.40% (298)

Evidence of Success Evaluate the progress made in increasing enrollment for black, Hispanic, black male, Hispanic male, and ELL students in dual enrollment courses, and in closing enrollment gaps for black, Hispanic, black male, Hispanic male, and ELL students. Evaluation must include 2016-17 to 2020-21. From the baseline year of 2016-17 to 2020-2021, White, White male, Hispanic and Hispanic male students have increased their percent enrollment in dual enrollment programs, while percentages of Black and Black Male students have decreased. Programs put in place, such as creating a College and Career Counselor position in every high school in 2016, assisted in schools providing more access to students that may not have previously applied for dual enrollment. The district Student Services department provided focus and training to school counselors and the College and Career Counselor to increase having them meet individually with students from sub-groups to inform them about dual enrollment as well as assist them through the application process. A challenge that still exists is students having transportation to the college campuses for classes. Methods and Strategies Identify the targeted methods and strategies to be used for the next period to increase enrollment for minority and ELL students in dual enrollment courses, and to close enrollment gaps for black, Hispanic, black male, Hispanic male, and ELL students. Strategies should include specific action steps by the schools/district to close enrollment gaps. OCPS has dual enrollment agreements with Valencia State College, Embry Riddle Aeronautical University, the University of Florida, Seminole State College, and the University of Central Florida. Students who are dually enrolled with Embry Riddle Aeronautical University complete courses as part of their engineering magnets, aviation programs, or Reserve Officers Training Corps (ROTC). Students in these courses work towards their pilot’s license, drone license, and more. Students who chose to take courses through Valencia State College, Seminole State College, University of Florida, and/or the University of Central Florida take coursework to complete both their high school requirements and earn credits towards their college degree. OCPS has a Memorandum of Understanding with Valencia College that created an advisory committee that meets quarterly to look at data and discuss strategies to provide more access to dual enrollment and increased opportunities for postsecondary experiences. This committee has implemented strategies such as providing transportation to the college campus for students from high schools that have low dual enrollment numbers. Other strategies such as combined dual enrollment parent presentations and cooperation between Valencia and OCPS during the application period has helped additional students qualify for the program. In addition to academic dual enrollment, there has also been a large increase in the number of students taking CTE dual enrollment courses on high school campuses. This improvement has been aided by the transformation of Technical Centers in Orange County to Orange Technical College. Through the new Tech Express Initiative with Valencia State College, there are new accelerated pathways to both early employment as well as opportunities for transferring to college level Associate’s degree programs. Student outcomes and community needs will be used to identify potential Associate’s degree programs and courses that can be offered at the Technical College campuses. OCPS and Valencia College participate in quarterly strategic meetings to assist in the more effective articulation of students between the institutions. Each high school has taken deliberate action to close the achievement gap of enrollment for students by placing a Career Specialist in every high school who would provide students with

opportunities to visit Tech colleges, learn about various programs, and visit classrooms. In addition to the Career Specialist, each high school has a dedicated College and Career Specialist. The College and Career Specialist work directly with students to explore Dual Enrollment and college/career opportunities. Further, the district has five College Transition Counselors that work with students to explore academic dual enrollment options, including eligibility, applications, and course selection. Accountability Measure and Timelines Provide accountability measures and timelines for increasing enrollment for black, Hispanic, black male, Hispanic male, and ELL students in dual enrollment courses, and closing enrollment gaps for black, Hispanic, black male, Hispanic male, and ELL students. Timelines may be over multiple years, but specify increase for each year. Methods and Strategies Accountability Measures

The Student Services Department will review student schedules based on available data to ensure all students identified through the accelerated coursework matrix are enrolled in Dual Enrollment coursework.

Student enrollment in Dual Enrollment courses will increase for black, Hispanic, black male, Hispanic male, and ELL subgroups by .5%.

Timeline

Spring 2022

Spring 2023

Spring 2024

Accountability Measures

Schools will conduct at least one fall and one spring Dual Enrollment Parent Night prior to application deadlines in conjunction with the Student Services department.

Applications to dual enrollment programs by subgroups (i.e., black, Hispanic, black male, Hispanic male, and ELL students) will increase by 1%

Timeline

Summer 2022

Spring 2022

Spring 2023

Spring 2024

Accountability Measures

OCPS departments and leadership will share social media posts pertaining to Dual Enrollment opportunities at least once per week. School websites will be updated with a link to the district webpage on academic paths (i.e., dual enrollment).

Timeline

Summer 2022

OCPS will continue to partner with community colleges and universities to expand opportunities for acceleration based on the accelerated coursework matrix of black, Hispanic, black male, Hispanic male, and ELL students.

Fall 2022

Fall 2023

Fall 2024

(3)

Grades 9-12, All Level 3 courses (including AP, IB, AICE, DE and honors)

Grades 9-12 Total Enrollment 2020-21 (63,464) White 16,402 & 25.84%

Black 15,962 & 25.15%

Hispanic 26,333 & 41.4%

Whites All Level 3 2016-17 81.09% (14,106)

Whites All Level 3 2017-18 84.26% (14,660)

Whites All Level 3 2018-19 84.56% (14,618)

Whites All Level 3 2019-20 85.00% (14,246)

Whites All Level 3 2020-21 85.90% (14,095)

White Males All Level 3 2016-17 77.47% (6,806)

White Males All Level 3 2017-18 81.72% (6,673)

White Males All Level 3 2018-19 82.14% (7,183)

White Males All Level 3 2019-20 82.40% (7,090)

White Males All Level 3 2019-20 83.50% (7,019)

Blacks All Level 3 2016-17 59.57% (9,720)

Blacks All Level 3 2017-18 66.02% (10,740)

Blacks All Level 3 2018-19 68.83% (10,969)

Blacks All Level 3 2019-20 70.30% (11,219)

Blacks All Level 3 2020-21 74.40% (11,868)

Black Males All Level 3 2016-17 52.53% (4,295)

Black Males All Level 3 2017-18 59.60% (4,872)

Black Males All Level 3 2018-19 59.60% (4,872)

Black Males All Level 3 2019-20 64.80% (5,258)

Black Males All Level 3 2020-21 70.20% (5,705)

Hispanics All Level 3 2016-17 63.93% (15,131)

Hispanics All Level 3 2017-18 71.44% (17,717)

Hispanics All Level 3 2018-19 74.36% (19,146)

Hispanics All Level 3 2019-20 75.70% (19,591)

Hispanics All Level 3 2020-21 78.00% (20,549)

Hisp. Males All Level 3 2016-17 58.89% (7,054) ELL Students All Level 3 2016-17 44.67% (2,115)

Hisp. Males All Level 3 2017-18 67.26% (8,528) ELL Students All Level 3 2017-18 55.64% (2,923)

Hisp. Males All Level 3 2018-19 70.26% (6,296)

Hisp. Males All Level 3 2019-20 71.40% (9,504)

ELL Students All Level 3 2018-19 63.55% (3,738)

ELL Students 5,524 & 8.70%

Hisp. Males All Level 3 2020-21 74.70% (10,108)

ELL Students All Level 3 2019-20 62.30% (3,790)

ELL Students All Level 3 2020-21 66.60% (3,679)

Evidence of Success Evaluate the progress made in increasing enrollment for black, Hispanic, black male, Hispanic male, and ELL students in all advanced courses, and in closing enrollment gaps for black, Hispanic, black male, Hispanic male, and ELL students. Evaluation must include 2016-17 to 2020-21. From the 2016-17 to the 2020-21 school year, there were increases in all subgroups. For the 2020-21 School year, the white subgroup saw a .9% increase, white males had a 1.1% increase, the black subgroup saw a 4.1% increase, black males had a 5.4% increase, the Hispanic subgroup saw a 2.3% increase, Hispanic males had a 3.3% increase, and the ELL subgroup saw a 4.3% increase in enrollment. Orange County Public Schools remains committed to open access to all college-bearing and college-preparatory coursework such as AP, the IB, and AICE. These programs along with existing articulation agreements with major state universities such as the University of Florida and the University of Central Florida offer a variety of pathways for students to pursue. The district office supports school administrators and student services teams in the usage of tools such as the College Board’s AP Potential tool to promote access to college-bearing coursework. Additionally, Florida’s standardized assessments help district departments identify minority students who would benefit from advanced coursework, (e.g. IGCSE, IB MYP, Pre-IB) through early identification and tutoring in programs such as the Minority Achievement Office’s Calculus Project. Further, OCPS offers rising freshmen an Advanced Studies summer experience that provides parents and students with information regarding postsecondary preparation programs offered within OCPS along with skills practice for students. School counselors meet one-on-one with each high school student to discuss his/her post-secondary plan and ensure acceleration is a part of that plan. Methods and Strategies Identify the targeted methods and strategies to be used for the next period to increase enrollment for minority students in all advanced courses, and to close enrollment gaps for black, Hispanic, black male, Hispanic male, and ELL students. Strategies should include specific action steps taken by the schools/district to close enrollment gaps. Methods and Strategies

Action Steps

A. To educate parents and students about the 1. Create an academic paths webpage, AP, IB, AICE, DE and honors options describing the academic paths available to available to them at OCPS schools. students. 2. Create graphics and merchandise to distribute to families in OCPS high school communities (e.g., AP, IB, AICE, DE and honors). 3. Video Series, discussing the advantages of the various academic paths they took or are on currently (Students, Parents, and School Stakeholders) Video Services (OCPS) 4. Parent Academy sessions, focused on available OCPS academic paths, secondary to postsecondary success, building a

foundation for postsecondary success. 5. School counselors and College and Career Counselors meet individually with students and discuss post-secondary plans to ensure acceleration is a part of their plan. Projected Outcome to Close the Achievement Gap: Parents, students, and school community members will have an understanding of the academic paths available (i.e., AP, IB, AICE, DE and honors) for college success. B. To educate internal stakeholders (principals, assistant principals, school counselors, and teachers) about the AP, IB, AICE, DE and honors options available to students at OCPS schools.

1. Conduct presentations on academic options (i.e., AP, IB, AICE, DE and honors) at leadership meetings. 2. Conduct presentations on academic options (i.e., AP, IB, AICE, DE and honors) at a school counselor meeting. 3. Conduct presentations on academic options (i.e., AP, IB, AICE, DE and honors) at teachers' PLC meetings. 4. Valencia College provides presentations and training to school counselors on dual enrollment opportunities as well as providing data on students that are in the application process, allowing school counselors to assist students in completing applications.

Projected Outcome to Close the Achievement Gap: Internal stakeholders will have an understanding of the academic paths (i.e., AP, IB, AICE, DE and honors) available to students and be able to guide students in selecting their individual paths. C. To support OCPS schools at the school district level through internal department alignment including Advanced Studies, Curriculum and Digital Learning, Student Services, School Choice, and High School Division.

1. Create district materials to be shared with families at existing curriculum nights regarding AP, IB, AICE, DE and honors. These would be available in multiple languages, including Spanish, French, Haitian Creole, Portuguese, and Arabic. 2. Promote AICE, DE and honors to parents and students through social media posts (i.e., Facebook, Twitter, etc.). 3. Each school website has a link to the school district academic paths webpage.

Projected Outcome to Close the Achievement Gap: Individual OCPS school communities will understand the academic paths (i.e., AP, IB, AICE, DE and honors) available at their zoned or magnet schools within the district.

The Advanced Studies department (AS Department) will lead support for academic opportunities (i.e., AP, IB, AICE, DE and honors) and social opportunities to support all students through AP, IB, AICE, DE and honors and ensure each student is prepared for individual success. Promotion of AP, IB, AICE, DE and honors opportunities by the school district encourages strategic and consistent messaging to families and students. The AS Department will implement these action steps through the OCPS 2025 strategic plan. The action plan above will be implemented to meet each school’s needs; for example, student and parent needs should be adjusted based on the school’s demographic composition where language delivery and timeframe is focused on the parents. Offering sessions in Spanish or Creole, for example, may be more appropriate if students disclose that this is the language spoken at home. Considering all stakeholders allows the district to supply school counselors, teachers, and school administrators with a communication toolkit that will provide schools with materials and directions on how to promote and implement the AP, IB, AICE, DE and honors at their specific school. Additionally, to ensure that all district departments (e.g., curriculum and instruction, student services, school choice services, divisional leadership, and family and parent engagement) outside of Advanced Studies are providing correct and consistent AP, IB, AICE, DE and honors information to schools, meetings should take place that review toolkits, school specific AP, IB, AICE, DE and honors, and district-wide AP, IB, AICE, DE and honors. The AS department can also promote student participation in AP, IB, AICE, DE and honors by hosting parent information sessions for middle school parents and educating them on the AP, IB, AICE, DE and honors available at their child's high school or at school choice high schools. Parent sessions for high school parents can include educating parents on AP, IB, AICE, DE and honors support, role-playing activities with parents and students that help parents understand what their student may encounter when entering higher education, and explaining that parents have options in creating a path to postsecondary success that fits their students’ needs based on high school AP, IB, AICE, DE and honors offerings. In addition, the AS department can host summer AP, IB, AICE, DE and honors opportunities that support student success, such as discussing college with an individual in their field of interest, visiting colleges or universities, and gaining practice and exposure to skills that will support their academic success. Accountability Measure and Timelines Provide accountability measures and timelines for increasing enrollment for black, Hispanic, black male, Hispanic male, and ELL students in all advanced courses, and closing enrollment gaps for black, Hispanic, black male, Hispanic male, and ELL students. Timelines may be over multiple years, but specify increase for each year. Methods and Strategies A

Accountability The school Measures district webpage receives 500 hits per month

Student enrollment in AP, IB, AICE, DE and honors courses will increase for Vendor black, Hispanic, merchandise and black male, promotional items Hispanic male, will be distributed and ELL

Student enrollment in AP, IB, AICE, DE and honors courses will increase for black, Hispanic, black male, Hispanic male, and ELL

to schools.

subgroups by .5%.

subgroups by 1%.

subgroups by 1.5%.

Spring 2022

Spring 2023

Spring 2024

Accountability Google survey Measures results from Assistant Principal, school counselor, and teachers PLC meetings to gauge understanding of stakeholder’s knowledge of AP/IB/AICE/DE and honors.

Student subgroups (i.e., black, Hispanic, black male, Hispanic male, and ELL students) attempting at least one AP/IB/AICE exam or honors course common final exam or successfully completing a DE course with a grade of “C” or higher will increase by .5%.

Timeline

Fall 2022

Fall 2023

Fall 2024

The YouTube video series will receive 300 views per video. Parent academy surveys on AP, IB, AICE, DE and honors options. Timeline B

Summer 2022

Accountability Schools will Measures conduct at least one parent night in conjunction with the Parent and Family Engagement and Advanced Studies departments. District departments and leadership will

share social media posts pertaining to AP, IB, AICE, DE and honors opportunities at least once per week.

male, Hispanic male, and ELL students.

Hispanic, black male, Hispanic male, and ELL students.

Fall 2022

Fall 2023

Fall 2024

School websites will be updated with a link to the district webpage on academic paths (i.e., AP, IB, AICE, DE and honors). Timeline

Summer 2022

Equity Questions for Remote Learning 1) How are you ensuring all students have access to the devices they need to fully participate in distance learning? Prior to and throughout the transition to remote learning, OCPS has ensured that all students have access to devices they need to fully participate in distance learning. This was accomplished through the LaunchED 1:1 program, which provides students in grades K-12 with their own devices. Students who transitioned back to the face-to-face modality were required to bring their device to and from school each day in case of a return to remote learning. 2) How are you ensuring all students have access to reliable, high-speed internet to continue their education? Throughout the transition to remote learning, OCPS has ensured that students have access to reliable, high-speed internet to continue their education in two primary methods. First, OCPS has cultivated relationships with internet service providers to provide reliable, high-speed internet access to families who qualify for the National Free and Reduced Lunch program. Second, the district has a partnership with T-Mobile through their Project 10 Million initiative that works to connect every student to the internet. Both prior to and throughout the transition to remote learning, families, have the opportunity to request a hotspot for their household. 3) How are you supporting schools in structuring instructional time to meet the needs of students with varying levels of access to the internet and technology? Close to 14,000 hotspots were distributed to students to assist those with varying levels of access to the internet at home. The district purchased enough iPads in grades K-1 and laptops in 2-12 to ensure each student would have access to needed technology. At the start of the 2020 - 2021 school year, we were a 1:1 district. The district also purchased 6,000 robotic Swivel devices and iPads to allow teachers to provide focused support without managing the movement of video equipment. 4) How are you supporting students with disabilities who need specialized instruction, related services, and other supports during school closures? As students returned to school and instruction, OCPS evaluated the needs of our students and provided services as appropriate. Many disability-related modifications and services were effectively provided online. These may have included, for instance, extensions of time for assignments, videos with accurate captioning or embedded sign language interpreting, accessible reading materials, and many speech or language services through video conferencing. ESE Staff members that provided services for specialized areas (Speech/Language, Occupational. Therapy, Physical Therapy, Vision, Deaf/Hard of Hearing) reviewed student IEP’s and determined which services could be done remotely. Support was provided daily for staff by the Special Education Team in the areas of autism, access points, support facilitation learning strategies, and gifted. In the event that a service could not be performed virtually, online, or telephonically, the parent would have the opportunity to schedule face-to-face services at their enrolled school. Services conducted in a face-to-face environment used enhanced safety and health protocols. Professional development was provided in the form of Virtual Parent Training to support the district's response to learning loss. OCPS provided parents with #OCPSDistanceAssistance tips and training to assist them in supporting their child.

5) How are you ensuring the instructional needs of English language learners (ELL) are supported during school closures? Multilingual Services provided a variety of instructional support to English language learners during school closures. ESOL resource teachers provided small group interventions for ELLs, and online language acquisition programs were provided for students such as Imagine Learning and Language Tree. English language learners were also provided with an online program to help them prepare for the ACT and SAT. Reading or math tutorials were provided to English language learners before or after school. English language learner families were provided with a variety of workshops to assist parents with helping their students navigate in an online learning environment as well as face-to-face instruction. 6) What kind of support and professional development are you providing to school leaders and teachers, especially in schools serving students of color and students from lowincome backgrounds and educators of students with disabilities and English language learners? Teachers of English language learners received professional development on ELLs' test-taking strategies, differentiating instruction for ELLs, comprehensible input for non-English speaking students, how to effectively implement supplemental instructional programs for ELLs, effective strategies for ELLs, and Close Reading strategies for ELLs. 7) How are you supporting the social and emotional well-being of students, their parents/caregivers, and teachers during school closures? The Student Services department (Psychological, Social, Academic and Mental Health teams) along with school-based counselors and SAFE Coordinators provide support services such as individual counseling, group counseling, SEL skills groups to students and families. These are available to all face-to-face, OCVS, and innovative models. Weekly “check-ins” were provided to all students that had an incident of suicidal ideation or self-harm prior to closures or during distance learning by a mental health professional. Each elementary school has a full-time school counselor, and each middle and high school, a SAFE Coordinator. These full-time staff members are the student and parent’s first contact if they need social, emotional, or mental health assistance. Students in grades 6-12 receive five hours of mental and emotional health curriculum. They also receive a one-hour lesson each month: September, October, November, January, and February. Elementary School students Face-to-Face and innovative models have a 30-minute class each week that teaches Social Emotional Learning standards along with physical health lessons. The district has included Social Emotional Learning (SEL) as a major focus of the five year strategic plan. District Social Emotional Learning and Leadership (SELL) training began in the 2021-2022 school year. SELL teams from each school were provided intensive SEL foundational training and the district assisted schools in creating SELL plans for their school, using data to determine need. Further, to support students during school closures, virtual Social Emotional Learning clubs were created to help mitigate impacts of disruptions related to COVID-19 within schools while enhancing mental health supports and linkages to health services for secondary students. SEL Clubs (i.e., SELebrate US! Clubs) supported via funding from the Centers for Disease Control and Prevention 18-1807 Promoting Adolescent Health through School-Based HIV Prevention

Grant - COVID-19 Supplement. Through the SELebrate US! Clubs OCPS focused on providing a safe and supportive space for students to express themselves and to practice essential social and emotional skills while increasing their connectedness to school. OCPS provided a parent website that had digital professional development on Self-Care along with resources for parents to assist their children with SEL at home and at school. All student SEL resources were provided to parents. Several teacher and staff “Self-Care” professional developments, both live and recorded, were provided. Many schools created “calm rooms” for their staff to have a place to go when stress or anxiety was present. Virtual “calm rooms” were also provided by the OCPS Mental Health Services team. As schools begin complete re-opening, the increased need in SEL will be addressed through year two of the SELL training. Schools will be trained on the SEL resources available to them as they move forward with Adult SEL and integrating SEL skills within all school courses. Improving school culture and climate will also be a part of the SELL plans. Second Step K-8, School Connect 9-12 and Second Step Adult SEL K-12 will be the district SEL Tier 1 resources provided to schools. 8) How are you maintaining regular communication with students and families — particularly the most vulnerable — during school closures? Throughout the Covid-19 pandemic OCPS sent phone calls, text messages and emails directly to families to provide up-to-date information. This included, but was not limited to, technology, tutoring availability, meal distribution and vaccine locations. This information was also posted on the district’s website and social media platforms. OCPS Community Connect is a resource parents can use to search for free or reduced cost programs such as food, housing, mental health, education programs, and other social services provided directly by OCPS and/or other Community Based Organizations. The district created a variety of online resources, such as parent help and how to videos and a Facebook group for parents of students learning remotely, as well as a Questions@ocps.net email account to assist individual questions/concerns as needed. The superintendent recorded Community Updates, distributed via text messages, emails, on the district website and posted to all OCPS social media platforms, to keep stakeholders abreast of policies, news and the current COVID-19 status of the district. School administrative teams and social workers conducted home “check-ins,” weekly, with students and families of concern. Additionally, teachers called students and/or conducted online check-ins with them to assess their needs. The Social Services team conducted many home visits during closures and distance learning to assist families with their distance learning technology and to assist with basic family social service needs. This team also went to the Coalition for the Homeless, a local Homeless Shelter several times, assisting the residents with self-care training, social service needs, and training on student social emotional needs such as “Zones of Regulation '' training. These same social workers visited day care centers where students that were not attending school face to face were not participating in distance learning because the day care center staff did not have the training to assist. These OCPS employees assisted the private day care centers in learning how to help the children in their care.

9) How are you measuring student progress to ensure students and families have an accurate picture of student performance for this school year? All parents/guardians, regardless of their students’ course modality, received written notification about additional interventions/supports and progress monitoring data monthly. Review of tiered services, IEP goals and/or ELL committee meetings continue, as appropriate for the student. To further reach students demonstrating a regression in academic performance, administrators and central office support made phone calls and conducted home visits to encourage students to return to face-to-face instruction. Schools have continued to address all steps necessary to mitigate learning gaps and lack of adequate progress, which may be due to the modality of instruction. The district and school will continue to monitor data for all students regardless of learning modality and provide the necessary support. To target students who demonstrate a decline in the district’s progress monitoring system in reading and mathematics, students receive targeted instruction through a multi-tiered system of supports. Parents/Guardians of students in the Innovative Learning Model identified as not making adequate progress by teachers and school administrators were contacted by the school principal in the form of a written notice and a follow-up phone call informing the parents/guardian that their child was not making progress, the associated education risks, and their child’s new assignment to the OCPS face-to-face modality. Suppose a parent/guardian chose not to follow the recommendation. In that case, a written acknowledgment from the parent or guardian verifying the receipt of this information and their intent to remain in the school’s innovative learning modality must be received. 10) How are you supporting all high school students, especially seniors, in staying on track to graduate and preparing for college and career? Each student met with their school counselor several times throughout the year. These meetings were accomplished either virtually or in person. School counselors worked with parents to inform them of graduation requirements and their child’s progress towards meeting those graduation requirements. Additionally, each high school has a College and Career Specialist who focuses on college and postsecondary career planning. Students are provided time with the specialist to plan for their postsecondary goals and begin steps toward meeting these goals.

