florida association of school nurses 10th annual conference january 29, 2005 orlando, florida...
TRANSCRIPT
Florida Association of School Nurses 10th Annual
ConferenceJanuary 29, 2005
Orlando, Florida
Florida Department of Education Update
Dianne Mennitt, MS, RNSchool Nurse Consultant
Student Support Services Projecthttp://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
Jim Warford, Chancellorhttp://www.fldoe.orghttp://www.firn.edu/doe/commhome/
K-12 Public Schools
Bambi Lockman, Bureau Chief, Exceptional Education and Student ServicesThe 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.
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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 chargeMeet 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 BonnieHurricane CharleyHurricane FrancesHurricane IvanHurricane Jeanne
www.floridadisaster.org
Hurricanes & School Closures
All 67 school districts missed at least one day:
29 districts missed 1-5 days24 districts missed 6-10 days14 districts missed 11-21 days
Hurricanes…
Flexibility to Make Up Missed DaysWaiver of 180-Day RequirementDelay in Administration of FCATHurricane School Grade Appeal OptionWorking with USDOE on an Appeals Process for Adequate Yearly Progress (AYP) due to HardshipsExtensions to Report Deadlines
Overview Topics
IDEA ReauthorizationGraduationMiddle Grades ReformThird Grade Student ProgressionAccountabilityVoluntary 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 ProvisionsSec. 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 systemsAll schools will provide positive, effective, and safe learning environments.Students with disabilities will achieve positive post-school outcomes
Are high school graduation rates and drop out rates for students with disabilities comparable to graduation rates and drop out rates for non-disabled students?
Performance Indicators for Graduation
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 StudyDOE is completing the study this fallCommissioner 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 researchPublic input, public forums, and Task Force findingsCommissioner’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 facultyAre reviewing and deliberating information on middle grades areas specified in legislationReforms in Florida may include:
Credit-base systemUniform grading scaleReading initiatives
FCAT Reading Performance
46
3124
47
30
23
56
26
18
68
1913
0
10
20
30
40
50
60
70
6th 7th 8th 9th
Levels 1 & 2 Level 3 Levels 4 & 5
FCAT Mathematics Performance
55
2219
51
2723
44
31
26
45
28 27
0
10
20
30
40
50
60
6th 7th 8th 9th
Levels 1 & 2 Level 3 Levels 4 & 5
2003 and 2004 Third Grade
Data
Number of Students Taking 3rd Grade FCAT
188,414
206,869
175,000
180,000
185,000
190,000
195,000
200,000
205,000
210,000
Number of Students
2003 2004
Third Grade FCAT Reading Achievement Level2003 and 2004
23
15
33
25
5
22
13
33
26
6
0
5
10
15
20
25
30
35
Level 1 Level 2 Level 3 Level 4 Level 5
Percent
2003 2004
2004 Third Grade Reading FCAT
The percentage of third graders scoring Level 1 has dropped from 29 percent in 2001 to 22 percent in 2004In 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
636057
66
232729
22
0
10
20
30
40
50
60
70
2001 2002 2003 2004
Level 3 and above Level 1
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
555046
41
7578
81 84
686259
54
0
10
20
30
40
50
60
70
80
90
2001 2002 2003 2004
Std Curr-Black Stc Curr-White Std Curr-Hispanic
Percentage of Grade 3 Students Scoring Achievement Level 1 in Reading
2629
35
40
781112
18
2125
29
0
5
10
15
20
25
30
35
40
45
2001 2002 2003 2004
Std Curr-Black Std Curr-White 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 lunch41% were in programs for students with disabilities31% were limited English proficient47% were limited English proficient and/or disabled53% were neither limited English proficient nor disabled
Student Progression
Progression of Retained Third GradersEach 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 AYPAccountability – School Grades and AYP
Florida’s Single Accountability System
School Grades (A+)Adequate Yearly
Progress (AYP)
Measures Working TogetherMeasures Working Together
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
in 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
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
TOTAL 1,262 540 615 184 49 2,650
A+ Plan NCLBSchool Grade
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…
Accountability - Adequate Yearly Progress 2004
AYP 2004 No Yes Total
Elementary 1,112 613 1,725
Middle 471 48 519
High 485 18 503
Combination 281 40 321
Total 2,349 719 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 gainsFCAT 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 FloridaTransfers 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 standardsAdopt Pre-K performance standards Statewide kindergarten readiness screening Consolidation to 30 or fewer coalitions to serve at least 2,000 childrenEducational 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 labelsBuilding 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 progressEffective interventions result from good problem-solving, rather than testing and placementProgress 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 achievementA method focused on outcomesA method to ensure accountability and intervention evaluationIt is all about student progress, regardless of where or who that student is
What it is not…A way to avoid special education placementsA less expensive way of schooling
Implications for Problem-solving 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 servicesEffective 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 Problem-solving Process
Identify replacement behavior
2. Determine expectation level
3. Develop hypotheses( brainstorming)
4. Develop predictions/assessment
5. Develop interventions in those areas for which data are available and hypotheses verified
6. Collect data for hypotheses not verified
7. Follow-up schedule and data sharing
Problem Solving Process
Problem AnalysisValidating Problem
Identify Variables that Contribute to Problem
Develop Plan
Define the ProblemDefining Problem/Directly Measuring Behavior
Implement PlanImplement As Intended
Progress MonitorModify as Necessary
EvaluateWas it Effective
Multi-Level ProcessA
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Intensity of ProblemIntensity of Problem
Level IConsultation
Between Teachers-Parents
Level IIConsultation With Other Resources
Level IIIConsultation With Extended Problem
Solving Team
Level IVIEP
Consideration
•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 managementHand 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 InvolvementHealth 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 AssistanceHealth 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/VolunteersCommunity Health referrals and resources
Multidisciplinary collaboration with health care providers
School volunteer assistance
Facilitate parent groups
Enabling Component #6
Support for TransitionsFacilitate 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
