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Mentoring Program, Inc.

Private School K-8

504, Individual Education Plan (IEP), Struggling Academically
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Grades K-8

School Code 9480

Private School


For Each 1 Reach 1 Mentoring Program, Inc. is offering A New Millennium Education. The Difference between school and LIFE? In school, you’re taught a lesson and then given a TEST. In life, you’re given a test that Teaches you a LESSON. We understand that all students do not learn the same way; but they can learn and be successful, competent individuals. We consider our school to be a place where learning is fun, meaningful and our students can think outside of the box. Each student is pre-tested, and an individualized student learning plan is generated based on the outcome of the individual results. We are not concerned with how our students come to us because our focus is on how they will leave. A grade of 69 or below is not passing for us. We will observe our students, and if they get close to a 69, we know that something must be done about it. We have expectations and standards, and we are willing to invest in our students, so when it is time to leave home, they can do so successfully. We believe that every student deserves a champion.

  • Our FOCUS is students grades 3, 4, and 5 that have a 504, Individualized Education Program (IEP) or that are struggling academically.

  • Students will be given BRAIN BREAKS.


  • An alternative approach to LEARNING.

  • INDIVIDUALIZED Instruction.

  • Partnership with PARENTS.

  • Emphasis on READING.

  • LIFE SKILLS – EXPOSING our students to life as real as it can get, we want to give them everything that will help them to be successful in life. If we equip our students for life, then they can survive college, a trade school, a job or starting a business because we have invested in the whole child. We have computers on-site, which allow us to keep up with what is taking place now.

  • Our students will be engaged in many INTERESTING and EXCITING hands-on projects involving math, science, social studies, and field trips.

  • Our core classes take place in the EARLY PART OF THE DAY so that we are not losing the focus.

  • We invest in the WHOLE student.

  • A positive ATMOSPHERE, we understand that no one is PERFECT, therefore we show up prepared to make LEMONADE.

  • We ENCOURAGE our students and bring out the BEST in them.

  • Our students take OWNERSHIP in our school.

  • We BELIEVE in our students.
  • Our team CARES about your child’s today & their tomorrow!

For Each 1 Reach 1 Wellness Policy

For Each 1 Reach 1 Mentoring Program, Inc. recognizes that good nutrition and regular physical activity affect the health and well-being of all students. Furthermore, research suggests that there is a positive correlation between a student's health and well-being and his/her ability to learn. Moreover, schools can play an important role in the developmental process by which students establish their health and nutrition habits by providing nutritious meals and snacks through the schools' meal programs, supporting the development of good eating habits and promoting increased physical activity both in and out of school.

For Each 1 Reach 1 Mentoring Program, Inc. is committed to creating school environments that promote and protect the overall well-being of all students and staff. The guidelines listed below encourage a comprehensive wellness approach that is sensitive to both individual and community needs.

1. Local School Wellness Policy Leadership

District level

For Each 1 Reach 1 Mentoring Program, Inc. will assemble a representative wellness committee that will meet annually to monitor and set goals for the development and implementation of its local school wellness policy. As required by K-20 Education Code 1003.453 the policy shall be reviewed annually and an updated copy shall be sent to the Florida Department of Agriculture and Consumer Services when a change or revision is made.

  • For Each 1 Reach 1 Mentoring Program, Inc. shall ensure overall compliance with the local school wellness policy.

  • Parents, students, representatives of the school food authority, teachers of physical education, school health professionals, the school board, school administrators and the general public shall be permitted to participate in the development, implementation, and periodic review and update of the local school wellness policy.

  • For Each 1 Reach 1 Mentoring Program, Inc. will be responsible for: advertising any and all meetings, training's, changes pertaining to the wellness policy.

*Considerations from USDA:*

  • LEA’s are encouraged to include Supplemental Assistance Program Education (SNAP-ED) coordinators or educators on the local school wellness policy committee, as appropriate.

  • Examples of the general public may include a local dietitian, business representative, health care professional or community or civil leader interested in children, nutrition, education, health and physical activity.