PART IV GENDER EQUITY IN ATHLETICS

PARTIV GENDER EQUITY IN ATHLETICS District: ORANGE COUNTY

Athletic Compliance Verification Form 1. Sports and levels of competition effectively accommodate the interests and abilities of members of both sexes. [Section 1000.05(3)(d)(l), F.S.; Rule 6A-19.004(2), FAC; Title IX: 106.4l(c)(l)] �

IN COMPLIANCE

NOT IN COMPLIANCE

2. Equipment and supplies are provided equitably to female and male teams. [Section 1000.05(3)(d)(2), F.S.; Rule 6A-19.004(4), FAC; Title IX: 106.41(c)(2)]

1111

IN COMPLIANCE

NOT IN COMPLIANCE

1. Scheduling of g�es and practice times provide equal . opportunities. [Section l000.05(3)(d)(3), F.S.; Rule 6A-19.004(5), FAC; Title IX: 106.4l(c)(3)] ..

IN COMPLIANCE

--------..1:·I

NOT IN COMPLIANCE

4. Travel and Per Diem allowances are provided for athletes in an equitable manner. [Section 1000.05(3)(d)(4), F.S.; Rule 6A-19.004(6), PAC; Title IX: 106(c)(4)] -

NOT IN COlVIPLIANCE

IN COMPLIANCE

2. Opportunities to receive coaching are provided in an equitable manner. [Section 1000.05(3)(d)(5), P.S.; Rule 6A-19.004(7), FAC; Title IX: 106.41(c)(5)] ..

IN COMPLIANCE

..____.··]

NOT IN COivlPLIANCE

6. Locker rooms, practice facilities and competitive facilities are of comparable quality for male and female teams. [Section 1000.05(3)(d)(7), F.S.; Rule 6A-19.004(8), FAC; Title IX: 106.4 l (c)(7)] ..

IN COMPLIANCE

NOT IN COMPLIANCE

7. Medical and training facilities and services, including insurance, are provided in an equitable manner. [Section 1000.05(3)(d)(8). F.S.; Rule 6A-19.004(9), PAC; Title IX: 106.41 (c)(8)] -

IN COMPLIANCE

NOT IN CQivIPLIANCE

8. Publicity and promotion of male and female teams support equal opportunity. [Section 1000.05(3) (d) (10), F.S.; Rule 6A-19.004(10), FAC; Title IX: 106.4l(c) (10)] -

IN COMPLIANCE

NOT IN COMPLIANCE

9. Supp01iservices are equitable for male and female teams. [Rule 6A-19.004(1 l), FAC; Title IX: 106.41(a)]

IN COMPLIANCE

NOT IN COMPLIANCE

I hereby verify that the district is in compliance with the iderdfied components of our athletics program, as required by Title IX and the Florida Educational Equity Act.

Bate

2020-2021 MONITORING FORMS School Name_Apopka High School ______________ Component J: NOTE: OCR defines a participant as anyone who (1) participated in competition or (2) participated

with the team and was eligible for competition but did not play. Participation is determined as of the date of the first competitive event for the sport.

Number ofParticipanl6

Number ofPartlclpan'IS

School: Varsity Te��

Males Females Total

.11', Frahman, B-teams

Males Females Total

Baseball.

Baseball

Basketball

Bowling

Comp. Cheerleading

FootbaU

Golf

Lacrosse

Soccer

Softball�

Softball

·11

SwimminglDiving

Tennis

Track and Field

Volleyball

Water Polo

Wrestling

Weightlifting · .

Weightlifting

Total-Varsity Participants

277

232

509

Total .,r Participants

156

241

% of Varsity Participanis·

54.4% 45.6%

100%

% ofJY Participants

65%

3S%

100%

1721

3404

51%

100%

Cross Country · Flag Football/ Football

Swimming/Divin•g

Tennis·'-

. .

Track and Field t

Total Student Enrollment b , 1683 . Gender 2020-2021 % Student Enrollment by 49% Gender 2020-2021

1721

3404

5)%

100%

Cross Country . Flag Footba11/

Total Student Enrollment 1683 by Gender 2020-2021 % Student Enrollment by 49% Gander 2020-2021

PARTIV GENDER EQUITY IN ATHLETICS Dis1rict:

ORANGE COUNTY

School Name: APOPKA HIGH School Gender E.9.uity in Athletics Corrective Action Plan (2) (1) (3) Planned Actions To Address Deficiencies Responsible Person(s) Gender Equity Found in Athletics in Athletics and Contact Information Component

Apopka High will utilize the following methods to encourage participation in athletics: Announce opportunities and encourage females to be involved in athletics on campus via social media: Athletics website, twitter, school media program. Promote opportunities at athletic events, Darter Opening in Fall, Orientations, and Physicals. Have the physical education teachers encourage females to look into and join athletic teams. D. Apopka Athletic Deparwnent will focus on

increasing participation in girlst bowling, cross country, golf, weightlifting, wrestling E. Apopka Athletic Department will heavily promote the 2 newest FHSAA sports of Girls Wrestling and Sand Volleyball as to increase the overall participation numbers for2021-22 59

Lyle Heinz

Principal 1ylc.heiil2@ocps.net

Ed Sanders A1hletic Director

gfgar sandcrs@OC:n� Athletic Coaches

Focus on Girls: Cross Country Golf aowling

Weightlifting Wrestling Sand Volleyball

(4)

Timelines

June2020 to May2022

2020-2021 MONITORING FORMS School Name Boone High School Component 1: NOTE: OCR defines a participant as anyone who {I) participated in competition or (2) participated with the team and was eligible for competition but did not play. Participation is determined as of the date of the first competitive event for the sport.

_;:p�J;,�t�if<l:;.:· ·- ._ ·- � �:��:

Number ofParticipants

School:

-.. •-•:-,•·-·,·

'.coiilti;�:��l�dhi�::°: �'. •·· _,;�- : : ..

.. ·o6if,._'-'/_<·;., .

. ..

•;

.,._

___;-

Males

-,_ '·, .. · ,. •. . ••

... ...

. ....

:,,_,;.••:.

,µl�O.S�-'�:\:}\).{. --� ·''· -:\\'. 32

. ·.·

' .

. ..

. a·as1ceti>lu t;.

_·_Bowling:

:�•4�·:�·f~.)'.'.·.:.:: f�• ._::;/,�-•�:/;� ,.

.;�o�sl:6riwittv-�::.- .

-��t-f:.��:· _- .,-.·' ·::spccet�:� :. . ,,:,.:, .

"I,, ...-� .....t ..... : .... ·.:: ..... -... :, . - ' .·'- ... - .. -,

;•_ 17 ·,

159

117

276

100% ."�:,PfJV;·P�tiqipan.ts · · .. ... .. �.-·:·.��-

57%

43%

100%

2,756

1,371

1,385

2,756

,;'::'

17 :··.

Tri�qt vfif:StryParti�ip�nil\ ........ .',.:,,•

,•,. •: ,·.,, • ,··: .

' ;.,,.. _'<'c•..',

:wei�tliftini;•. '.

i'.

Total

Females

vJne-v6m ,:\:.· - _ .. _:_-_·. r ·;r_,; . . :· .· . .

Males

� ·'

\ffiif#jjj�?+��

Track �d J�ield ·•·, · ...· · • .�- ��:. l. e· ...

Total

12 .

Females

Number ofParticipants

•.•'•

364

260

58%

42%

Total StLideiltEntollmefitt b · ;Giriil�F�ti2oi2021: -. /-:�' ; __-; 1,371 1,385 % Stude�fEflrolltr1e.n.tby·__ 49.7% 50.3% Geridef 2020�2021

,-7feiiliis-;;::::: ": ..'. _.- < ·

W�terPo1o'

:, .._,��

100%

_,.:�·

--�·.

�:.$wg�.,� �nrqltment by 49.7% 50.3% Genc1er"2020-2021

100%

This form must be submitted for each school. Be sure to fill-in the enrollment data. The total percentage of male and female student enrollment should equal 100%.

PARTIV GENDER EQUITY IN ATHLETICS

� District:

ORANGE COUNTY

School Name:

Boone H.S. ---------------------

Gender Equity in Athletics Corrective Action Plan (1) (2) (3) Gender Equity Planned Actions To Address Deficiencies Responsible Person(s) Found in Athletics in Athletics and Contact Information Component

The Boone Athletic Department will heavily promote the two newest FHSAA sports of Girls Wrestling and Girls Sand Volleyball to increase the female participation numbers for the 2021-22 school year.

The Boone Athletic Department will make concentrated efforts to increase the female participation numbers in the following sports that have shown a decrease from the previous year's data: Softball Basketball Track/Field

Boone social media (Twitter, Facebook, school website, athletic department website, Athletic Association website) will be used extensively to promote the conditioning and tryout dates, coach's contact information and sports schedules of the targeted underrepresented teams.

Kevin Demer Athletic Director Wrestling/Volleyball Coaches

Kevin Demer Athletic Director

Softball/Basketball/ Track and Field Coaches

Kevin Demer Athletic Director

(4) Timelines

June Pt, 2021 through the beginning of each of the sports start dates

June 1 5\ 2021 through the beginning of each of the sports start dates

May 7ththrough the beginning ofthe Spring sports seasons

Boone athletic coaches will be present at all high school orientation events to provide information to both parents and student-atb letes, answer questions and promote their individual sports to increase participation numbers in the female sports that have been targeted for extra attention. The Boone athletic department will utilize all in-house resources to recruit female student-athletes to explore participating in all available team sports for the 2021-22 school year. Canvas, Braves TV, morning/afternoon announcements, cafeteria advertising, etc. will be enlisted to "get the word out" of upcoming interest meetings, conditioning opportunities and tryout dates.

Orientation Dates (July 26 thAugust 9th)

Kevin Demer Athletic Director Head Coaches of Selected Sports Kevin Demer Athletic Director Head Coaches of all Female Sports

May 3 rd through the beginning of the Spring sports seasons

le hereby verify that the above corrective action plan will be implemented to bring the institution into compliance itbin the time frame indicated in the Plan.

Date

ate

2020-21 MONITORING FORMS School Name Colonial High School Component I: NOTE: OCR defines a participant as anyone who (1) participated in competition or (2) participated with the team and was eligible for competition but did not play. Participation is determined as of the date of the first competitive event for the sport. Number ofParticipants

School: Varsif;y Teams

Males Females Total

Baseball

Basketball

Bowling Comp. Cheerleadin2

Number ofParticipants JY, Freshman, B-teams

Males Females Total

Baseball

Basketball

Bowling

Comp. Cheerleadim�

Cross Country

Football

Cross Country Flag Football/ Football

Golf

Lacrosse

Soccer

Softball

Swimming/Diving

Tennis

Track and Field

Volleyball

Water Polo

Wrestling

Weii?htlifting

Total Varsity Participants

243

214

457

Total JV Participants

133

% of Varsity Participants

53.4% 46.6%

100%

% ofJV Participants

43.2% 56.8%

Total Student Enrollment by Gender 2020-21 % Student Enrollment by Gender 2020-21

1605

Lacrosse

Volleyball Water Polo Wrestling Weiehtlifting

Total Student Enrollment b Gender 2020-21 % Student Enrollment by Gender 2020-21

1605

1570

50.5% 49.5%

3175 100%

Flag Footbal1/

Tennis Track and Field

1570

50.5% 49.5%

100% 3175 100%

This form must be submitted for each school. Be sure to fill-in the enrollment data. The total percentage of male and female student enrollment should equal 100%.

PART IV GENDER EQUITY IN ATHLETICS District:

Orange_________

School Name:

Colonial High School

Gender Equity in Athletics Corrective Action Plan (1) (2) (3) Gender Equity Planned Actions To Address Deficiencies Responsible Person(s) in Athletics Found in Athletics and Contact Information Component Colonial High School is in compliance.

(4) Timelines

We hereby verify that the above corrective action plan will be implemented to bring the institution into compliance within the time frame indicated in the Plan.

� �ture, Principal

date

2020-2021 MONITORING FORMS School Name Cypress Creek High S�hool Compo11e11t 1: NOTE: OCR defines a participant as anyone who (I) participated in competition or (2) participated with the team and was eligible for competition but did not play. Participation is detennined as of the date of the first competitive event for the sport. Number of Participants

School:

Males

Females

Total

JV, Freslmian, B-teams

Baseball

Males

Females

Total

Basketball

Bowling

Comp. Cheerleading

Cross Country Flag Football/ Footbal1

Golf

Lacrosse

Soccer

Softball

Swimming/Diving

Tennis

Track and Field

Volleyball

Water Polo

Wrestling

Weightlifting

Total Varsity Participants

166

202

368

Total JV Participants

111

% of Varsity Participants

45.)

54.9

100

% afJV Participants

75.7

24.3

100

1518

3146

1628

1518

3146

48.3

100

Total Student Enrollment by Gender 2020-2021 % Student Enrollment by Gender 2020-2021

51.7

48.3

JOO

V•rsity Teams

Baseball Basketball Bowlin� Comp. Cheer]eading Cross Country Flag Football/ Football Golf

Track and Field

Total Student Enrollment b 1628 Gender 2020-2021 % Student Enrollment by 51.7 Gender 2020-2021

Number of Participants

This form must be submitted for each school. Be sure to fill-in the enrollment data. The total percentage of male and female student enrollment should equal 100%.

PART IV GENDER EQUITY IN ATHLETICS

· District:

OR.ANGE

_ _Cre School Name: _C--"--yp._re_ ss _ e_ k_ ________________

(1) Gender Equity in Athletics Component

1 et1cs Gen d er E;qu1ty m . C orrect1ve Act10n . At11 . Pl an (2)

Planned Actions To Address Deficiencies Found in Athletics Cypress Creek High School is in compliance

(3) Responsible Person(s) and Contact Information

(4) Timelines

Brian Sherman

I We hereby verify that the above corrective action plan will be implemented to bring the institution into compliance within the time frame indicated in the Plan. -;7

./'

2020-2021 MONITORING FORMS School Name Dr. Phillips HS Compo11ent 1: NOTE: OCR defines a participant as anyone who (1) participated in competition or (2) participated with the team and was eligible for competition but did not play. Participation is determined as of the date of the first competitive event for the sport.

Varsity Teams

Number ofPartlcipa11ts

Number ofParticipants

School:

Males Females Total

JV, Fres/1man, B-teams

Baseball

Basketball

Bowling

Cross Countrv Flag Football/ Football

Total Varsity Participants

289

297

585

% of Varsity Participants

49.3%

50.7%

Baseball

Comp. Cheerleading Cross Country Flag Football/ Football Golf Lacrosse Soccer Softball Swimmine/Diving Tennis Track and Field Volleyball Water Polo Wrestling Wei�tliftin�

Total Student Enrollment b. 1759 1779 Gender 2020-2021 % Student Enrollment by 49.7% 50.3% Gender 2020-2021

3538

Males Females Total 11

Bowline:

Como. Cheerleading

Golf

Lacrosse

Soccer

Softball

Swimming/J)ivina;

Tennis

Track and Field

Wei!!htlifting

Total JV Participants

112

109

229

% ofJV Participants

50.6% 49.4%

Volleyball Water Polo Wrestling

Total Student Enrollment 1759 1779 by Gender 2020-2021 % Student Enrollment by 49.7% 50.3%

3538

Gender 2020-2021

TWs form must be submitted for each school. Be sure to fill-in the enrollment data. The total percentage of male and female student enrollment should equal 100%. 68

PARTIV GENDER EQIDTY JN ATHLETICS District:

ORANGE COUNTY

School Name:

Dr. Phillips High School

G en·d er E;qw·ty Ill . Atl1 le flCS Correc tive ACti on PI an (2) (3) (1) Gender Equity Planned Actions To Address Deficiencies Responsible Person(s) and Contact Information Found in Athletics in Athletics Component

(4) Tirnelines

Dr. Phillips High School is in compliance

We hereby verify that the above corrective action plan will be implemented to bring the institution into compliance within the time frame indicated in the Plan.

Y l i -4- d

Signature, Principal

? /13/ol.-/ ( Dal:e

2020..2021 MONITORING FORMS School Name East River High School Component 1: NOTE: OCR defines a participant as anyone who (1) participated in competition or {2) participated with the team and was eligible for competition but did not play. Participation is determined as of the date of the first competitive event for the sport.

Number ofParticipants

School: East River HS

9 19

152

304

268

572

53.1

46.9

'::,·

964

931

�:

50.9

49.l

�-

Number ofParticipants

34.9 1,895

This form must be submitted for each school. Be sure to fill-in the enrollment data. The total percentage of male and female student enrollment should equal 100%.

PART IV GENDER EQUITY IN ATHLETICS District:

ORANGE

School Name:

East River HS --------------------

Gender Equitv in Athletics Corrective Action Plan (3) (2) (1) Planned Actions To Address Deficiencies Responsible Person(s) Gender Equity and Contact Information Fotn1d in Athletics in Athletics Component

Prong- I

Our greatest deficiency exists in the difference between male and female participants at the N level. During the '20 - '21 school year, 65% of our N athletes were male. To improve our participation among JV athletes who are female, we will spend additional time and resources on recruiting females within our freshman and sophomore classes. Within this demographic we will specifically promote our sports which offer sub-varsity opportunities (Softball, Volleyball, Lacrosse, Basketball, Flag Football, Soccer). We will run social media campaigns through the Class of '24 and '25 social media outlets, and we will work with freshman and sophomore level core content teachers to schedule days throughout the year when we can visit their classrooms to promote female participation in athletics.

Brandon Joseph l 28366@ocps.net

(4) Timelines

June 2021 -May 2022

**In year's past, East River has fielded Girls JV teams in all sports where available. We believe the COVID-19 pandemic played a role in the reduced number of sub-varsity female athletes available to our programs. As restrictions are lifted we expect to see growth in participation among these groups.

� �======a!.:.================================

We hereby verify that the above corrective action plan will be implemented to bring the institution into compliance within the time frame indicated in the Plan.

Signature, Principal

Date

r D{te

2020-2021 MONITORING FORMS School Name Edgewater High School Compo11e11t I: NOTE: OCR defines a participant as anyone who (1) participated in competition or (2) participated with the team and was eligible for competition but did not play. Participation is determined as of the date of the first competitive event for the sport. Number of Participa11ts

N11mber of Pllrticipa11ts

School:

Males

Females

Total

Softball

Swimming/Diving

Tennis

Track and Field

Volleyball

Water Polo

Wrestling

Weight! ifting

Weightlifting

Total Varsity Participants

208

233

440

Total .JV Participants

147

% of Varsity Participants

47%

53%

100%

% of.JV Participants

50%

100%

Total Student Enrollment b Gender 2020-2021 % Student Enrollment by Gender 2020-2021

976

895

1871

976

895

1871

52%

48%

100%

Total Student Enrollment by Gender 2020-2021 % Student Enrollment by Gender 2020-2021

52%

48%

100%

Varsity Teams

Males

Females

Total

JV, Fresllma11, B-teams

Baseball

Basketball

Bowling

Bowlin_g

Comp. Cheerleading

Como. Cheerleading

Golf

Lacrosse

Soccer

Softball

Basketball

Cross Country Flag Football/ Football Golf

Swimming/Diving Tennis Track and Field VoJleyball

Cross Countrv Flag Football/ Football

This form must be submitted for each school. Be sure to fill-in the enrollment data. The total percentage of male and female student enrollment should equal 100%.

PART IV GENDER EQUITY IN ATHLETICS District:

ORANGE COUNTY

School Name:

Edgewater High School Gender Equity in Athletics Corrective Action Plan

(1) Gender Equity in Athletics Component

(2)

Planned Actions To Address Deficiencies Found in Athletics

(3) Responsible Person(s) and Contact Information

(4) Timelines

Edgewater High School is in compliance

We hereby verify that the above corrective action plan will be implemented to bring the institution into compliance within the time frame indicated in the Plan.

Date

I 74

date

2020-2021 MONITORING FORMS School Name Evans High School Component J: NOTE: OCR defines a participant as anyone who (I) participated in competition or (2) participated with the team and was eligible for competition but did not play. Participation is determined as of the date of the first competitive event for the sport.

Number ofParticipants

Number of Participants

School:

JV, Freshman, JJ.teams

Males

Females

Total

Basketball

Bowline

Como� Cheerleadine

Cross Country Fl�g FootbaU/ Football

Golf

Lacrosse

Softball

Swimmine/Diving

Tennis

Track and Field

Volleyball

Vo11evball

Water Polo

Wrestling

Weil!htliftine

Total Varsity Participants

184

230

414

Total JV Participants

108

� of Varsity Participar_rts

44.4% 55.6

100%

% ofJV Participants

59.2

40.8

100%

1207

100%

Total Student Enrollment by Gender 2020-2021 % Student Enrollment by

1167

1207

100%

Varsity. Teams

Males

Females

Total

Basketball

Bowlin2

Baseball ;

Como• .Cheerleadins; Cross Country FlagFoo�aW Football

Soccer

Softball Swimmine/Diving

Wei2htlifting

Total Student Enrollment b Gender 2020-2021

1167

Gender 2020-2021

49.2% 50.8%

% Student Enrollment by

Baseball

Soccer

Wrestling

100%

Gender 2020-2021

49.2% 50.8%

100%

This form must be submitted for each school. Be sure to fill-in the enrollment data. The total percentage of male and female student enrollment should equal 100%.

PART IV GENDER EQUITY IN ATHLETICS District:

ORANGE COUNTY

School Name:

Evans High School

Gender Eomitv in Athletics Corrective Action Plan (3) (2) (I) Gender Equity Planned Actions To Address Deficiencies Responsible Person(s) Found in Athletics and Contact Information in Athletics Component Gregory A. Thompson, Athletic Director 407Evans Hie;h School is in compliance Gender Equity 522-3400 ext. 623-2519 in Athletics Component

(4) Time lines

We hereby verify that the above corrective action plan will be implemented to bring the institution into compliance within the time frame indicated in the Plan.

Signature, Principal

Date

2020-2021 MONITORING FORMS

School Nnmc Freedom High Compm1e11t I: NOTE: OCR defines a patticipant as nnyone who (I) participated in competition or (2) participated "ith th� team and was eligible for competition but did not play. Participation is determined as of the date of the first ct1mp�titive event for the sport.

Number of Participa11ts

Number of Participants

School:

Males

Females

Total

Track and Field

Volleyball

Water Polo

Wrestling

Tola/ .JV Participants

% ofJV Participants

100

Total Student Enrollment by Gender 2020-2021 % Student Enrollment by Gender 2020-2021

1719

1775

3494

100

Varsity Teams

Males

Females

TO/(I[

JV, Freslmum, B-teams

Baseball

Basketball

Bowling

Comp. Cheerleading

Lacrosse

Soccer

Weightlifting

Total Varsily Parlicipants

278

212

490

% of VarsiO' Participants

100

1775

3494

100

Cross Country Flag FootbaJI/ FootbalJ Golf Lacrosse Soccer Softball Swimming/Diving Tennis Track and Field Volleyball Water Polo Wrestling

Total Student Enrollment b 1719 Gender 2020-2021 % Student Enrollment by 49 Gender 2020-2021

Bowling Comp. Cheerleading Cross Country Flag Football/ Football Golf

Softball Swimming/Diving Tennis

Weightlifting

'fhis form must be submitted for each school. Be sure to fill-in the enrollment data. The total percentage of male and female student enrollment should equal 100%.

