2015/2016 Page County Public Schools Parental Involvement Policy for Title 1 Reading and Math

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1 2015/2016 Parental Involvement Policy for Title 1 Reading and Math ' general Parental Involvement Policy, File: IGBC, recognizes the fact that the education of each student is a responsibility shared by the school and the student's family. Further, the Page County School Board endorses the parental involvement goals of Title I while encouraging participation of parents of all children. In addition, will cultivate and support active parental participation in the educational process as detailed below. Parental Involvement Policy and Practice Requirements No Child Left Behind Act of 2001 (NCLB), Title 1. Section 1118: In carrying out the assurance concerning parental involvement, ' Title I Division Staff will ensure that each school will: Notify the parents of the specific instructional objectives for their child(ren); Schedule conferences between individual parents and teachers at least once a year; Schedule meetings and conferences to accommodate varying parental needs; Provide information to parents about plans regarding assessments and evaluations; Provide newsletters and/or workshops for parents to help promote the education of their children at home; Solicit parents' suggestions in the planning, development and operation of the Title 1 program; Create a district parent advisory council which will: o o o o o o Consist of at least two parents form each Title 1 school; Be chaired by a parent; Provide input into Page County Public School's Comprehensive Plan as well as the plan for utilization of all consolidated grant funds; Provide input into the Parental Involvement Policy; Provide input into their individual school's annual plan and/or school improvement plan; Convene 3 district meetings per year. There shall be funds in the Title 1 budget specifically to disseminate Title I information and to carry out parental involvement activities: o The application will state the specific amount of funding; and the district parent advisory council will assist in the planning, implementation, and evaluation of parental involvement activities. will hold an annual parent meeting at each school receiving Title 1 services in the fall of each school year at which it shall: o Inform parents of their right to be consulted in the design, implementation, and evaluation of the Title 1 Program; o Encourage parents to become involved in their child's education; o Inform parents of the specific instructional objectives of their children; o Inform parents of the assessments used to evaluate student progress; o Provide parents with information on their child's achievement on state assessments as soon as possible; o Provide parents information regarding whether their Title I teachers/paraprofessionals have met state qualifications and licensing criteria for the grade levels/subject areas taught.

2 There will be dissemination to continually inform parents and the public-at-large of Title I activities. All dissemination shall encourage parental involvement and consultation. The following methods will be used to meet this requirement: o o o o Newspaper articles, Parent programs, School newsletters, Letters sent home to parents; and Title I newsletters or notices. Title I teachers will be available during parent/teacher conference days to discuss student progress and to give suggestions to parents on how to help their children at home with their studies. The Title I Office will provide timely information concerning the Title I Program and plans for each school year while allowing sufficient time for parents to contribute their input and be involved in the planning process. The Title I Office will conduct, with the involvement of parents, an annual evaluation of the content and effectiveness of the parental involvement policy in improving the academic quality of schools served. Attention will be given to identifying barriers to greater participation by parents in planned activities, with particular attention to parents who are economically disadvantaged, are disabled, have limited English proficiency, have limited literacy, or are of any racial or ethnic minority background. The findings of such evaluation will be used to design strategies for more effective parental involvement and to revise the parental involvement policies. If a parent wishes to file a formal complaint, the Title I Office will provide the proper form to the parent, and work within the time frame and procedure as established in the complaint resolution procedure. A Parent's Right-To-Know No Child Left Behind Act of 2001 (NCLB). Title I. Section 1111 (6): At the beginning of each school year, will provide a written notification to the parents of each student that they may request, and the school division will provide in a timely manner, information regarding the professional qualifications of the student's classroom teacher, whether or not a teacher is funded by Title 1. If a parent requests this information the following will be included: whether the teacher is teaching under emergency or other provisional status through which state qualification or licensing criteria have been waived; whether the teacher has met state qualifications and licensing criteria for the grade level and subject area in which the teacher provides instruction; the baccalaureate degree major of the teacher and any other graduate certification or degree held by the teacher and the field of discipline of the certification or degree; and whether the child is provided services by paraprofessionals and, if so, their qualifications. In addition, will provide to each individual parent, information regarding the level of achievement of their child on each of the state academic assessments, as well as opportunities to discuss the implications of these results on the individual student's academic plan and course of study. All of the information detailed above will be provided by mail to parents in an understandable and uniform format, and to the extent practicable, provided in a language that the parents can understand. Websites that will be helpful to parents when assisting their children with school work: Parent Involvement in Schools Tutoring in almost any academic areas Tutoring and help with in academic areas and all levels How to Access Page County s VDOE Report Card: Go to - In the School Division Report Cards Selection dropdown box, select Page County. Select to view the Report Card in either the pdf or word format.

