Transcript sss.usf.edu

Volusia County Public Schools
School Social Services / Safe & Drug Free Schools
Staff Meeting • January 28, 2013
Gria Davison, Consultant, School Social Work Services
Florida Department of Education, K–12 Public Schools
Bureau of Exceptional Education and Student Services
Student Support Services Project/USF
(850) 245-7837
[email protected]
[email protected]
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Overview
FLDOE
Leadership Changes
Educational Performance Data
Key Legislation
State Education Priorities/Initiatives
MTSS – (RtI/PBS)
Teacher Quality – (SSPEM, Instructional Personnel)
Common Core (College/Career Readiness)
*Supports to address barriers to learning; e.g. student/family
engagement; intervention programs; mental health prevention
and crisis response
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Florida Educational Performance Data
•Quality Counts 2013
National Grades, Educational Performance - Florida 6th
www.edweek.org/ew/qc/2013/state_report_cards.html?intc=EW-QC13-LFTNAV
•Progress in International Reading Literacy (PIRLS)
4th Grade Students – Florida demonstrated significant
improvement in overall performance in reading when
comparing the performance of 48 counties
PIRLS 2011, http://timss.bc.edu
•National Assessment of Educational Progress (NAEP)
Above national average; one of the top states for
improvement in performance gains
www.naepnet.org
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Legislation
• Uninterrupted Scholars Act / FERPA
–
–
Signed into law by President Obama (Jan. 14th )
Allows schools to release educational records without
parental consent to child welfare agencies; legally responsible
for care and protection of students, including the educational
stability of children in foster care
Creates exception to requirement that parents be notified
when schools disclose educational records pursuant to a court
order
• School Safety and Mental Health
– House Healthy Families Committee focus
• DCF; DOE; DJJ; Medicaid Behavioral Health; NAMI FL;
Community Mental Health Council / Providers
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The School Social Worker’s
Viability – Visibility – Value
•The capacity to – operate; be sustained under
certain conditions
•The ability to – be seen;
be identified
•Estimated or realized –
worth; merit or importance
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FL Certified School Social Workers
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Taxonomy Profile
Problem-Solving team (MTSS - Gen. Ed; ESE)
Student / Family Engagement
Counseling /Case Management / Referral
Crisis Prevention; Intervention; Management
Interagency-Foster Care
Homelessness: McKinney-Vento
Student Records - FERPA
Child Abuse Prevention
Education For Military Dependents
Section 504 / Manifestation
Teenage Parent Program
Transitions, Opportunities & Pathways
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The School Social Worker:
Addressing Barriers to Learning
• Engaging in collaborative problem-solving at district,
school, and individual levels.
• Providing culturally competent services to students,
schools, and families within a multi-tier model of
service delivery (MTSS)
• Developing and implementing evidence-based
interventions at each tier (level of support).
• Conducting assessments that inform instruction
(screening, progress monitoring, diagnostic).
• Monitoring fidelity and effectiveness of instruction
and intervention.
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Student Support Services
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Way-of-work in MTSS
• The viability and value of the school social worker is
influenced strongly by the impact of our practices on
student performance-particularly academic
performance.
WHAT DO WE KNOW?
• Academic performance of students is influenced by
social, emotional and behavioral factors.
– The social, emotional and behavioral services provided
by the school social worker has a strong, evidence-based
relationship with student academic performance.
• Combining evidence-based instructional strategies with
evidence-based strategies to enhance student
engagement results in significant student gains.
– Enhancing student engagement (at all levels) is a primary
role of the school social worker.
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Enhancing the blueprint for education reform….
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MTSS (Video)
http://florida-rti.org/parentResources/videos.htm
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http://www.florida-rti.org/index.htm
Foster Care and FERPA
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•
•
•
•
State/Local Interagency Agreement
ELECTRONIC DATA SHARING - FSFN
Coordinates services for children served by the
Florida Child Welfare System
Establishes a guide to Improve Educational
Opportunities for Florida’s Foster Youth
Addresses school stability and access to services
Addresses sharing information between school
districts and DCF and the Community Based Care
organizations - FERPA
Results in Foster Care Liaisons in each school
district
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Independent Living
• The Independent Living Services Advisory Council (ILSAC)
– Charged to review and report on the implementation and operation of
independent living services to youth the the Florida foster care
system.
• As of July 1, 2011
– 5,308 youth aged 13-17 eligible for independent living services
– 3,906 young adults (18-22), formally foster care, accessing continued
Road to Independence Services.
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Engagement, Attendance or WHAT?