PART IV GENDER EQUITY IN ATHLETICS District:

Orange

School Name:

Freedom High School

Gentler El1uitv in Athletics Corrective Action Plan (1) Gender Equity in Athletics Component

(2)

Planned Actions To Address Deficiencies Found in Athletics The Freedom Athletic Department will heavily promote the two newest FHSAA sports of Girls Wrestling and Girls Sand Volleyball to increase the female participation numbers for the 2021-22 school year. The Freedom Athletic Department will make concentrated efforts to increase the female panicipation numbers m the following sports that have shown a decrease from the previous year's data: Basketball; Track/Field; Softball; Bowling, and Golf Freedom HS social media (Twitter, Facebook, school website, athletic department website, Athletic Association website) will be used extensively to promote the conditioning and tryout dates, coach's contact information and sports schedules of the targeted underrepresented teams. Freedom athletic coaches will be present at all high school orientation events to provide information to both parents and student-athletes, answer questions and promote their individual sports to increase participation numbers in the female sports that have been targeted for extra attention.

(3) Responsible Person(s) and Contact Information

Bobby Rego; Athletic Director Wrestling/Volleyball Coaches

Bobby Rego; Athletic Director Softbal1/Basketbal I/ Bowling/Golf/ Track and Field Coaches Bobby Rego; Athletic Director Rob Caraballo; Sports Information Director

Robert Rego; Athletic Director Head Coaches of Selected Sports

(4)

Timelines

The Freedom HS athletic cleparlment will ulilize all in-house resources to recruit fern a le stuclen t-ath1 etes to ex plore participating in all available team sports for the 2021-22 school year. Canvas, PTV, morning/afternoon announcements, cafeteria advertising, etc. will be used to "get the word out" of upcoming interest meetings, conditioning opportunities and tryout dates. #1

Robert Rego; Athletic Director Head Coaches of all Female Sports

Freedom High School will promote female sports by creating a wall wrap displayed in the gym lobby showcasing female athletics. We also will create a sl ideshow/vicleo supporting female athletics for our website.

We hereby verify that the above corrective action plan will be implemented to bring the institution into compliance within the time frame indicated in the Plan.

I ri{te

School Name

2020-2021 MONITORING FORMS Jones High School

___________________

_____

_;__

Component I: NOTE: OC_R defines a participant as anyone who (I) participated in competition or (2) participated with the team and was eligible for competition but did not play. Participation is determined as of the date of the first competitive event for the sport. School:

.,,

.{i \.

fj;,;:::r,:��:

-.,Totdf;W;

::.!'l{.;.-_;:.::;.:e-:,·

Males

Females

Total

Males

Females Total

·o

133

305

124

44%

100%

42%.

100%

891

1655

891

1655

54%

100%

. ,;f/a_p'il;;i;f/ 172

··';I

�*'t%motafstuaenti1:rfro1i .,.t}f[{' �_ '):.,ors .� ,,,. .• ·pj· "tic1.....,..~e'��l:s·.,�fo.'. 56% �... �,�,:-��-!•]��

-�-

_;_r,;:i:1cc«�·-"·til.-:>,i-,�K�·,<Q :r,t;• ,;, o o , 1 • :an an ·

.."�'

-��)t·E�_!_;,J:.;:;t�l(�i&J.!-�f-; ;:_y;

�µe[fder, 2020-�02�_:::fl:\ 1:\

ri:.:"{•'l•,�-.�: ..·,

Number of Participants

·�- ,_

: ·c,-> · .. ,:1))1 .1J

��

764

·f&l�tu��9t ��fC>U!11��t�l;J 46% •-G�.nder.2.020:2021.: �:,• :,a · ,..

54%

,,, ;(_

., ..

Nii

:-·:-:.;�;�:.w:

,%. off.,{/(; .:::lltl .\.J)f:-·&..�: ,J 58% 'J��J�;t:�fit��- .-,, 1rv;�n;1} Gen�r iQg,P-2"Qg:19_:..:;,,:,,,, i: 764 J.".I' .1 ·,

tudentH:nfoJlmifrit'tr .-� 46% I 1% I 00% . · ··S'ffi· ·:"•'. ·· ··· ·· .·., ·21if\"P, . -.Gen eri.20�0-2021 , ;-�

Trus form must be submitted for each school. Be sure to fill-in the enrollment data. The total percentage of male and female student enrollment should equal iOO¾. _

PART IV qE�ER EQUITY IN ATHLETICS District:

ORANGE COUNTY

School Name:

iones· High School

Gender Equity in Athletics Corrective Action Plan (2) . _(1) (3) Gender Equity Planned" Actions To Address Deficiencies Responsible Person(s) · · · and Contact Informatio11in Athl_etics Found in Athletics Component Jones Athletic Department will . #1 make concentrated efforts to increase tlie female participation Robin Stratton, Athletic n�bers in the following sports Director that have traditionally low numbers: Temris/Softball/Golf/ Tennis Soccer· Coaches Softball .Golf

(4) Timelines

June 1 st,

-202-1 through the beginning of each of

the sports start dates

Soccer·

Jones Athletic Department will Robin Stratton, Athletic make a concentrated effort to Director and promote support Competitive Cheer. This team . Competitive Cheer failed to field. a team for the 20- Coaches 21 season Jones athletic department will utilize all

in-house re�ources to recruit female student-athletes.to explore participating in all available team sports for the 2021-22 Canvas, year. school 32805 Announcements, cafeteria advertising, . etc. will be enlisted to "get the word out" of upcoming interest meetings, conditioning opportunities and · tryout dates.

2021

May 1 5\

Robin Stratton,.Athletic Director .

Head Coaches of Female Sports

Due to Covid many of our female students did not participate in sports for 20-21 Robin Stratton, Athletic school year. With the impl�mentation of

Jun� 1 5\

2021 through the beg�g of Spring sports

season

May 1 st 2021

previous mentjoned efforts many female athletes will return to playing and participating in athletics at Jones High

Director

through the beginning of spring Sports season

We hereby verify that the above corrective action plari will be implemented to bring the institution into compliance within the time frame indicated in the Plan.

· . Signature,

cipal

2020-2021 MONITORING FORMS School Name Lake Nona High School C?111POllellt I: NOTE: �':R defines a participant as anyone who (1) participated in competition or (2) participated with th� !earn and was ehgtble for competition but did not play. Participation is determined as of the date of the first compet1t1ve event for the sport.

School:

Number ofParticipa11ts

Varsity Teams

Males

Females Total

Baseball

Basketball

Bowling

Comp. Cheerleading

Cross Country Flag Football/ Football

Golf

Lacrosse

Water Polo

Wrestling

Total Varsity Participants

288

278

% of Varsity Participants

50.9% 49.1%

Soccer

Softball Swimmingf!)ivin2 Tennis Track and Field Volleyball

Weight) iftinl?:

Total Student Enrollment b 1698 1749 Gender 2020-2021 % Student Enrollment by 49.3% 50.7% Gender 2020-2021

Number ofParticipants Males

Females Total

Lacrosse

Soccer

o·

Volleyball

Water Polo

Wrestling

Weillhtlifting

566

Total JV Participants

187

143

320

100%

% ofJV Participants

58.4% 41.6%

3447 100%

JV, Freslt111a11, B-teams Baseball Basketball Bowling

Comp. Cheerleading Cross Countrv

Flag FootbalV Football. .Golf

Softball Swimminwl)iving Tennis Track and Field

Total Student Enrollment 1698 by Gender 2020-2021 % Student Enrollment by 49.3% Gender 2020-2021

100%

1749

3447

50.7%

100%

This form must be submitted for each school. Be sure to fill-in the enrollment data. The total percentage of male and female student enrollment should equal 100%. 83

PARTIV GENDER EQUITY IN ATHLETICS District:

ORANGE COUNTY

School Name:

Lake Nona High School

(1 ) Gender Equity in Athletics Component 1

Gender Equity in Athletics Corrective Action P an

(2) Planned Actions To Address Deficiencies Found in Athletics

(3) Responsible Person(s) and Contact Information

Lake Nona High School will add two FHSAA sanctioned female sports for the Aaron Crawford: 2021-22 school year: Beach Volleyball Aaron.Crawford@ocps. and Girls Wrestling. These two sports net should have an impact of approximately 30-40 student athletes. Lake Nona High School will continue to celebrate female student athlete accomplishments via social media during National Girls & Women in Sports day. Lake Nona High School will continue to hire qualified female head and assistant coaches to help promote participation in interscholastic athletics.

(4) Timelines

Winter/Spri ng

Janine Mojica: Janine.Mojica@ocps.net

Year Round

Christopher Davis: Christopher.Davis@ocps .net

Year Round

Participation numbers across most activities at Lake Nona High School were negatively impacted by COVID-19 during the 2020-21 school year, mostly due to lower on-campus students. This will addressed as more normalcy takes place in the 2021-22 year. We hereby verify that the above corrective action plan will be implemented to bring the insftut 1 'ton m · tO comp 1·tance I""-\ within the time frame indicated in the Plan.

�tJJ'i-P,/ Date

/;J./ 7I/t3 Daje

1•

•

✓ -

2020-2021 MONITORING FORMS School Name Oak Ridge High School Compommt 1: NOTE: OCR defines a participant as anyone who (1) participated in competition or (2) participated with the team and was eligible for competition but did not play. Participation is determined as of the date of the first competitive event for the sport.

Number ofParticipa11ts

School:

'yarslty Teams

Number ofParticipa11ts

Males Females Total

JV, Frah1niln, jj;..teams • •

••

•

Males

Females Total

Softball ..

Swinnning/])1ving

Volleyball

Water Polo

Wei�tlilting

:'f.otal Varsity Participafifs . · 137

149

286

Total JV Participants

% ofVG!'sil)' Participants

52.1%

100%

%_ 9/JV Participants

74.3% 25.7%

100%

1174

2493

Baseball Basketball Bowling Comp.-· Cheerleading ·.-�Cross:.Co_untry :Fl.�g_Footl?afV . . Football·· · Golf -Lacrosse · Socoer Softball· Swimming/Divin2 ·tennis·, Track and Field

·Wrestling

weightlifting 47.9%

Total Student Enrollment b 1319 .Gender 2020-2021 · % Stuclent Enrollment by 53% ·Gender 2020-2021

47%

Baseball· Basketball

Comp. dieerleadmg Cross Cotintry: .. .flag FootbaW . :Football . . : .. ···Golf .i.acrosse·. ·Soccer

-Tennis

Volleyball Water Polo .Wrestling

·.

Total Student·Enrollment 1319 by Gend4;3r.2020-2021 . % Student Enrollment by I00% 53% Gender 2020-2021

1174

2493

47%

100%

This form must be submitted for each school. Be sure to fill-in the enrollment data. The total percentage of male and female student enrollment should equal 100%.

PARTIV GENDER EQUITY IN ATHLETICS District:

ORANGE COUNTY

School Name:

Oak Ridge High School

(1) Gender Equity in Athletics Component

Gender Equity in Athletics Corrective Action Plan (2) (3) Planned Actions To Address Deficiencies Responsible Person(s) Found in Athletics and Contact Information

(4)" Timelines

(2) Oak Ridge High School is in compliance.

We hereby verify that the above corrective action plan will be implemented to bring the instih1tion into compliance within the time frame indicated in the Plan.

Date

2020-;021 MONITORING FORMS

School Name Ocoee High Component 1: NOTE: OCR defines a partjclpant as· anyon� who (i) particip�ed in competition cir'(2) participated with the team and was _eligible for competition but di<l not play. Participation is determined as of the· date· of the first · co�etitive event for th� sport. N�mbe� ofPtirtlcipa�ts

. School:·

A1 · Males ·:!":·

Females To_tal

•,'• i

·.:_·; 11

: f;i!ilzl'.·!.f!:E��J:�ill

· 11

.�. � ;-;.::--.,_t-----+-----+-----11-'-'

�1?•t'.:!ij}fltt\t�l

'.}] 14 5

Total

so.

3·

26"

22.

·8

15-

210

429

174

100

1165

2337

1165

2337

100

ff"---:-1----1----�·i___ � .

9 ·.

Females

PART IV GENDER EQUlTY IN ATHLETICS . District:

ORANGE COUNTY .

School Name: ·_o-,-co_ ee _ H _ ...,.._.....,g· "-i h_--'-----------,--------

Ge�d�r Equity-in Athletics Corrective Action Pian· ( I) (3) . (2) G1:mder Equi,ty .in . Planned Acti°ons To Address Deficiencies Responsible Person(s) and Athletics Found in Athletics Contact Infonnation Component The Knights Athletic Department wUl actively Bill Alderman promote the two newest FHSAA sports· of #1 Girls Wrestling and Girls Sand Volleyball to AW etic Director · . increase female participation numbers for the 2021-22 school year. The Knights Athletic Department will focus on incr�aslllg participation in water polo, golf, bowling, weightlifting and girls track. We will also focus on starting JV programs for softball and lacrosse.

The Knights social media and webpage will be used to promote the conditioning and tryout dates, coaches contact information and sports schedules. The Knights Coaching Staff will utilize all in · ale house resources to recruit. rem student-athletes to participate in all available teams (CANVAS, Morning Announcements, and Go Gipper Social Media). We will also post pictures of female athletes participating and excelling in sports!

Bill Alderman

(4) Timelines

Winter &

:s�ring

Year Round

Athletic Director Year Round

Bill Alderman Athletic Director Head Coaches of Female Sports

Season

We hereby verify _that the above corrective action plan will be implemented to bring the institution into compliance within the time frame indicated in the Plan.

Date

2020-2021 MONITORING FORMS School Name Olympia High School Compo11ent 1: NOTE: OCR defines a participant as anyone who (1) participated in competition or (2) participated with the team and was eligible for competition but did not play. Participation is determined as of the date of the first competitive event for the sport. School: Varsity Teams Baseball

N11mber ofParticipa11ts Males

Females

Number ofParticipallls

Total

JV, Fres/1ma11, B-teams

Males

Baseball

Bowline

Comp. Cheerleadine;

Cross Countrv Flag Football/ Football

Golf

Lacrosse

Track and Field

Volleyball

Water Polo

Wrestlin�

Total Varsity Participants

333

265

598

% of Varsity Participants

55.6% 44.3%

Total Student Enrollment b

1578

Basketball Bowling, Comp. Cheerleading Cross Country Flag Football/ Football Golf

Lacrosse Soccer Softba11

Swimmingj!)ivim? Tennis

Wrestling Weiehtliftin2

Gender 2020-2021 % Student Enrollment by

Gender 2020-2021

1493

51.3% 48.7%

3071

100%

Females

Total

Total JV Participants

115

184

% ofJV Participants

37.5% 62.5%

Total Student Enrollment by Gender 2020-2021 % Student Enrollment by Gender 2020-2021

1578

Basketball

Soccer

Softball Swimming/Diving Tennis

Weiahtlifting

1493

51.3% 48.7%

3071 100%

This form must be submitted for each school. Be sure to fill-in the enrollment data. The total percentage of male and female student enrollment should equal 100%.

PARTIV GENDER EQUITY IN ATHLETICS District:

OR-'\.NGE COUNTY

School Name:

Olympia High School

. A thi etics C orrective Action Plan G en d er E:qmty m (2) (1) (3) Gender Equity Planned Actions To Address Deficiencies Responsible Person(s) in Athletics and Contact Infonnation Found in Athletics Component Olympia High School is in Compliance

(4) Timelines

Kevin McElveen Athletic Director Kevin.mcelveenca).ocps.n et 407-905-6482

We hereby verify that the above corrective action plan will be implemented to bring the institution into compliance within the time frame indicated in the Plan.

dd,@2_1 Date

I 91

2020-2021 MONITORING FORMS

School Name Timber Creek High School Component 1: NOTE: OCR define:; a participant as anyone who (I) participated in competition or (2) particip:1ted with the ream and was eligible for competition but did not play. Participation is d�tcrmin�d as of the date of the first competitive event for the sport.

Vursity Teams

1U11/es

Females Total

Baseball

Basketball

I�

?""

Total Varsily Participams

294

246

s-rn

% of 1 ..arsi(r Participants

54.4% 4:-i.6%

Bowling Comp. Cheerleading

Cross Country Flag Football/ Football Golf Lacrosse Soccer Softball Swimming/Diving Tennis Track and Field Volleyball Water Polo Wrestling

Weightlifting

Total Student Enrollment b I I n1 .:> ·' l I T'.., Gender 2020-2021 j i % Student Enrollment by J 0, 0 _i_::_:_ 49 _ ._i _· 1 o.·0

Gender 2020-2021

Number of Purticipt111ts

.!\'umber ()f Participants

School:

I "'

JV, Fresllma11, B-teams

M"les Females Tow/ 15

Baseball Basketball

Bowling Comp. Cheerleading Cross Country Flag Football' Football Golf

Lacrosse Soccer Softball

S\,·immimi/Diving Tennis Track and Field Volleyball

_.,

Water Polo Wrestling

100% 3504 100%

! J"'

!06

l➔

j -9

! J

Weightlifting

Total JV Participanrs

186

141

3:.7

% ofJV Parlicipums

57%

43�-ii

100°0

Total Student Enrollment 1733 1771 by Gender 2020-2021 % Student Enrollment by 49% I �10.0 Gender 2020-2021

•

---

350-l

100 ° 0

This form must be submitted for each school. Be sure to fill-in the enrollment data. The total percentage of male and female student enrollment should equal 100%. 92

PARTIV GENDER EQUITY IN ATHLETICS District:

ORANGE COUNTY

School Name:

(1 )

G ender Equity in Athletics Corrective Action Plan (2)

Gender Equity in Athletics Component

Planned Actions To Address Deficiencies Found in Athletics

Timber Creek High School will promote the two new added sports for 2021-22 school year, Girls Sand volleyball and Girls Wrestling. This will increase the female participation numbers for 20212022 school year.

Timber Creek High School

Timber Creek High School will promote female sports and increase the numbers in the following sp01ts that have shown a decrease from the previous school year's data. Softball 1 Basketball and Track/Field. We also will create a slideshow/video supporting female athletics for our website. Timber Creek High School will utilized social media to engage female students to participate in sports (Instagram, Facebook. and Twitter). Announcements and pictures of female athletes pai1icipating and excelling in sports will be exhibited. Timbre Creek athletic coaches will be present at all high school orientation/Physical night events to provide information to both parents and student-athletes. answer questions and promote their individual sports to increase participation numbers in the fomale sports that have been targeted for extra attention 93

(3)

(4)

Responsible Person(s) and Contact Information

Timelines

Jim Priest

Spring 2022

Jim Priest

Year round

James.Priest@ocgs.net Athletic Director

James. Priest(ti':ocQs.net Athletic Director

1 ·1

Jim Priest

Jamcs.Priest{a'.oc�s.net Athletic Director

Year round

i11, I:

Jim Priest James. Priest(ti:ocns.net Athletic Director

Head Coaches for all Female sports

Season

l 1

The Timber Creek Athletic department will utilize all in-house resources to recruit female student athletes to explore participation in all a\'ailable team spor1s for the 2021-2022 school year. Canvas, Wolf TV. morning announcements, cafeteria advertising. Timbcrcreekatblctics website etc. will be enlisted to get the word out of upcoming interest meetings, conditioning opportunities and tryout elates.

Jim Prie;t James. Priest ·c,)ocps. net Athletic Director Head Coaches of selected sports

' All Orientation Dales

\Iay3rd I through the beginning ,, 'II. of spring sports seasons

We herc!by vait) that the above correcti\'e action plan will be imph!mentecl to bring the institution into compliance within the time frame indicated in the Plan.

2020-2021 MONITORING FORMS School Name University High School Compo11ent 1: NOTE: OCR defines a participant as anyone who (1) participated in competition or (2) participated with the team and was eligible for competition but did not play. Participation is determined as of the date of the first competitive event for the sport.

School: Varsity Teams

Number ofParticipants

Number ofParticipants . .

Males

Females

Total

Males

Females

Total

Basketball

2�

Bowiing

Bowling

Comp. Ch�rleacling

Lacrosse

Soccer

Swimming/Diving

Tennis

Track and.Field

Volleyball

Water Polo

Wrestling

.\Vei2htlifting

Weightlifting

Total Varsity Participants

223

154

377

Total JV Participants

%_of Varsity Participants

59.l

40.9

100

% ofJV Participants

83.7

16.3

100

1222

2569

1347

1222

2569

47.5

100

Total Student Enrollment by Gender 2020�2021 % Student Enrollment by Gender 2020-2021

52.S

47.5

Basebail

Como. Cheerleadin� Cross Cou.ntrv Flag FootbaW Football .Golf

Lacrosse Soccer

Softball Swim.mine/Diving Tenrus Track and Field Volleyball ·--j

·water.Polo W�_stling

Total Student Enrollment b 1347 Gender �020..2021 % Student Enrollment by 52.5 Gender 2020-2021

JV, Fresl,man, B-teams

Baseball Basketball

Cross Country Flag FootbaU/ Football Golf

Softball

This form must be submitted for each school. Be _sure to fill-in the enrolJment data. The total percentage of male and female student enrollment should equal 100%. 95

PARTIV GENDER EQUITY IN ATHLETICS District:

ORANGE COUNTY

School Name: University High School Gender Equity in Athletics Corrective Action Plan (1) (2) (3) Gender Equity Planned Actions To Address Deficiencies Responsible Person(s) Found in Athletics in Athletics and Contact Information Component The University Athletic Department will Frank Prendergast #1 heavily promote FHSAA sports of Girls Wrestling and Girls Lacrosse to increase Athletic Director the female participation numbers for the 2021-22 school year. (both sports were Wrestling/Girls Lacrosse greatly impacted by COVID. Wrestling Coaches roster went from 42 to 3 and Girls Lacrosse did not field a team)

The University Athletic Department will make concentrated efforts to increase the female participation numbers in the following sports that have shown a decrease from the previous year's data: Softball Basketball Track/Field The University social media (Twitter, Facebook, school website, athletic department website, and the Athletic Association website) will be used extensively to promote the conditioning and tryout dates, coach's contact information and sports schedules of the targeted underrepresented teams. The University athletic coaches will be present at all high school orientation events to provide information to both parents and student-athletes, answer questions and promote their individual sports to increase participation numbers in

Frank Prendergast Athletic Director Softball/Basketball and Track Coaches

Frank Prendergast Athletic Director Mark Hamley Asst. AD

Frank Prendergast Athletic Director Head Coaches of

(4) Timelines

June pt 2021 though the beginning of each sports start dates. June 1 st 2021 through the beginning of each sports start dates.

May 25th through the beginning of each sport season.

Orientation Dates (July 26th-August 9th)

the female sports that have been targeted for extra attention.

Selected Sports

We hereby verify that the above corrective action plan will be implemented to bring the institution into compliance within the time frame indicated in the Plan.