3 735 West Main Street Luray, Virginia phone: (540) fax: (540) Ms. Donna Whitley-Smith, Superintendent Morgan S. Phenix, Chairman-At-Large Jackie Sullivan-Smoot, District 5 Melissa S. Deibert, District 2 Sharon K. Lucas, District 3, Vice Chairman Randy J. Bailey, District 1 Larry W. Foltz, District 4 September/October, 2015 Dear Parent(s) or Guardian(s): On January 8, 2002, the No Child Left Behind Act of 2001 (NCLB) was signed into law. Section 111 l(h)(6) (A) states that as a parent of a student in a Page County Elementary School receiving Title I funds, you have the right to know the professional qualifications of the classroom teachers instructing your child. Federal law requires the school division to provide you this information in a timely manner if you request it. Specifically, you have the right to request the following information about each of your child's classroom teachers: Whether the teacher meets the state qualifications and licensing criteria for the grades and subjects that he or she teaches, Whether the teacher is teaching under emergency or provisional status because of special Circumstances, The teacher's college major, whether the teacher has any advanced degrees, and the filed of discipline of the certification or degree, and Whether paraprofessionals provide services to your child and, if so, their qualifications. If you would like to receive any of this information, please contact me at the number listed above. Sincerely, John R. Van Wyck, M.S. Director of Student Services & Title-I An Equal Opportunity Employer The Page County School Board does not discriminate on the basis of race, color, national origin, age, religion, marital status, disability or sex in its education programs or employment.

4 735 W Main St, Luray, VA Superintendent: Donna L. Whitley-Smith (540) The Commonwealth of Virginia is committed to providing a quality education for all students. The Virginia School Report Card provides transparent information about the performance of Virginia s schools. School accreditation and federal accountability ratings for a specific school year are based on student achievement on tests taken during the previous academic year. Proficiency Gap Dashboard for Federal Accountability Under Virginia s approved Elementary and Secondary Education Act waiver application, schools must meet increasing targets referred to as Annual Measurable Objectives (AMOs) in reading and mathematics for all students, three Proficiency Gap Groups, and other subgroups in order to meet federal accountability requirements. Schools have three ways to meet the AMOs: test results from the most recently completed school year, test results based on a three-year average, or by reducing the failure rate by 10 percent. High schools must also meet the federal graduation indicator for all groups. Proficiency Gaps report the differences in performance of traditionally underperforming student subgroups as compared with established AMOs. The AMOs vary by Proficiency Gap Group based on performance of students in each group on SOL tests administered in ; however, AMOs in reading and mathematics will increase annually until when the reading objective will be 78 for all groups and the mathematics objective will be 73 percent for all groups. Proficiency Gap Dashboard for Federal Accountability Summary of Accountability Results Federal Accountability Did Not Meet All Federal AMOs In order to meet all federal AMOs, a school division must meet the AMO target for all Proficiency Gap Groups below and all subgroups listed on page 2. AMO Target Reading AMO Result Met AMO Target AMO Target Mathematics AMO Result All Students YES YES Gap Group 1 - Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated) Met AMO Target NO YES Gap Group 2 - Black Students YES YES Gap Group 3 - Hispanic Students R YES Key: YES = Met objective based on the current year result 3YR = Met objective based on the 3 year average result TS = Too small; objective not evaluated due to too few students R10 = Met objective by reducing failure rate by at least 10 percent NO = Did not meet objective < = A group below state definition for personally identifiable results - = No data for group * = Data not yet available N/A = Not applicable Detailed student performance data for all subgroups, including state and federal graduation data, are available on subsequent pages. Page 1 of 28

