ESE & Student Services New

Directors Training

October 29-30, 2012

Student ServicesWhat Do We Do?

Who Do We Serve?

http://sss.usf.edu

Student Services Professions

School CounselingSchool Nurse

School PsychologySchool Social Work

Medicaid

Academic AdvisementAssessment/EligibilityAttendance / EngagementChild Abuse PreventionInteragency-Foster CareInterstate Compact on Educational Opportunity

For Military ChildrenMedicaid in SchoolsSection 504State Performance Plan: Indicators 9,10,11Student Records- FERPA

sss.usf.edu

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Role of Student Services in a Multi-tiered Support System

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

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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.

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Student Support Services

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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.

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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.

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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

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

Addressing BarriersRelated to Student Attendance/Engagement Regular school attendance/compulsory

Parent’s responsible for attendanceSuperintendent enforcementLearnfare Program; Driving privileges

Students in foster care Students experiencing homelessness Military dependents

Local Attendance Policies Regular school attendance

Response to early patterns of non-attendanceEarly intervention problem-solving with parentsPrevention of truancy

Students age 6 to 16 must attend schoolIncentives to remain in schoolMaximum age for completion Termination of school enrollment

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?

Compulsory School Attendance TAP

http://www.fldoe.org/ese/tap-home.asphttp://sss.usf.edu/resources/topic/attendance/index.html

Addressing Barriers…Related to Child Maltreatment

Professionally mandated reporters include• Medical Staff• Mental health professionals• Law Enforcement• School Personnel• Facility Staff• Judge/Court Personnel

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 ….

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?

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

Sourcebook contentChild Abuse Prevention Sourcebook for Florida School Personnel: A Tool for Reporting Abuse and Supporting the Child - (PDF, 3MB)

Indicators of abuseExposure to DVDrug-Endangered ChildrenChild TraffickingReporting (*school personnel)What Happens After a Report is Made?ConfidentialityDealing With Your Own Feelings About Reporting Engaging the FamilyPrevention Programs in the Classroom

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)

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

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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.

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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.

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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).

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Domains of Practice Data-based Decision Making and

Evaluation Instruction/Intervention Planning &

Design Instruction/Intervention Delivery &

Facilitation Learning Environment Professional Learning, Responsibility, &

Ethics

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Evaluation Rubric

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

3 Decision Points Is there a disability? Does it substantially limit a major life

activity? Is a plan required in order to provide

FAPE?

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

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

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

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

http://www.fldoe.org/bii/studentpro/grad-require.asp

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State Graduation Requirements

Florida’s College & Career Planner2012-2013

www.flvc.org

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.

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

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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.

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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

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.)

EOC Assessments Results Waiver for ESE StudentsWhat 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 planHave taken the EOC assessment with appropriate

allowable accommodations at least onceHave demonstrated, as determined by the IEP team,

achievement of the course standards

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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 diplomaIEP team determines appropriateness of level of

course for student Students with an IEP entering 9th grade in

2013-2014 and thereafterno 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

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

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REVISED for 2012-2013

Available online at the Graduation Requirements pagehttp://www.fldoe.org/bii/studentpro/grad-require.asp

Rich text format• English• Spanish

Back-to-School Information MemorandumAugust 17, 2012http://info.fldoe.org/docushare/dsweb/Get/Document-6466/dps-2012-139.pdf

National Collegiate Athletic Association (NCAA)

New College-bound student athletes will need to

meet more rigorous academic rules to receivea scholarship at a NCAA Division 1 and 2 college or university. For information on therules, visit

https://web1.ncaa.org/hsportal/exec/links?linksSubmit=ShowActiveLinks.

Florida, Get Ahead of the Game!

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

Medicaid Certified School Match Program Reimbursement of federal portion of the Medicaid

dollar forTherapy Services (S/L, PT, OT)Nursing ServicesBehavioral ServicesTransportation 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

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

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

Foster CareState Level Interagency Agreements

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.

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

Independent Living These initiatives have taught us much

and provide valuable information about the challenges we face in preparing youth in foster care for success as adults.

Youth aging out of foster care is preventable, permanency is achievable, and lack of adequate preparation for their future is avoidable and is our mandate for every child.

Your Student Support Services Team

Bettye Hyle, Team Leader…for now Gria Davison, School Social Work Consultant

Susan Douglas, Medicaid ConsultantCurtis Jenkins, School Counseling Consultant

Helen Lancashire, School Counseling ConsultantDianne Mennitt, School Health Consultant

David Wheeler, School Psychology Consultant

http://sss.usf.edu (850) 245-7851