ESE & Student Services New Directors Training

1. October 29-30, 2012 ESE & Student Services New Directors Training

2. What Do We Do? Who Do We Serve? Student Services http://sss.usf.edu

3. School Counseling School Nurse School Psychology School Social Work Medicaid Student Services Professions

4. Academic Advisement Assessment/Eligibility Attendance / Engagement Child Abuse Prevention Interagency-Foster Care Interstate Compact on Educational Opportunity For Military Children Medicaid in Schools Section 504 State Performance Plan: Indicators 9,10,11 Student Records- FERPA sss.usf.edu

5. Role of Student Services in a Multi-tiered Support System

6. Enhancing the Blueprint for School Improvement: Moving from a Two-to Three- Component Approach

7. Student Services Role in MTSS • The viability and importance of student services personnel is influenced strongly by the impact of their practices on student performance-particularly academic performance. • Academic performance of students is influenced by social, emotional and behavioral factors. • The social, emotional and behavioral services provided by student services personnel have 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 students services personnel.

8. Student Support Services

9. Critical Role of Student Services - 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. • Developing and implementing evidence-based interventions at each tier. • Conducting assessments that inform instruction (screening, progress monitoring, diagnostic). • Monitoring fidelity and effectiveness of instruction and intervention.

10. Critical Role of Student Services - Addressing Barriers to Learning • Assisting in the design and use of data systems (data collection, display, and interpretation). • Providing leadership implementing policies and practices that result in effective and equitable outcomes. • Providing services and supports to reengage disconnected students. • Engage families • Advocating for for evidence-based and culturally competent practices.

11. Intensive, Individualized Supports • Intensive interventions based on individual student needs • Students receiving prolonged interventions at this level may be several grade levels behind or above the one in which they are enrolled • Progress monitoring occurs most often to ensure maximum acceleration of student progress • If more than approximately 5% of students are receiving support at this level, engage in Tier 1 and Tier 2 level, systemic problem-solving • Targeted, Supplemental Supports • Interventions are based on data revealing that students need more than core, universal instruction • Interventions and progress monitoring are targeted to specific skills to remediate or enrich, as appropriate • Progress monitoring occurs more frequently than at the core, universal level to ensure that the intervention is working • If more than approximately 15% of students are receiving support at this level, engage in Tier 1 level, systemic problem-solving • Core, Universal Supports • Research-based, high-quality, general education instruction and support • Screening and benchmark assessments for all students • Assessments occur for all students • Data collection continues to inform instruction • If less than approximately 80% of students are successful given core, universal instruction, engage in Tier 1 level problem-solving Multi-tier System of Student Supports (MTSSS):Response to Instruction/Intervention (RtI)An Overview of Data-based Problem-solving within a Multi-tier System of Student Supports in Florida’s Public Schools

12. Addressing Barriers Related to Student Attendance/Engagement • Regular school attendance/compulsory • Parent’s responsible for attendance • Superintendent enforcement • Learnfare Program; Driving privileges • Students in foster care • Students experiencing homelessness • Military dependents

13. Local Attendance Policies • Regular school attendance • Response to early patterns of non-attendance • Early intervention problem-solving with parents • Prevention of truancy • Students age 6 to 16 must attend school • Incentives to remain in school • Maximum age for completion • Termination of school enrollment

14. FAQs • What is the maximum age requirement for compulsory school attendance in Florida? • Is there a state minimum attendance requirement for awarding course credit? • What are school districts required to do in cases of non enrollment?

15. Compulsory School Attendance TAP http://www.fldoe.org/ese/tap-home.asp http://sss.usf.edu/resources/topic/attendance/index.html

16. Addressing Barriers… Related to Child Maltreatment Professionally mandated reporters include • Medical Staff • Mental health professionals • Law Enforcement • School Personnel • Facility Staff • Judge/Court Personnel

17. Reporting Requirements §39.201, Florida Statutes (1) (a) Any person who knows, or has reasonable cause to suspect, that a child is abused, abandoned, or neglected by a parent, legal custodian, caregiver, or other person responsible for the child’s welfare, as defined in this chapter, or that a child is in need of supervision and care and has no parent, legal custodian, or responsible adult relative immediately known and available to provide supervision and care shall report such knowledge or suspicion to the department…. (b) Any person who knows, or who has reasonable cause to suspect, that a child is abused by an adult other than a parent, legal custodian, caregiver, or other person responsible for the child’s welfare, as defined in this chapter, shall report such knowledge or suspicion to the department ….

