Transcript Document

1
In Statute
• SEDNET was created by the Florida Legislature in 1984 through
the enactment of Chapter 1006.04, Florida Statute.
▫ ‘Multiagency Service Network for Students with Severe
Emotional Disturbances’
• ‘Bring our Children Home’ Campaign
▫ Provided key leadership for wrap-around & supports for E/BD
children & families
• Funded as a discretionary grant project, Florida Department of
Education, Bureau of Exceptional Education and Student Services
 IDEA and state general revenue appropriations
2
SEDNET Mission
• The Multiagency Network for Students
with Emotional/Behavioral Disabilities
(SEDNET) creates and facilitates a network
of key stakeholders committed to assisting
in the provision of a quality system of care
for students with or at-risk of emotional
and/or behavioral disabilities.
3
FLDOE/BEESS Plan for Redesign
• A desire to build capacity of SEDNET projects
• Geographic restructuring to better align with:
– DCF regions
– DJJ circuits
– Differentiated Accountability Regions
• Impact of changing demographics and county
growth and development, outdated funding
formula.
4
SEDNET Administration Project:
University of South Florida-Sept. 2010
• Principal Investigator—Jordan Knab, Ed.S.
University of South Florida, St. Petersburg
[email protected]
727-873-4661
• Statewide Director—Khush Jagus, MSEd
University of South Florida, St. Petersburg
[email protected]
727-873-4661
• 3 Regional Coordinators (North-Central-South)
– To be hired
• 19 Regional Projects (see handouts)
5
Who is SEDNET?
• SEDNET is a regional network of the major
child serving agencies, community-based
service providers, and students and their
families, focused on developing interagency
collaboration and sustaining partnerships:






Education
Mental Health
Substance Abuse
Juvenile Justice
Child Welfare
Families
6
SAMHSA National Data
What does it say about EBD Youth?
• Have the highest dropout rate among all youth with a
disability
• Have more confrontations with the juvenile justice system
• Often fail to live independently-resulting in homelessness
• Are more prone to unplanned pregnancy than youth in
other disability groups.
SAMHSA National Survey on Drug Use and Health
7
SAMHSA National Data/EBD cont.…
• Often, system-generated plans for transition services under
the Individuals with Disabilities Education Act are weak and
not followed effectively OR
• Children's services are often withdrawn abruptly, based on
age, not the need for services.
• Criteria for service eligibility are inconsistent, and youth may
not be eligible for services and supports in another location.
• Adequate assessment is frequently not conducted.
8
Students with Disabilities
• Have made significant progress in their
transition to adulthood during the past 25
years, with
 lower dropout rates,
 an increase in postsecondary enrollment
 A higher rate of gainful employment after
leaving high school
U.S. Department of Education, 2010
9
National Longitudinal Transition Study 2 :
Youth with E/BD…what does the data say?
 Have the highest dropout rates than any other disability
category.
 Are more likely to receive a certificate than a standard
diploma compared to a majority of the other disability
categories.
 Have less duration with one single employer and have
frequent job changes compared to a majority of the other
disability categories.
NATIONAL LONGITUDINAL TRANSTION STUDY 2: YOUTH WITH EMOTIONAL DISTURBANCES
10
NLTS 2-E/BD Data (cont.)
 Less likely to enroll in postsecondary education
than many other disability groups
 Youth with emotional disturbances who were
enrolled in postsecondary programs were more
likely than youth in several other disability
categories to report that they did not consider
themselves to have a disability
11
In Florida:
Who are we talking about?
• Approximately 20% of Florida students have
mental health care needs
• Just over 1% of Florida students are identified as
having an emotional/behavioral disability (E/BD)
• In Florida, African American students are twice
as likely to be identified as having an E/BD
• Not all students with mental health care needs
have an ESE label
12
SEDNET Project
Performance Activities
• SEDNET project performance
activities are developed
utilizing FLDOE LEA profile
data and local targeted needs
as aligned to the State
Performance Plan Indicators.
(SPP)
• Indicator Area of Focus include but
not limited to:
– SPP Indicator 1: Graduation
– SPP Indicator 2: Drop Out
– SPP Indicator 4: Suspension &
Expulsion
– SPP Indicator 13: Transition IEP
– SPP Indicator 14: Transition Post
School Outcomes
13
SEDNET Initiatives
• Capacity Building
• Technical Assistance & Training
• Interagency Collaboration
• Education & Systems of Care
Legislation & Policy
• Parent & Youth Development
and Involvement
14
Building Capacity
• SEDNET Projects provide technical assistance and training to support
building capacity of local school districts in their efforts to ensure that
the needs of youth with or at-risk of E/BD are being met educationally
and therapeutically.
• SEDNET Projects develop and provide a more unified statewide
structure for local SEDNET regions that includes evaluation and
monitoring to ensure accountability
• SEDNET Projects collaborate with local, regional and national
stakeholders to identify recommended practices in systems of care
approaches, principles of family support practice and youth
development principles.
15
Technical Assistance & Training
• SEDNET Projects will provide
comprehensive technical
assistance and training,
including product development
and dissemination to SEDNET
projects, school districts and/or
system of care agencies to assist
in implementation of effective
system of care practices.
• SEDNET Projects increase
collaboration with related
discretionary project initiatives
and maximize resources and the
delivery of technical assistance.
Florida’s Positive Behavior Support Project
Florida’s Problem- Solving, Response to
Intervention Project
Florida Diagnostic and Learning Resources Project
Project 10: Transition Education Network.
