Transcript PowerPoint - Student Support Services Project

FDOE Update – FASP 2014
David Wheeler, Ph.D.
School Psychology Consultant
Student Support Services Project
USF/Florida Department of Education
[email protected]
www.FLDOE.org
© 2014, Florida Department of Education. All Rights Reserved.
www.FLDOE.org
© 2014, Florida Department of Education. All Rights Reserved.
Learning Objectives
• Identify legislation, rules, & FDOE policies
impacting school psychology practice
• Explain the role of integrated/coordinated student
services in enhancing the effectiveness & efficiency
of multi-tiered supports
• Recognize the importance of school attendance for
student achievement
• Identify three (3) resources that support school
psychological services in a multi-tiered system of
support
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© 2014, Florida Department of Education. All Rights Reserved.
Legislation and State Board Rules
www.FLDOE.org
© 2014, Florida Department of Education. All Rights Reserved.
www.FLDOE.org
© 2014, Florida Department of Education. All Rights Reserved.
Revised School Accountability – SB 1642
• School Grading System that emphasizes student
achievement and learning growth.
• School improvement plans must address subgroups
not demonstrating significant learning gains on
statewide assessments.
• School district report cards.
• Exemption from statewide assessments for children
with medical complexity.
www.FLDOE.org
© 2014, Florida Department of Education. All Rights Reserved.
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District Report Card
• Percentage of students demonstrating learning
growth
• Percentage of students in the highest and lowest
quartiles demonstrate learning growth
• Closing the gap between higher performing and
lower performing subgroups
• Success in improving student attendance
www.FLDOE.org
© 2014, Florida Department of Education. All Rights Reserved.
Education – HB 7031
• Amends middle grades promotion (s. 1003.4156) &
high school graduation (s. 1003.4282) requirements
• Intensive remedial course or a content area course
that incorporates remediation strategies required
for students scoring Level 1 or Level 2.
• Deletes references to common core standards and
assessments – FCAT
• Clarifies that right of parents to be accompanied by
another adult applies to students with disabilities
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Florida Standards Assessments (FSA)
• Replace FCAT 2.0 and mathematics assessments
•
•
•
•
•
English Language Arts (ELA) in grades 3-11
Mathematics in grades 3-8
Algebra I End-of Course (EOC)
Algebra II EOC
Geometry EOC
• FCAT 2.0 Science, and EOCs in Biology I, U.S. History
and Civics will continue to be administered
• FAQ on Florida Standards Assessments at
http://www.fldoe.org/pdf/QA-03-17.pdf
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Florida Standards Assessments Portal
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Third Grade Promotion/Retention
• Third grade the only grade where there is statemandated retention.
• Students can be granted a good cause exemption
and be promoted to fourth grade under certain
circumstances.
• NEW – A student may only be retained once in the
third grade (s. 1008.25(6)(b)6, F.S.)
• Students not reading on grade level (promoted or
retained) must receive intensive intervention
• Third Grade Progression TAP and Parent Brochure
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Education – SB 850
• Repeals special diploma option for students with
disabilities
• Establishes Personal Learning Scholarship Account
(s. 1002.385, F.S.)
• Requires middle schools to implement an “early
warning system” as part of school improvement
plan
• Technical Assistance Paper DPS: 2014-136
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Bureau of School Improvement
Recommendations for EWS
• Use term “off-track” for students exhibiting one or
more indicators
• Regularly monitor number & percentage of students
“off-track” (school-wide, grade level, classroom)
• School-based teams responsible for using EWS data to
plan interventions within a MTSS
• Monitor effectiveness of supports for “off-track”
students & identify students needing intensive support
(Tier 3)
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© 2014, Florida Department of Education. All Rights Reserved.
SWD Course Requirement – SB 1108
• All educators who apply to renew a valid, Florida
professional certificate must satisfy the SWD credit
requirement.
• One (1) semester hour of college credit or 20
Florida inservice points in teaching students with
disabilities is required.
• Each school district will determine if the content of
a college course or professional learning activity
satisfies the content requirement for SWD credit.
• DPS: 2014-12
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© 2014, Florida Department of Education. All Rights Reserved.