18. FAQs • What should I do if I suspect that a school staff member is abusing a student? • Do I have to have prior approval from my principal to report? • Does the Florida Abuse Hotline accept reports on parents who neglect to send their child to school?

19. Child Abuse Prevention Sourcebook for Florida School Personnel: A Tool for Reporting Abuse and Supporting the Child. http://www.fldoe.org/ese/pdf/chiabuse.pdf

20. Sourcebook contentChild Abuse Prevention Sourcebook for Florida School Personnel: A Tool for Reporting Abuse and Supporting the Child - (PDF, 3MB) Indicators of abuse Exposure to DV Drug-Endangered Children Child Trafficking Reporting (*school personnel) What Happens After a Report is Made? Confidentiality Dealing With Your Own Feelings About Reporting Engaging the Family Prevention Programs in the Classroom

21. Training / Collaboration • October 5, 2012 DCF/DOE joint memo • 2012 Florida legislative session revised section 1012.98, F.S. • Teacher training grades 1-12 in identifying and reporting child abuse and neglect • DCF Web-based course based on FDOE Sourcebook content located at www.myflfamiles.com/service-programs/abuse-hotline (Available after 10/31/12)

22. http://www.sss.usf.edu/resources/professions/sspem/index.htmlhttp://www.sss.usf.edu/resources/professions/sspem/index.html

23. 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.

24. Fundamental Principles (cont.) Offer a state-approved evaluation framework that is dynamic (flexible & fluid) and complies with the Student Success Act for districts to adopt, adapt, or use as a guide.

25. 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).

26. Domains of Practice • Data-based Decision Making and Evaluation • Instruction/Intervention Planning & Design • Instruction/Intervention Delivery & Facilitation • Learning Environment • Professional Learning, Responsibility, & Ethics

27. Evaluation Rubric

28. Section 504 District Implementation Guide • Revised 2011 with ADA amendments included • Sample forms provided • Expansion of definition of disability • Includes attention to mitigating factors, disabilities that are in remission or are episodic http://www.sss.usf.edu/resources/topic/section504/index.html

29. 3 Decision Points • Is there a disability? • Does it substantially limit a major life activity? • Is a plan required in order to provide FAPE?

30. 504 Training Strategies • AMM has provided Dave Richards for past 3 years • SSS staff has provided over 20 district training sessions with in past 9 months • Coming soon: 1) update of on-line training module 2) development of statewide training strategy with assistance from district 504 contacts

31. Individual Health Care Plans and Section 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). • The White Paper (April 2012) is available at http://sss.usf.edu/resources/format/pdf/Individual_Health_Care_Plans_Section_504_final.pdf

32. Florida School Health Administrative Guidelines • The intent of this document is to provide policy guidance on common school health issues for school administrators in Florida. • The updated Florida School Health Administrative Guidelines (May 2012) is available at http://www.doh.state.fl.us/Family/school/attachments/sh_index.htm#Administrative%20Guidelines

33. Rule Development: Diabetes Management • Authorized by Section 1002.20(3)(j), Florida Statutes • The purpose of this new rule is to address the management and care of students with diabetes • Proposed rule approved by the State Board of Education on October 9, 2012 • Proposed Rule 6A-6.0253 text posted at http://www.fldoe.org/board/meetings/2012_10_09/60253.pdf

34. State Graduation Requirements http://www.fldoe.org/bii/studentpro/grad-require.asp

35. Education or training beyond high school is fast becoming a necessity for anyone in Florida who hopes to earn a livable wage. The College & Career Planner helps middle and high school students understand their options. Florida’s College & Career Planner 2012-2013 www.flvc.org

36. 2012-2013 9th Grade Cohort • In order to earn course credit, a student must earn a passing score on • Algebra 1 End-of-Course (EOC) • Geometry EOC Assessment • Exempt if credit was earned as a middle grades student • Biology 1 EOC Assessment • Exempt if credit was earned as a middle grades student • In addition, must earn course credit in Algebra 2

37. Online Course Graduation Requirement • Required for 24-credit graduation option only • School districts may not require a student to fulfill the online course requirement • outside of the school day • in addition to the student’s courses for a given semester. • Does not apply to a student • who has an IEP which indicates that an online course would be inappropriate • who is enrolled in a Florida high school and has less than 1 academic year remaining.