�

Date

2020-2021 MONITORING FORMS School Name Wekiva High School Compo11ent I: NOTE: OCR defines a participant as anyone who (I) participated in competition or (2) participated with the team and was eligible for competition but did not play. Participation is determined as of the date of the first competitive event for the sport. Number ofPart/clpa11ts

School: Varsity Teams

Males

Females Total

BJseball

Basketball

Bowline

Comp. Cheerleading

Go1f

Lacrosse

Tennis

Track and Field

Volleyball

Water Polo Wrestling

Number ofParticipants Males

Females Total

Bowling

Comp. Cheerleadin2

Cross Country Flag Football/ Football

Lacrosse

Soccer

Tennis

Track and Field

Volleyball

Water Polo

Wrestling

Weil!htlifting

Total Varsity Participants

174

168

342

Total JV Participants

118

% of Varsity Participants

51%

49%

100%

% ofJV Participants

52%

100%

Total Student Enrollment b Gender 2020-2021 % Student Enrollment by Gender 2020-2021

49%

11 IO

997

2107

997

2107

53%

47%

100%

Total Student Enrollment 1110 by Gender 2020-2021 % Student Enrollment by 53% Gender 2020-2021

47%

100%

Cross Country Flag Football/ Football

Soccer Softball Swimminu/Divin�

JV, Freshman, B-teams

BasebaU Basketball

Golf

Softball Swimming/Diving

Weif!htlifting

This form must be submitted for each school. Be sure to fill-in the enrollment data. The total percentage of male and female student enrollment should equal 100%.

PARTIV GENDER EQUITY IN ATHLETICS District:

OR.ANGE COUNTY

School Name:

Wekiva High School

G en d er E,qUHY 't ID . Atl1 I efICS C orrec t'Ive ACf100 Pl an (I) (2) (3) Gender Equity Planned Actions To Address Deficiencies Responsible Person(s ) Found in Athletics in Athletics and Contact Information Component Wekiva High School IS Ill compliance

(4) Timelines

We hereby verify that the above corrective action plan will be implemented to bring the institution into compliance within the time frame indicated in the Plan.

Date

I D

2020-2021 MONITORING FORMS School Name West Orange High School Component 1: NOTE: OCR defines a partictpant as anyone who (1) participated in competition or (2) participated witb the team and was eligible for competition but did not play. Participation is determined as of the date of the first competitive event for the sport.

Number ofParticipants

School:

·· '.

· · · ;t:

r�

· . :_..�!�-.:.� �

· :•sirir;:m;iRWi��-\ :�:�.i;<:; t

· :�� .-

tQU:�vbali :-=

.. .

,.:•:•::•,: --�r,.::

·. -··

••••

'..;w��tlifting ••

. - -�:

•. ,,.,.,,

·. :---•fi -:•• ..

,;r.· ..

s�in�/D�i�g :. ... '.��-

)� 4:·•: .... -:··

-��--

'. ··:'';'.· ' :. 9

228

509

241

29.9%

100%

' •,

''.��w�r

=. ·::· -��g._

70.l

100% Gend er'-2020:�»21 .

',:_ .',i:.

Total_ S�penti�Yt�ollme�fJ?_•

·rJiiVarsity Pa,:fl¢ipants,} } 282 • ... •I,:,;,-::..

; ·. ·,; :_ ,,,

7 �..�·

Number ofParticipants

1196

119 I

2387 100%

'.TOtal Stud!!nt:.E�r,9JUj"j'�J1f 1196 1191 'by Gen�er 202o�iQal ,.· · . % �tude(lf��i§UJrJi{�t by 50.1% 49.9% Gendei-·.21>2()..:.2021, ·.

2387 100%

This form must be submitted for each school. Be sure to fill-in the enrollment tlata. The total percentage of male and female student enrollment should equal 100%. 100

PART IV GE1\1DER EQUITY IN ATHLETICS District: O.!_ange School Name:

West Orange High School

Gender Equity in Athletics Corrective Action Plan (1) (2) (3) Gender Equity Planned Actions To Address Deficiencies Responsibl� Person(s) in Athletics Found in Athletics and Contact Information Comoonent

West Orange High School will continue our girls sand volleyball club/sport to include more fem�e athletes. This club currently has 15 female athletes. Limitations of club rules prevented growth but will increase next year. In addition, we will support and celebrate National Girls & Women's Sports Day. West Orange High School will promote female sports by creating another banner to showcase our female athletes. A wall wrap in the school will be displayed in building 1, endorsing girls' interest in athletics. We also will create a slideshow/video supporting female athletics for our website.

(4) Timelines

Lisa Montgomery

�pring

ToddLaNeave

Year round

Lisa.montgomery@ocps.net

Todd.laneave@ocps.net

Lisa Montgomery

West Orange High School will utilized social media to engage female students to participate in sports (Instagram, Facebook, Twitter). Announcements and pictures of female athletes participating and excelling in sports will be exhibited.

Lisa.montgomery@ocps.net

'Year round

West Orange High School will focus on increasing participation in girls' track, golf, bowling, weightlifting and tennis. We can also add freshmen volleyball if numbers grow.

Randall Howell Randall.howell@ocps.net

Season

Due to the pandemic, our female numbers were reduced and impacted female sports

101

due to students not being campus. We hereby verify that the above corrective action plan will be implemented to bring the institution into compliance within the time frame indicated in the Plan.

Signature, Principal

' Date

D/te

102

103

PART IV GENDER EQUITY IN ATHLETICS District: _O_ran__...g_e _________

School Name:

Windermere

____:_-==..:....:..=.:.:....._________________

Gender Equity in Athletics Corrective Action Plan

(I)

Gender

Equity in

(2)

Planned Actions To Address Deficiencies Found in Athletics

Athletics

Component #1

The Windermere Athletic Department will heavily promote the two newest FHSAA sports of Girls Wrestling and Girls Sand Volleyball to increase the female participation numbers for the 2021-22 school year.

(3) Responsible Person(s) and Contact Infonnation

Timelines

Russell Williams

June 1 51, 2021

Athletic Director WrestlingNolleyball

Coaches

Due to the pandemic, half of our student Russell Williams population were LaunchEd and did not come to campus during the 2020-21 school Athletic Director year. With the expectation that we will have all students on campus next school year; the · Head Coaches of Windermere Athletics Department will Softball/Basketball/ make concentrated efforts to increase the Track &Field/ Cross female participation numbers in the Country/ Bowling following sports that have shown a decrease from the previous year's data:

Softball Basketball Track/Field Cross Country Bowling

104

(4)

through the

beginning of each of the sports start dates

June 1 81, 2021 through the

beginning of each of the sports start dates

105

2020-2021 MONITOIDNG FORMS School Name Winter Park High School Compo11ent 1: NOTE: OCR defines a participant as anyone who (1) participated in competition or (2) participated with the team and was eligible for competition but did not play. Participation is determined as of the date of the first competitive event for_ the sport. N11mber ofParticipants

Number ofPartieipants Females

Total

Males

Females

Total

16 16

331

274

605

147

237

55%

45%

100%

62%

38%

100%

1616

1614

3230

' 1616

1614

3230

50%

100%

50%

100%

This form must be submitted for each school. Be sure to fill-in the enrollment data. The total percentage of male and female student enrolhitent should equal 100%.

106

PARTIV GENDER EQUITY IN ATHLETICS

School Name:

Winter Park High School

Gender Equity in Athletics Corrective Action Plan (1 ) (2) (3) Gender Equity Planned Actions To Address Deficiencies Responsible Person(s) Found in Athletics in Athletics and Contact Infonnation Component

We believe the 2020-21 Pandemic Year has had an impact on our student participation due to the fact that not all students attended school in person this year and some students may have opted out of participation due to safety concerns. With that said, hopefully as we get into. the 2021-22 school year we will be able to proceed as we· normally have prior to the Pandemic. If such is the case, Winter Park High School will continue to hold infonnational meetings for students and parents emphasizing and highlighting our sport offerings. We will continue to hold these meeting during New Srudent orientation, informal meetings, and team meetings throughout the year. Winter Park will continue to promote and encourage participation for both genders and across all levels. In addition, we will emphasize the opportunities and ben•.�fits of athletic participation to encourage more participation. Winter Park High School as well as the Winter Park 9th grade center will ask all PE teachers and athletic coaches to speak with students about our sport offerings and encourage participation in athletics.

107

Athletic Director Assistant Athletic Directors Administrative Team Athletic Coaches Physical Educations Teachers

(4) Timelines

We will promote in the summer of2021 and will continue throughout the 2021-22 school year.

The Winter Park Athletic Director, Assistant Athletic Directors and Athletic Coaching Staff will be the contacts made available to answer any questions regarding opportunities and participation as _well as the benefits of doing: so. Coaches will do their due diligence in encouraging overall participation at all levels of competition and across both genders. Winter Parle will continue to offer every sport that is recognized or sanctioned by the Florida High School Athletic Association. Announcements, emails, athletic website and the Winter Park weekly newsletter will be used to share pertinent information on athletics and our athletic physicals and ECGs nights which are typically held at the end of each school year. This will be shared with all stake holders to inform or remind everyone of the sport offerings, levels of sport offerings, coaches co�tact information and the start date of each sport season. Winter Park High School will continue to share information regarding athletics, sport offerings, coaches contact infonnation and meeting information using all available avenues including, but not limited to, social media., PA announcements, informational meet� 1gs, website postings, connect orange messages, and the school's electronic newsletter and emails.

We hereby verify that the above corrective action plan will be implemented to bring the institution into compliance within the time frame indicated in the Plan.

108

Signature, Principal

ripe

109

PART V EMPLOYMENT EQUITY

110

Orange County Public Schools remains committed to hiring a diverse and highly qualified workforce. Although the district’s student population decreased during the 2020-2021 school year, OCPS continues to make gains in aligning our workforce demographic to that of the student populations we serve. Although the racial/ethnic percentages remained the same, there was a decrease in the total number of Black (2,345), Hispanic (3,085), White (1,541), female (2,267), and male (4,044) students. Other racial/ethnic groups (660) reflected an increase in the total number of students. There continues to be an underrepresentation between the district’s administrative and faculty demographics in comparison to the current student Hispanic population, other racial/ethnic groups and male populations. The representation of Black principals, assistant principals and guidance counselors continues to surpass the student demographic. OCPS has made progress over the past year with increases in the following areas:    

The percentage of Black district-level administrators (1.3%), principals (.4%) and teachers (.4%); The percentage of Hispanic district-level administrators (2.6%) and teachers (.4%); The percentage of other racial/ethnic groups district-level administrators (.3%); and The percentage of male district-level administrators (2.2%) and male teachers (.2%) (See Table 5.1)

To address administrative and instructional underrepresentation, the OCPS Recruitment department within Human Resources strives to produce a diverse pool of applicants from various geographic, racial and ethnic backgrounds. The district also continues to focus on strategies in its recruiting plan that specifically target minorities, including recruiting at Historically Black Colleges and Universities and Hispanic-Serving Institutions. The Recruiting team has: 

Attended the Annual Career Fair at Ana G. Mendez University;



Developed a partnership with the Florida Fund for Minority Teachers, which hosts an annual job fair and provides scholarships to minority students majoring in education;



Increased our presence with the University of Central Florida, designated as a HispanicServing Institution: o

Partnered with its College of Community Innovation and Education, as well as its Career Services department to strengthen teacher placements. An example includes the Teacher Quality Partnership, which serves select OCPS Title I schools and focuses on preparing teacher candidates during their internships. This program serves as a pipeline for recruiting graduates and has recently added additional schools.

Partnered with UCF on the Parramore Education and Innovation District initiative, which focuses on recruiting and retaining noninstructional and instructional staff. The team attended PEID’s first virtual Education Interest Fair.

111

Partnered with UCF and Lockheed Martin in Education degree in K-8 mathematics and January 2021 with 23 scholars working at demographics were 35% Hispanic; 35% Racial/Ethnic groups.

2018 to provide a tuition-free Master of science education. Cohort 6 began in OCPS Title I schools. The participant White; 26% Black; and 4% Other



Participated in the Florida Future Educators Association at OCPS Academic Center for Excellence and Jones High School.



Attended the Florida Agricultural and Mechanical University career fairs in the fall and spring semesters.



Led various presentations for the Bethune-Cookman University and FAMU virtual teaching seminar classes on topics including “Impressing the Recruiter,” “Interviewing Strategies” and “OCPS as a Choice Employer.” The students have been extremely receptive to the information received and inquired about future opportunities with the district.

Additionally, the UCF-OCPS Teacher Leader Academy will begin this fall and will allow scholars to pursue a doctorate in curriculum and instruction focused on K-8 mathematics education. Eligibility requirements include candidates who belong to a population underrepresented in STEM and scholars will work in an OCPS Title I school. The HR division also has focused on instructional recruitment through initiatives such as the Pathways within Education program. Workshops provide alternative routes to certification for employees within the Ed-Paraprofessional job family. With this partnership, current OCPS paraprofessionals at Title I schools can continue their education at Rollins College and receive a degree and certification in Elementary Education K-6 with Reading and ESOL endorsements. The HR division collaborated with the Title I Department to secure partial funding for books, laptop computers and a paid internship for cohort members teaching at a Title I school. The second cohort began in the 2020-21 school year and the enrollment doubled. The Recruitment team is actively recruiting for the third cohort, which will start in the 2021-22 school year. The Recruitment department also attends several local diversity job fairs to assist in identifying candidates for instructional and noninstructional positions with our Transportation, Food and Nutrition Services, and Facilities departments. Examples include the Amway Diversity Fair; Central Florida Employment Council Fair; Lt. Debra Clayton’s Youth Crime Prevention Fair; Career and Technical Education College Fair; Smith Center Annual Community Fair; and the partnership with United Against Poverty.

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Table 5.1. 2020-2021 District Administrative and Faculty Positions

District: Orange

2020-2021 District Administrative and Faculty Positions

Administrative Positions

Total

Student Demographics

206,058

District-Level Administrators

582

153 (27.4%)

Principals

210

Asst. Principals

311

Teachers Guidance Counselors

13,883 402

# & % White

#&% Other

#&% Female

# & % Male

51,515 (25%)

16,484 (8%)

99,671 (48%)

106,387 (52%)

102 (18.2%)

299 (53.5%)

28 (5%)

340 (60.8%) 242 (43.3%)

57 (27.5%)

35 (16.9%)

115 (55.6%)

3 (1.4%)

135 (65.2%)

75 (36.2%)

110 (33.4%)

43 (13.1%)

154 (46.8%)

4 (1.2%)

220 (66.9%)

91 (27.7%)

8109 (58.0%)

477 (3.4%)

11003 (78.7%)

2880 (20.6%)

204 (51.1%)

8 (2.0%)

371 (93.0%)

31 (7.8%)

# & % Black

#&% Hispanic

49,454 (24%) 88,605 (43%)

2760 (19.7%) 2537 (18.1%) 126 (31.6%)

64 (16.0%)

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PART VI SINGLE-SEX SCHOOLS AND CLASSES

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The School Board of Orange County, Florida does not operate single-sex schools or classes.

The School Board of Orange County, Florida allows open enrollment to all students within the school district.

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PART VII PREGNANT AND PARENTING STUDENTS

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PREGNANT AND PARENTING STUDENTS To ensure that pregnant and parenting students are treated in compliance with the requirements of Title IX and Section 1003.54, F.S., districts are asked to respond to the following questions regarding programs for pregnant and parenting students: (1) How does the district make provisions for pregnant and parenting students to complete the coursework necessary to earn a high school diploma? Students can acquire services through the Teenage Parent Program, which is accessible within OCPS schools as well as the BETA center. All OCPS Schools and the BETA Center are allotted the opportunity to complete all necessary coursework to earn their high school diploma. Parenting classes are also conducted and necessary accommodations are provided. How are ancillary services (such as child care, health care, social services, parent education and transportation) provided? BETA, an Alternative School Program is the educational component of a partnership between Orange County Public Schools (OCPS) and United Cerebral Palsy (UCP) of Central Florida, Inc. BETA provides open enrollment to a pregnant teen or young mother within OCPS District and serves approximately sixty (60) students (ranging from ages 11-19). Free childcare is provided onsite for all students that are parents or expectant parents. The school environment is a different approach to the traditional educational setting emphasizing smaller class sizes. BETA gives pregnant teens and young mothers academic and possible employment opportunities by offering CTE Courses while developing life skills and obtaining a high school diploma. Students are eligible to participate in curricular or extracurricular programs such as prom, homecoming, graduation, band/chorus and sports at their home schools. BETA is a Title I, Part A Program that participates in parent and family engagement opportunities. BETA Program Features includes:          

OCPS School Bus Transportation for students and infants Middle/High School traditional school curriculum to prepare students for graduation CTE Courses to enhance employment opportunities Smaller learning environment with individualized instruction Study and test strategies taught to prepare for ACT, SAT, and State required testing Students follow the Core Class Progression based on individual requirements for graduation Classes taught by OCPS teachers utilizing instructional tools such as Khan Academy, Rosetta Stone, and Reading Plus Students high school diploma reflect the name of their home school Participation in home school events, such as Prom, Homecoming, and Graduation Electives such as Parenting Skills, Debate, and Journalism

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  

Industry Certification in Early Childhood Education (as part of a School to Work Component) Scholarships for Postsecondary Education are available UCP offers access to appropriate Social Services and an onsite Well Care Nurse for infant and teen mom

In addition to the BETA Alternative Program there are several other alternative programs for pregnant and parenting students, such as Alternative to Suspension, if a suspension were to occur. Alternatives to Suspension OCPS has programs to assist students who are suspended from School to ensure that every child has the opportunity to learn every day. Parents whose children may be suspended are invited to contact one of our Alternative to Suspension Education Sites. At these sites, students will be supervised by a team of adults, receive access to their school assignments, gain life and social skill training, and be treated with respect and dignity. Because Alternative to Suspension education sites are regionally located throughout Orange County, you may choose the site closest to your home, work, or other location. OCPS offers two (2) Alternative to Suspension (A2S) Sites and four (4) Contracted Sites to meet the individual needs of students. Alternative to Suspension (A2S) A2S is an Orange County Public School’s suspension amnesty program for students who have been suspended as a result of OCPS Code of Student Conduct violations. It is a positive alternative to out-of-school suspensions and offers students a classroom setting where they can continue their school work while also benefiting from character education. Academic work will be monitored by certified OCPS Teachers and Staff. Students will be able to complete school assignments with the goal of a seamless transition back to their zoned school. Student Eligibility Criteria requirements for the Alternative to Suspension (A2S) Program:    

Grades 6-12 Committed a Level 3 or Level 4A, 4F, or 4J Offense based on the OCPS Student Code of Conduct Parent/legal guardian to provide transportation to and from the A2S Center Enrollment is based on seat availability

Contracted Suspension Sites OCPS has also established a partnership for contracted services with Alternative Learning Placement Services (ALPS), Fresh Start, and Keeping UP! to support an extension of suspension options throughout Orange County. Student Eligibility Criteria requirements for the Contracted Suspension Sites Program: 

Grades K-12

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   

Committed a Level 3 or any Level 4 offense based on the OCPS Student Code of Conduct Parent/legal guardian to provide transportation to and from the Suspension Center Enrollment is based on seat availability Parent/L Guardian must contact the Suspension Center before enrolling

(2) If the district operates a separate program for pregnant and parenting students, how are students informed of the different curricula, services or other options available through the program versus what is available at their home schools? (Attach brochure(s) used to inform pregnant and parenting students of their educational options.) Students enrolled at BETA participate in an intensive recruitment/orientation process that includes the Teachers, Assistant Principal, Recruiter and the Guidance Counselor. During this process the potential student is informed of the Child Care Services and Curricula provided at the BETA Center. The Guidance Counselor then meets with the student after reviewing their transcripts and their academic progress to develop a graduation plan. BETA will support the student to ensure that all required Courses needed to earn a high school diploma are accessible through traditional face-to-face classes and also through online coursework such as APEX, FLVS, OCVS, Edgenuity (see Appendix G, BETA Alternative Education School Brochure).

(3) How are school counselors and administrators trained to effectively advise pregnant or parenting students of their options to participate in regular classroom activities or enroll in a special program, and their access to curricular, extracurricular and ancillary service programs? Administrators within Alternative Education that oversee the BETA Center participate in monthly Assistant Principal of Instruction meetings that are coordinated by OCPS that provides direction towards all guidance requirements to include schools such as BETA. School Counselors are certified in guidance and attend monthly and annual meetings with the District, Department of Education and local post-secondary institutions to continually provide the most up-to-date educational and post-secondary information. The BETA Center Staff provides support to the School Counselors and Administrators in areas of mental health support, residential services, and parenting resources for the students. Students participate in extra-curricular activities such as cultural outings, educational fieldtrips and career exploration.

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APPENDIX A

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CODE OF STUDENT CONDUCT TITLE:

FILE:

JIC

Code of Student Conduct

POLICY: (1)

The School Board of Orange County, Florida (“Board”) authorizes the establishment of the Orange County Public Schools (“OCPS”) Code of Student Conduct for Elementary Schools and Secondary Schools, which is hereby incorporated by reference and made a part of this policy. The Code of Student Conduct and any revisions shall be approved and adopted by the Board. The Code of Student Conduct shall meet the following criteria: (a)

Be developed by Board members, district administrators, appropriate grade level teachers, school personnel, school administrators, students, and parent(s) or legal guardian(s) of students;

(b)

State grounds for disciplinary action procedures and the rights of students;

(c)

Be distributed to all teachers, school personnel, students, and parent(s) or legal guardian(s) of students at the beginning of each school year; and

(d)

Be filed in the Superintendent's office.

(2)

The Code of Student Conduct shall be discussed with students, school advisory committees and parent/teacher associations at the beginning of each school year and quarterly thereafter and for transferring students upon their enrollment.

(3)

Any Board decision which conflicts with provisions in the Code of Student Conduct shall prevail until the Code of Student Conduct is revised and subsequently adopted.

(4)

The Code of Student Conduct will be reviewed and adopted annually. If the Code of Student Conduct is not adopted prior to the start of a new school year, the most recent Code of Student Conduct will remain in full force and effect until such adoption by the Board occurs.

SPECIFIC AUTHORITY: TITLE:

Sections 1003.31; 1006.07, Florida Statutes

Student Detention, Searches, and Seizures

POLICY: The principal/designee or any other instructional staff employee may temporarily detain and question a student when circumstances indicate that such student has committed,

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is committing, or is about to commit a violation of Florida Statutes or Board policies, including the Code of Student Conduct. (1)

If, at any time, reasonable suspicion arises that a student is unlawfully concealing any stolen or illegal property, an alcoholic beverage or liquor, illegal drugs, or any weapon, or any other item prohibited by the Code of Student Conduct or Board policy, a principal or instructional staff employee may temporarily detain such student without the use of physical force, and the principal/designee may search a detained student, the student’s belongings, vehicle and/or locker for the purpose of disclosing the presence of items herein provided. (a)

Any OCPS employee who searches a student, the student’s belongings, the student’s vehicle and/or the student’s locker, shall have completed OCPS search training prior to the search.

(b)

In the event that it is suspected that contraband is concealed upon the person of the student, the principal/designee shall request the voluntary surrender of the contraband. If the student refuses, the principal/designee may contact the student’s parents/legal guardians and/or the appropriate law-enforcement officials. If the student refuses or is belligerent or violent in refusing to be searched, the student should be detained and the appropriate law- enforcement agency should be notified and requested to take appropriate action. i.

Strip-searching by OCPS employees on Board property is strictly prohibited.

(2)

Items may be seized when a search of a student, the student’s belongings, vehicles, and/or locker reveals stolen or illegal property or items prohibited by Florida Statutes, Board policies, and/or the Code of Student Conduct. Action taken against the student shall be pursuant to Florida Statutes and Board policies, including the Code of Student Conduct.

(3)

In any school where student lockers are provided, the principal/designee shall place a sign in a prominent location for students to read that contains the following information: “Student lockers and other student storage spaces provided by the district are property of the Orange County School Board and are subject to search by school authorities at any time.”

(4)

Nothing in this section shall prohibit OCPS employees from searching a student’s OCPS student issued device at any time deemed necessary by OCPS personnel. Reasonable suspicion is not required to conduct a search of an OCPS student issued device.