16
Interagency Collaboration
• SEDNET Projects provide
technical assistance and
training, including
product development
and dissemination to
education and
community providers in
order to build capacity of
collaboration with
system of care agencies
at local and state levels.
17
Legislation & Policy
• SEDNET Projects provide training
and technical assistance,
including product development
and dissemination related to state
and national legislation, State
Board of Education Rule, and
policy, including requirements of
lead education and agency
stakeholders.
18
Parent & Youth
Development and Involvement
• SEDNET Projects provide training and technical
assistance, including product development and
dissemination to school districts, and agency
stakeholders to increase parent and youth
involvement, support and education for families
of children with and at risk of E/BD
• SEDNET Projects collaborate with local, state and
national family and youth organizations (i.e.
Federation of Families for Children’s Mental Health,
Voices and Choices of Florida Statewide Network) to
increase best practices of family support within
Florida’s system of care.
19
SEDNET 3A
Serving Columbia, Suwannee, Lafayette, Hamilton, Dixie, Madison, and Taylor Counties
•
•
•
•
•
Activities that SEDNET 3A has participated in or facilitated solely
or in collaboration with other agencies:
Participated on county specific transition councils
Participated in Project Connect councils and activities to include
community awareness projects and resource directories.
Assisted school districts to apply for mini-grants that support
transition activities for EBD or at-risk of EBD students.
Serve as Liaison school districts to community agencies
Collaborated with School District and FDLRS to provide
educational presentation on Diploma Options for parents and
students.
20
SEDNET 3A
• Collaborated with School District to develop and provide summer
program with specific focus of transition included career
exploration, transition curriculum, speakers bureau, and job site
visitations.
• Collaborated with School District and local work force
development program to provide summer work experience
program to secondary EBD and at-risk of EBD students at local
businesses.
• Collaborated with School District and FDLRS to send staff for
training on topics specific to transition.
• Provided opportunities for staff to participated in local trainings
(Art Thread) and/or program development and or re-evaluation
planning days.
21
SEDNET 3B
• Encourage interagency collaboration
• Research resources
• Develop awareness of students with or at
risk of EBD
• Serve as a liaison between families, schools,
and other agencies
• Participate in Interagency Transition Councils
22
SEDNET 3B
• Participate in interagency staffing and other
meetings for the purpose of sharing
information
• Facilitate and/or provide training in
addressing difficult student behavior
• Provide support to School-Wide Positive
Behavior Support programs
• Support Response to Intervention: Behavior
initiatives
23
SEDNET 4
Orange Park Beautification Project
Summer 2010
Project Components
• 10 High School students with Specific Learning
Disabilities and/or Emotional/Behavioral Disabilities
– An ESE certified teacher to serve as the job
coach
• Lowe’s account
• Daily lunch
• SEDNET provided supervision and administration
support
24
TEAMWORK
One of the finished projects.
Picture says it all!
25
LITERATURE CIRCLE
BOOK: THREE LITTLE WORDS
By Ashley Rhodes Courter
Ashley Rhodes-Courter was born in North Carolina in
1985 and entered the Florida foster care system at the
age tender age of three. Over the next nine years, she
lived in 14 placements before being adopted at age 12
by Phil and Gay Courter of Crystal River, Florida.
Participants will be will be from Clay, Duval, and Nassau County and required to buy and
read the book, purchase a computer microphone and participate in a mandatory on-line
discussion board with Kathryn Lawrence, SEDNET 4 Project Manager and Ashley
Rhodes Courter, the author from 7:00 p.m. to 9:00 p.m. on November 29, 2010. Further
instructions will be sent to participants prior to the on-line conference.
26
4th Annual SEDNET 4 Conference
March 18, 2011
8:00 a.m. to 3:30 p.m.
“Trauma and Recovery”
Presenter Tonier Cain
Tonier Cain is a consumer advocate who has spoken nationally on trauma,
incarceration, and recovery. She has served as a member of the Protection and Advocacy
for Individuals with a Mental Illness (PAIMI) Council, a federally-required advisory body that
reviews and guides work funded under the PAIMI grant and, in conjunction with the Board,
sets and approves annual program priorities. She has also worked as a case manager and
Director of Advocacy Services for a private non-profit in Annapolis, MD. Ms. Cain is featured
in the documentary “Behind Closed Doors: Trauma Survivors and the Psychiatric System”.
Ms. Cain is the team leader for the National Center for Trauma Informed Care which
provides consultation, technical assistance, and training to revolutionize the way mental
health and human services are organized, delivered and managed, while furthering the
understanding of trauma-informed practices through education and outreach. Ms Cain is the
subject in “Healing Neen”, a documentary based on her life as she moved through multiple
systems of care.
27
SEDNET 12
The Simulated Workspace
St. Augustine High School
•
Focuses on students identified as
“high risk”
•
Allows students to learn “real
world” job skills
•
Promotes growth in social skill
areas
•
Participation based on time on task
•
Generates healthy competition to
become the top wage earner
•
Initially funded through SEDNET
grants now self-sufficient
28
SEDNET 12
emWave Technology
“When utilized in groups the
students actually compete with
each other to relax”
Will Butler, MAMFC
Mental Health Counselor
St. Johns School District
• Uses biofeedback technology to
allow individuals to see the shifting
emotions in heart rhythm patterns
in real-time.
• Fosters the ability to self-regulate
emotional and physiological
changes associated with stress.
• Provides empirical data for
behavior plans, etc.
29
Thank You!
For all you do to support
successful outcomes for
children and youth with
and at risk of
emotional/behavioral
disabilities and their families!
30