5 Federal Annual Measurable Objectives Under federal requirements, Virginia is required to establish annual measurable objectives (AMOs) for proficiency in reading and mathematics test participation and performance for all subgroups. In addition, schools with a graduating class must meet federal graduation requirements for all subgroups of students. The table below displays whether or not the subgroups represented at the school met federal AMOs. More detailed federal AMO data are available in this report card. Federal Annual Measurable Objectives Participation Reading Mathematics All Students YES YES Gap Group 1 - Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated) Gap Group 2 - Black Students YES YES Gap Group 3 - Hispanic Students YES YES Asian TS TS Economically Disadvantaged YES YES Limited English Proficient TS TS Students with Disabilities YES YES White YES YES Performance YES Reading YES Mathematics All Students YES YES-MP Gap Group 1 - Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated) NO YES-MP Gap Group 2 - Black Students YES YES-MP Gap Group 3 - Hispanic Students YES-R10 YES Asian TS TS Economically Disadvantaged YES YES-MP Limited English Proficient TS TS Students with Disabilities NO NO White YES-R10 YES-MP Federal Graduation Indicator (FGI) All Students Gap Group 1 - Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated) Gap Group 2 - Black Students Gap Group 3 - Hispanic Students Asian Economically Disadvantaged Limited English Proficient Students with Disabilities White Key: YES = Met objective YES-3YR = Met objective based on the 3 year average result YES-5YR = Met objective with 5-year FGI YES-6YR = Met objective with 6-year FGI YES-R10 = Met objective by reducing failure rate by at least 10 percent YES MP = Maintain Progress: Current year pass rate equal to prior year s pass rate, or stayed within 5% YES CI = Continuous Improvement: Met starting pass rate (which exceeds Year 6 pass rate) and made continuous improvement as compared to prior year NO = Did not meet objective TS = Too small, objective not evaluated due to too few students * = Data not yet available - = No data for group N/A = Not applicable YES YES TS TS TS YES TS TS YES Page 2 of 28

6 School Division - Fall Membership School membership (enrollment) is reported on September 30 of each school year. School Division - Fall Membership Grade PK - Pre-kindergarten KG - Kindergarten Grade Grade Grade Grade Grade Grade Grade Grade Grade Grade Grade Grade Total Students 3,624 3,541 3,506 Key: < = A group below state definition for personally identifiable results - = No data for group * = Data not yet available Advanced Program Information The percentage of students enrolled in advanced programs is a key indicator of school quality at the secondary level. School Division - Advanced Program Information Count / Percentage Program type Advanced Placement Test Taken Preliminary Results Advanced Placement course enrollment 19 / 1.78% 14 / 1.35% < 87 / 8.13% 91 / 8.75% 53 / 5.09% Dual Enrollment enrollment 260 / 24.3% 290 / 27.88% 306 / 29.39% Governors School enrollment 11 / 1.03% 11 / 1.06% 11 / 1.06% Key: < = A group below state definition for personally identifiable results - = No data for group * = Data not yet available Page 3 of 28

7 Percentage of Students Passing and Tested in English Reading and Mathematics Only student subgroups represented are listed. English Performance Student Subgroup Type Passed Tested Not Tested Passed Tested Not Tested Passed Tested Not Tested All Students Division Current Year AMO State Female Division State Male Division State Black Division State Hispanic Division State White Division State Asian Division < < < < < < < < < 80 State American Indian Division < < < < < < < < < - State Native Hawaiian Division < < < < < < < < < - State Two or more races Division State Students with Disabilities Division State Economically Disadvantaged Division State Limited English Proficient Division Gap Group 1 - Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated) State Division State Gap Group 2 - Black Students Division State Gap Group 3 - Hispanic Students Division Mathematics Performance State All Students Division State Female Division State Male Division State Black Division State Hispanic Division State White Division State Asian Division < < < 82 State American Indian Division < < < < < < < < < - State Native Hawaiian Division < < < < < < - State Two or more races Division State Students with Disabilities Division Page 4 of 28

