Student and Family Wellness Resources
The following programs require student qualification. The department’s primary focus is the provision of a safe, functional environment that meets the learning needs of each student. The department supports the work of the district’s special educators, school counselor, occupational therapists, speech language pathologists, reading specialists, and the many paraprofessionals who assist them, as well as the students and parents with whom they work.
Family Educational Rights and Privacy Act (FERPA)
The Family Educational Rights and Privacy Act (FERPA) affords parents/guardians and students over eighteen (18) years of age (“eligible students”) certain rights with respect to the student’s education records.
The full GVSD policy 3570F can be found here:
The right to file a complaint with the U.S. Department of Education concerning alleged failures by the Buhl School District to comply with the requirements of FERPA. The name and address of the Office that administers FERPA are:
U.S. Department of Education
400 Maryland Avenue, SW
Washington, DC 20202
Title 1 is a federal program which provides support to students who fall in the bottom twenty-five percent of the student population. Title 1 funds are distributed in Garden Valley School based upon the number of students receiving free and reduced lunch.
Students who score critically below proficiency on the ISAT or score a 1 (one) on the IRI are eligible for services. A team consisting of the classroom teacher, Title teacher, parent, and ESL teacher if applicable, will discuss the needs of the student and how to best meet those needs. Parents must review and sign a Student, Parent and District Accountability Agreement each year.
Title I-A is a Federal program intended to help ensure that all children have the opportunity to obtain a high-quality education and reach proficiency on challenging state academic standards and assessments.
Title I-A targets resources to districts and schools where the needs are greatest.
Title I-A provides flexible funding for additional instructional time for students who are most at risk for not meeting state academic standards. This funding may also be used to provide professional development, extended-time programs, and other strategies for raising student achievement in high-poverty schools.
Title I-A provisions provide a mechanism for holding states, school districts, and schools accountable for closing the achievement gaps and improving the academic achievement of all students.
All students are served by Title I-A funds through comprehensive program. All students in the school are identified as Title I-A students School-Parent Compacts are required for all students There is no such thing as “the Title I-A teacher” or staff. All teachers and instructional paraprofessionals are considered Title I-A teachers; All teachers and paraprofessionals contribute services that are part of a comprehensive, upgraded educational system. All teachers and all instructional paraprofessionals must be Highly Qualified. Funds: Title I-A funds may be consolidated with all or part of other ESEA funds (i.e., Title II, III, etc.) along with IDEA Part B, state, and local funds All students are Title I-A students and benefit from consolidation of funds for services
Services: Services are integrated into a 3-Tier model that is supported by the RTI/MTSS model; All students receive services within a comprehensive system; and there is no distinction between Title services and general education services
Parental involvement has always been a centerpiece of Title I-A. The statute defines the term “parental involvement” as the participation of parents in regular, two– way, and meaningful communication involving student academic learning and other school activities, including ensuring that parents play an integral role in assisting their child’s learning; that parents are encouraged to be actively involved in their child’s education at school; that parents are full partners in their child’s education and are included, as appropriate, in decision making and on advisory committees to assist in the education of their child; and the carrying out of other activities, such as those described in Section 1118. [Section 9101(32), ESEA] This definition for parental involvement sets the parameters, in conjunction with other sections of the law by which SEAs, LEAs, and schools will implement programs, activities, and procedures to involve parents in Title I, Part A programs.
Special Education Program
Garden Valley School District Special Education programs exist to provide services to students who meet eligibility requirements of the Individuals with Disabilities Education Act (IDEA) under one of the thirteen disability categories allowed in the State of Idaho. All district schools are served by special education professionals and related service providers, but not all schools offer the same programs. The District seeks to meet its obligations under the law to provide Free Appropriate Public Education (FAPE) to all eligible students and to do this within the Least Restrictive Environment (LRE).
Section 504 is an Act which prohibits discrimination against persons with disabilities in any program receiving federal financial assistance. The Act defines as eligible anyone who: Has a mental or physical disability which substantially limits one or more major life activities such as caring for one’s self, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning and working; Has a record of such a disability; or Is regarded as having such a disability.
The full GVSD policy 3570F can be found here: