1. in statute sednet was created by the florida legislature in 1984 through the enactment of chapter...
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Project 10 Region 2Fall Institute
Gainesville, FLNovember 9, 2010
Khush Jagus, Statewide DirectorDana Huggins, Project Manager SEDNET 3AMarcy Young, Project Manager SEDNET 3B
Kathy Lawrence, Project Manager SEDNET 4Carl Coalson, Project Manager SEDNET 12
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 appropriations2
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.
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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• Impact of changing demographics and county growth and development, outdated funding formula.
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SEDNET Administration Project:University of South Florida-Sept. 2010
• Principal Investigator—Jordan Knab, Ed.S. University of South Florida, St. Petersburg
• Statewide Director—Khush Jagus, MSEd University of South Florida, St. Petersburg
• 3 Regional Coordinators (North-Central-South) – To be hired
• 19 Regional Projects (see handouts)
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
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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. 7
SAMHSA National Survey on Drug Use and Health
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 enrollmentA 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
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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
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SEDNET Project Performance Activities
• 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
• SEDNET project performance activities are developed utilizing FLDOE LEA profile data and local targeted needs as aligned to the State Performance Plan Indicators. (SPP)
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SEDNET Initiatives• Capacity Building
• Technical Assistance & Training
• Interagency Collaboration
• Education & Systems of Care Legislation & Policy
• Parent & Youth Development and Involvement
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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.
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Technical Assistance & Training
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• 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.
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.
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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.
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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.
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SEDNET 3AServing 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.
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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.
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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
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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
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SEDNET 4Orange 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
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TEAMWORK
One of the finished projects.
Picture says it all!
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LITERATURE CIRCLE BOOK: THREE LITTLE WORDS
By Ashley Rhodes Courter
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.
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.
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“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.
4th Annual SEDNET 4 ConferenceMarch 18, 20118:00 a.m. to 3:30 p.m.
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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
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SEDNET 12emWave Technology
• 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.
“When utilized in groups the students actually compete with each other to relax”
Will Butler, MAMFCMental Health CounselorSt. Johns School District
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!
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