8 State Economically Disadvantaged Division State Limited English Proficient Division Gap Group 1 - Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated) State Division State Gap Group 2 - Black Students Division State Gap Group 3 - Hispanic Students Division Key: < = A group below state definition for personally identifiable results - = No data for group * = Data not yet available State Page 5 of 28

9 Other Academic Indicators Only student subgroups represented are listed. Writing Performance Student Subgroup Type Passed Tested Passed Tested Passed Tested All Students Division State Female Division State Male Division State Black Division State Hispanic Division State White Division State Asian Division < 75 < 100 < 100 State Two or more races Division State Students with Disabilities Division State Economically Disadvantaged Division State Limited English Proficient Division < 100 < 100 < 100 Gap Group 1 - Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated) State Division State Gap Group 2 - Black Students Division State Gap Group 3 - Hispanic Students Division History Performance State All Students Division State Female Division State Male Division State Black Division State Hispanic Division State White Division State Asian Division < 100 State American Indian Division < 100 < 100 < 100 State Native Hawaiian Division < 100 < 100 < 100 State Two or more races Division State Students with Disabilities Division State Economically Disadvantaged Division State Limited English Proficient Division < 100 State Page 6 of 28

10 Student Subgroup Type Passed Tested Passed Tested Passed Tested Gap Group 1 - Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated) Division State Gap Group 2 - Black Students Division State Gap Group 3 - Hispanic Students Division Science Performance State All Students Division State Female Division State Male Division State Black Division State Hispanic Division State White Division State Asian Division < 100 < 100 < 100 State American Indian Division < 100 < 100 < 100 State Two or more races Division State Students with Disabilities Division State Economically Disadvantaged Division State Limited English Proficient Division < 100 < 100 Gap Group 1 - Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated) State Division State Gap Group 2 - Black Students Division State Gap Group 3 - Hispanic Students Division Key: < = A group below state definition for personally identifiable results - = No data for group * = Data not yet available State Page 7 of 28

11 Non-Assessment-Based Other Academic Indicators NCLB requires schools, school divisions and states to make progress in additional areas, such as science, history, writing, attendance and graduation. Only student subgroups represented are listed. Other Academic Indicators Attendance Rate Student Subgroup Type Percentage Percentage Percentage All Students Division State Black Division State Hispanic Division State White Division State Asian Division State Students with Disabilities Division State Economically Disadvantaged Division State Limited English Proficient Division Gap Group 1 - Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated) Notes: Attendance Rate: average daily attendance percentage Key: < = A group below state definition for personally identifiable results - = No data for group * = Data not yet available State Division State Page 8 of 28

12 Federal Graduation Indicator High schools, school divisions and the state must meet annual objectives for the percentage of students who graduate with a Standard or Advanced Studies Diploma. This objective is known as the Federal Graduation Indicator to distinguish it from the Virginia On-Time Graduation Rate, which includes all Board of Education-approved diplomas. The Annual Measurable Objective for the Federal Graduation Indicator is 80%. Federal Graduation Indicator Student Subgroup Type 2014 Cohort Four Years Percent of students who earned a standard or advanced studies diploma in: 2013 Cohort Five Years 2012 Cohort Six Years All Students Division Gap Group 1 - Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated) State Division State Gap Group 2 - Black Students Division State Gap Group 3 - Hispanic Students Division State Asian Division State Economically Disadvantaged Division State Limited English Proficient Division State Students with Disabilities Division State White Division State Female Division State Male Division State Black Division State Hispanic Division State American Indian Division State Native Hawaiian Division 100 NA 100 State Two or more races Division Key: < = A group below state definition for personally identifiable results - = No data for group * = Data not yet available State Page 9 of 28

