Bureau Update: Part II Bambi J. Lockman, Chief Bureau of Exceptional Education and Student Services Florida CASE Summer

1. Bureau Update: Part IIBambi J. Lockman, ChiefBureau of Exceptional Education and Student ServicesFlorida CASE Summer Leadership InstituteJune 12, 2007

2. Topics • Organizational Changes • K-8 Virtual School (2006 Legislation) • Florida’s IDEA Allocation • Data • Early Intervening Services • LEA Determinations • 2% Regulations • Alternate Assessment

3. Topics • SP&Ps • General Supervision and ESE Program Rules • Major Areas of Interest • Discretionary Projects • Parent Services • Third Party Cooperative Agreements • Calendar Events

4. Organizational Changes

9. BEESS….

10. K-8 Virtual Schools and ESE(2006 Legislation)

11. K-8 Virtual Schools • Established in s. 1002.415, F.S. during the 2006 Legislative Session • Maximum per student funding for 2007-08 is $5,050 • Total funds are not to exceed $9,500,000

12. K-8 Virtual Schools • Enrollment is open to any K-8 student who meets at least one of the following criteria: • Spent the prior year in attendance at a public school in Florida and was reported for funding in both the October and February FTE surveys • Was enrolled in one of Florida’s approved K-8 programs the prior year • Is eligible to enroll in kindergarten or first grade • Has a sibling who is currently enrolled in one of Florida’s approved K-8 virtual programs and was enrolled at the end of the prior school year

13. K-8 Virtual Schools and ESE • Students applying to participate in the K-8 virtual program who have disabilities that require ESE services, the K-8 virtual school should plan and conduct an IEP meeting in conjunction with the student’s school district in order to determine the level of services required • In coordination with the district, determine the K-8 virtual school’s ability to meet the students needs

14. K-8 Virtual Schools and ESE • If the K-8 virtual school is able to provide the services, the student’s IEP should indicate that the virtual school will be responsible for providing the ESE services for that student within the $5,050 per student funding

15. Florida’s IDEA Allocation

16. Florida’s IDEA Allocation • On May 17, 2007, the U.S. Bureau of Census released state population estimates, by age, as of 7/1/06 (prior to that time the most recent estimates were as of July 1, 2005) • Florida’s state IDEA allocation is reduced from $590,587,175 to $590,329,496 (a reduction of $257,679) • Funds to states become available on July 1, 2007

17. Data

18. Students with Disabilities, 2006-07 Source: Survey 2, 2006-07

19. Students with Disabilities Percent of Total Population Source: Survey 2, 2006-07

20. Growth Rates, Students with Disabilities2000 through 2006

21. NCLB Graduation Rate Source: Education Information and Accountability Systems

22. Standard Diploma Rate, SWD Source: Survey 5, 2003-04 through 2005-06

23. Dropout Rate Source: Survey 5, 2003-04 through 2005-06

24. Postschool Outcomes

25. Placement Settings, Ages 6-21 Source: Survey 9, 2004-05 and 2005-06; Survey 2, 2006-07.

26. Placement Settings, Ages 3-5

27. Discipline Risk Ratios • Risk (by race) of suspension/expulsion of greater than 10 days for SWD compared to nondisabled students • White: 1.01 • Black: 1.11 • Hispanic: 0.85 • Asian/Pacific Islander: 0.32 • American Indian/Alaskan Native: 1.12 Source: Survey 5, 2005-06

28. Risk Ratios for Newly Placed Students • Risk that students of a given race will be newly identified as disabled when compared to students of all other races • White: 1.15 • Black: 0.90 • Hispanic: 0.95 • Asian/Pacific Islander: 0.61 • American Indian/Alaskan Native: 1.12 Source: Survey 5, 2005-06

29. Risk Ratios for Placement Settings • Risk that students of a given race will be placed in specified settings when compared to students of all other races (All SWD) Regular Separate Other ClassClassSep. Env. • White: 1.15 0.69 0.77 • Black: 1.02 0.93 1.09 • Hispanic: 1.00 1.03 0.54 • Asian/Pacific Islander: 1.04 0.90 1.04 • American Indian/ Alaskan Native: 1.04 0.87 1.27 Source: Survey 2, October, 2006