State Board Rules
A Resource Manual for the Development and
Evaluation of Exceptional Student Education Programs
Revised 2014
www.FLDOE.org
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General Education Intervention & Evaluation
Procedures – March 25, 2014
• Updated language to better reflect problem solving
and multi-tiered systems of support.
• Provides guidelines on when Child Find obligation is
triggered in MTSS
• Establishes timeline for obtaining consent when
reason to suspect (20 school days)
• Establishes gifted evaluation timeline
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General Education Intervention & Evaluation
Procedures – March 25, 2014
• District’s responsibility to implement a multi-tiered
system of support…
• Interventions developed by a team through a databased problem solving process…
• Interventions implemented for a period of time
sufficient to determine effectiveness…
• Progress monitoring data communicated to the parents
in an understandable format, which may include, but is
not limited to graphic representation.
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Gifted
• Gifted Evaluations must occur within “reasonable
period of time” as specified in SP&P but may not
exceed 90 school days that the student is in
attendance.
• Gifted/SWD Memo clarifies that:
• SWD can be eligible for both gifted and special
education services if they meet the criteria.
• Special education and gifted service providers should
collaborate for educational planning.
• SWD must must be given access to
advanced/accelerated classes with allowable
accommodations OCR Dear Colleague Letter .
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Evaluations – Proposed Language for
6A-6.0331
https://www.flrules.org/gateway/notice_Files.asp?ID=
15176928
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Consent – Proposed Language
• Circumstances triggering Child Find:
• Student RTI data indicate that student is not making
adequate growth given intensive interventions
• Student RTI data indicate that student is making
adequate growth but not sustainable with Gen Ed
resources
• Pre-K child screening that indicates child may be a child
with a disability
• Parent request with evidence of disability and need
• Request consent or provide notice of refusal within
30 days unless parent and school agree otherwise
in writing.
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Evaluation Timeline – Proposed Language
• Completed within 60 calendar days after consent
• Following calendar days not counted
• School holidays, and Thanksgiving, winter, and spring
breaks
• Summer vacation – districts not prohibited from
conducting evaluations in the summer
• Absences beyond 8 school days during the 60 day
calendar period not counted toward 60-day requirement
• New evaluation timeline begins July 1, 2015
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Percent Within/Beyond 60 Days (12-13)
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Autism Spectrum Disorder - Proposed
Language for 6A-6.03023
https://app1.fldoe.org/rules/default.aspx
Rule development workshop November 19, 2014 @ 1:00 p.m.
https://tlc-flmtss.adobeconnect.com/_a779483110/auditorium/
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ASD Definition – Proposed
• Group of developmental disorders that reflect a wide
range of symptoms and levels of impairment, which
vary in severity from one individual to another.
• Characterized by an atypical developmental profile with
a pattern of qualitative impairments in social
interaction and social communication, and the
presence of restricted or repetitive, patterns of
behavior, interests, or activities, which occur across
settings.
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ASD Evaluation – Proposed
• Addresses core features of ASD (i.e., deficits in social
interaction, social communication, and restricted or
repetitive, patterns of behavior, interests, or activities).
• Psychological evaluation includes assessment of academic,
intellectual, social-emotional, and behavioral functioning
and at least one standardized instrument specific to ASD;
• Language evaluation includes assessment of the pragmatic
(both verbal and nonverbal) and social interaction
components of social communication.
• Standardized assessment of adaptive behavior (NEW)
• Functional behavioral assessment (NEW)
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ASD Eligibility – Proposed
• Evidenced by ALL of the following:
• Impairment in social interaction as evidenced by
delayed, absent, or atypical ability to relate to
individuals or the environment;
• Impairment in verbal or nonverbal language skills used
for social communication;
• Restricted or repetitive, patterns of behavior, interests,
or activities.
• Core features occur across settings.
• Needs special education.
www.FLDOE.org
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Attendance Matters:
Chronic Absence & Student Achievement
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School Attendance Myths
• Students don’t start missing a lot of school until
middle or high school.
• Absences in the early grades don’t affect
achievement.
• Most schools already know how many students are
chronically absent.