13 Assessment Results at each Proficiency Level by Subgroup The Virginia Assessment Program includes Standards of Learning (SOL) tests and other statewide assessments in English, history/social science, mathematics, and science. The tables below provide information for the three most recent years on the achievement of students on these tests, including percentages of students who demonstrate proficiency and advanced proficiency. Annual accountability ratings are based on achievement during the previous academic year or combined achievement from the three most recent years. Only student subgroups represented are listed. Assessment Results at each Proficiency Level by Subgroup Student Subgroup Type Adv Prof Pass Fail Adv Prof Pass Fail Adv Prof Pass Fail English: Reading Grade 3 All Students Division State Female Division State Male Division State State Hispanic Division < < < < < < < < State White Division State State American Indian Division < < < < State State Students with Disabilities Division State Economically Disadvantaged Division State Limited English Proficient Division < < < < < < < < < < < < State Mathematics Grade 3 All Students Division State Female Division State Male Division State State Hispanic Division < < < < < < < < State White Division State State American Indian Division < < < < State State Students with Disabilities Division State Economically Disadvantaged Division State Limited English Proficient Division < < < < < < < < < < < < State English: Reading Grade 4 All Students Division State Female Division Page 10 of 28

14 Assessment Results at each Proficiency Level by Subgroup Student Subgroup Type Adv Prof Pass Fail Adv Prof Pass Fail Adv Prof Pass Fail State Male Division State State State White Division State State Native Hawaiian Division < < < < State State Students with Disabilities Division State Economically Disadvantaged Division State Limited English Proficient Division < < < < < < < < State Mathematics Grade 4 All Students Division State Female Division State Male Division State State State White Division State State Native Hawaiian Division < < < < State State Students with Disabilities Division State Economically Disadvantaged Division State Limited English Proficient Division < < < < < < < < < < < < State English: Reading Grade 5 All Students Division State Female Division State Male Division State State Hispanic Division < < < < < < < < State White Division State State Page 11 of 28

15 Assessment Results at each Proficiency Level by Subgroup Student Subgroup Type Adv Prof Pass Fail Adv Prof Pass Fail Adv Prof Pass Fail State Students with Disabilities Division State Economically Disadvantaged Division State Limited English Proficient Division < < < < < < < < < < < < State Mathematics Grade 5 All Students Division State Female Division State Male Division State State Hispanic Division < < < < < < < < State White Division State State State Students with Disabilities Division State Economically Disadvantaged Division State Limited English Proficient Division < < < < < < < < < < < < State Science Grade 5 All Students Division State Female Division State Male Division State State Hispanic Division < < < < < < < < State White Division State State State Students with Disabilities Division State Economically Disadvantaged Division State Limited English Proficient Division < < < < < < < < < < < < State History and Social Science Grade 5 All Students Division < < < < State Female Division < < < < State Male Division < < < < Page 12 of 28

16 Assessment Results at each Proficiency Level by Subgroup Student Subgroup Type Adv Prof Pass Fail Adv Prof Pass Fail Adv Prof Pass Fail State White Division < < < < State Students with Disabilities Division < < < < State Economically Disadvantaged Division < < < < State English: Reading Grade 6 All Students Division State Female Division State Male Division State State State White Division State State State Students with Disabilities Division State Economically Disadvantaged Division State Limited English Proficient Division < < < < < < < < State Mathematics Grade 6 All Students Division State Female Division State Male Division State State State White Division State State State Students with Disabilities Division State Economically Disadvantaged Division State Limited English Proficient Division < < < < < < < < State English: Reading Grade 7 All Students Division State Female Division State Male Division State Page 13 of 28

17 Assessment Results at each Proficiency Level by Subgroup Student Subgroup Type Adv Prof Pass Fail Adv Prof Pass Fail Adv Prof Pass Fail State Hispanic Division < < < < < < < < State White Division State Native Hawaiian Division < < < < State State Students with Disabilities Division State Economically Disadvantaged Division State Limited English Proficient Division < < < < < < < < < < < < State Mathematics Grade 7 All Students Division State Female Division State Male Division State State Hispanic Division < < < < < < < < State White Division State Native Hawaiian Division < < < < State State Students with Disabilities Division State Economically Disadvantaged Division State Limited English Proficient Division < < < < < < < < < < < < State English: Reading Grade 8 All Students Division State Female Division State Male Division State State State White Division State Asian Division < < < < < < < < State State Students with Disabilities Division State Economically Disadvantaged Division State Page 14 of 28

