Gifted Program

Effingham County Schools offer gifted programs for students in Kindergarten through 12th grade, in accordance with state law.
Students may receive services through one or more state approved delivery models. Anyone familiar with a student’s academic
performance and ability may make a referral for consideration of testing into the gifted program.

To be considered eligible for GT placement, a student must meet the following criteria set forth by the state of Georgia:

• Psychometrically: Score at the 99th percentile (K-2) or the 96th percentile (3-12) on the composite or full scale score of a standardized test of mental ability OR
• Multiple Criteria Approach: Qualify through a multiple-criteria assessment process by meeting the criteria in any three of the following four areas: mental ability (intelligence), achievement, creativity, and motivation.
• Mental Ability: minimum score of the 96th percentile on the composite or component score;
  • Achievement: a minimum score of the 90th percentile on the total battery, total reading, or total math;
  • Creativity: a minimum score of the 90th percentile on a standardized test of creativity;
  • Motivation:
    • Grades K-8: A minimum score of the 90th on a standardized gifted evaluation scale.
    • Grades 9-12: A minimum grade point average of 3.5 on a 4.0 scale where 4.0=“A” and a 3.0=“B” using an average of grades from the regular school program over the previous two school years. Grades from the following subjects will be used: Math, Science, English/Language Arts, Social Studies, and Foreign Language. (GA regulations state that the GPA should be at that level which is achieved by no more than 10% of the students in each grade level.)

Parents may schedule conferences with the school’s gifted resource teacher or gifted program facilitator to discuss the program, referral procedures, and eligibility requirements, as well as the student’s eligibility status after an evaluation. Students will not be evaluated more than once within two calendar years.

Credit Recovery

Each high school provides students an opportunity for credit recovery for courses where a course was taken and no credit was
earned. Interested students should contact the counselor’s office or instructional supervisor for additional information. Opportunities for credit recovery during the summer months may be made available depending upon state funding.

Dyslexia

The district is required to screen students in kindergarten through grade three for characteristics of dyslexia and related disorders. The district utilizes Amira Learning - an online benchmark and progress monitoring assessment. The online assessment measures foundational skills and comprehension. The universal and dyslexia screener will assist the district with identifying students with possible risk factors for reading difficulty, including characteristics of dyslexia. If a parent/guardian prefers that their child NOT participate in the dyslexia screening process, please notify your child’s principal in writing. Otherwise, consent is implied.

English Speakers of Other Languages (ESOL)

The district offers English language support services to eligible students in grades K-12 who have a home language other than
English identified on the Home Language Survey (HLS) completed at the time of enrollment. Prior to administering the WIDA Screener, designated personnel carefully review the HLS responses, adhering to established district and state guidelines. These guidelines specify criteria based on the HLS that indicate whether further screening for English language proficiency is warranted. Students who meet the screening criteria based on their HLS responses are then administered the WIDA Screener, an English language proficiency assessment, to determine their eligibility for additional language support. Identified English Learners are evaluated annually using the ACCESS for ELLs to determine their progress in acquiring academic English.

School Counseling & Services

Each Effingham County school employs a minimum of one counselor. School counselors design and deliver comprehensive school counseling programs that promote student achievement and student social and emotional health. These programs are comprehensive in scope, preventive in design, and developmental in nature. A comprehensive school counseling program is standards-based and data driven, and an integral component of the school’s academic mission. It focuses on academic, career, and social/emotional curriculum that is delivered through classroom lessons, small group, and individual consultation.

Animal-Assisted Intervention Therapy Dogs

The therapy dogs will periodically visit students, faculty, and staff during school days and special events to provide comfort and affection. The therapy dog teams will partner with school-based therapists upon request to provide care for students. The teams will visit classrooms and partner in the activities and work of counselors, social workers, and school psychologists. We will honor all known fears, boundaries, and allergies with the greatest respect. All therapy dog teams must be individually approved through the Central Office each year prior to visiting any ECSD campuses.

Suicide/Self Harm Ideations - Parental Notification & Involvement

Parents or guardians should be contacted as soon as possible after a student has been identified as being at risk for suicide or self-harm. The person who contacts the family is typically the principal, designee, or staff member with a relationship with the student or family. This procedure is put in place for the safety of the student. Please note that a re-entry meeting after the emergency conference is part of the process. If the student is under the age of 18 and the parent/guardian refuses to contact a mental health provider or come to the school for a meeting when notified of the situation, the school shall contact and file a negligent report with the Department of Family and Children Services (DFCS) and law enforcement.