(5)

The provisions herein shall also apply to all OCPS school-sponsored events.

SPECIFIC AUTHORITY:

Sections 1003.31; 1003.32; 1006.07; 1006.09, Florida

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Statutes TITLE:

Student Control and Supervision

POLICY: Students enrolled in a district school operated by the Board shall be subject to Florida Statutes, State Board of Education Rules, and Board policies, including the Code of Student Conduct, during the time they are attending school or a school-sponsored activity, are being transported to and from school at public expense, are on property owned or operated by the Board, or, when appropriate, any other jurisdictional area as permitted by Florida Statutes and/or State Board of Education Rules. The student shall be under the control and direction of the principal/designee, the teacher in charge of the class, any other instructional staff employee, or the bus driver, as assigned by the principal/designee. (1)

The principal/designee shall see that students are properly supervised while at school and during any school-sponsored activity.

(2)

OCPS employees shall assume such authority for the control and supervision of students as may be assigned to them by the principal and shall maintain order in the classroom and in other places where they are in charge of students.

(3)

The Board may, by policy and regulations, subject students to the control and direction of the principal/designee during the time they are otherwise en route to or from school.

(4)

OCPS employees are not responsible for supervising students who arrive on school grounds more than thirty (30) minutes before school or thirty (30) minutes before a school-sponsored activity is scheduled to begin or students remaining on school grounds more than thirty (30) minutes after school or thirty (30) minutes after the school-sponsored activity ends. OCPS is not responsible for supervising students not in attendance at school or students not authorized to participate in school-sponsored activities.

(5)

Casual or incidental contact between OCPS employees and students on school grounds shall not result in a duty to supervise students. Parents/legal guardians should not rely on OCPS employees to provide supervision for their child outside of the above time period.

SPECIFIC AUTHORITY:

TITLE:

Sections 1003.31; 1003.32; 1006.07; 1006.09; 1006.10; 1006.147, Florida Statutes

Zero Tolerance for School-Related Violent Crime

POLICY:

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It is essential that schools be safe and orderly to provide environments that foster learning; therefore, violent crime in schools will not be tolerated. In accordance with Section 1006.13, Florida Statutes, OCPS employees shall: (1)

Report to the School Resource Officer (“SRO”) or a law enforcement agency any act that is a threat to school safety or any act that a reasonable person would believe to be a crime if the act occurs whenever or wherever students are within the jurisdiction of the Board. The reporting does not include petty acts of misconduct, unless the student commits more than one misdemeanor, then the threat assessment team shall consult with law enforcement to determine if the act should be officially reported to law enforcement; (a)

“Threat to school safety” is defined as any information, including posts on social media, which threatens the safety of any individual or school property which requires the school staff to consult with the SRO;

(b)

“Petty acts of misconduct” are defined as those acts that do not pose a direct threat to the safety of students, staff, volunteers, or other persons or a threat of harm to Board property; or are not considered a crime under federal or state statutes. Such acts do not require consultation with law enforcement;

(c)

The Board shall enter into agreements with the county sheriff's office and local police departments specifying guidelines for ensuring that acts that pose a serious threat to school safety, whether committed by a student or adult, are reported to a law enforcement agency. The agreements shall include the role of school resource officers, if applicable, in handling reported incidents, and a procedure requiring school personnel to consult with school resource officers concerning appropriate delinquent acts and crimes.

(2)

Minimize the victimization of students, employees, visitors, or volunteers, including taking all steps necessary to protect the victim of any violent crime from any further victimization;

(3)

Provide each current OCPS student with the opportunity for a review of the disciplinary action imposed as outlined in the Code of Student Conduct; and

(4)

Establish a threat assessment team who shall 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 Teams are established under Board policy JICK, entitled, “Threats.”

(5)

Students found to have committed one of the following offenses shall be

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expelled, with or without continuing educational services, from the student's regular school for a period of not less than one (1) full year, and shall be referred to the criminal justice or juvenile justice system: (a)

Bringing to, possessing, using or being in control of a firearm or weapon, as defined in Chapter 790, Florida Statutes, at school, at any school function, or on any school-sponsored transportation; or

(b)

Making a threat or false report, as defined by Sections 790.162 and 790.163, Florida Statutes, respectively, involving school or school employee's property, school transportation, or a school-sponsored activity.

(c)

Students may be assigned to a disciplinary program for the purpose of continuing educational services during the period of expulsion. The Superintendent may consider the one (1) year expulsion requirement on a case-by-case basis and request the Board to modify the requirement by assigning the student to a disciplinary program or alternative program if the request for modification is in writing and it is determined to be in the best interest of the student and the district. If a student committing any of the above offenses is a student who has a disability, the Board shall comply with applicable state and federal rules and regulations.

(6)

Any disciplinary or prosecutorial action taken against a student who violates the zero-tolerance policy must be based on the particular circumstances of the student's misconduct.

(7)

Alternatives to expulsion for violation of this zero-tolerance policy shall be used unless there is a threat to school safety.

(8)

Students may be referred to mental health services identified by the school district pursuant to Section 1012.584, Florida Statutes.

(9)

School principals/designees shall notify all school employees as to their responsibilities regarding incident reporting, that acts which pose a threat to school safety and crimes are properly reported to the school principal/designee, and that the disposition of the incident is properly documented.

(10)

Any student found to have committed any offense in Section 784.081, Florida Statutes, entitled “Assault or battery on specified officials or employees; reclassification of offenses,” shall be expelled or placed in an alternative school setting or other classroom or program, as appropriate. Upon being charged with the offense, the student shall be removed from the classroom immediately and placed in an alternative school setting pending disposition.

(11)

The Board shall adopt a cooperative agreement with the Department of

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Juvenile Justice which establishes guidelines for ensuring that any no contact order entered by a court is reported and enforced and that all of the necessary steps are taken to protect the victim of the offense. (12)

Notwithstanding any provision of law prohibiting the disclosure of the identity of a minor, whenever a student is adjudicated guilty of or delinquent for, or is found to have committed, regardless of whether adjudication is withheld, or pleads guilty or nolo contendere to, a felony violation of: (a)

Chapter 782, Florida Statutes, relating to homicide;

(b)

Chapter 784, Florida Statutes, relating to assault, battery, and culpable negligence;

(c)

Chapter 787, Florida Statutes, relating to kidnapping, false imprisonment, luring or enticing a child, and custody offenses;

(d)

Chapter 794, Florida Statutes, relating to sexual battery;

(e)

Chapter 800, Florida Statutes, relating to lewdness and indecent exposure;

(f)

Chapter 827, Florida Statutes, relating to abuse of children;

(g)

Section 812.13, Florida Statutes, relating to robbery;

(h)

Section 812.131, Florida Statutes, relating to robbery by sudden snatching;

(i)

Section 812.133, Florida Statutes, relating to carjacking; or

(j)

Section 812.135, Florida Statutes, relating to home-invasion robbery,

and, before or at the time of such adjudication, withholding of adjudication, or plea, the offender is attending a school attended by the victim or a sibling of the victim of the offense, and the Department of Juvenile Justice has notified the Board of the adjudication or plea, and a written disposition order under Section 985.455(2), Florida Statutes, has been issued, the offender shall be permitted by the Board to attend another school within the district in which the offender resides, only if the other school is not attended by the victim or sibling of the victim of the offense. If the offender is unable to attend any other school in the district in which the offender resides, the Board shall take every reasonable precaution to keep the offender separated from the victim while on property owned or operated by the Board or on school transportation. The steps to be taken by the Board to keep the offender separated from the victim must include, but are not limited to, in-school suspension of the offender and the scheduling of classes, lunch, or other school activities of the victim and the offender so as not to coincide.

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The offender, or the parents of the offender if the offender is a juvenile, shall arrange and pay for transportation associated with or required by the offender’s attending another school or that would be required as a consequence of the prohibition against riding a school bus on which the victim or a sibling of the victim is riding. However, the offender or the parents of the offender may not be charged for existing modes of transportation that can be used by the offender at no additional cost to the Board. SPECIFIC AUTHORITY:

TITLE:

Sections 985.455; 1003.31; 1003.32; 1006.07; 1006.09; 1006.10; 1006.13; 1012.584, Florida Statutes

Disciplinary School Transfers

POLICY: The Board must identify persistently dangerous schools and provide students in such schools the option of attending a safe school as well as provide students who are victims of certain crimes on school grounds the option of attending another safe school. (1)

Whenever any student has been the victim of a felony violation or a violation that would be a felony if committed by an adult, pursuant to: (a)

Section 782.051, Florida Statutes, relating to attempted felony murder;

(b)

Chapter 784, Florida Statutes, relating to assault, battery, stalking, and culpable negligence;

(c)

Chapter 787, Florida Statutes, relating to kidnapping, false imprisonment, luring or enticing a child, and custody offenses;

(d)

Chapter 794, Florida Statutes, relating to sexual battery;

(e)

Chapter 800, Florida Statutes, relating to lewdness and indecent exposure;

(f)

Chapter 827, Florida Statutes, relating to abuse of children;

(g)

Section 812.13, Florida Statutes, relating to robbery;

(h)

Section 812.131, Florida Statutes, relating to robbery by sudden snatching; or

(i)

Section 812.133, Florida Statutes, relating to carjacking, and the crime was committed upon property owned or operated by the Board or on school transportation, the student upon whom the crime

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was committed shall be permitted, upon written request from the student’s parent/legal guardian, or the student (if such student is an emancipated minor), to transfer to another school determined by the Board, if available. In order to be considered a violent criminal offense for the purposes of transferring to another school, it is necessary that the incident be reported to the appropriate law enforcement agency and formal charges must be filed. The parent/legal guardian of the victim or the victim (if an emancipated minor) of any such felony crime may invoke the transfer option once the state attorney files felony charges against the offender. Any transportation services for such students shall be provided in accordance with Board policies. (2)

A public school in Florida shall receive a “persistently dangerous school” designation if, for three (3) consecutive years, each of the following conditions persists: (a)

The school has a federal “Gun-Free Schools Act violation” which means a student who is determined to have brought a firearm to a school, or to have possessed a firearm at school based on the federal Gun-Free Schools Act; “Firearm” means handgun, rifle, shotgun, or other type of firearm (Section 921 of Title 18, United States Code); and

(b)

The school has expelled one percent (1%) or more of a student body that is greater than 500 students or five (5) students if the student body is 500 students or less, whichever number is higher, for incidents of crime and violence that are homicide, battery, sexual battery, and/or weapons possession related, as reported to the Florida Department of Education in the School Environmental Safety Incident Report (SESIR) and the student discipline/referral action data collection systems. If a school meets the expulsion criterion, then it shall conduct anonymous school-wide climate surveys of students, parents, and school personnel. The Florida Department of Education shall determine the survey instruments to be used. If the majority (51%) of the respondents perceives the school to be unsafe as evidenced by the results of the surveys administered by the school district, then the school meets this criterion.

(3)

As it relates to Code of Student Conduct matters, students may be transferred to a different school as determined by the Superintendent or designee.

SPECIFIC AUTHORITY:

The Elementary and Secondary Education Act (ESEA) Reauthorization; Provision Related to School Safety Entitled the Unsafe School Choice Option (USCO), Title IX, Part E., Subpart 2, Section 9532 of Public Law 107- 110) Section 1001.41, Florida Statutes

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TITLE:

External Electronic, Digital, or Telecommunications Devices: Personally-Owned Devices and OCPS Student Issued Devices

POLICY: (1)

(2)

Definitions. For purposes of this policy, the following definitions shall apply: (a)

“External electronic, digital, or telecommunications device” means any device that can: access the internet, access digital media, word process, electronically send, receive or capture text, audio, or images and/or electronically transmit text, audio, or images. In order for the device to be used for supplemental learning purposes, it must be able to access the internet wirelessly through a modern browser and contain a note-taking function/application.

(b)

“Sexting” means sending, forwarding, displaying, viewing, retaining, storing or posting sexually explicit, lewd, indecent or pornographic photographs, images or messages by or on any external electronic, digital or telecommunications device during school hours or school activities on or off campus; while on school district property, or beyond the hours of school operation if the behavior adversely affects the personal safety or well-being of school- related individuals, the governance, climate or efficient operation of the school; or the education process or experience.

(c)

“Cyberbullying” means the act of using information and communication technologies such as, but not limited to, e-mail, cell phone, pager, text messaging, instant messaging (“IM”), blogging, social media, defamatory personal web sites and defamatory personal pooling web sites to support deliberate, repeated, and hostile behavior by an individual or group that is intended to threaten or harm others or which substantially disrupts or interferes with the operation of a school or an individual’s academic performance.

(d)

“OCPS student issued device” means any electronic, digital, or telecommunications device that is issued by OCPS to an OCPS student.

(e)

“Personally-owned device” means any electronic, digital, or telecommunications device that is not issued or owned by OCPS, but is owned by the student and/or his/her parent/guardian.

The following shall apply to personally-owned devices while the student is on property owned or operated by the Board, at school-sponsored events, on school buses or in vehicles provided by the district, or any other jurisdictional area as permitted by Florida Statutes and/or State Board of Education Rules: (a)

Students shall not use any personally-owned electronic, digital, or telecommunications device including, but not limited to, tablets, laptops, pagers, and cellular/smart phones, in a manner that poses a threat to academic integrity, disrupts the learning environment, or

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violates the privacy rights of others.

(b)

The physical location or time of access of certain personallyowned electronic, digital, and/or telecommunication devices by a student cannot be raised as a defense in any disciplinary action initiated under this section.

ii.

Personally-owned electronic, digital, or telecommunications devices shall not be used in any location where a reasonable expectation of privacy is expected and/or where district security cameras are also prohibited including, but not limited to, restrooms, lockers rooms, changing rooms, and/or sleeping quarters.

Students in possession of personally-owned electronic, digital, and/or telecommunications devices shall observe the following conditions: i.

Personally-owned electronic, digital, or telecommunications devices shall be turned on and operated for learning purposes only before, during, and after the school day. Students shall not be prohibited from using personallyowned devices for the purposes of supplementary learning. Using personally-owned devices for the purposes of supplementary learning can include, but is not limited to, accessing and using:

ii.

Adopted instructional digital materials;

iii.

Websites provided by the publisher of an adopted instructional material and/or other web material authorized by the instructor;

iv.

District provided student email accounts;

District approved social media and/or online collaboration platforms;

vi.

Wikis, blogs, and other similar tools;

vii.

Formative assessment tools (i.e. polling); and/or

viii.

Content production tools (i.e. digital portfolios, publishing, word processing, video editing, music production, podcasts).

(c)

The district shall not be responsible for texting and/or data usage fees incurred by personally-owned electronic, digital, or telecommunications devices for the use of supplementary learning.

(d)

Students are responsible for personally-owned devices they bring to school. The district shall not be responsible for loss, theft, or

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destruction of devices brought onto school property, including the financial cost of replacing devices.

(3)

(e)

In the event that a personally-owned device is used for supplementary learning, the district shall provide assistance, when requested, by: providing charging opportunities using the student provided charger and cord, turning the device on, and accessing the home page of the web browser. The district shall not be required to troubleshoot and/or modify devices not purchased by the district.

(f)

Personally-owned digital, electronic, and/or telecommunication devices can be used if an emergency exists that involves imminent physical danger for communication outside the purpose of supplementary learning.

The following shall apply to personally-owned devices and OCPS student issued devices while the student is on property owned or operated by the Board, at school sponsored events, on school buses or in vehicles provided by the district, or any other jurisdictional area as permitted by Florida Statutes and/or State Board of Education Rules: (a)

Students shall not send, share, view, or possess pictures, text messages, emails, or other material depicting sexually explicit content, in electronic or any other form on any personally-owned electronic, digital, or telecommunications device.

(b)

By bringing external personally-owned electronic, digital, or telecommunications device to school or school-sponsored events, the student and parents/legal guardians consent to the search in accordance with the limitations imposed by state and federal law. A search of the device will only occur when school officials have a reasonable suspicion, based on objective and articulable facts, that such a search will reveal a violation of Board policy, OCPS Code of Student Conduct, or state or federal laws. The scope of the search will be limited to the violation of which the student is accused. Regardless of consent, if a violation of state or federal law is suspected, the matter will be referred to law enforcement.

(c)

All OCPS student issued devices are subject to search at any time.

(d)

Students who violate this policy will be subject to disciplinary action, including suspension or expulsion. The student may also lose the privilege of bringing a personally-owned device onto property owned or operated by the Board.

(e)

An administrator or principal/designee may confiscate the OCPS student issued device or the personally-owned device, which shall only be returned to the student’s parent/legal guardian. Content or images that violate criminal laws will be forwarded to law

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enforcement. (4)

(5)

Any student, employee, parent/legal guardian or third party who has knowledge or engages in conduct in violation of this policy or any student who feels he/she has been a victim of cyber bullying, sexting, menacing, retaliation, or reprisal in violation of this policy shall immediately report the concerns to school officials. (a)

The principal/designee shall be responsible for timely investigating a complaint made under this policy. The investigation, witness statements, and evidence shall be documented along with the outcome of the investigation.

(b)

In the course of the investigation, the principal/designee and any investigating employees will not send, receive, or unnecessarily view or transmit sexting photographs or any other inappropriate images on either the district’s or their personally-owned electronic devices. The examination or viewing of the evidence/information will be limited to the extent necessary to determine that misconduct occurred. Parents/legal guardians of all students identified in the report shall be notified of the investigation and informed of their students’ involvement in the incident.

Students whose behavior violates this policy will be subject to discipline up to and including expulsion. Law enforcement will also be notified when conduct may violate criminal laws.

SPECIFIC AUTHORITY:

TITLE:

Section 1001.41; 1003.31; 1003.32; 1006.07; 1006.147, Florida Statutes

Student Hazing

POLICY: (1)

“Hazing” is defined as any action or situation that endangers the mental or physical health or safety of a student at a school with any grades 6 through 12 for purposes including, but not limited to, initiation or admission into or affiliation with any organization operating under the sanction of a school with any grades 6 through 12.

(2)

"Hazing" includes, but is not limited to: (a)

Pressuring or coercing the student into: i.

Violating State or Federal law;

ii.

Consuming of any food, liquor, drug, or other substance; or

132

iii.

Participating in physical activity that could adversely affect the physical health or safety of the student.

(b)

Any brutality of a physical nature, such as whipping, beating, branding, exposure to the elements; and

(c)

Any activity that would subject the student to extreme mental stress, such as sleep deprivation, forced exclusion from social contact, forced conduct that could result in extreme embarrassment, or other forced activity that could adversely affect the mental health or dignity of the student.

(3)

“Hazing” does not include customary athletic events or other similar contests or competitions or any activity or conduct that furthers a legal and legitimate objective.

(4)

Permission, consent, or assumption of risk by an individual subjected to hazing shall not lessen the prohibitions contained in this policy.

(5)

Hazing activities of any kind are prohibited at any time on property owned or operated by the Board and off school property if the misconduct is connected to participation or membership of a club or organization of a school.

(6)

No administrator, faculty member, or other Board employee shall encourage, permit, authorize, condone, or tolerate any hazing activities.

(7)

No student shall plan, encourage, or engage in any hazing activity.

(8)

All Board employees shall be alert to possible situations, circumstances, or events that might include hazing.

(9)

If hazing or planned hazing is discovered, the students involved shall be ordered to end all hazing activities or planned activities immediately and shall be disciplined pursuant to the OCPS Code of Student Conduct.

(10)

Any student, employee, parent/guardian, or third party who has knowledge or engages in conduct in violation of this policy, or any student who feels he/she has been a victim of hazing, shall immediately report the concerns to school officials. (a)

The reporting of such an act may be done anonymously by: i.

Telling the school official the reporter wishes to remain anonymous;

ii.

Sending an email to the school principal/district;

iii.

Calling the school/district; or

iv.

By using any other form of communication to inform the

133

school of the alleged hazing. (11)

All hazing incidents reported to the school shall be reported immediately to the Superintendent or designee, and to appropriate the law enforcement agency. Each incident of hazing shall be reported in the school’s safety and discipline report required under Section 1006.09, Florida Statutes. Any Board employee that fails to report hazing incidents, pursuant to this policy may be subject to disciplinary action up to and including termination.

(12)

Anyone who is a victim or perpetrator of hazing will be referred to the school guidance counselor.

SPECIFIC AUTHORITY:

TITLE:

Sections 1001.43; 1006.135, Florida Statutes

Trafficking

POLICY: (1)

Definitions. For the purpose of this policy, the following definitions shall apply. (a)

“Human trafficking” is defined as the transporting, soliciting, recruiting, harboring, providing, enticing, maintaining, or obtaining another person for the purpose of exploitation of that person. In addition, the Florida Legislature has identified human trafficking as a form of modern-day slavery. Victims of human trafficking are young children, teenagers, and adults. Victims of human trafficking are subjected to force, fraud, or coercion for the purpose of sexual exploitation or forced labor.

(b)

“Drug trafficking” is defined as knowingly selling, purchasing, manufacturing, delivering, or bringing drugs or other substances identified in Section 893.135, Florida Statutes, into the state of Florida.

(c)

The Board prohibits any form of trafficking to occur on school grounds, on school transportation, and at any school sponsored activity.

(d)

Anyone who is a victim of trafficking or anyone who suspects trafficking is occurring and involves OCPS students or employees, should report the allegations to the school administration for further investigation. School administration should consult with the school resource officer, or law enforcement officer if the school resource officer is not available, before beginning their investigation.

(e)

Any reporter of trafficking of any kind may choose to remain

134

anonymous. SPECIFIC AUTHORITY: TITLE:

Sections 787.06; 893.135, Florida Statutes

Firearms or Weapons

POLICY: (1)

(2)

Definitions. For the purposes of this policy, the following definitions shall apply. (a)

“Firearm” means any weapon which will, is designed to, or may readily be converted to expel a projectile by the action of an explosive; the frame or receiver of any such weapon; any firearm muffler or firearm silencer; any destructive device; or any machine gun.

(b)

“Weapon” means any dirk, knife, metallic knuckles, slugshot, billie, tear gas gun, chemical weapon or device, or other deadly weapon. Also included are objects that are used to intimidate or threaten another person, or objects used to harm another person.

The Board prohibits any student or visitor (except law enforcement officers as defined in Chapter 943, Florida Statutes) from bringing or using a firearm or weapon on school grounds, school transportation, and any school sponsored activity. Possession or use of a firearm or weapon shall result in disciplinary action, consultation with law enforcement, and may result in criminal penalties. This prohibition includes, but is not limited to, possessing or carrying a firearm or weapon on his/her person, in a vehicle, and/or any other container or conveyance.