18 Assessment Results at each Proficiency Level by Subgroup Student Subgroup Type Adv Prof Pass Fail Adv Prof Pass Fail Adv Prof Pass Fail English: Writing Grade 8 All Students Division State Female Division State Male Division State State State White Division State Asian Division < < < < < < < < State State Students with Disabilities Division State Economically Disadvantaged Division State Mathematics Grade 8 All Students Division State Female Division State Male Division State State State White Division State Asian Division < < < < State State Students with Disabilities Division State Economically Disadvantaged Division State Science Grade 8 All Students Division State Female Division State Male Division State State State White Division State Asian Division < < < < < < < < State State Students with Disabilities Division Page 15 of 28

19 Assessment Results at each Proficiency Level by Subgroup Student Subgroup Type Adv Prof Pass Fail Adv Prof Pass Fail Adv Prof Pass Fail State Economically Disadvantaged Division State History and Social Science Grade 8 All Students Division < < < < < < < < State Male Division < < < < < < < < State White Division < < < < < < < < State Students with Disabilities Division < < < < < < < < State English: Reading High School All Students Division State Female Division State Male Division State State State White Division State State American Indian Division < < < < < < < < State Two or more races Division < < < < < < < < State Students with Disabilities Division State Economically Disadvantaged Division State Limited English Proficient Division < < < < < < < < < < < < State English: Writing High School All Students Division State Female Division State Male Division State State State White Division State State Two or more races Division < < < < State Students with Disabilities Division State Economically Disadvantaged Division State Limited English Proficient Division < < < < < < < < < < < < State Page 16 of 28

20 Assessment Results at each Proficiency Level by Subgroup Student Subgroup Type Adv Prof Pass Fail Adv Prof Pass Fail Adv Prof Pass Fail Algebra I High School All Students Division State Female Division State Male Division State State Hispanic Division < < < < < < < < State White Division State Asian Division < < < < State Two or more races Division < < < < < < < < State Students with Disabilities Division State Economically Disadvantaged Division State Limited English Proficient Division < < < < < < < < State Geometry High School All Students Division State Female Division State Male Division State State Hispanic Division < < < < < < < < State White Division State American Indian Division < < < < < < < < State State Students with Disabilities Division < < < < < < < < State Economically Disadvantaged Division State Limited English Proficient Division < < < < < < < < State Algebra II High School All Students Division State Female Division State Male Division State State State White Division State Page 17 of 28

21 Assessment Results at each Proficiency Level by Subgroup Student Subgroup Type Adv Prof Pass Fail Adv Prof Pass Fail Adv Prof Pass Fail State Students with Disabilities Division < < < < < < < < < < < < State Economically Disadvantaged Division State Science (Alternate Assessment) High School All Students Division < < < < < < < < < < < < State Female Division < < < < < < < < State Male Division < < < < < < < < State White Division < < < < < < < < < < < < State Students with Disabilities Division < < < < < < < < < < < < State Economically Disadvantaged Division < < < < < < < < State Biology High School All Students Division State Female Division State Male Division State State State White Division State State American Indian Division < < < < < < < < State Two or more races Division < < < < < < < < State Students with Disabilities Division State Economically Disadvantaged Division State Limited English Proficient Division < < < < < < < < State Chemistry High School All Students Division State Female Division State Male Division State Black Division < < < < < < < < State State White Division State State State Page 18 of 28

22 Assessment Results at each Proficiency Level by Subgroup Student Subgroup Type Adv Prof Pass Fail Adv Prof Pass Fail Adv Prof Pass Fail Students with Disabilities Division < < < < < < < < < < < < State Economically Disadvantaged Division State Limited English Proficient Division < < < < < < < < < < < < State Earth Science High School All Students Division State Female Division State Male Division State State State White Division State Two or more races Division < < < < < < < < State Students with Disabilities Division State Economically Disadvantaged Division State Limited English Proficient Division < < < < < < < < State History and Social Science (Alternate Assessment) High School All Students Division < < < < < < < < < < < < State Female Division < < < < < < < < State Male Division < < < < < < < < State White Division < < < < < < < < < < < < State Students with Disabilities Division < < < < < < < < < < < < State Economically Disadvantaged Division < < < < < < < < State Virginia and United States History High School All Students Division State Female Division State Male Division State State State White Division State State American Indian Division < < < < < < < < State Two or more races Division < < < < < < < < State Students with Disabilities Division Page 19 of 28

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