Implications for Policy and Practice
•School Success = H.S. completion and + outcomes…
•Active participants in the learning process and school
environment - LOOK FOR:
– Positive school climate
– Family/community connectedness
– Student-focused activities / programs / strategies
Then…
•ENGAGEMENT = school, family & community partnerships
dedicated to completion for every student
•Role of attendance in the BROADER context
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Mental Health Needs
• Response to districts with MH resources
• National data
– 1 in 5 children experience signs of a MH problem
– ~ 2.7 million FL public school students
– ~ ½ million children to have a MH problem/need
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Few
System of Supports for School-Based Mental Health Services
Intensive, Individualized Interventions
Brief individual counseling
Individual Educational Plan w/ Counseling as a Related Service
Behavior Intervention/Support Plan
Crisis Intervention
Targeted, Supplemental Interventions & Supports
Small group interventions
Anger management
Targeted social skills training
Peer counseling/peer mediation
Student Engagement/Attendance
All
Some
Multi-agency Network for Students with Emotional/Behavioral Disabilities
Schoolwide, Preventive Systems of Support
Schoolwide Positive Behavior Support
Safe & Healthy Schools (School Climate)
Schoolwide Social Skills Training
Bullying Prevention
Social/Emotional Learning
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Mental Health Services in Schools
House Healthy Families Committee – January 24, 2013
• Panel to present and dialog, cross-agency and with
subcommittee
• Offer recommendations for building and sustaining a
better system of response to MH needs of children and
adolescents
Florida Children and Youth Cabinet – January 31, 2013
• Mental Health and School Violence Panel
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Individuals with Disabilities Education Act
• Ensures that all children with disabilities, birth–
21, have available a free appropriate public education
(FAPE), in the least restrictive environment to:
– Meet their unique needs
– Prepare them for further education, employment,
and independent living
• FAPE = special education
– Are provided at public expense
– Meet state educational standards
– Include an appropriate education
– Are provided in conformity with the individual
educational plan (IEP)
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What Are The Numbers?
•2.7 million children in Florida
•20% Prevalence
•½ million with serious mental disorder; impairment
•352,000 SWD in Florida
21,000 EBD
22,000 ASD
23,000 OHI =
Total = ~ 65,000
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Related Services
Related services (e.g. speech therapy,
, and transportation) help children
with disabilities benefit from their special
education by providing extra help and support
in needed areas.
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Section 504 District
Implementation Guide
• Revised 2011 with ADA amendments included
• Expanded the definition of disability
– Includes attention to mitigating factors
– Disabilities that are in remission or episodic
• Three key decision points
– Is there a disability?
– Does it substantially limit a major life activity?
– Is a plan required in order to provide FAPE?
http://www.sss.usf.edu/resources/topic/section504/index.html
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There’s a Better Way
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Effective Partnerships Between
Families and Schools
The outcomes cannot be overstated
• Greater parent involvement results in
– Higher student achievement
– Improved student attendance
– Higher aspirations for post‐secondary education
and career development
– Improved social competence
– Lower rates of at‐risk behavior for adolescents
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A Collaborative Culture:
Parent Engagement
Our work is best when we are able to build strong,
collaborative partnerships with parents.
WHAT DOES THIS LOOK LIKE IN PRACTICE?
• Focus on points of agreement
•Work with parents as partners
•Involve parents versus informing parents
•Recognize the valuable information we need from
parents to help identify the best strategies to support
their children
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High Quality Performance
• Student Success Act – districts adopt a performance
evaluation system incorporating student learning
growth and instructional practices
• FEAPs and instructional framework reflect classroom
(teacher) instructional practices
• Modification of instructional, non-classroom FEAPS and
instructional practices – AKA….
Services Personnel Evaluation Model
(SSPEM)
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http://www.sss.usf.edu/resources/professi
ons/sspem/index.html
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Fundamental Principles
• Fundamental Purpose: Improve academic and
behavioral outcomes for students
• Reflect a Multi-tiered System of Support framework
• Align with evidence-based practices professional
standards linked to positive student outcomes
• Integrate common practice standards across student
services professions
• Support professional growth and continuous
improvement.
• Offer a state-approved evaluation framework that is
flexible & fluid; complies with the Student Success
Act, for districts to adopt, adapt, or use as a guide.
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Conceptual Model
• Domains (5 Domains) – broad categories used to
organize professional practices and help structure
the evaluation.
• Practices (25 Practices) – standards of practice
within a a domain related to a specific area of
professional skill.
• Indicators (4 for each practice) – continuum of
descriptive statements that assist in
differentiating levels of performance for each
practice (Highly Effective, Effective, Emerging,
Ineffective).
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Domains of Practice
• Data-based Decision Making and Evaluation
• Instruction/Intervention Planning & Design
• Instruction/Intervention Delivery &
Facilitation
• Learning Environment
• Professional Learning, Responsibility, & Ethics
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Evaluation Rubric
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Common Core States
www.corestandards.org/
Florida’s Common Core State Standards
(CCSS) Implementation Plan
2011-2012
Full Implementation Grade K
Begin Implementation of
Literacy Standards in ALL
Content Areas for Grades 612
2012-2013
Full Implementation Grades
K-1
Full Implementation of
Begin Implementation of Rich Literacy Standards in ALL
and Complex Text and
Content Areas for Grades 6Informational Text for Grades 12
K-12
Continue Implementation of
2013-2014
Full Implementation Grades
K-2
Implementation of a Blended
Curriculum (CCSS and
Supplemental NGSSS Aligned
Rich and Complex Text and
to FCAT 2.0 and EOCs) for
Informational Text for Grades Grades 3-12
K-12
Continue Implementation of
Rich and Complex Text and
Informational Text for Grades
K-12
http://www.fldoe.org/bii/
2014-2015
Full Implementation Grades
K-12
PARCC Assessments Aligned
to CCSS
Other Resources
Individual Health Care Plans/Sec 504 White Paper
Guiding principles for Section 504 Committees on students with
Individual Health Care Plans (IHCP) as required by the Americans with
Disabilities Act Amendment Act of 2008 (ADAAA). (April 2012)
http://sss.usf.edu/resources/format/pdf/Individual_Health_Care_Plans_Section_504_final.pdf
(National Center School Engagement/NCSE
http://www.schoolengagement.org
Web-based Course on Child Abuse Reporting
http://www3.fl-dcf.com/rcaan/ or http://www.myflfamilies.com/service-programs/abuse-hotline
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THANK YOU!
Questions
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