  • The LEA is also encouraged to make available to the public and school community, a list of names and position titles (or relationship to the school) of individuals who are a part of the wellness committee; as well as the name, position title, and school-based contact information of the lead individual (s) or coordinator(s) for the LEA, and for each school as applicable.

School level

  • The school principal and school staff shall have the responsibility to comply with federal and state regulations as they relate to For Each 1 Reach 1 Mentoring Program, Inc. wellness policy.

  • For Each 1 Reach 1 Mentoring Program, Inc. will establishing the Healthy School Team that will ensure compliance with the policy.

  • The Healthy School Team should include, but not be limited to, the following stakeholders: parents, students, school food service program representatives, school administrators, school health professionals, physical education teachers and the general public.

  • The Healthy School Team is responsible for:

    • Ensuring compliance with federal and state regulations for competitive food and beverage items sold on the school campus (7 CFR 210.11 and FAC 5P-1.003);

    • Maintaining a school calendar identifying the dates when exempted competitive food fundraisers will occur in accordance with the frequency specified in paragraph (c) of FAC 5P-1.003;

    • And reporting its school’s compliance of the aforementioned regulations to the Executive Director, the person responsible for ensuring overall compliance with For Each 1 Reach 1 Mentoring Program, Inc. wellness policy.

For Each 1 Reach 1 Mentoring Program, Inc. will review and consider evidence-based strategies and techniques in establishing goals for nutrition promotion and education, physical activity and other school based activities that promote student wellness to include, at a minimum, a review of Smarter Lunchroom tools and techniques.

2. Nutrition Promotion

Nutrition promotion can positively influence lifelong eating behaviors by creating food environments that encourage healthy choices and encourage participation in the school meal programs.

  • The school environment, including the cafeteria and classroom, shall provide clear and consistent messages that promote and reinforce healthy eating.

  • Students will have access to useful nutrition information. Posters, worksheets and brochures will be available on our information wall.

  • Schools will provide parents with healthy snack ideas, lists of foods for healthy celebrations and opportunities for physical activity before and after school.

  • Organizations operating concessions at school functions will promote healthy food choices.

3. Nutrition Education

Academic performance and quality of life issues are affected by the choice and availability of nutritious foods in our schools. Healthy foods support student physical growth, brain development, resistance to disease, emotional stability and ability to learn.

  • The nutrition benchmarks included in Florida’s Physical Education Standards shall be taught as part of the structured and systematic unit of instruction during physical education classes.

  • Students receive nutrition education that is interactive and teaches skills they need to adopt healthy eating behaviors. Classroom lectures, activities and student participation are provided in nutrition and health classes. Classroom written tests (such as multiple choice, essay and fill in the blank) are given in the areas of nutrition.

  • Students will understand how food reaches the table and the implications that has for their health and future. Staff shall integrate hands-on experiences such as working in a garden, cooking activities and enrichment activities such as farmer’s market tours and visits to community gardens with the core curriculum. Students will receive homework supporting these activities to ensure comprehension.

  • Nutrition education will be incorporated within the larger school community. The nutrition education program shall work with the school meal program to develop school gardens and use the cafeteria as a learning lab. Students will harvest vegetables from the school garden and work with the cafeteria staff to create wholesome snacks.

  • Nutrition education will teach skills that are behavior-focused. Students will be taught about calorie balance, energy expenditure and how to read and interpret nutrition facts labels.

  • The staff responsible for nutrition education will be adequately prepared and participate regularly in professional development activities to effectively deliver an accurate nutrition education program as planned. Preparation and professional development activities will provide basic knowledge of nutrition combined with skill practice in program-specific activities and instructional techniques and strategies designed to promote healthy eating habits.

4. Physical Activity

For Each 1 Reach 1 Mentoring Program, Inc. shall ensure that physical activity is an essential element. The program shall provide the opportunity for all students to develop the skills, knowledge and attitudes necessary to participate in a lifetime of physical activity.

  • All students will participate in physical education

  • All students will have at least 20 minutes of daily recess. We will provide space, equipment and an environment conducive to safe and enjoyable play.

  • Students will have the opportunity to be involved in physical activity through physical education programs, before and after school activities or other activity programs. Students will be encouraged to participate in community-offered fitness and athletic programs.

  • Staff will be encouraged to participate in some type of physical activities. (e.g., aerobic activity brisk walking, jogging, swimming) every week. Staff will be informed of the opportunity to participate in physical activity in after school programs and community events.

  • Regular classroom teachers will be encouraged to provide short physical activity breaks between lessons or classes, as appropriate.

5. Other School-Based Activities

For Each 1 Reach 1 Mentoring Program, Inc. will integrate wellness activities across the entire school setting. These initiatives will include nutrition, physical activity and other wellness components so that all Page | 4efforts work towards the same set of goals and objectives used to promote student well-being, optimal development and strong educational outcomes.

General Guidelines

  • The goals outlined by the wellness policy will be considered in planning all school-based activities (such as school events, field trips, dances and assemblies).

  • After school programs will encourage healthy snacking and physical activity.

  • For Each 1 Reach 1 Mentoring Program, Inc. shall actively develop and support the engagement of students, families and staff in community health-enhancing activities and events at the school or throughout the community.

Eating Environment

  • Students will be provided an adequate amount of time to consume their meal with a minimum of 20 minutes after receiving their food from the line.

  • Each school will provide nutritious, fresh, locally grown food that reflects Florida’s bountiful harvest.

  • Convenient access to facilities for hand washing and oral hygiene will be available during meal periods.


  • Each school shall maximize the reduction of waste by recycling, reusing, composting and purchasing recycled products.

Employee Wellness

  • All staff will be provided with opportunities to participate in physical activities and healthy eating programs.

Health Services

  • A coordinated program of accessible health services shall be provided to students and staff and shall include, but not be limited to, violence prevention, school safety, communicable disease prevention, health screening, including body mass index, community health referrals, immunizations, parenting skills and first aid/CPR training.

Use of School Facilities Outside of School Hours

  • Each school will promote the use of school facilities outside of school hours for physical activity programs offered by community-based organizations and for the school community’s use. Parents will be allowed to bring their children to the school and have access to basketball courts, playgrounds and track facilities.

Behavior Management

  • For Each 1 Reach 1 Mentoring Program, Inc. is committed to prohibiting the use of food as a reward, unless incorporated into an activity that promotes positive nutrition messages (such as a guest chef or field trip to a farm).

  • Teachers and other school personnel will not deny or require physical activity as a means of punishment.

6. Guidelines for All Foods and Beverages Available During the School Day

For Each 1 Reach 1 Mentoring Program, Inc. shall operate and provide food service in accordance with USDA’s National School Lunch Program (NSLP) standards and applicable laws and regulations of the state of Florida. The guidelines for reimbursable school meals shall not be less restrictive than regulations and guidance issued by USDA.

General Guidelines

  • All reimbursable meals will meet nutrition standards mandated by USDA, as well as any additional state nutrition standards that go beyond USDA requirements.

  • School meals will include a variety of nutrient-dense foods, including whole grains and fiber-rich fruits and vegetables, while accommodating special dietary needs and ethnic and cultural food preferences.

  • For Each 1 Reach 1 Mentoring Program, Inc. will participate in available federal school meal programs, including the SBP, NSLP, ASSP, AMP, and SFSP.

  • Free, potable water will be made available to all children during each meal service.

Competitive Foods

  • All foods and beverages sold on the school campus to students outside of reimbursable school meals are considered “competitive foods,” and must comply with the nutrition standards for competitive food as defined and required in 7 CFR 210.11.

    • School campus means, for the purpose of competitive food standards implementation, all areas of the property under the jurisdiction of the school that are accessible to students during the school day.

    • School day means, for the purpose of competitive food standards implementation, the period from the midnight before, to 30 minutes after the end of the official school day.

  • Competitive foods include items sold a la carte in the cafeteria, from vending machines, school stores, snack bars and for in-school fundraisers.

  • Unless being sold by For Each 1 Reach 1 Mentoring Program, Inc. food service program, it is impermissible for any competitive food item sold to students during the school day to consist of ready-to-eat combination foods of meat or meat alternate and grain products, as defined in 7 CFR 210.10 and 210.11. (FAC 5P-1.003)

  • To be allowable, all competitive food items sold to students must meet general nutrition requirements and nutrient standards.

General nutrition requirements for competitive foods:

  • Be a grain product that contains 50 percent or more whole grains by weight or have a whole grain as the first ingredient; or

  • Have as the first ingredient one of the non-grain major food groups: fruits, vegetables, dairy or protein foods (meat, beans, poultry, seafood, eggs, nuts, seeds, etc.); or

  • Be a combination of food that contains 1⁄4 cup of fruit and/or vegetable.

  • If water is the first ingredient, the second ingredient must be one of the above.

Nutrient Standards


  • Any entree item offered as part of the breakfast or lunch program is exempt if it is served as a competitive food on the day of service or the day after service in the breakfast or lunch program.

  • Fresh or frozen fruits and vegetables with no added ingredients, except water.

  • Canned fruits with no added ingredients except water, which are packed in 100 percent juice, extra light syrup or light syrup.

  • Low sodium/No salt added canned vegetables with no added fats.

  • Reduced fat cheese, nuts, seeds and nut/seed butters, as well as seafood and whole eggs with no added fat are exempt from the total fat and saturated fat standards.

*Refer to 7 CFR 210.11 competitive food service standards for additional exemptions.

Nutrition Standards Beverages

For elementary and middle school students: foods and beverages must be caffeine-free with the exception of trace amounts of naturally occurring caffeine substances. Food and beverages for high school students may contain caffeine.

Standards for food and beverages available during the school day that are not sold to students:

  • The school will provide parents and teachers a list of ideas for healthy celebrations/parties, rewards and fundraising activities.

  • Class parties or celebrations shall be held after the lunch period and only foods that meet the Smart Snacks in School nutrition standards can be served.

  • Schools will limit celebrations that involve food during the school day to no more than one party per class per month.


  • Fundraising efforts will be supportive of healthy eating by complying with all applicable regulations and nutrition standards for competitive foods while also emphasizing the sale of nonfood items.

  • No fundraisers that include the sale of food items will occur until thirty (30) minutes after the conclusion of the last designated meal service period.

  • The school board is permitted to grant a special exemption from the standards for competitive foods as specified above for the purpose of conducting infrequent school-sponsored fundraisers, not to exceed the following maximum number of school days per school campus each school year:

School Type

  • Each school’s Healthy School Team will maintain a school calendar identifying the dates when exempted competitive food fundraisers will occur. (FAC 5P-1.003)

7. Policy for Food and Beverage Marketing

School-based marketing will be consistent with policies for nutrition education and health promotion. As such, the following guidelines apply:

  • Schools will only be allowed to market and advertise those foods and beverages that meet or exceed USDA’s Smart Snacks in School nutrition standards.

  • Marketing activities that promote healthful behaviors are encouraged. Examples may include: vending machine covers promoting water, pricing structures that promote healthy options in a la carte lines or vending machines, sales of fruit for fundraisers and coupons for discounted gym memberships.

*The final rule requires an assessment of the local school wellness policy to be conducted, at a minimum of every three years. However, LEAs can choose to assess their policies more frequently to ensure goals and objectives are being met and to refine the policy as needed. The results of this assessment MUST be made available to the public.*

8. Evaluation and Measurement of the Implementation of the Wellness Policy

For Each 1 Reach 1 Mentoring Program, Inc. wellness committee will update and make modifications to the wellness policy based on the results of the annual review and triennial assessments and/or as local priorities change, community needs change, wellness goals are met, new health information and technology emerges and new federal or state guidance or standards are issued. The wellness policy will be assessed as indicated at least every three years following the triennial assessment.

Triennial Progress Assessments

For Each 1 Reach 1 Mentoring Program, Inc. will conduct an assessment of the local school wellness policy to measure wellness policy compliance at least once every three years. This assessment will measure the implementation of the local school wellness policy, and include:

  • The extent to which For Each 1 Reach 1 Mentoring Program, Inc. is in compliance with the local school wellness policy;

  • The extent to which the local school wellness policy compares to model local school wellness policies; and

  • A description of the progress made in attaining the goals of the local school wellness policy.

*At a minimum, LEAs must annually inform and update the public about the content and implementationof the local school wellness policy. USDA encourages LEAs and schools to include a summary of each school’s events or activities relating to the LSWP implementation, contact information for the designated LSWP official and information on how the public can get involved with the wellness policy committee.*

9. Informing the Public

For Each 1 Reach 1 Mentoring Program, Inc. will ensure that the wellness policy and most recent triennial assessment are available to the public at all times. For Each 1 Reach 1 Mentoring Program, Inc. will also actively notify households on an annual basis about any updates made to the wellness policy and the availability of the triennial assessment results, as well as provide information to the community about the school nutrition environment.

  • For Each 1 Reach 1 Mentoring Program, Inc. will ensure the most updated version of the wellness policy and triennial assessments are always available on the school website for the public to view.

  • For Each 1 Reach 1 Mentoring Program, Inc. will present wellness policy updates, as applicable, during meetings with the Parent Teacher Association/Organization, school board, district superintendent, health and wellness committee and other interested groups or stakeholders.

  • Wellness updates will be provided to students, parents and staff, as applicable, in the form of website.


10. Community Involvement

For Each 1 Reach 1 Mentoring Program, Inc. is committed to being responsive to community input, which begins with awareness of the wellness policy. For Each 1 Reach 1 Mentoring Program, Inc. will actively communicate ways in which parents, students, representatives of the school food authority, teachers of physical education, school health professionals, the school board, school administrators and the general public can participate in the development, implementation and annual review of the local school wellness policy through a variety of means, including:

  • For Each 1 Reach 1 Mentoring Program, Inc. will consider student needs in planning for a healthy nutrition environment. Students will be asked for input and feedback.

  • For Each 1 Reach 1 Mentoring Program, Inc. will use electronic mechanisms, such as email or displaying notices on For Each 1 Reach 1 Mentoring Program, Inc. website.

Record Keeping

Records to document compliance with the requirements of the local school wellness policy will include, but is not limited to the following:

    • The written local school wellness policy;

    • Documentation demonstrating compliance with community involvement requirements, including requirements to make the local school wellness policy and triennial assessments available to the public as consistent with the section on informing and updating the public; and

    • Documentation of the triennial assessment of the local school wellness policy.

*Documentation demonstrating compliance with community involvement requirements may include a copy of the solicitation on the LEA website. Documentation to demonstrate compliance with the public notification requirements may include a copy of the LEA Web page where the LSWP has been posted or a copy of the school newsletter.*

What's Happening

Check out all the great events that For Each 1 Reach 1 has coming up.

Let's start with James. James has always had trouble learning in class. He would try to do what the teacher asked, but it was just never correct. So James started arguing with the teacher, saying his answers are accurate and refusing to do them over.

What James doesn't understand is that he has a disability that makes it difficult for him to understand what the questions are asking. So instead of looking stupid, he tries to act like he knows it all in front of everyone, and it's the teacher that is dumb.

Then there is Sara. Sara has ADHD. That means that it is like a lot of colored ping pong balls bouncing around in her head. Just imagine that there are red, green, yellow, blue balls bouncing around, and each one is a piece of information. All the red ones have math information, the blue reading, green science, yellow social studies. Now without ADHD, they would fit together according to information, but not when you have ADHD; they get all mixed up. Now all this bouncing makes Sara nervous and anxious, so she can't sit still and focus. She's out of her seat, bothering, James, Charlie, or anyone. Then Sara gets diagnosed and is given medicine. Now things start to fall in place, but because of all the bouncing, she has gaps in her learning. So she still has to struggle.