SPECIFIC AUTHORITY:

TITLE:

Sections Statutes

790.001;

790.115;

1006.13,

Florida

School Environmental Safety Incident Reporting

POLICY: Incidents related to school safety and discipline shall be accurately reported in a timely manner to the Florida Department of Education, Office of Safe Schools through the School Environmental Safety Incident Reporting (SESIR) structure. OCPS will follow rules established for the requirements of the SESIR by the Florida Department of Education, Office of Safe Schools. SPECIFIC AUTHORITY:

Section 1006.07, Florida Statutes Rule 6A-1.0017, Florida Administrative Code

ADOPTED: REVISED:

10/12/10 5/10/11; 1/28/14; 6/23/15; 6/13/17; 6/12/18; 6/11/19; 7/30/19; 6/23/20; 6/8/2021

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APPENDIX B

136

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Equal Employment Opportunity

Legal Services

Orange County Public Schools / Departments / Legal Services / Equal Employment Opportunity

 Equal Employment Opportunity OCPS EEO NonDiscrimination Statement (Short) OCPS EEO NonDiscrimination Statement (Detailed) Title IX



A-

A+

Equal Employment Opportunity (EEO) Officer & Title IX: Keshara Cowans – Staff Attorney II Office of Legal Services Ronald Blocker Educational Leadership Center 445 W. Amelia St. Orlando, FL 32801 (407) 317-3411 ADA Coordinator: Jay Cardinali – ADA Compliance Officer Office of Legal Services Ronald Blocker Educational Leadership Center 445 W. Amelia St. Orlando, FL 32801 (407) 250-6248

Section 504: Tajuana Lee-Wenze – Director ESE Procedures/Compliance Ronald Blocker Educational Leadership Center 445 W. Amelia St. Orlando, FL 32801 (407) 317-3279

Click here to submit an EEO Complaint Electronically

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6/4/2021

Equal Employment Opportunity Complaint Form

Equal Employment Oppo unity Complaint Form No person shall, on the basis of race, color, religion, sex, national origin, disability, age, marital status, sexual orientation, gender identity or expression, genetic information, or any other reason prohibited by law, be excluded from participation in, be denied the benefits of, or be subjected to discrimination, harassment, including sexual harassment, or retaliation with respect to such person’s employment or application for employment. If you feel you have been discrimination against based on one of the protected classes above, then please complete the following information to submit your complaint to our office. * Required

Email *

First Name *

Last Name *

Date of Birth *

Example: January 7, 2019

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Equal Employment Opportunity Complaint Form

Sex/Gender * Mark only one oval. Male Female Other:

I am a(n) Mark only one oval. Current Employee

Skip to question 7

Former Employee

Skip to question 7

Applicant

Skip to question 10

Current/Former Employee

Employee ID Number *

Name of Workplace/Department/School *

Position/Job Title *

Skip to question 13

Applicant

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Equal Employment Opportunity Complaint Form

10.

Date you applied for job *

Example: January 7, 2019

11.

What position did you apply for? *

12.

What school/department did you apply to? *

Skip to question 13

Complaint Intake

13.

Date Alleged Violation/Incident Occurred *

Example: January 7, 2019

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Equal Employment Opportunity Complaint Form

14.

What is the basis for your Discrimination Claim/Complaint * Check all that apply. Race Sex Age Disability National Origin Religion Retaliation Pregnancy Genetic Equal Pay Workplace Harassment Bullying/Harassment Sexual Harassment/Sexual Violence Dating Violence/Abuse Other:

What is your race?

Race Data

15.

Race * Check all that apply. American Indian or Alaskan Native Asian Black or African American Hispanic or Latino Native Hawaiian or Other Pacific Islander White/Caucasian Other:

Is your complaint related to disability?

Disability Data

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Equal Employment Opportunity Complaint Form

16.

Do you have a disability? Mark only one oval. Yes No

17.

What is your disability?

Complaint Details

18.

Name and Title of Person(s) Responsible for this discriminatory action(s): *

19.

Please explain the situation you believe was discriminatory based on your protected class? * You may include additional date(s), actions, name(s) and title(s) of the person(s) you believe subjected you to discrimination, harassment or retaliation.

20.

Were there any witnesses to the alleged discriminatory incidents? * Mark only one oval. Yes No

Skip to question 21 Skip to question 22

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Equal Employment Opportunity Complaint Form

Witness Information

21.

Please list the name(s), position(s), and contact info for each witness. *

Resolution Information

22.

What resolution are you seeking? *

Prior Complaint Data

23.

Have you previously filed an EEO Complaint with OCPS? * Mark only one oval. Yes No

Skip to question 24 Skip to question 25

Prior Complaint Data Part II

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Equal Employment Opportunity Complaint Form

24.

What was the nature of that complaint? *

Contact Information

25.

Street/Mailing Address *

26.

Contact Phone Number *

27.

E-mail Address *

28.

By submitting this form I acknowledge that these statements are true and written to the best of my knowledge. * Mark only one oval. Yes No

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APPENDIX C

146

OTC 2020-2021 Catalog Excerpts

147

2020-2021

CATALOG 148

445 W. Amelia Street • Orlando, Florida 32801 Phone: 407.317.3200 • Fax: 407.317.3343

The School Board of Orange County, Florida School Board Chair, Teresa Jacobs District 1, Angie Gallo District 2, Johanna Lopez District 3, Linda Kobert District 4, Pam Gould District 5, Kathleen “KAT” Gordon District 6, Karen Castor Dentel District 7, Melissa Byrd

District Administration Dr. Barbara M. Jenkins, Superintendent Dr. Maria Vazquez, Deputy Superintendent Dr. Harold Border, Chief of High Schools Melanie Stefanowicz, Associate Superintendent, CTE

OCPS Vision To ensure every student has a promising and successful future

OCPS Mission With the support of families and the community, we create enriching and diverse pathways to lead our students to success

OCPS Values Equity-Integrity-Inclusion-Respect-Innovation-Collaboration

OCPS Objectives High expectations for student learning Student social and emotional well-being Dedicated and high-quality team Positive climate and safe environment Efficient operations Engaged and invested community

The CTE Way A commitment to character, quality and professionalism

August 2020

149

Admissions Academic Assessment Whether you are enrolling in a career certificate program or an adult education class, you can expect academic assessment to be an part of your educational process. For each program offering, the Florida legislature mandates the assessment instruments to be used as well as the benchmarks to be achieved. Career certificate programs have established academic skill levels that must be achieved prior to being awarded a certificate of completion. Adult education programs use academic assessment to determine initial placement and measure student progress throughout the program. You will find more information on academic assessment on subsequent pages of this catalog.

General Admission Policies and Procedures Anyone interested in attending Orange Technical College is welcome to visit our website, call or make an appointment at a local campus to begin the enrollment process, and/or obtain information from our Admissions department. All interested parties are accepted on a nondiscriminatory basis. All students wishing to enroll must have completed any appropriate assessments, finished the application process, and paid for courses prior to their scheduled start date. A 1,000-hour career certificate program takes approximately one year to complete on a full-time basis. College articulated credit and industry certifications are available at the conclusion of most career certificate programs. Licensure and certification programs may require drug screenings, physical examinations or fees for liability or other insurance. For additional admissions information, contact a counselor, or advisor at the campus.

Articulated college credit and industry certification are available with the majority of career programs.

Admissions services for students include admissions and registration assistance, career information, aptitude/academic assessment, financial aid assistance, and job placement information. Students are encouraged to possess an interest in career education for employment purposes and have the basic skills necessary to achieve success in the career certificate program or course chosen. All campuses comply with the Americans with Disabilities Act (ADA) and Section 504 of the Vocational Rehabilitation Act Amendments of 1973 and strictly adhere to the nondiscrimination policy adopted by the School Board of Orange County. Reasonable accommodations can be made for special needs students. * Disclaimer: Courses subject to cancellation if enrollment is not sufficient.

Voluntary Student Withdrawal 1. Student has initial communication with Instructor, Admissions Office, Financial Aid Office, Business Office or Dean regarding the intent to withdraw.* 2. Send student with withdrawal form to see a Counselor (or referral to Dean), the Financial Aid Office (if applicable) and Business Office for extensive guidance on his or her educational and future plans, and inform student of any student liability. 3. Student drops off withdrawal form with a Counselor, if they are officially withdrawing from school. The Counselor gives a copy to the student. 4. Counselor gives original withdrawal form to the Admissions Office to officially withdraw the student from school. 5. Notification of withdrawal given to Instructor(s), Financial Aid Coordinator and Business Office Manager. *

If the student has more than six absences in a nine-week term, the instructor will consult the dean for withdrawal determination.

150

Student Rights and Responsibilities Americans with Disabilities Act (ADA) The campuses comply with the Americans with Disabilities Act (ADA) which protects United States citizens who possess physical or mental disabilities. The centers also comply with Section 504 of the Vocational Rehabilitation Act Amendments of 1973 which states that “no otherwise qualified handicapped individual in the United States shall, solely by reason of his/her handicap, be excluded from the participation in, be denied the benefit of, or be subjected to discrimination under any program or activity receiving federal financial assistance.” Reasonable accommodations will be provided for students with documented special needs.

Disability Services As Equal Access/Equal Opportunity institutions, campuses assure students with disabilities equal access to all programs, activities and services, as described in Section 504 and 508 of the Rehabilitation Act of 1973 and in compliance with the Americans with Disabilities Act (ADA). Specialized services and counseling are provided by trained staff in the Student Services Department or Office of Admissions. Course content will be made available in an accessible format upon request for students with a documented disability. Students should consult with their counselor at the beginning of the term if they need this service.

Due Process Procedure A campus dean or administrator must inform the student of school rules that have been violated. A student has the right to present evidence or witnesses concerning violation, and the student must: 1. Have knowledge of the charge or complaint being made against him/her, 2. Have a description of the specific charges, 3. Be given and have the opportunity to present evidence and/or witnesses on their own behalf at the time of the hearing, 4. Have had prior knowledge that their actions were in violation of established rules and regulations, and 5. B e advised that they have to go to the next higher authority if not satisfied with the action or decision rendered at the initial hearing. This procedure does not apply to any complaints brought under the Jeanne Clery Disclosure of Campus Security Policy and Campus Crimes Statistics Act (Clery Act) or Title IX of the Education Amendments of 1972 (Title IX).

Family Educational Rights and Privacy Act (FERPA) The procedures for protecting the confidentiality of student records are based on the Federal Family Educational Rights and Privacy Act (FERPA) of 1974. FERPA provides the right for individuals to initiate withholding the release of student directory information. Detailed information may be requested from an admissions counselor. Orange County Public Schools policies regarding student records are in accordance with these regulations.

151

Grievance Procedure A student is encouraged to resolve an issue at the lowest level. If there is no resolution, the student may present the concern to a counselor or dean. If a satisfactory solution is not reached, then the issue is regarded as a grievance. A student must follow these steps to process a grievance: 1.

The student must submit the grievance in writing to a campus administrator.

ithin five school days, a campus administrator will meet with the student. The student will be afforded the opportunity to state W his/her view and to present evidence or witnesses. A decision will be made.

Within five school days of the initial meeting, a student may submit a written appeal regarding the outcome of that meeting to the Senior Director. The senior director will schedule a meeting with the student within two weeks. A decision will be made.

If the student is not satisfied with the decision, he/she may further appeal in writing to the Associate Superintendent or designee who will convene an impartial board to review the grievance and render a final decision.

If the grievance is not settled to the student’s satisfaction at the local level the student may contact The Council on Occupational Education, 7840 Roswell Road, Suite 325, Atlanta, GA 30350, Telephone 770-396-3898. council.org

If the grievance is related to the State and not settled to the student’s satisfaction at the local level the student may send a letter to: Commission for Independent Education 325 W. Gaines Street, Suite 1414, Tallahassee, FL.32399-0400, or e-mail: cieinfo@fldoe.org or fax: 850-245-3238.

This procedure does not apply to any complaints brought under the Jeanne Clery Disclosure of Campus Security Policy and Campus Crimes Statistics Act (Clery Act) or Title IX of the Education Amendments of 1972 (Title IX).

Senate Bill 524 – Sexually Violent Predators Senate Bill 524 requires each Florida College System institution, state university and career center to inform students and employees at orientation of the Florida Department of Law Enforcement sexual predator and sexual offender registry website and toll-free telephone number. This information must also be available on the institution's website. The website can be located at https://offender.fdle.state.fl.us/ The toll-free telephone number is 1-888-357-7332.

Sexual Predators and Jessica Lunsford Act Statement One of Orange County Public Schools main district goals to provide a safe working and learning environment for all students and employees. In line with this goal and following the intent of the Jessica Lunsford Act, it is OCPS policy that individuals who have been convicted as a Sexual Predator or Sexual Offender may not enroll in our schools.

Student Procedures for Reporting Alleged Cases of Bully, Harassment or Discrimination Orange Technical College is committed to protecting its students, employees, and applicants for admission from bullying, harassment, or discrimination for any reason and of any type. All students and employees are entitled to a safe, equitable, and harassment-free school experience. Substantiated allegations of bullying, harassment, or discrimination will not be tolerated and shall be just cause for disciplinary action. Any student who alleges bullying or harassment by another student may use the school’s student grievance procedure or may complain directly to the campus administrator.

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Student Fees Orange Country Public Schools Orange Technical College Student Fees, 2020 - 2021 (All fees are subject to change without notice) Program Name:

Program Number

MFC

WPC

Clock Hours 20-21

Tuition 20-21

Annual Processing, Parking, Insurance Fee

Required Materials

Supply Fee

Other Materials (Books)

Online Curriculum Access

Industry Cert & Licensures

Estimated Total Program Costs

3-D Animation Technology

I480200

1050

$3,066.00

$102.00

$100.00

$130.00

$1,435.99

$0.00

$115.00

$4,948.99

Accounting Operations

B070110

900

$2,628.00

$102.00

$45.00

$85.00

$1,006.74

$383.00

$282.99

$4,532.73

Administrative Office Specialist

B070330

1050

$3,066.00

$102.00

$45.00

$85.00

$1,294.05

$94.50

$180.00

$4,866.55

Advanced Automotive Service Technology

I470604

2400

$7,008.00

$138.00

$228.00

$864.00

$2,129.69

$80.00

$761.00

$11,208.69

Advanced Esthetics

D500200

600

$1,752.00

$102.00

$123.00

$1,078.00

$950.89

$0.00

$30.00

$4,035.89

Automotive Collision Technology Technician

T401300

1400

$4,088.00

$102.00

$70.00

$2,014.00

$701.63

$0.00

$210.00

$7,185.63

Automotive Service Technology 1

T400700

1050

$3,066.00

$102.00

$85.00

$787.50

$776.99

$350.00

$292.00

$5,459.49

Automotive Service Technology 2

T400800

750

$2,190.00

$90.00

$10.00

$562.50

$649.99

$300.00

$317.00

$4,119.49

Barbering

I120402

1200

$3,504.00

$102.00

$110.00

$480.00

$1,489.71

$0.00

$246.00

$5,931.71

Building Construction Technologies

I460401

1050

$3,066.00

$102.00

$120.00

$645.00

$1,125.99

$185.00

$0.00

$5,243.99

Child Care Center Operations

V200206

$131.40

$52.00

$0.00

$20.00

$0.00

$65.00

$0.00

$268.40

CNC Production Specialist

J200300

600

$1,752.00

$102.00

$0.00

$1,329.99

$550.00

$200.00

$3,933.99

Commercial Class "B" Driving

I490251

150

$438.00

$102.00

$144.00

$585.00

$576.83

$105.00

$0.00

$1,920.83

Commercial Vehicle Driving

I490205

320

$934.40

$102.00

$134.00

$1,100.00

$579.82

$105.00

$0.00

$2,925.22

Computer Aided Drawing and Modeling

C100300

1200

$3,504.00

$102.00

$0.00

$154.32

$1,582.92

$0.00

$104.00

$5,447.24

Cosmetology

D500100

1200

$3,504.00

$102.00

$37.00

$492.87

$1,369.84

$65.76

$63.50

$5,634.97

Dental Assisting

H170106

1230

$3,591.60

$122.00

$320.00

$877.34

$1,115.70

$40.00

$810.00

$6,876.64

Diesel Systems Technician

I470605

1800

$5,256.00

$102.00

$28.00

$1,000.00

$817.89

$408.38

$540.00

$8,152.27

Digital Audio Production

I100230

1050

$3,066.00

$102.00

$29.45

$550.05

$1,461.42

$0.00

$150.00

$5,358.92

Digital Cinema Production

K100100

1050

$3,066.00

$102.00

$165.00

$252.00

$1,455.99

$0.00

$215.00

$5,255.99

Digital Media/Multimedia Design

K100200

1050

$3,066.00

$102.00

$0.00

$500.00

$1,329.99

$50.00

$115.00

$5,162.99

Digital Photography Technology

K100300

1050

$3,066.00

$102.00

$600.00

$448.50

$1,382.94

$0.00

$115.00

$5,714.44

Digital Video Technology

K100400

900

$2,628.00

$102.00

$63.00

$384.00

$1,346.18

$25.00

$0.00

$4,548.18

Electricity

I460312

1200

$3,504.00

$102.00

$0.00

$866.61

$1,159.85

$25.00

$89.95

$5,747.41

Electronic Systems Integration and Automation

C700100

750

$2,190.00

$102.00

$46.00

$525.00

$779.99

$0.00

$549.00

$4,191.99

Enterprise Desktop and Mobile Support Technology

Y300600

1050

$3,066.00

$102.00

$0.00

$344.23

$1,329.99

$195.00

$424.00

$5,461.22

Enterprise Network and Server Support Technology

Y300500

750

$2,190.00

$102.00

$0.00

$410.00

$2,584.99

$275.00

$300.00

$5,861.99

Facials Specialty

I120424

260

$759.20

$72.00

$123.00

$704.00

$713.94

$0.00

$85.00

$2,457.14

Fashion Technology and Production Services

K500100

1050

$3,066.00

$102.00

$1,865.00

$275.00

$581.64

$0.00

$5,889.64

Fundamental Foodservice Skills

N100520

600

$1,752.00

$102.00

$365.00

$655.00

$636.31

$0.00

$36.00

$3,546.31

Game/Simulation/Animation Visual Design

B082100

600

$1,752.00

$102.00

$100.00

$342.00

$1,446.20

$0.00

$115.00

$3,857.20

Health Unit Coordinator/Monitor Technician

H170107

630

$1,839.60

$114.00

$125.00

$92.50

$717.81

$40.00

$150.00

$3,078.91

Heating, Ventilation, Air-Conditioning/Refrigeration 1

C400410

750

$2,190.00

$102.00

$150.00

$587.54

$1,980.05

$25.00

$65.00

$5,099.59

Heating, Ventilation, Air-Conditioning/Refrigeration 2

C400420

600

$1,752.00

$102.00

$0.00

$514.94

$699.99

$0.00

$30.00

$3,098.93

Hemodialysis Technician

H170207

600

$1,752.00

$114.00

$125.00

$360.99

$774.28

$122.00

$0.00

$3,248.27

Lodging Operations

M607010

600

$1,752.00

$102.00

$15.00

$30.00

$857.49

$0.00

$68.00

$2,824.49

Machining Technologies

J200100

1500

$4,380.00

$102.00

$211.00

$858.70

$1,329.99

$75.00

$180.00

$7,136.69

Major Appliance and Refrigeration Technician

J620300

1200

$3,504.00

$102.00

$144.00

$500.00

$599.99

$25.00

$200.00

$5,074.99 $2,922.99

Marketing, Management and Entrepreneurial Principles

M200500

600

$1,752.00

$102.00

$0.00

$75.00

$693.99

$0.00

$300.00

Massage Therapy

H120406

750

$2,190.00

$114.00

$212.00

$170.00

$883.07

$160.00

$450.00

$4,179.07

Mechatronics Technology

J200200

1550

$4,526.00

$102.00

$83.00

$500.00

$1,504.99

$75.00

$555.00

$7,345.99

Medical Administrative Specialist

B070300

1050

$3,066.00

$102.00

$125.00

$90.00

$757.72

$220.50

$372.00

$4,733.22

Medical Assisting

H170515

1300

$3,796.00

$114.00

$165.00

$246.48

$937.75

$223.00

$155.00

$5,637.23

Medical Coder/Biller

H170529

1110

$3,241.20

$102.00

$15.00

$50.00

$1,780.99

$138.00

$0.00

$5,327.19

Modeling Simulation Design

Y500300

1500

$4,380.00

$114.00

$140.00

$402.00

$1,403.99

$0.00

$223.00

$6,662.99

Modeling Simulation Production

Y500200

1500

$4,380.00

$114.00

$150.00

$202.00

$1,379.99

$0.00

$50.00

$6,275.99

Nails Specialty

I120414

240

$700.80

$102.00

$0.00

$546.02

$795.33

$0.00

$75.00

$2,219.15

Patient Care Assistant

H170692

290

$846.80

$84.00

$235.00

$45.00

$719.01

$40.00

$253.25

$2,223.06

Pharmacy Technician

H170500

1050

$3,066.00

$114.00

$325.00

$1,150.00

$784.89

$70.00

$234.00

$5,743.89

Practical Nursing

H170607

1350

$3,942.00

$114.00

$283.95

$220.00

$1,072.98

$289.00

$408.25

$6,330.18

Specialized Career Instruction - Comprehensive

S990007

900

$2,628.00

$102.00

$0.00

$736.00

$1,038.82

$477.00

$60.00

$4,641.82

Surgical Technology

H170211

1330

$3,883.60

$114.00

$165.00

$930.00

$1,345.12

$214.99

$290.00

$6,942.71

Veterinary Assisting

A010512

750

$2,190.00

$102.00

$256.00

$1,090.61

$686.99

$52.20

$125.00

$4,502.80 09/23/2020

Web Development

Y700100

1050

$3,066.00

$102.00

$30.00

$50.00

$1,329.99

$0.00

$233.75

$4,811.74

Welding Technology

J400400

$3,066.00

$102.00

$197.49

$1,444.68

$807.32

$52.00

$240.00

$5,909.49

1531050

Student Fees.. cont'd Orange Country Public Schools Orange Technical College Student Fees, 2020 - 2021 (All fees are subject to change without notice)

Program Name/Specialization

Program Number

MFC

WPC

Program Hours

Tuition 20-21

Annual Processing Pariking Insurance Fee

Required Materials

Supply Fees

Other Materials (Books)

Online Curriculum Access

Industry Cert/ Licensure Cost

Estimated Total Program Costs

APPRENTICESHIP Technology Apprenticeship ACCA/CF

I47021R

6000

Exempt

N/A

Exempt

$0.00

Technology Apprenticeship JATC

I47021R

10000

Exempt

N/A

Exempt

$0.00

Brick and Block Masonry Apprenticeship

I46311R

6000

Exempt

N/A

Exempt

$0.00

Building Maintenance Apprenticeship

I46040R

4000

Exempt

N/A

Exempt

$0.00

Childcare Apprenticeship

V20021R

4300

Exempt

N/A

Exempt

$0.00

Electrician Apprenticeship FEAT

I46032R

8000

Exempt

N/A

Exempt

$0.00

Electrician Apprenticeship JATC

I46032R

8000

Exempt

N/A

Exempt

$0.00

Fire Sprinkler System Technology Apprenticeship

I46051R

10000

Exempt

N/A

Exempt

$0.00

Industrial Pipefitter Apprenticeship JATC

I46053R

10000

Exempt

N/A

Exempt

$0.00

Mechanical Apprenticeship JATC

I47030R

8000

Exempt

N/A

Exempt

$0.00

Plumbing Apprenticeship PIPE

I46052R

8000

Exempt

N/A

Exempt

$0.00

Plumbing Apprenticeship JATC

I46052R

10000

Exempt

N/A

Exempt

$0.00

Structural Steel Worker Apprenticeship JATC

I48051R

8000

Exempt

N/A

Exempt

$0.00

Placement Testing Fee

Hours May Vary

ADULT GENERAL EDUCATION

Adult ESOL College and Career Readiness (ECCR)

9900051

Variable

$45/Term (Fall/ Spring)

$60.00

N/A

Based on enrollment

Adult Basic Education (ABE)

9900000

Variable

$45/Term (Fall/ Spring)

$60.00

N/A

Based on enrollment

Adult English for Speakers of Other Languages (ESOL)

9900040

Variable

$45/Term (Fall/ Spring)

$60.00

N/A

Based on enrollment

Adult High School

9900010

Variable

$45/Term (Fall/ Spring)

$60.00

N/A

Based on enrollment

Applied Academics for Adult Education (AAAE)

S990001

Variable

$45/Term (Fall/ Spring)

$60.00

N/A

Based on enrollment

English Literacy for Career and Technical Education (ELCATE)

9900050

Variable

$45/Term (Fall/ Spring)

$60.00

N/A

Based on enrollment

GED® Preparation Program

9900130

Variable

$45/Term (Fall/ Spring)

$60.00

N/A

Based on enrollment

09/23/2020

154

OTC 2020-2021 Educators Course Schedule Excerpts

155

2020-2021 EDUCATOR COURSE SCHEDULE

156

TABLE OF CONTENTS 4

Campus Directory

Financial Assistance

Careers

Continuing Education

Personal Interest

Adult General Education

ACE Locations

Apprenticeship

Career Matrix

157

CAMPUS DIRECTORY Since 1933, Orange County Public Schools has been making history and changing lives through education by providing career and technical training for tens of thousands of students in Central Florida. Offering programs at five technical college campuses, as well as numerous community learning centers and district schools, Orange Technical College continues to grow and evolve, always focused on improving the lives of students and positively impacting workforce needs and economic development in the region. Most programs enroll students every nine weeks, but all interested students should come in and speak with a counselor about upcoming start dates for their program of interest. Applications are accepted on a non-discriminatory basis from anyone having the interest, ability, and desire to benefit from an occupational training program. Adult students must be 16 years of age or older and withdrawn from their high school to be admitted into Orange Technical College (with the exception of dualenrolled students). Two forms of ID are needed – one being a state of Florida photo ID or other government issued photo ID. High school students interested in attending an Orange Technical College program during their school day should speak with their career specialist or a school counselor about dual enrollment opportunities.