30. 2% Regulations

31. 2% Regulations • Regulations were released on April 5 • These regulations allow states to develop modified academic achievement standards for a small group of SWD (up to 2% of all tested students can be reported as proficient against modified achievement standards for AYP purposes)

32. Alternate Assessment

33. Test Development • Florida has entered into a contract with Measured Progress, Inc. • Nonprofit company with extensive experience in alternate assessment since 1997

34. Test Development • Revision of Sunshine State Standards • Access Points for Students with Significant Cognitive Disabilities • Independent • Supported • Participatory

35. Test Development • 2007-2008 Assessment Cycle • Revised Reading/Language Arts Standards • Revised Mathematics Standards • Existing Science Standards • Standard 4 from the SSS/Special Diploma • 2008-2009 Assessment Cycle • Revised Science Standards

36. Test Development • Assessments will contain primarily performance tasks • Selected response options • Open response options • Item development will follow the principles of universal design

37. Test Design • One assessment covering 4 content areas • 24 items per content area for each grade level • Items reflect a progression from participatory to independent level • Every student starts at the participatory level

39. Test Design - Reading • Two reading strands • Reading Process • Vocabulary and Reading Comprehension • Literary Analysis • Fiction and Nonfiction • At grades 9 and 10 will also develop items for Information and Media Literacy

40. Test Design - Writing • Two writing strands • Writing Process • Writing Application • Narrative at grade 4, 8, and 10 • Expository and Persuasive at 8 and 10

41. Test Design - Mathematics • Grades 3 through 8 • Three “Big Ideas” • Three “Supporting Ideas” • Grades 9 and 10 • 4 secondary Bodies of Knowledge • Preliminary - algebra, geometry, financial literacy, finite math (9), and statistics and probability (10)

42. Test Design - Science • Standard 4, Uses systematic approaches when solving problems • Content driven by SSS areas

43. Test Design • Administration • Teacher administration is scripted • All items will be read to students • Students will respond using their normal classroom communication modes • Objects are used for students at presymbolic level or as accommodations for sensory impaired students • Pictures are used both to supplement stimulus materials and for students to use for response

44. Test Design • Scoring • All students start at participatory level • For each item: • Independent correct response at participatory level but incorrect response at supported level = 3 • Independent correct response at supported level but incorrect response at independent level = 6 • Independent correct response at independent level = 9

45. Test Design • Scoring • Scaffolding at the participatory level • For each item: • Incorrect independent response at participatory level but a correct response after removal of one distractor = 2 • Incorrect response after removal of one distractor but correct response after removal of an additional distractor = 1

46. Item Specifications • Single choice items will have at the most 3 options; recognizing examples of a given concept may have up to 6 options • Passages, word cards, and sentence strips will be read aloud • Word choices based on a variety of sources (i.e., Dolch word lists, etc.) and content review committee feedback

47. Item Specifications • Simple content terminology in grades 3-5 and more accurate content terminology usage in grades 6-11 • Items should involve situations or contexts that can be expected to be familiar to most students and are age-appropriate • Most items should include necessary materials (i.e., picture cards, graphics, sentence strips); if objects are needed they should be readily available in classroom, be small enough to fit on desk and to remain stable

48. Item Specifications • Participatory Access Points • Students may respond to items with the mode the student most commonly uses in the classroom to communicate • Materials provided for responses will be picture cards and number cards • The key and the two distracters will be clearly different from each other

49. Item Specifications • Supported Access Points • Students may respond to items with the mode the student most commonly uses in the classroom to communicate • Materials provided for responses will be picture cards, word cards, sentence strips (with pictures) and number cards • At least two of the options, the key and one distractor, will relate to the item stimulus

50. Item Specifications • Independent Access Points • Students may respond to items with the mode the student most commonly uses in the classroom to communicate • Materials provided for responses will be picture cards, word cards, sentence strips and number cards • All options, the key and the distractors, will relate to the item stimulus or it will be open response