Transcript Document

Florida Association of School
Nurses 10th Annual
Conference
January 29, 2005
Orlando, Florida
Florida Department of Education Update
Dianne Mennitt, MS, RN
School Nurse Consultant
Student Support Services Project
http://sss.usf.edu
Florida Department of
Education
John Winn, Commissioner of Education
Strategic Goals
Highest Student Achievement
Seamless Articulation and Maximum Access
Skilled Workforce and Economic
Development
Quality, Efficient Services
K-12 Public Schools
Jim Warford, Chancellor
http://www.fldoe.org
http://www.firn.edu/doe/commhome/
Quic kTime™ and a
TIFF ( Unc ompres s ed) dec ompr ess or
are needed to s ee t his pic ture.
Bambi Lockman, Bureau Chief, Exceptional
Education and Student Services
The Bureau of Exceptional Education and Student
Services (BEESS) administers programs for students
with disabilities and for gifted students. Additionally,
the bureau coordinates student services throughout
the state and participates in multiple inter-agency
efforts designed to strengthen the quality and variety
of services available to students with special needs.
Education Goal
All children with disabilities receive a
free, appropriate public education in the
least restrictive environment that
promotes a high quality education and
prepares them for employment and
independent living.
Free Appropriate Public
Education (FAPE)
The term FAPE means special
education and related services that:
Have been provided at public expense,
under public supervision & direction, and
without charge
Meet the standards of the State Education
Agency (SEA)
Are provided in conformity with the IEP
Least Restrictive
Environment (LRE)
To the maximum extent appropriate, students
with disabilities are educated with students
who are not disabled
Removal of students with disabilities from
regular education occurs only if the nature or
severity of the disability is such that education
in regular classes with the use of
supplementary aides and services cannot be
achieved satisfactorily
Florida’s 2004 Hurricane
Season
Tropical Depression
Bonnie
Hurricane Charley
Hurricane Frances
Hurricane Ivan
Hurricane Jeanne
www.floridadisaster.org
Hurricanes & School
Closures
All 67 school districts missed at least
one day:
29 districts missed 1-5 days
24 districts missed 6-10 days
14 districts missed 11-21 days
Hurricanes…
Flexibility to Make Up Missed Days
Waiver of 180-Day Requirement
Delay in Administration of FCAT
Hurricane School Grade Appeal Option
Working with USDOE on an Appeals Process
for Adequate Yearly Progress (AYP) due to
Hardships
Extensions to Report Deadlines
Overview Topics
IDEA Reauthorization
Graduation
Middle Grades Reform
Third Grade Student Progression
Accountability
Voluntary Pre-K Education Program
IDEA Reauthorization
Individuals with Disabilities Education
Improvement Act (IDEIA) of 2004
H.R. 1350 Passed by Congress
Signed by President Bush on December
3, 2004
Public Law No: 108-446
http://thomas.loc.gov/
Amendment to IDEA
Part A--General Provisions
Sec. 602. Definitions. (26) Related Services.-(A) In general.--The term ‘related services’ means
transportation, and such developmental,
corrective, and other supportive services
(including speech-language pathology and
audiology services, physical and occupational
therapy, recreation, including therapeutic
recreation, social work services, school nurse
services designed to enable a child with a
disability to receive a free appropriate public
education as described in the individualized
education program of the child, counseling
services…
State Improvement Goals
Students with disabilities will have increased
participation and improved performance in
the general education curriculum, statewide
assessments, and accountability systems
All schools will provide positive, effective, and
safe learning environments.
Students with disabilities will achieve positive
post-school outcomes
Performance Indicators
for Graduation
Are high school graduation rates and
drop out rates for students with
disabilities comparable to graduation
rates and drop out rates for nondisabled students?
Middle Grades Reform…
Rigorous Reading Requirement for
Schools and Personalized Success
Plans for Students are being
implemented this year
Will examine data next year to
determine any effects of these initiatives
Middle Grades Reform…
Comprehensive Middle Grades Reform Study
DOE is completing the study this fall
Commissioner will make recommendations for reform to
SBOE and Legislative Leadership
Report will include:
Background on Florida middle schools, other states’
middle school initiatives, and national research
Public input, public forums, and Task Force findings
Commissioner’s recommendations
Middle Grades Reform…
Middle Grades Reform Task Force:
Include middle school teachers, principals, assistant
principals, superintendents, school board and parent
representatives, district curriculum supervisors, Just
Read, Florida!, FCRR, university faculty
Are reviewing and deliberating information on middle
grades areas specified in legislation
Reforms in Florida may include:
Credit-base system
Uniform grading scale
Reading initiatives
FCAT Reading Performance
68
70
56
60
50
40
47
46
31
30
24
30
23
26
18
20
19
13
10
0
6th
7th
Leve ls 1 & 2
8th
Leve l 3
Leve ls 4 & 5
9th
FCAT Mathematics
Performance
60
55
51
50
45
44
40
31
27
30
22
20
26
23
28 27
19
10
0
6th
7th
Leve ls 1 & 2
8th
Leve l 3
Leve ls 4 & 5
9th
2003 and 2004
Third Grade
Data
Number of Students Taking 3rd
Grade FCAT
Number of Students
210,000
206,869
205,000
200,000
195,000
190,000
188,414
185,000
180,000
175,000
2003
2004
Third Grade FCAT Reading Achievement Level
2003 and 2004
35
33
33
30
25
Percent
25
23
26
22
20
15
15
13
10
5
6
5
0
Level 1
Level 2
Level 3
2003
2004
Level 4
Level 5
2004 Third Grade Reading
FCAT
The percentage of third graders scoring
Level 1 has dropped from 29 percent in
2001 to 22 percent in 2004
In the same period, the percentage of
third graders scoring at Level 3 or
above has increased from 57 percent to
66 percent.