CAMPUSES Avalon 2201 South Crown Hill Blvd Orlando, FL 32828 407-281-5155

Mid Florida 2900 West Oak Ridge Road Orlando, FL 32809 407-251-6047

Orlando 301 West Amelia Street Orlando, FL 32801 407-246-7060

Westside 955 East Story Road Winter Garden, FL 34787 407-905-2018

Winter Park 901 West Webster Avenue Winter Park, FL 32789 407-622-2988

Winter Park Campus Westside Campus Orlando Campus Avalon Campus

Mid Florida Campus

158

OTC 2020-2021 Career and Adult Education Course Tuition and Fees

159

Career and Adult Education Course Tuition and Fees for 2020 - 2021 Type of Tuition/Fee

Amount $45.00/term (each Fall and Spring term) $45.00/term (each Fall and Spring term)

Adult General Education Career Certificate - Florida Resident*

$2.92/clock hour

Career Certificate - non-Florida Resident*

$11.71/clock hour

Continuing Education

$8.00/hour

Personal Interest

$6.00/hour

Workforce Education

Cost of developing and delivering the course plus 50%

Tuition Waivers and Deferments Tuition waivers, up to 8% of the collected tuition, may be provided for postsecondary students in programs receiving workforce funding in accordance with Florida State Board of Education Administrative Rules. Waivers must be approved by the tech nical college senior director. Tuition deferments may be provided for adult students in accordance with Florida State Board of Education Administrative Rules.

Lab Fees, Supply Fees, Insurance Fees and Industry Certifications Charges as approved by the Associate Superintendent for Career and Technical Education. This is included in the catalog and on the website, www. orangetechcollege.net.

Testing TABE (outside agencies; not a prospective student, test/retest without prior approval) $50 CASAS (outside agencies; not prospective student test/retest without prior approval)

$50

Practical Nursing Entry Assessment (NET, TEAS, HESI)

$65

Other Fees Parking $20/Term, $20/Half Year, $10 Summer (June 1 to July 31) CTE Annual Processing Fee* $40 Badge Replacement

Diploma Replacement AGE Annual Processing Fee

$5 $5

Additional Transcripts

*Exempt from this fee: Apprenticeship, Continuing Education, Personal Interest, and Workforce Education Courses.

Refund Policy The annual processing fee, testing fee, insurance, charges for books and materials purchased through the school bookstore, and the parking decal charge are not refundable except under specific circumstances. Full-time career certificate students qualify for a full refund of tuition/lab fees providing the withdrawal occurs within the first five clas s sessions for semester (18 weeks) scheduled classes. If the student is half-time or the course is scheduled for less than 18 weeks, the student will qualify for a full refund provided the withdrawal occurs within the first 10 percent of the total scheduled class hours. The drop period begins with the entry date on the class schedule/receipt. Students scheduled for continuing education, customized training or personal interest classes who are unable to attend, m us t notify the school in writing a minimum of 48 hours before the first scheduled class to qualify for a refund. Any currently enrolled technical college student who is called to, or enlists in, active military service shall not incur academic or financial penalties by virtue of performing military service on behalf of our country. Such student shall be permitted the o ption of either completing the course or courses at a later date without penalty or withdrawing from the course or courses with a full refund or tuition and lab fees paid. If the student chooses to withdraw, the student’s record shall reflect that the withdrawal is due to active military service. The Title IV Fair and Equitable Refund Policy applies to all Title IV (Federal Pell Grant) recipients. Detailed refund information can be found in the campuses business office.

CTE Fees for 2020-21 dated May 2020

160

Student Fees Orange Country Public Schools Orange Technical College Student Fees, 2020 - 2021 (All fees are subject to change without notice) Program Name:

Program Number

MFC

WPC

Clock Hours 20-21

Tuition 20-21

Annual Processing Fee

Annual Parking

Annual Insurance Fee

Required Materials

Supply Fee & Consuables

Supply Fee Cost/Hour

Other Materials (Books)

Online Curriculum Access

Industry Cert & Licensures

Estimated Total Program Costs

3-D Animation Technology

I480200

1050

$3,066.00

$40.00

$50.00

$12.00

$100.00

$130.00

$0.12

$1,435.99

$0.00

$115.00

$4,948.99

Accounting Operations

B070110

900

$2,628.00

$40.00

$50.00

$12.00

$45.00

$85.00

$0.09

$1,006.74

$383.00

$282.99

$4,532.73

Administrative Office Specialist

B070330

1050

$3,066.00

$40.00

$50.00

$12.00

$45.00

$85.00

$0.08

$1,294.05

$94.50

$180.00

$4,866.55

Advanced Automotive Service Technology

I470604

2400

$7,008.00

$40.00

$50.00

$48.00

$228.00

$864.00

$0.36

$2,129.69

$80.00

$761.00

$11,208.69 $4,035.89

Advanced Esthetics

D500200

600

$1,752.00

$40.00

$50.00

$12.00

$123.00

$1,078.00

$1.80

$950.89

$0.00

$30.00

Automotive Collision Technology Technician

T401300

1400

$4,088.00

$40.00

$50.00

$12.00

$70.00

$2,014.00

$1.44

$701.63

$0.00

$210.00

$7,185.63

Automotive Service Technology 1

T400700

1050

$3,066.00

$40.00

$50.00

$12.00

$85.00

$787.50

$0.75

$776.99

$350.00

$292.00

$5,459.49

Automotive Service Technology 2

T400800

750

$2,190.00

$40.00

$50.00

$0.00

$10.00

$562.50

$0.75

$649.99

$300.00

$317.00

$4,119.49

Barbering

I120402

1200

$3,504.00

$40.00

$50.00

$12.00

$110.00

$480.00

$0.40

$1,489.71

$0.00

$246.00

$5,931.71 $5,243.99

Building Construction Technologies

I460401

1050

$3,066.00

$40.00

$50.00

$12.00

$120.00

$645.00

$0.61

$1,125.99

$185.00

$0.00

Child Care Center Operations

V200206

$131.40

$40.00

$0.00

$12.00

$0.00

$20.00

$0.44

$0.00

$65.00

$0.00

$268.40

CNC Production Specialist

J200300

600

$1,752.00

$40.00

$50.00

$12.00

$0.00

$1,329.99

$550.00

$200.00

$3,933.99

Commercial Class "B" Driving

I490251

150

$438.00

$40.00

$20.00

$12.00

$144.00

$585.00

$3.90

$576.83

$105.00

$0.00

$1,920.83

Commercial Vehicle Driving

I490205

320

$934.40

$40.00

$20.00

$12.00

$134.00

$1,100.00

$3.44

$579.82

$105.00

$0.00

$2,925.22

Computer Aided Drawing and Modeling

C100300

1200

$3,504.00

$40.00

$50.00

$12.00

$0.00

$154.32

$0.13

$1,582.92

$0.00

$104.00

$5,447.24

Cosmetology

D500100

1200

$3,504.00

$40.00

$50.00

$12.00

$37.00

$492.87

$0.41

$1,369.84

$65.76

$63.50

$5,634.97

Dental Assisting

H170106

1230

$3,591.60

$40.00

$50.00

$32.00

$320.00

$877.34

$0.71

$1,115.70

$40.00

$810.00

$6,876.64

Diesel Systems Technician

I470605

1800

$5,256.00

$40.00

$50.00

$12.00

$28.00

$1,000.00

$0.56

$817.89

$408.38

$540.00

$8,152.27 $5,358.92

Digital Audio Production

I100230

1050

$3,066.00

$40.00

$50.00

$12.00

$29.45

$550.05

$0.52

$1,461.42

$0.00

$150.00

Digital Cinema Production

K100100

1050

$3,066.00

$40.00

$50.00

$12.00

$165.00

$252.00

$0.24

$1,455.99

$0.00

$215.00

$5,255.99

Digital Media/Multimedia Design

K100200

1050

$3,066.00

$40.00

$50.00

$12.00

$0.00

$500.00

$0.48

$1,329.99

$50.00

$115.00

$5,162.99

Digital Photography Technology

K100300

1050

$3,066.00

$40.00

$50.00

$12.00

$600.00

$448.50

$0.43

$1,382.94

$0.00

$115.00

$5,714.44

Digital Video Technology

K100400

900

$2,628.00

$40.00

$50.00

$12.00

$63.00

$384.00

$0.43

$1,346.18

$25.00

$0.00

$4,548.18

Electricity

I460312

1200

$3,504.00

$40.00

$50.00

$12.00

$0.00

$866.61

$0.72

$1,159.85

$25.00

$89.95

$5,747.41

Electronic Systems Integration and Automation

C700100

750

$2,190.00

$40.00

$50.00

$12.00

$46.00

$525.00

$0.70

$779.99

$0.00

$549.00

$4,191.99

Enterprise Desktop and Mobile Support Technology

Y300600

1050

$3,066.00

$40.00

$50.00

$12.00

$0.00

$344.23

$0.33

$1,329.99

$195.00

$424.00

$5,461.22

Enterprise Network and Server Support Technology

Y300500

750

$2,190.00

$40.00

$50.00

$12.00

$0.00

$410.00

$0.55

$2,584.99

$275.00

$300.00

$5,861.99

Facials Specialty

I120424

260

$759.20

$40.00

$20.00

$12.00

$123.00

$704.00

$2.71

$713.94

$0.00

$85.00

$2,457.14

Fashion Technology and Production Services

K500100

1050

$3,066.00

$40.00

$50.00

$12.00

$1,865.00

$275.00

$0.26

$581.64

$0.00

$5,889.64

Fundamental Foodservice Skills

N100520

600

$1,752.00

$40.00

$50.00

$12.00

$365.00

$655.00

$1.09

$636.31

$0.00

$36.00

$3,546.31

Game/Simulation/Animation Visual Design

B082100

600

$1,752.00

$40.00

$50.00

$12.00

$100.00

$342.00

$0.57

$1,446.20

$0.00

$115.00

$3,857.20

Health Unit Coordinator/Monitor Technician

H170107

630

$1,839.60

$40.00

$50.00

$24.00

$125.00

$92.50

$0.15

$717.81

$40.00

$150.00

$3,078.91

Heating, Ventilation, Air-Conditioning/Refrigeration 1

C400410

750

$2,190.00

$40.00

$50.00

$12.00

$150.00

$587.54

$0.78

$1,980.05

$25.00

$65.00

$5,099.59 $3,098.93

Heating, Ventilation, Air-Conditioning/Refrigeration 2

C400420

600

$1,752.00

$40.00

$50.00

$12.00

$0.00

$514.94

$0.86

$699.99

$0.00

$30.00

Hemodialysis Technician

H170207

600

$1,752.00

$40.00

$50.00

$24.00

$125.00

$360.99

$0.60

$774.28

$122.00

$0.00

$3,248.27

Lodging Operations

M607010

600

$1,752.00

$40.00

$50.00

$12.00

$15.00

$30.00

$0.05

$857.49

$0.00

$68.00

$2,824.49

Machining Technologies

J200100

1500

$4,380.00

$40.00

$50.00

$12.00

$211.00

$858.70

$0.57

$1,329.99

$75.00

$180.00

$7,136.69

Major Appliance and Refrigeration Technician

J620300

1200

$3,504.00

$40.00

$50.00

$12.00

$144.00

$500.00

$0.42

$599.99

$25.00

$200.00

$5,074.99 $2,922.99

Marketing, Management and Entrepreneurial Principles

M200500

600

$1,752.00

$40.00

$50.00

$12.00

$0.00

$75.00

$0.13

$693.99

$0.00

$300.00

Massage Therapy

H120406

750

$2,190.00

$40.00

$50.00

$24.00

$212.00

$170.00

$0.23

$883.07

$160.00

$450.00

$4,179.07

Mechatronics Technology

J200200

1550

$4,526.00

$40.00

$50.00

$12.00

$83.00

$500.00

$0.32

$1,504.99

$75.00

$555.00

$7,345.99

Medical Administrative Specialist

B070300

1050

$3,066.00

$40.00

$50.00

$12.00

$125.00

$90.00

$0.09

$757.72

$220.50

$372.00

$4,733.22

Medical Assisting

H170515

1300

$3,796.00

$40.00

$50.00

$24.00

$165.00

$246.48

$0.19

$937.75

$223.00

$155.00

$5,637.23

Medical Coder/Biller

H170529

1110

$3,241.20

$40.00

$50.00

$12.00

$15.00

$50.00

$0.05

$1,780.99

$138.00

$0.00

$5,327.19

Modeling Simulation Design

Y500300

1500

$4,380.00

$40.00

$50.00

$24.00

$140.00

$402.00

$0.27

$1,403.99

$0.00

$223.00

$6,662.99

Modeling Simulation Production

Y500200

1500

$4,380.00

$40.00

$50.00

$24.00

$150.00

$202.00

$0.13

$1,379.99

$0.00

$50.00

$6,275.99

Nails Specialty

I120414

240

$700.80

$40.00

$50.00

$12.00

$0.00

$546.02

$2.28

$795.33

$0.00

$75.00

$2,219.15

Patient Care Assistant

H170692

290

$846.80

$40.00

$20.00

$24.00

$235.00

$45.00

$0.16

$719.01

$40.00

$253.25

$2,223.06

Pharmacy Technician

H170500

1050

$3,066.00

$40.00

$50.00

$24.00

$325.00

$1,150.00

$1.10

$784.89

$70.00

$234.00

$5,743.89

Practical Nursing

H170607

1350

$3,942.00

$40.00

$50.00

$24.00

$283.95

$220.00

$0.16

$1,072.98

$289.00

$408.25

$6,330.18

Specialized Career Instruction - Comprehensive

S990007

900

$2,628.00

$40.00

$50.00

$12.00

$0.00

$736.00

$0.82

$1,038.82

$77.00

$60.00

$4,641.82

Surgical Technology

H170211

1330

$3,883.60

$40.00

$50.00

$24.00

$165.00

$930.00

$0.70

$1,345.12

$214.99

$290.00

$6,942.71

Veterinary Assisting

A010512

750

$2,190.00

$40.00

$50.00

$12.00

$256.00

$1,090.61

$1.45

$686.99

$52.20

$125.00

$4,502.80

Web Development

Y700100

1050

$3,066.00

$40.00

$50.00

$12.00

$30.00

$50.00

$0.05

$1,329.99

$0.00

$233.75

$4,811.74

Welding Technology

J400400

1050

$3,066.00

$40.00

$50.00

$12.00

$197.49

$1,444.68

$1.38

$807.32

$52.00

$240.00

$5,909.49

161

08/03/2020

Student Fees.. cont'd Orange Country Public Schools Orange Technical College Student Fees, 2020 - 2021 (All fees are subject to change without notice) Program Name/Specialization

Program Number

MFC

WPC

Program Hours

Tuition 20-21

Annual Processing Pariking Insurance Fee

Required Materials

Supply Fees

Other Materials (Books)

Online Curriculum Access

Industry Cert/ Licensure Cost

Estimated Total Program Costs

APPRENTICESHIP Technology Apprenticeship ACCA/CF

I47021R

6000

Exempt

N/A

Exempt

$0.00

Technology Apprenticeship JATC

I47021R

10000

Exempt

N/A

Exempt

$0.00

Brick and Block Masonry Apprenticeship

I46311R

6000

Exempt

N/A

Exempt

$0.00

Building Maintenance Apprenticeship

I46040R

4000

Exempt

N/A

Exempt

$0.00

Childcare Apprenticeship

V20021R

4300

Exempt

N/A

Exempt

$0.00

Electrician Apprenticeship FEAT

I46032R

8000

Exempt

N/A

Exempt

$0.00

Electrician Apprenticeship JATC

I46032R

8000

Exempt

N/A

Exempt

$0.00

Fire Sprinkler System Technology Apprenticeship

I46051R

10000

Exempt

N/A

Exempt

$0.00

Industrial Pipefitter Apprenticeship JATC

I46053R

10000

Exempt

N/A

Exempt

$0.00

Mechanical Apprenticeship JATC

I47030R

8000

Exempt

N/A

Exempt

$0.00

Plumbing Apprenticeship PIPE

I46052R

8000

Exempt

N/A

Exempt

$0.00

Plumbing Apprenticeship JATC

I46052R

10000

Exempt

N/A

Exempt

$0.00

Structural Steel Worker Apprenticeship JATC

I48051R

8000

Exempt

N/A

Exempt

$0.00

Placement Testing Fee

Hours May Vary

ADULT GENERAL EDUCATION

Adult ESOL College and Career Readiness (ECCR)

9900051

Variable

$45/Term (Fall/ Spring)

$60.00

N/A

Based on enrollment

Adult Basic Education (ABE)

9900000

Variable

$45/Term (Fall/ Spring)

$60.00

N/A

Based on enrollment

Adult English for Speakers of Other Languages (ESOL)

9900040

Variable

$45/Term (Fall/ Spring)

$60.00

N/A

Based on enrollment

Adult High School

9900010

Variable

$45/Term (Fall/ Spring)

$60.00

N/A

Based on enrollment

Applied Academics for Adult Education (AAAE)

S990001

Variable

$45/Term (Fall/ Spring)

$60.00

N/A

Based on enrollment

English Literacy for Career and Technical Education (ELCATE)

9900050

Variable

$45/Term (Fall/ Spring)

$60.00

N/A

Based on enrollment

GED® Preparation Program

9900130

Variable

$45/Term (Fall/ Spring)

$60.00

N/A

Based on enrollment

162

08/03/2020

OTC 2020-2021 Quick Guide

163

QUICK GUIDE $2.92 PER

CAMPUSES Avalon

Westside

2201 S. Crown Hill Blvd Orlando, FL 32828 407-281-5155

955 E. Story Road Winter Garden, FL 34787 407-905-2018

Mid Florida

Winter Park

2 9 0 0 W. O a k R i d g e R o a d Orlando, FL 32809 407-251-6047

9 0 1 W. W e b s t e r A v e n u e Winter Park, FL 32789 407-622-2988

Orlando 3 0 1 W. A m e l i a S t r e e t Orlando, FL 32801 407-246-7060

CLOCK HOUR *For Florida Residents

Orange

Te c h n i c a l

College

prepares

students

for

various careers and provides programs of study

ranging in length from a couple of months to a year or more. Graduates can earn future college credits

*Orange Technical College oﬀers courses at various community learning centers throughout Central Florida.

i n m o s t O C P S c a r e e r c e r t i f i c a t e p r o g r a m s o f s t u d y,

as well as valuable work-related experience in their f i e l d o f s t u d y. I n d u s t r y c e r t i f i c a t i o n ( s ) l i c e n s u r e m a y be available upon successful completion of many of the career certificate programs.

Train for an essential career. 164

PROGRAM INFORMATION Adult General Education

Adult education offers courses that provide rigorous learning experiences to meet the educational

Apprenticeship

Apprenticeships provide a unique learning experience, combining classroom instruction and

n e e d s o f a d u l t s t h r o u g h l i t e r a c y, h i g h s c h o o l c o m p l e t i o n , w o r k f o r c e p r e p a r a t i o n a n d t e c h n o l o g y. Among these programs are English for Speakers of Other Languages (ESOL), General E d u c a t i o n a l D e v e l o p m e n t ( G E D ® ) P r e p & Te s t i n g a n d m o r e .

on-the-job experience. Through industry partnerships, students are able to take advantage of paid employment with no cost training. Completing each year of training elevates apprentices’ hourly p a y r a t e a n d t h e i r s t a t u s w i t h i n t h e s k i l l e d t r a d e c o m m u n i t y.

Career Certiﬁcates

OTC prepares students for a wide-variety of careers through programs of study ranging from a

couple of months to a year or more, leading to industry certifications and licensures. Graduates can also earn future college credits in most career certificate programs, in addition to valuable w o r k - r e l a t e d e x p e r i e n c e i n t h e i r f i e l d o f s t u d y.

Continuing Education & Personal Interest

OTC offers short-term courses and workshops designed to provide students the industry-specific

Dual Enrollment

Dual Enrollment allows OCPS high school students to take courses through OTC while enrolled at

s k i l l s n e e d e d t o g a i n e n t r y o r r e m a i n c u r r e n t i n a v a r i e t y o f p r o f e s s i o n s . Ty p i c a l l y, t h e s e c o u r s e s take just a few days or weeks to complete, and provide immediate value to job seekers, as well as those who are currently employed.

t h e i r h o m e h i g h s c h o o l . S t u d e n t s c a n a t t e n d a n O T C c a m p u s f o r a h a l f - d a y o r, a t s o m e s c h o o l s ,

enroll in OTC courses offered on the high school campus. Dual Enrollment students earn elective c r e d i t s w h i l e p r e p a r i n g f o r a c a r e e r. To l e a r n m o r e , c o n t a c t t h e C a r e e r S p e c i a l i s t a t a n y O C P S high school.

CAREER CERTIFICATES Additional CTE Programs /Courses

Business Management and Administration

Hospitality & Tourism

Manufacturing

Specialized Career Instruction-

Accounting Operations

Fundamental Foodservice Skills Lodging Operations

CNC Production Specialist

Comprehensive

Administrative Office Specialist

Agriculture, Food and Natural Resources Ve t e r i n a r y A s s i s t i n g

Medical Administrative Specialist

Education and Training Child Care Center Operations

Architecture & Construction

B u i l d i n g C o n s t r u c t i o n Te c h n o l o g i e s

Computer Aided Drawing & Modeling Electricity

Electronic Systems Integration & Automation

H e a t i n g , Ve n t i l a t i o n , A i r

Conditioning/Refrigeration (1 & 2)

Arts, A/V Technology and Communication 3 - D A n i m a t i o n Te c h n o l o g y Digital Audio Production

Digital Cinema Production

Digital Media/Multimedia Design Digital Photography Production D i g i t a l V i d e o Te c h n o l o g y

F a s h i o n Te c h n o l o g y / P r o d u c t i o n Services

Professional Culinary Arts & Hospitality

Health Science

Human Services Advanced Esthetics Cosmetology

D e n t a l A s s i s t i n g Te c h n o l o g y and Management

M a j o r A p p l i a n c e & R e f r i g e r a t i o n Te c h n i c i a n M e c h a t r o n i c s Te c h n o l o g y

Barbering

Dental Assisting

M a c h i n i n g Te c h n o l o g i e s

Facials Specialty Nails Specialty

W e l d i n g Te c h n o l o g y - A d v a n c e d W e l d i n g Te c h n o l o g y

Marketing, Sales and Service Marketing, Management, and Entrepreneurial Principles

Health Unit Coordinator/

Enterprise Desktop &

Transportation, Distribution and Logistics

H e m o d i a l y s i s Te c h n i c i a n

Enterprise Network &

( To y o t a T- T E N )

Medical Assisting

Game/Simulation/Visual Design

A u t o m o t i v e S e r v i c e Te c h n o l o g y 1

E m e r g e n c y M e d i c a l Te c h ( AT D )

Information Technology

M o n i t o r Te c h n i c i a n

M o b i l e S u p p o r t Te c h n o l o g y

A d v a n c e d A u t o m o t i v e Te c h n o l o g y

Massage Therapy

S e r v e r S u p p o r t Te c h n o l o g y

A u t o m o t i v e C o l l i s i o n / Te c h n o l o g y Te c h n i c i a n

Medical Coder/Biller

Modeling Simulation Design

A u t o m o t i v e S e r v i c e Te c h n o l o g y 2

Patient Care Assistant

Web Development

C o m m e r c i a l Ve h i c l e D r i v i n g

Nursing Assistant (Long term Care) Modeling Simulation Production

Commercial "Class B" Driving

P h a r m a c y Te c h n i c i a n

D i e s e l S y s t e m s Te c h n i c i a n

Practical Nursing

S u r g i c a l Te c h n o l o g y

P: 407-841-8324

165

orangetechcollege.net

OTC Example Program Flyers

166

167

APPENDIX D

168

OTC 2020-2021 Dual Enrollment Flyer for Sophomore and Junior High School Students

169

DUAL ENROLLMENT Are you a sophomore or junior? Do you have at least a 2.0 unweighted GPA? Are you currently on track for graduation?

ORANGE TECHNICAL COLLEGE DUAL ENROLLMENT MAY BE THE PERFECT CHOICE FOR YOU! Dual Enrollment is a program that allows you to take courses at one of the five Orange Technical College campuses while still enrolled in your high school. Why wait until graduation, when you can start earning college credit and prepare for your career today?

BENEFITS

Attend classes at the technical college campuses

Earn college credit, industry certification, and career skills

Free bus transportation to and from your home high school

Most programs are AP weighted

Get a jump start on your desired career with over 50 careers to choose from

VISIT YOUR CAREER SPECIALIST FOR MORE INFORMATION 170

HIGH SCHOOL CAREER SPECIALISTS High School

Name

Apopka HS Career Specialist

Karen Moore

karen.moore@ocps.net

Boone HS Career Specialist

Kimberley Porterfield

kimberley.porterfield@ocps.net

Colonial HS Career Specialist

Marta Rodriguez

marta.rodriguez@ocps.net

Cypress Creek HS Career Specialist

Christopher Canone

christopher.canone@ocps.net

Dr. Phillips HS Career Specialist

Matt Ireland

matthew.ireland@ocps.net

East River HS Career Specialist

Suzy Overall

suzanne.overall@ocps.net

Edgewater HS Career Specialist

Tameka Cox

Tameks.cox@ocps.net

Evans HS Career Specialist

Jocelyn Stewart

Jocelyn.stewart@ocps.net

Freedom HS Career Specialist

Veronica Yates-Riley

veronica.yates-riley@ocps.net

Jones HS Career Specialist

Ben Tarantur

benjamin.tarantur@ocps.net

Lake Nona HS Career Specialist

LuAnn Fayard

luann.fayard@ocps.net

Oak Ridge HS Career Specialist

Sonia Sanders

sonia.sanders@ocps.net

Ocoee HS Career Specialist

Marlene Bermudez-Scruggs

marlene.bermudez-scruggs@ocps.net

Olympia HS Career Specialist

Dianalin Melendez

dianalin.melendez@ocps.net

Timber Creek HS Career Specialist

Shawna Sherry

shawna.sherry@ocps.net

University HS Career Specialist

Cheryl Donovan

cheryl.donovan@ocps.net

Wekiva HS Career Specialist

Kerry Chapdelaine

kerry.chapdelaine@ocps.net

West Orange HS Career Specialist

Sandi Armbruster

sandra.armbruster@ocps.net

Windermere HS Career Specialist

Brandi Heidelberg

brandi.heidelberg@ocps.net

Winter Park HS Career Specialist

Erika Bynes

erika.bynes@ocps.net

T h e Sc ho ol Boar d of Ora nge County , Florida , does n ot d i sc ri mi n at e i n ad mis si on or acc e ss t o, or tre atme n t o r e m pl o ym e n t in i ts p r og r am s a nd activ ities, on the b asis of ra ce , c ol or, rel i g ion , ag e, s ex , n ati on al ori g in , mari tal s tatu s , d i s a bi l i t y, ge n etic i nf or ma tio n, se xual or ie nta tion, gende r id e nt i ty or e xp re ss i on , o r any ot he r reas on p roh i b i te d b y l aw. T h e l ac k o f E n gli sh lang uag e skills w ill not be a ba rrie r to a dmi s si on an d p arti c i p ati on i n CT E p rograms . Th e f ol lo win g i n di v i du a l s at t h e R o nald Bloc ker Ed uca tiona l Lea de rship Center, 44 5 W. A me li a S tre e t, Orl an d o, F l ori d a 328 01, att en d t o c omp l ia n c e m a t te r s: E qual Em p loym ent O pportunity (E E O) O ffice r & T i tl e IX Co ord i nat or: K es h ara Cowan s; A DA Coord i n at or: Mi c ha e l D. G r af; S ec tio n 504 C oo r d i na tor: T a jua na Le e- We nz e. ( 40 7. 317 . 3200 )

171

West Orange High School’s 2020-2021 OTC Dual Enrollment Flyer for Sophomore and Junior High School Students

172

DUAL ENROLLMENT APPLICATIONS ARE NOW AVAILABLE Are you a 10th or 11th grader? Do you have at least a 2.0 unweighted GPA? Are you currently on track for graduation? If so…

ORANGE TECHNICAL COLLEGE DUAL ENROLLMENT MAY BE THE PERFECT CHOICE FOR YOU! Benefits: Attend classes at Orange Technical College Earn college credit, industry certifications and career skills Most programs are AP weighted Free bus transportation to and from your high school Get a jump start on your desired career – over 50 careers to choose from!

APPLY ONLINE TODAY tinyurl.com/WOHSOTC2021

Visit Your Career Specialist For More Information: Ms. Jillian Cumbo jillian.cumbo@ocps.net Room 211 (in the Media Center) 173

3-D Animation Technology Accounting Operations Administrative Office Specialist Automotive Collision Technology Technician Automotive Service Technology 1 Barbering Building Construction Technology Computer-Aided Drawing and Modeling CNC Production Specialist Diesel Systems Technician Digital Audio Production Digital Cinema Production Digital Media/Multimedia Design Digital Photography Technology Digital Video Technology Electricity Enterprise Desktop and Mobile Support Technology Facials Specialty Fundamental Foodservice Skills Heating, Ventilation, Air-Conditioning /Refrigeration 1 (HVAC/R1)

1050 900 1050 (New entering students must be rising Juniors) 1400 1050 1200 1050 1200 600 1800 1050 1050 1050 1050 900 (Summer School Requirement for new entering rising Seniors) 1200 1050 260 600 (Mid Florida Campus = New entering students must be rising Juniors)

Articulation Credit

Uniform Required

Winter Park

Westside

Orlando

Mid Florida

Programs & locations are subject to change

Avalon

Orange Technical College Career Certificate Programs

Program Completion Hours

Dual Enrollment 2021 - 2022 Program Chart

X X X X

X X X

X X X X X X

X X

750

600 600 1500 1200 1550 1050

(Avalon Campus & Winter Park Campus = New entering students are rising Juniors & Seniors) 1300

(Westside Campus = New entering students are rising Juniors & Seniors)

Hemodialysis Technician Lodging Operations (Hotel and Resort Business Management) Machining Technologies Major Appliances and Refrigeration Technician Mechatronics Technology Medical Administrative Specialist

(Rising Seniors only, 17 by 1/1/22 - due to clinicals)

X X

(Summer School Requirement)

Medical Assisting

(Westside Campus = New entering students must be rising Juniors)

Modeling Simulation Design Modeling Simulation Production Nails Specialty Patient Care Assistant Pharmacy Technician Veterinary Assisting Web Development Welding Technology

1500 1500 240 (Rising Seniors only, 17 by 1/1/22 - due to clinicals) 290 (Summer School Requirement) 1050 (Summer School Requirement) 750 1050 1050

X X X X

X X X

Avalon Campus Mrs. G. Emery

Mid Florida Campus Ms. A. Guitierrez: 407-251-6175

Orlando Campus Mrs. R. Dakers Lynch

Westside Campus Mr. S. Knight

Winter Park Campus Ms. L. DiGiovanni

407-281-5124

alexandra.gutierrez@ocps.net

407-246-7060 x 7014832

407-905-2024

407-622-2907

gina.emery@ocps.net

Mrs. H. Jackson-Reed:

robin.dakers@ocps.net

seth.knight@ocps.net

elizabeth.digiovanni@ocps.net

2201 S. Crown Hill Blvd

heather jackson-reed@ocps.net

301 W. Ameila St

955 E. Story Rd

901 W. Webster Ave

Orlando, FL 32828

2900 W. Oak Ridge Rd

Orlando, FL 32801

Winter Garden, FL 34787

Winter Park, FL 32789

407-251-6121

Orlando, FL 32809

Programs and locations are subject to change. OCPS EEO Non-Descrimination Statement The School Board of Orange County, Florida, M does not discriminate in admission or access to, or treatment or employment in its programs and activities, on the basis of race, color, religion, age, sex, national origin, marital status, disability, genetic information, sexual orientation, gender identity or expression, or any other reason prohibited by law. The lack of English language skills will not be a barrier to admission and participation in CTE programs. The following individuals at the Ronald Blocker Educational Leadership Center, 445 W. Amelia Street, Orlando, Florida 32801, attend to compliance matters: Equal Employment Opportunity (EEO) Officer & Title IX Coordinator: Keshara Cowans; ADA Coordinator: Michael D. Graf; Section 504 Coordinator: Tajuana Lee-Wenze. (407.317.3200)

updated 12/3/2020

174

APPENDIX E

175

ADA Compliance - Orange County Public Schools

District Home

Home

Select a School 

About Us

School Board

Language 

Superintendent

Students and Parents

Employees

Newcomers

Schools









Search...

Departments

ADA Compliance

Legal Services

Orange County Public Schools / Departments / Legal Services / ADA Compliance



 ADA Compliance

A-

A+

About the ADA Accommodation Request



About



Questions







ASL

Access

Forms

Americans with Disabilities Act

Notice Under the Americans with Disabilities Act The Americans with Disabilities Act (ADA) is a federal civil rights law designated to prevent discrimination and enable individuals with disabilities to participate fully in all aspects of society. The District is required by state and federal law to provide reasonable accommodations to qualified individuals with disabilities so that employees with disabilities can be afforded the benefits and privileges of employment equal to those enjoyed by similar employees without disabilities. The ADA Department through the Office of Legal Services oversees and coordinates the Reasonable Accommodation process on behalf of the District. If you are an individual with a disability and would like to initiate the ADA Reasonable Accommodation Process click here. COVID-19 Information regarding the 2021-2022 year will be posted prior to June 1, 2021. The following information relates to the 2020-2021 school year only. COVID-19 Temporary Reasonable Accommodations (Telework Requests), Leave, FMLA, Medical Documentation, Face Covering Exemption Requests The School Board of Orange County, Florida’s (“OCSB”) response to the COVID-19 pandemic is designed to sustain our important mission of creating enriching and diverse pathways to lead our students to success while maintaining the health and safety of our faculty, staff and students. OCSB’s COVID19 Health and Safety Procedures Manual contains guidance for district staff in navigating and safety considerations during the COVID-19 pandemic. OCSB recognizes that there may be some employees with medical disabilities that require temporary reasonable accommodations under the Americans

https://www.ocps.net/departments/legal_services/ada_compliance[6/4/2021 1:06:43 PM]

176

ADA Compliance - Orange County Public Schools

with Disabilities Act (ADA) as a result of COVID-19. Some employees, who self-identify as having an increased risk of severe outcome from COVID-19 infection as determined by current CDC guidance, may have a medical condition that rises to the level of a disability under the ADA. If you would like to request a temporary reasonable accommodation (telework) for the remainder of the 2020-2021 school year, submit the COVID-19 Reasonable Accommodation Request and Medical Verification Form. PLEASE NOTE: For those employees who are currently teleworking, you will continue to do so until such time as your supervisor determines it is no longer feasible for you to telework or until either May 31, 2021 or June 30, 2021 depending on your employment position. Our first priority is employees with medical disabilities, but we may certify an employee for a telework accommodation who has health conditions that do not rise to a disability. All requests should be submitted using the COVID-19 Reasonable Accommodation and Medical Verification Form. All requests for reasonable accommodations are reviewed on a case-by-case basis. The ADA reasonable accommodation process is not intended to address employees who test positive for COVID-19 or have COVID-19 symptoms as such situations are handled by Professional Standards. The links to the COVID-19 related documents below are designed to provide employees answers to the most frequently asked questions and information on requesting a COVID-19 temporary accommodation, face covering/mask exemptions, Emergency Paid Sick Leave Act Benefit and leave as a reasonable accommodation.

COVID-19 FAQs - Telework Requests Leave FMLA ADA Accommodations Medical Documentation Covid-19 Accommodation Request Process Packet (2-02-2021) Face Covering Exemption Request Process and Form Leave as ADA Accommodation Guidance The US EEOC Technical Assistance document titled What You Should Know About COVID-19 and the ADA, the Rehabilitation Act, and Other EEO Laws provides a comprehensive list of frequently asked questions. *Please note any accommodation or telework request must be accompanied by supporting medical documentation that specifically identifies your serious underlying medical condition. Under applicable laws, including the Americans with Disabilities Act, medical diagnosis information is required when determining whether a person is entitled to an accommodation. In any emails, please include your name, employee id number, position, school/work location, and supervisor’s name.

For General ADA Accommodations please visit ADA Accommodation Request.

Jay Cardinali, ADA Compliance Officer

Office of Legal Services Orange County Public Schools 445 West Amelia Street Orlando, Florida 32801 Direct: (407) 250-6248 Facsimile: (407) 317-3348 ADA@ocps.net ada.ocps.net

  

Careers Clery Act Compliance EEO Statement

445 W. Amelia St., Orlando, FL 32801 — 407.317.3200

Title IX/Equal Education FortifyFL Site Map Terms of Use Login

As required by Section 668.6076, Florida Statutes, you are hereby notified that: Under Florida law, e-mail addresses are public records. If you do not want your email address released in response to a public records request, do not send electronic mail to this entity. Instead, contact this office by phone or in writing. History.--s. 1, ch. 2006-232. Click here if you have any questions or suggestions regarding the accessibility of this site or ADA Compliance. To use the latest features, use the latest browsers. Click to upgrade Explorer, Firefox, or Chrome.

https://www.ocps.net/departments/legal_services/ada_compliance[6/4/2021 1:06:43 PM]

177

Accommodation Request - Orange County Public Schools

District Home

Home

Select a School 

About Us

School Board

Language 

Superintendent

Students and Parents

Employees

Newcomers

Schools









Search...

Departments

Accommodation Request

ADA Compliance  About the ADA

Orange County Public Schools / Departments / Legal Services / ADA Compliance / Accommodation Request



A-

A+

 Accommodation Request

REASONABLE ACCOMMODATION Jay Cardinali, ADA Compliance Officer Office of Legal Services Orange County Public Schools 445 West Amelia Street Orlando, Florida 32801 Direct: (407) 250-6248 Facsimile: (407) 317-3348 ADA@ocps.net ada.ocps.net

GUIDELINES

Guidelines on Your Right to Reasonable Accommodation The ADA mandates that effective reasonable accommodations, absent undue hardship, be provided to qualified persons with disabilities, as defined by law, to ensure individuals are provided equal access to any programs, services, or activities of the District, and any benefits and privileges of employment are applied to everyone. Guidelines for the Recording of IEP Section 504 Meetings The Americans with Disabilities Act ("ADA") provides that no qualified person with a disability shall, by reason of such disability, be excluded from participation in, or denied the benefits of the services, programs, or activities of the School https://www.ocps.net/cms/One.aspx?portalId=54703&pageId=92808[6/4/2021 1:13:55 PM]

178

Accommodation Request - Orange County Public Schools

District. The ADA applies to IEP/Section 504 meetings in the same way as it does to other District activities. Therefore, the District will provide reasonable accommodations to persons who are disabled within the meaning of the ADA. Recording an IEP/Section 504 meeting may constitute such an accommodation, but the District may elect to provide an accommodation other than recording so long as it is reasonable under that law. Lactation Accommodations Guidelines and FAQs The Patient Protection and Affordable Care Act requires employers subject to the Fair Labor Standards Act ("FLSA") to provide nursing mothers "resonable break time" to express breast milk and an appropriate space, other than a bathroom, for up to one (1) year after the birth of their child. FORMS

Accommodation Request Form (for Employees) This form shall only be used by an employee who needs reasonable accommodations in the workplace due to his or her own personal medical-related injury, illness, or disability in order for him or her to perform the essential functions of their job safely and fully. This form is designed for accommodations in the workplace only. Do not use this form to request telework. See below. If an employee is seeking telework accommodations or needs to take leave for a qualifying COVID-19 related reason please go to the following Intranet page instead to review and apply for any accommodations currently offered: COVID-19 Employee Benefits Request Form (for Religious Workplace Accommodations) This form shall be used by any employee who needs reasonable accommodations due to a sincerelyheld religious belief so that they can perform the essential functions of their job safely and fully. Accommodation Request Form (for Non-Employees) This form shall be used by any community member who needs reasonable accommodations to ensure equal access to a program, service, or activity of the Orange County Public School District.

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Careers Clery Act Compliance EEO Statement Title IX/Equal Education

445 W. Amelia St., Orlando, FL 32801 — 407.317.3200

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Notice Under the Americans with Disabilities Act In accordance with the requirements of Title II of the Americans with Disabilities Act of 1990 ("ADA"), Orange County Public Schools will not discriminate against qualified individuals with disabilities on the basis of disability in its services, programs, or activities. Employment: Orange County Public Schools does not discriminate on the basis of disability in its hiring or employment practices and complies with all regulations promulgated by the U.S. Equal Employment Opportunity Commission under Title I of the ADA. Effective Communication: Orange County Public Schools will generally, upon request, provide appropriate aids and services leading to effective communication for qualified persons with disabilities so they can participate equally in Orange County Public Schools programs, services, and activities, including qualified sign language interpreters, documents in Braille, and other ways of making information and communications accessible to people who have speech, hearing, or vision impairments. Modifications to Policies and Procedures: Orange County Public Schools will make all reasonable modifications to policies and programs to ensure that people with disabilities have an equal opportunity to enjoy all of its programs, services, and activities. For example, individuals with service animals are welcomed in Orange County Public Schools offices, even where pets are generally prohibited. Anyone who requires an auxiliary aid or service for effective communication, or a modification of policies or procedures to participate in a program, service, or activity of Orange County Public Schools, should contact the Office of Legal Services as soon as possible but no later than 48 hours before the scheduled event. The ADA does not require Orange County Public Schools to take any action that would fundamentally alter the nature of its programs or services, or impose an undue financial or administrative burden. Complaints that a program, service, or activity of Orange County Public Schools is not accessible to persons with disabilities should be directed to the ADA Compliance Manager (see contact information below). Orange County Public Schools will not place a surcharge on a particular individual with a disability or any group of individuals with disabilities to cover the cost of providing auxiliary aids/services or reasonable modifications of policy, such as retrieving items from locations that are open to the public but are not accessible to persons who use wheelchairs. ADA Compliance Office 445 West Amelia Street, Orlando, Florida 32801 Direct: (407) 317-3200 ext. 2002923 Facsimile: (407) 317-3348 ADA@ocps.net

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Your Right to Reasonable Accommodation WHAT IS A REASONABLE ACCOMMODATION? The ADA mandates that effective reasonable accommodations, absent undue hardship, be provided to qualified persons with disabilities, as defined by law, to ensure individuals are provided equal access to any programs, services, or activities of the District, and any benefits and privileges of employment are applied to everyone. A “reasonable accommodation” is any appropriate measure that would enable a qualified individual with a disability to: • • •

enjoy equal access to the programs, services, or activities of the District; access equal employment opportunities, including benefits and privileges; and/or perform the essential functions of their job safely and fully, with or without modifications to allow them to do so.

HOW CAN I REQUEST AN ACCOMMODATION? In accordance with School Board Policy GBA, an individual shall contact the District’s ADA Compliance Officer to begin the Interactive Process of requesting and exploring reasonable workplace accommodations. The following guidelines shall apply: 1. The individual shall contact the ADA Compliance Office via e-mail or phone, or complete the appropriate Request Form online at ada.ocps.net detailing the specific challenges, barriers, or accommodations needed. 2. The individual may be asked to provide information from their healthcare provider detailing specific restrictions, limitations, triggers, or other challenges that need to be considered when exploring accommodations. 3. The individual shall participate in discussions about possible accommodation solutions with the District’s ADA Compliance Office and be willing to try different forms of accommodation even if it is not the specific accommodation requested. ADA COMPLIANCE OFFICE Orange County Public Schools Office of Legal Services 445 West Amelia Street Orlando, FL 32801 Direct: (407) 250-6248 Facsimile: (407) 317-3348 Email: ada@ocps.net

rev 03/2021

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APPENDIX F

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APPENDIX G

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CONTACTS

Maribel Lebron

Alternative Education– BETA

BETA

William Tovine, Principal Maribel Lebron, Assistant Principal

Assistant Principal 407-317-3700 ext. 2022463 Maribel.Lebron@ocps.net

Kevia Rucker 186

Lead Teacher 407-374-2630 ext. 6392236 Kevia.Rucker@ocps.net

Kevia Rucker, Lead Teacher Christian Roquevert, Recruiter BETA 4680 Lake Underhill Road Orlando, FL 32807 407.374.2630

Alternative Education Schools

BETA

Smaller learning environment with individualized instruction • Students follow the core class progression based on individual requirements for graduation whether in middle or high school • Scholarship Opportunities • Childcare (on property) • High school diploma reflects the name of zoned home school • OCPS school bus transportation for students and children

Program Policy

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The BETA school program is a partnership between Orange County Public Schools (OCPS) and UCP of Central Florida, Inc. BETA provides open enrollment to teen parents or expectant teen parents within the OCPS district, serving approximately 60 students (ages 11-19). The school environment is a different approach to the traditional educational setting emphasizing smaller class sizes.

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Students must abide by the OCPS Student Code of Conduct

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Students must comply with district and school attendance policies; having more than 10 unexcused absences may result in cancellation of services.

BETA provides parenting skills, life skills, academic support, character development, mental health guidance and free childcare for infants and toddlers while students strive to obtain a high school diploma. BETA became a part of the Simon Youth Foundation family of schools in 2019, providing site grant funding and additional scholarship opportunities for students.

UCP Downtown/ BETA Campus