Now there is Sally. She has some very unique problems that she was born with. She looks like everyone else, but her body isn't. She was born with very weak muscles and very poor coordination and a processing issue due to speech. Sally did not walk or talk at the age most children do. Sally was very delayed by maybe two or more years. The weak muscles cause Sally to tire very easily, and even simple writing can tire her. Her poor coordination makes it difficult for her to walk, run, hop, skip like everyone else. Because of these issues, she was often made fun of and therefore had trouble making friends.

Angie is a sweet, intelligent girl that has been diagnosed with Autism Spectrum. What does that mean? Well, there are certain behaviors that she can't control. She needs clear answers -not things like in a little while, and it must be specific - like in 15 minutes. She will repeat things until she understands. She will go up to the teacher asking questions even when the teacher is working with someone else because she isn't aware of that person. She is only able to focus on her needs. 

Sam and Johnny are brothers. It's very hard for Johnny to have his brother in the same class, especially when Sam sometimes does better than him. Johnny and Sam have moved a lot and been in many different schools. So when they were in School 1 they were learning one thing, but School 2 was passed that and learning something else, now school three is passed both 1 and 2, so Sam and Johnny have many gaps. It's like building a foundation without all the blocks - a very shaky house.

Last is Charlie. Charlie is a very hyper young man. He wants to do a good job but has a hard time focusing. He gets agitated when others do better and acts out by becoming fresh, mean, and disrespectful. He doesn't want anyone to know he is struggling. He has trouble remembering things like the time table but won't admit it. He puts on his bossy attitude instead.

Since every student is different and learns differently, they were having a very difficult time in school. The school system wants everyone to learn the way and in the same amount of time. Well, this wasn't working for Sally, Angie, Sara, Sam, Johnny, Charlie or James.

Charlie, James, and Sara were often in trouble and failing. Sally and Angie were made fun of or bullied. Sam and Johnny were just ignored and left behind.

They were fortunate because their parents loved and cared enough about them to put them in a special private school. Now they have to care enough to get along and do their best. They've been given a special opportunity.

Requirements for Education Mentor (Teacher)

  • Bachelor’s Degree or higher in any subject area.
  • Three or more years of teaching experience.
  • Special skills, knowledge, or expertise that qualifies
    them to provide instruction in subject taught (may be
    demonstrated by any documentation indicating that
    Education Mentor (Teacher) has skills to be teaching
    that subject such as past work experience, certifications,
    programs completed, professional development,
    curriculum training, etc.



Every year in Florida, thousands of children are subjected to child abuse, which can take the form of physical or sexual abuse, neglect, abandonment or mental injury. Too many continue to suffer because the abuse is never reported. Under Florida law, anyone who suspects a child mya be abused or neglected has a responsibility to report it.

  • Unusual fearfulness
  • Lack of hygiene or inappropriate dress
  • Delayed emotional, intellectual or language development
  • Frequent injuries
  • Feeding disorders
  • Rocking, self-inflicted pain
  • Sleep disorders, bed-wetting
  • Lack of eye contact, poor socialization
  • Acting out in school
  • Unexplained scars or bruises
  • Malnutrition
  • Many school absences

How to report abuse:

Telephone 800.962.2873  Fax 800.914.0004 TDD 800.453.5145
Online at www.




  • All employees and agents of a public school district, charter school or private school have an obligation and legal responsibility to report misconduct by instructional personnel and school administrators with the effect the health, safety or welfare of a student

    Obscene language
    Drug and alcohol use
    Disparaging comments
    Prejudice or bigotry
    Sexual innuendo
    Testing violations
    Physical aggression
    Accept or offer favors


  • If someone tells you about misconduct, be a LEADER

    Act immediately

    Report to:

    Name: Lynette Mackey

    Title: Executive Director & Founder

    Phone: 352-556-2768


Failure to report misconduct may result in penalties up to termination of employment and revocation of an educator's certificate.




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