• There’s not much schools can do to improve
attendance; it’s the parents’ responsibility.
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34
Types of Nonattendance
• Truancy – number or frequency of unexcused absences
(15 unexcused absences in 90 days – FL).
• Chronic absence is defined as missing 10 percent or more
of a school year for any reason (5 unexcused absences in a
month or 10 unexcused in 90 days = pattern of
nonattendance in FL).
• Tardiness/Skipping – missing instructional time due to late
arrival or skipping class for portion of the school day.
• Disciplinary removal – places student at greater risk than
students who have patterns of non-attendance w/out
behavior problems.
Absence = Loss of Instruction
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Impact on Early School Achievement
• Chronic absence in kindergarten associated with
lower academic performance in 1st grade (Connolly &
Olson, 2012).
• Chronic absence in kindergarten and 1st grade
associated with lower reading and math proficiency in
third grade (Applied Survey Research, 2011).
• Chronic absence in kindergarten and 1st grade may
erase benefits of entering kindergarten with strong
readiness skills (Applied Survey Research, 2011).
• Impact of chronic absenteeism greater for students
from low-income families (Balfanz & Byrnes, 2012).
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36
www.FLDOE.org
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Attendance
Works
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Attendance
Works
School Attendance – s. 1003.26, F.S.
• Poor academic performance is associated with
nonattendance.
• Early intervention is the most effective way of producing
good attendance habits that lead to improved student
learning.
• District Obligation to promote and enforce attendance as
a means of improving student performance.
• Superintendent responsible for enforcing and
recommending polices and procedures to prevent
patterns of nonattendance.
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© 2014, Florida Department of Education. All Rights Reserved.
39
Percent of Students Absent > 21 Days (FL 2011-12)
18
16
14
12
10
8
6
4
2
0
PreK
K-5
6-8
9-12
State Chronic Absenteeism Rate for K-12 = 8.92
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40
Percent Absent > 21 Days by Grade
20
18
16
14
12
10
8
6
4
2
0
PK
K
1
2
3
4
5
6
7
8
9
10
(FL 2011-12)
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41
11
12
Highest & Lowest Rates of Chronic Absenteeism in K-12
Lowest Rates of Chronic Absenteeism
Highest Rates of Chronic Absenteeism
Franklin
2.1
Hamilton
29.6
Holmes
4.79
Dixie
26.53
Collier
4.83
Union
24.97
Brevard
5.08
Baker
23.97
Sarasota
5.42
Taylor
23.19
Seminole
5.47
Suwannee
21.64
Duval
5.76
Putnam
19.55
Charlotte
5.83
Lafayette
18.65
State Chronic Absenteeism Rate for K-12 = 8.92
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42
Recommendations
• Implement effective school wide approaches to
promote student attendance and nurture a school
culture that promotes student engagement (MTSS).
• Implement an Early Warning System that monitors
absenteeism and provides regular reports on
chronic absence levels by student, grade and subpopulation.
• Establish school and district level attendance teams
who meet regularly to review trends in attendance,
engage in data-based problem solving, and discuss
action steps.
www.FLDOE.org
© 2014, Florida Department of Education. All Rights Reserved.
Recommendations
• Identify and address systemic barriers to
attendance, including a lack of engaging instruction
or challenges such as poor transportation, lack of
health care, etc.
• Provide interventions for chronically absent
students combined, as needed, with case
management or follow up with courts (school
intervention team).
• Educate parents about the importance of
attendance starting with pre-K.
www.FLDOE.org
© 2014, Florida Department of Education. All Rights Reserved.
Attendance Resources
• Everyone Graduates Center http://new.every1graduates.org/
• Attendance Workshttp://www.attendanceworks.org/
• Campaign for Grade Level Reading
http://gradelevelreading.net/
• National Center for School Engagement
http://www.schoolengagement.org/
• National High School Center – Early Warning Systems
http://www.betterhighschools.org/ews.asp
www.FLDOE.org
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Integrated
Student Services
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Integrated Student Services
• Within the Multi-tiered
System of Supports (MTSS),
data-based planning and
problem-solving ensures that
all students receive
instruction and supports
matched to their needs.