38. Early High School Graduation • Section 1003.4281, F.S. • “Early graduation” means graduation in less than 8 semesters • Applies only to the 24 minimum requirements option • School board must adopt a policy • School district may not prohibit a student • Eligible students who graduate mid-term receive Bright Futures Scholarship award during spring term

39. United States History EOC Assessment • In 2012-2013 • Any student enrolled in and completing • 2100310 US History • 2100320 US History Honors • 30% of a student’s course grade based on results beginning in 2012-2013 (s. 1003.428(4)a), F.S.)

40. EOC Assessments Results Waiver for ESE Students What requirements must an ESE student meet to be considered for an EOC assessment results waiver? • To be considered for an EOC assessment waiver, the student must meet all of the following criteria: • Be identified as a student with a disability, as defined in s. 1007.02(2), F.S. • Have an active individual educational plan • Have taken the EOC assessment with appropriate allowable accommodations at least once • Have demonstrated, as determined by the IEP team, achievement of the course standards

41. Level 1 Courses • Students with an IEP entering 9th grade in 2012-2013 and prior • may take Level 1 courses and they will count toward a standard diploma • IEP team determines appropriateness of level of course for student • Students with an IEP entering 9th grade in 2013-2014 and thereafter • no Level 1 courses will count for credit towards a standard diploma • Students with disabilities pursuing a special diploma will receive credit for Level 1 courses

42. Middle Grades Students 2012-2013 • If enrolled, in order to earn high school course credit, a student must earn a passing score on • Algebra 1 EOC • Geometry EOC Assessment • Biology 1 EOC Assessment • If a student passes the course (regardless of the EOC Assessment score), the course can count toward promotion from 8th to 9th grade

43. REVISED for 2012-2013 • Available online at the Graduation Requirements page • http://www.fldoe.org/bii/studentpro/grad-require.asp • Rich text format • English • Spanish Back-to-School Information Memorandum August 17, 2012 http://info.fldoe.org/docushare/dsweb/Get/Document-6466/dps-2012-139.pdf

44. National Collegiate Athletic Association (NCAA) Florida, Get Ahead of the Game! New • College-bound student athletes will need to meet more rigorous academic rules to receive a scholarship at a NCAA Division 1 and 2 college or university. For information on the rules, visit https://web1.ncaa.org/hsportal/exec/links?linksSubmit=ShowActiveLinks.

45. Medicaid & Schools Statewide Annual Meeting • November 8 & 9 at the Renaissance Convention Center and Beach Club in St. Augustine • 56 Districts Registered • Valuable Information about both Direct Services and Administrative Claiming

46. Medicaid Certified School Match Program • Reimbursement of federal portion of the Medicaid dollar for • Therapy Services (S/L, PT, OT) • Nursing Services • Behavioral Services • Transportation to and from medical services • 64 of 67 districts participate • 34 districts use the free state sponsored Medicaid Tracking System to either check Medicaid eligibility status and/or bill

47. School District Medicaid Administrative Claiming Program (SDAC) • Districts must participate in Direct Services in order to qualify for SDAC reimbursement • Florida schools have received several hundred million dollars through this program • 52 districts belong to the low cost state sponsored MACS managed by Seminole County • Only three Florida districts do not participate

48. Foster Care State Level Interagency Agreements • 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 an ongoing issue of sharing information between school districts and DCF and their Community Based Care organizations • Results in Foster Care Liaisons in each school district

49. Independent Living • The Independent Living Services Advisory Council (ILSAC) is charged by the Legislature with reviewing and reporting on the implementation and operation of independent living services to youth the the Florida foster care system. • As of July 1, 2011 there were 5,308 youth aged 13-17 in out-of-home care eligible for independent living services; and 3,906 young adults, formally in foster care, aged 18-22, accessing continued Road to Independence Services.

50. Independent LivingFlorida’s Leadership • Quality Parenting Initiative • Everybody’s a Teacher • Family Finders • Permanency Round Tables • Renewed focus on the issues, obstacles, and best practices for parenting teens • Expansion of Florida Youth Shine • National leader in Federally required youth survey responses