FCAT Grade 3 Reading Scores by
Achievement Level Groups
70
60
50
57
60
63
66
40
30
20
29
27
23
22
10
0
2001
2002
Leve l 3 and above
2003
Leve l 1
2004
2004 Third Grade Reading
FCAT
Increases in students scoring at Level 3 or
above (and corresponding decreases in
Level 1) can be seen in all racial/ethnic
categories, but most dramatically among
minorities.
Percentage of Grade 3 Students Scoring
Achievement Level 3 and Above in Reading
90
80
70
60
50
40
30
75
54
41
84
81
78
62
59
50
46
68
55
20
10
0
2001
Std Curr-Black
2002
2003
Stc Curr-White
2004
Std Curr-Hispanic
Percentage of Grade 3 Students Scoring
Achievement Level 1 in Reading
45
40
35
40
35
30
25
29
29
26
25
20
21
15
10
18
12
11
5
8
0
2001
2002
Std Curr-Black
2003
Std Curr-White
7
2004
Std Curr-Hispanic
3rd Graders Scoring at Level 1
44,109 third grade students (21%) scored at level
one in 2004. Of these students:
82% were eligible for free/reduced lunch
41% were in programs for students with
disabilities
31% were limited English proficient
47% were limited English proficient and/or
disabled
53% were neither limited English proficient nor
disabled
Student Progression
Progression of Retained Third Graders
Each district must provide a retained third grader
who has received intensive instruction but is not
ready for promotion, the option of being placed in
a transitional setting.
Such a transitional setting must be specifically
designed to produce learning gains sufficient to
meet grade 4 performance standards while
continuing to remediate the areas of reading
deficiency.
Accountability – School Grades
and AYP
Florida’s Single
Accountability System
Measures Working Together
School Grades (A+)
Adequate Yearly
Progress (AYP)
Accountability
No Child Left Behind
(NCLB) federal law:
Requires all states to utilize state
assessments (FCAT Sunshine State
Standards) to determine if a school has
made Adequate Yearly Progress (AYP) in
the proficiency of all students
Nine Groups are Evaluated for AYP









Total School Population
White
Black
Hispanic
Asian
American Indian
Economically Disadvantaged
Limited English Proficient (LEP)
Students with Disabilities (SWD)
2004 Criteria for Measuring AYP
 Test 95% of the enrolled students
 31% of students reading at or above
grade level
 38% of students scoring at or above grade level
Math
 Meet the State’s other criteria
The school must improve performance in writing by 1%
The school must improve the graduation rate by 1%
The school must not earn a D or F
in
Accountability:
http://schoolgrades.fldoe.org
Accountability - School
Grades by School Type
A
B
C
D
F
TOTAL
Elementary
962
319
259
62
10
1,612
Middle
197
117
137
25
17
493
High
35
66
159
83
15
358
Combination
68
38
60
14
7
187
1,262
540
615
184
49
2,650
TOTAL
Accountability…
A+ Plan
School
Grade
NCLB
Number of
Schools
AYP Criteria
Satisfied
Number of
Schools
A
1,262
90% or more
1,154
B
540
80% or more
476
C
615
70% or more
511
D
184
60% or more
141
F
49
50% or more
40
Accountability - Adequate
Yearly Progress 2004
AYP 2004
Elementary
Middle
High
Combination
Total
No
1,112
471
485
Yes
613
48
18
Total
1,725
519
503
281
2,349
40
719
321
3,068
Accountability - School
Grade Changes
Changes for 2004-05
 Raise Writing proficiency to 3.5
 Include students with disabilities and limited
English proficiency in learning gains
FCAT scores only (not alternate assessments)
Full academic year (enrolled in Survey 2 and 3)
Changes for 2006-2007
 Raise Writing proficiency to a 4.0
 Include FCAT Science proficiency, Grade 11
Accountability – 2004 AYP…
For the 2003-04 goal of
31% of students
proficient in
reading,14/71 districts
met or exceeded this
goal for students with
disabilities.