• Integrated student services
consists of three tiers of
learning supports based on
evidence of need.
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48
What is the Integrated Student Services
Action Guide?
• Integrated student services – an action guide – is
designed to guide local planning efforts that
improve the cohesiveness and effectiveness of
student services within a multi-tiered system of
learning supports.
• The purpose of an integrated approach is to
promote safe and healthy school environments and
support social, emotional, behavioral, academic,
physical and mental wellness so that students are
engaged and successful learners.
www.FLDOE.org
© 2014, Florida Department of Education. All Rights Reserved.
Integrated Student Services Action Guide:
Essential Questions
• Self-reflection on current beliefs
• What is an integrated student services approach?
• How are student services related and unique?
• Why are comprehensive, integrated student
services important for meaningful personnel
evaluation practices?
• What are learning supports?
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Integrated Student Services Action Guide:
Essential Questions (cont.)
• Who provides learning supports?
• Why must learning supports be integrated?
• What do integrated learning supports look like?
• How does district leadership effectively facilitate
learning supports?
• What next steps are needed?
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What might an integrated response to bullying
look like at the individual student level?
Bullying
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How would you facilitate a coordinated response
that involves the student services team?
Attendance
Physical
Health
Academic
Performance
Bullying
SocialEmotional
Student
Engagement
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© 2014, Florida Department of Education. All Rights Reserved.
What might a integrated response look like at
the systems level?
School
Climate
(Bullying)
Physical
Health
(Asthma)
Graduation
Rates at FL
H.S.
Course
Completion
(Retention)
Student
Engagement
(Attendance)
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© 2014, Florida Department of Education. All Rights Reserved.
Mental Health Grants for Florida
• BEESS (FDOE) was selected to receive two five-year
federal grants
• “Now is The Time” – Advancing Wellness and
Resilience in Education (Florida AWARE)
• Mental Health First Aid Training
• School Climate Transformation (Florida SCT) grant
programs.
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© 2014, Florida Department of Education. All Rights Reserved.
Youth Risk Behavior Survey (YRBS)
• Statewide survey administered to Florida’s public high
school students in odd-numbered years.
• Monitors risk behaviors that contribute to the leading
causes of death, disability, and social problems.
• http://www.floridahealth.gov/statistics-anddata/survey-data/youth-risk-behaviorsurvey/index.html
• CDC Youth Risk Behavior Surveillance System (YRBSS)
http://www.cdc.gov/HealthyYouth/yrbs/index.htm
www.FLDOE.org
© 2014, Florida Department of Education. All Rights Reserved.
Youth Risk Behavior Survey - 2013
Behavior
Percent Reporting
Did not go to school in past 30 days because of unsafe
feelings.
10%
Bullied at school in past 12 months.
15%
Felt sad or hopeless every day for two weeks or more in past
12 months.
26%
Self-injured without wanting to die.
15%
Considered attempting suicide in the past 12 months.
14%
Attempted suicide in the past 12 months.
8%
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Resources for School Psychologists
www.FLDOE.org
© 2014, Florida Department of Education. All Rights Reserved.
Evaluating Impact of MTSS
• Self-Assessment of MTSS (SAM)
• PS/RTI Project, USF
• Indicators of Success Rubric
• RRCP
• Summary Data Worksheet
• Shapiro & Clemens (2009)
• Chicago Model (5 Essentials)
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© 2014, Florida Department of Education. All Rights Reserved.
Conceptual Model for Evaluating MTSS
Shapiro & Clemens (2009). A conceptual model for evaluating system effects of response to intervention.
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http://sss.usf.edu/resources/topic/ese/ESE_Eval/Eval_instruments.html
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School Prevention & Intervention Resources
• The Youth Suicide Prevention School-based Guide
http://theguide.fmhi.usf.edu/
• More Than Sad http://morethansad.org/
• Signs of Suicide Prevention Program (SOS)
http://mentalhealthscreening.org/programs/youthprevention-programs/sos/
• A Promise for Tomorrow www.jasonfoundation.com
• After a Suicide: A Toolkit for Schools
http://www.sprc.org/bpr/section-III/after-suicidetoolkit-schools
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