Mental Health Emergency Response Team (MHERT)

When a student is exhibiting an apparent mental health crisis, a team of school-based professionals will respond to support the student. Each MHERT is led by a school-based administrator. Other team members may include a counselor, school psychologist, school nurse, special education teacher, and School Resource Deputy (SRO). Please note that a re-entry meeting after the emergency conference is part of the process.

Georgia's School Climate Survey

As part of the Georgia Department of Education (GaDOE) Office of Whole Child Supports and other school/educational programs, students will participate in anonymous surveys periodically. If you prefer that your child NOT participate, please notify your child's principal in writing. Otherwise, consent is implied. Copies of all surveys are available upon request.

Content Monitoring

All content accessed through Effingham County School District student accounts and technology is reviewed to ensure that students are academically appropriate and safe during the hours of 7 AM - 4 PM on school days. Parents/Guardians will be contacted should concerns arise. Disciplinary action may be taken if appropriate. We encourage students to only use their accounts and devices for scholarly purposes.

Protecting Student Safety Online:

Effingham County School District (ECSD) is committed to providing a safe and secure learning environment, both in and outside of the classroom.

This includes monitoring student activity on ECSD-issued devices and accounts to identify potential risks such as:

• Cyberbullying
• Threats of violence
• Self-harm
• Exposure to inappropriate content
• Unauthorized access or disclosure of personal information

Monitoring Procedures:

ECSD utilizes technology tools that scan student activity for keywords and phrases associated with these risks. Human review may also occur to ensure context is understood. Monitoring only occurs during standard school hours - not evenings, weekends, and holidays.

Communication and Collaboration:

ECSD prioritizes open communication with parents and guardians. If concerns arise regarding a student’s online activity, a school official will contact the parent/guardian to discuss the situation and develop a plan to ensure student safety and well-being. Disciplinary action will only be considered as a last resort and in accordance with the ECSD Student Code of Conduct.

Promoting Responsible Digital Citizenship:

ECSD encourages students to practice responsible digital citizenship by:

• Using school-issued devices and accounts for educational purposes only;
• Reporting any suspicious activity or concerns to a trusted adult;
• Maintaining appropriate online behavior.

Student Privacy & Data Handling

Protecting Student Privacy:

ECSD understands the importance of student privacy. The data collected through content monitoring is used solely for the purpose of ensuring student safety and well-being.

This data will be:

• Accessed only by authorized personnel with a legitimate educational interest.
• Stored securely in accordance with district data security policies.
• Deleted when it is no longer needed.

Mindset/Crisis Prevention And Response

In compliance with State Board of Education Rule 160-5-1-.35 Seclusion and Restraint for All Students, Effingham County School District utilizes MindSet protocol when responding to students in crisis. Through the implementation of MindSet, our system responds to students in crisis with an emphasis on counseling and de-escalation in an effort to eliminate the need for therapeutic/physical restraint. In accordance with State Board Rule 160-5-1-.35, therapeutic restraint is only used as a last resort when there is harm to self, harm to others, or harm is imminent. Each school has a team of trained staff members who have successfully completed the MindSet curriculum training, to include a written assessment and demonstration of skills. Please contact the Director of Exceptional Students for more information.

Section 504 Procedural Safeguards And Notice Of Rights

Section 504 of the Rehabilitation Act of 1973, commonly referred to as “Section 504,” is a nondiscrimination statute enacted by
the United States Congress. The purpose of Section 504 is to prohibit discrimination and to assure that disabled students have
educational opportunities and benefits equal to those provided to non-disabled students.

The implementing regulations for Section 504 as set out in 34 CFR Part 104 provides parents and/or students with the following rights:

1. Your child has the right to an appropriate education designed to meet his or her individual educational needs as adequately as the needs of non-disabled students. 34 CFR 104.33.
2. Your child has the right to free educational services except for those fees that are imposed on non-disabled students or their parents. Insurers and similar third parties who provide services not operated by or provided by the recipient are not relieved from an otherwise valid obligation to provide or pay for services provided to a disabled student. 34 CFR 104.33.
3.  Your child has a right to participate in an educational setting (academic and nonacademic) with non-disabled students to the maximum extent appropriate to his or her needs. 34 CFR 104.34.
4. Your child has a right to facilities, services, and activities that are comparable to those provided for non-disabled students.
   34 CFR 104.34.
5. Your child has a right to an evaluation prior to a Section 504 determination of eligibility. 34 CFR 104.35.
6. You have the right to not consent to the school system’s request to evaluate your child. 34 CFR 104.35.
7. You have the right to ensure that evaluation procedures, which may include testing, conform to the requirements of
   34 CFR 104.35.
8. You have the right to ensure that the school system will consider information from a variety of sources as appropriate, which may include aptitude and achievement tests, grades, teacher recommendations and observations, physical conditions, social or cultural background, medical records, and parental recommendations. 34 CFR 104.35.
9. You have the right to ensure that placement decisions are made by a group of persons, including persons knowledgeable about your child, the meaning of the evaluation data, the placement options, and the legal requirements for least restrictive environment and comparable facilities. 34 CFR 104.35.
10. If your child is eligible under Section 504, your child has a right to periodic reevaluations, including prior to any subsequent significant change of placement. 34 CFR 104.35.
11. You have the right to prior notice to any actions by the school system regarding the identification, evaluation, or placement of your child. 34 CFR 104.36.
12. You have the right to examine your child’s educational records. 34 CFR 104.36.
13. You have the right to an impartial hearing with respect to the school system’s actions regarding your child’s identification,
    evaluation, or educational placement, with opportunity for parental participation in the hearing and representation by an
    attorney. 34 CFR 104.36.
14. You have the right to receive a copy of this notice and a copy of the school system’s impartial hearing procedure upon request. 34 CFR 104.36.
15. If you disagree with the decision of the impartial hearing officer (school board members and other district employees are not considered impartial hearing officers), you have a right to a review of that decision according to the school system’s impartial hearing procedure. 34 CFR 104.36.
16. You have the right to, at any time, file a complaint with the United States Department of Education’s Office for Civil Rights.

Any student, parent or guardian (“grievant”) may request an impartial hearing due to the school system’s actions or inactions regarding your child’s identification, evaluation, or educational placement under Section 504. Requests for impartial hearing must be in writing to the school system’s Section 504 Coordinator; however, a grievant’s failure to request a hearing in writing does not alleviate the school system’s obligation to provide an impartial hearing if the grievant orally requests an impartial hearing through the school system’s Section 504 Coordinator. The school system’s Section 504 Coordinator will assist the grievant in completing the written Request for Hearing. The Section 504 Coordinator may be contacted through the school
system’s central office. Copies of the 504 Procedural Safeguards and Notice of Rights of Students and Parents under Section 504 may be found at the system website or may be picked up at the central office or at any of the school offices.

Special Education/Exceptional Students

Special education is specially designed instruction provided at no cost to parents that meets the unique needs of a student with a disability. Children are identified and served from age three through 22 in accordance with state and federal law.

1. The law ensures that all eligible children with disabilities have available to them a free appropriate public education (FAPE) that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living; [34 CFR 300.1 (a)]
2. Ensures that the rights of children with disabilities and their parents are protected; [34 CFR 300.1 (b)]
3. Assists educational agencies to provide for the education of all children with disabilities; and [34 CFR 300.1 (c)]
4. Assesses and ensures the effectiveness of efforts to educate children with disabilities; [34 CFR 300.1 (d)]
5. According to IDEA, students are entitled to Free Appropriate Public Education (FAPE) until he or she reaches their 22nd birthday. When a student turns 22, FAPE ends. Students will not return to school after his or her 22nd birthday. Parents will receive prior written notice related to graduation or ‘age out’ the semester before the student turns 22.

Parent Request For Student Observation By Self Or Other

A parent is required to complete a Request for Observing a Student and Effingham County School District Confidentiality Agreement. The parent or guardian will contact the school administration to obtain these forms. The time of observation should be scheduled in advance and the teacher will be notified. They are only authorized to observe the student. No contact with the student should occur unless under controlled circumstances with an administrator present. Virtual observations will not be permitted.

Parent Request For Observation By Private Therapist

All requests must be initiated by the parent or guardian. The parent will complete the Request for Observing a Student and the private therapist/private observer will complete additional documentation. The parent or guardian will contact the school administration to obtain these forms. The time of observation should be scheduled in advance and the teacher will be notified. They are only authorized to observe the student. No contact with the student should occur unless under controlled circumstances with an administrator present. Virtual observations will not be permitted.

Private Therapy During School Day

Therapy provided by a private therapist is not permitted on school campuses; however, Georgia APEX and Building Blocks Family Counseling are approved school-based mental health providers. In addition, enCompass Academy students may receive private therapy approved through the Department of Exceptional Students.

Communication With Parents Of Students With Disabilities

Communication with parents specific to a student with an Individualized Education Program (IEP) will be conducted by a
certified staff member. Paraprofessionals and/or other classified staff will not share information with parents.

IEP meeting notices and other documents may be shared via email. Documents containing personally identifiable information, including GTID numbers, will not be emailed.