Alachua – 38%
Brevard – 33%
Citrus – 31%
Clay – 38%
Leon – 38%
Martin – 38%
Okaloosa – 38%
St. Johns – 34%
Santa Rosa – 39%
Sarasota – 35%
Seminole – 34%
Wakulla – 38%
FSU Lab – 50%
UF Lab – 39%
Voluntary Pre-K (VPK)
Education Program
Dec 04-Florida House and Senate passed
VPK bills
Governor approved HB 1 on Jan 2, 2005
Authorizes parents to enroll their children in
voluntary, free pre-kindergarten starting
2005 school year
540 hour school-year program
300 hour summer program
Voluntary Universal Pre-K
Preliminary estimates: For 2005-06, 152,796
children (70% of September 2003 census of
218,537 four-year olds) will be served
through as many as 10,000 VPK providers in
Florida
Transfers operation of school readiness
system to Agency for Workforce Innovation
(AWI) and renames school readiness
coalitions to “early learning coalitions.”
VPK Activities
Develop emergent literacy curriculum
standards
Adopt Pre-K performance standards
Statewide kindergarten readiness screening
Consolidation to 30 or fewer coalitions to
serve at least 2,000 children
Educational credentials, Child Development
Associate (CDA) or state equivalent
credentials (www.cdacouncil.org), &
background screening requirements
Problem-Solving Initiative
AYP Disaggregated Data (NCLB) focus attention to student
progress, not student labels
Building principals and superintendents want to know if students
are achieving benchmarks, regardless of the students “type”
Accurate “placements” do not guarantee that students will be
exposed to interventions that maximize their rate of progress
Effective interventions result from good problem-solving, rather
than testing and placement
Progress monitoring is done best with “authentic” assessment
that are sensitive to small changes in student academic and
social behavior
Problem-solving…
A process that uses the skills of
professionals from different disciplines
to develop and evaluate intervention
plans that improve significantly the
school performance of students
Problem-solving
Can be applied to the student, classroom,
building and county/district levels
Student-academic and/or behavior problem
Classroom- discipline, returning homework
Building- bullying, attendance
County/District- over-/under-representation
Problem- any problem shared by numbers of
students
Problem-solving: What It Is
and Is Not
What it is….
A process designed to maximize student achievement
A method focused on outcomes
A method to ensure accountability and intervention
evaluation
It is all about student progress, regardless of where or who
that student is
What it is not…
A way to avoid special education placements
A less expensive way of schooling
Implications for Problemsolving Teams
Services must link with accountability systems (AYP,
FCAT, NCLB)
Intervention plans must attend to academic progress
issues (Reading!)
Response to intervention will be a primary eligibility
criteria for access to additional services
Effective problem solving process a high priority
Student Outcomes
Assessment focus will move to authentic criterion
http://www.fcrr.org/assessment/index.htm
Implement evidence-based Interventions
Program/intervention accountability a priority
Less process, more outcome
Steps in the Problemsolving Process
1.
2.
3.
4.
5.
6.
7.
Identify replacement behavior
Determine expectation level
Develop hypotheses( brainstorming)
Develop predictions/assessment
Develop interventions in those areas for which data
are available and hypotheses verified
Collect data for hypotheses not verified
Follow-up schedule and data sharing
Problem Solving Process
Define the Problem
Defining Problem/Directly Measuring Behavior
Problem Analysis
Validating Problem
Identify Variables that
Contribute to Problem
Develop Plan
Evaluate
Was it Effective
Implement Plan
Implement As Intended
Progress Monitor
Modify as Necessary
Amount of Resources Needed to
Solve the Problem
Multi-Level Process
Level IV
IEP
Consideration
Level III
Consultation With
Extended Problem
Solving Team
Level II
Consultation
With Other
Resources
Level I
Consultation
Between
Teachers-Parents
Intensity of Problem
•Adapted From Heartland, IA
•AEA Model
Enabling Components
School systems are not
responsible for meeting
every need of their
students. But when the
need directly affects
learning, the school
must meet the
challenge.
Enabling Component #1
Classroom-based Approaches to
Enable Learning
Pediculosis management
Hand washing and personal hygiene
instruction with students and staff to
prevent the spread of germs
Blood borne pathogens training to prevent
disease transmission in the school
population
Enabling Component #2
Home & School Involvement
Health assessment and care planning for
students with allergies, asthma, diabetes,
seizures
Ongoing communication regarding
student’s response to health interventions
Facilitate family involvement to partner with
school health staff
Enabling Component #3
Student and Family Assistance
Health screenings (vision, hearing, etc.)
Medication administration
Individual healthcare plans for students
with health needs during school
Enabling Component #4
Crises/Emergency Assistance &
Prevention
Emergency planning for students with
physical/mental impairments
CPR & First Aid
Child abuse prevention training
EMS-C collaboration to prevent/reduce
injuries at school
Enabling Component #5
Community Outreach/Volunteers
Community Health referrals and resources
Multidisciplinary collaboration with health
care providers
School volunteer assistance
Facilitate parent groups
Enabling Component #6
Support for Transitions
Facilitate transfer of required school-entry
health documentation (health exam &
required immunizations)
Developmentally appropriate health
education to promote healthy lifestyles
Great things are
done by people
who think great
thoughts and then
go out into the
world to make their
dreams come true.
Ernest Holmes
Thank You!
Questions/Comments
[email protected]