florida doe initiatives and priorities for student support services
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Florida DOE Initiatives and Priorities for Student Support Services
Florida DOE Initiatives and Priorities for Student Support Services
The Student Support Services Project A collaborative project of the Florida Department of Education Bureau of Instructional Support and Community Services and
the University of South Florida
The Student Support Services Project A collaborative project of the Florida Department of Education Bureau of Instructional Support and Community Services and
the University of South Florida
AgendaAgenda• State Board of Education and
The New Florida DOE
• District as an “Organization”
• Leadership Role of Student Services
• Problem-Solving Issues and Delivering Services Related to AIP’s
• Accountability
• Resources
• Questions & Answers
• State Board of Education and
The New Florida DOE
• District as an “Organization”
• Leadership Role of Student Services
• Problem-Solving Issues and Delivering Services Related to AIP’s
• Accountability
• Resources
• Questions & Answers
Student Support ServicesStudent Support Services
Student Support Services …• improve academic and behavioral outcomes
The Student Support Services Project …•DOE’s initiative to assist the work of district student services personnel
Student Support Services …• improve academic and behavioral outcomes
The Student Support Services Project …•DOE’s initiative to assist the work of district student services personnel
State Board of Education and the New Florida DOEState Board of Education and the New Florida DOE
K-12 Public School ChancellorJim Warford
Commissioner of EducationJim Horne
State Board of Education
K-12 Public School ChancellorJim Warford
Commissioner of EducationJim Horne
State Board of Education
Guiding Principles —Section 1000.02(2), F.S.Guiding Principles —Section 1000.02(2), F.S.
•Coordinated Seamless System
• Student-Centered
• Access
• Equity and Academic Excellence
• Flexibility and Accountability
•Coordinated Seamless System
• Student-Centered
• Access
• Equity and Academic Excellence
• Flexibility and Accountability
State Board of Education Strategic ImperativesState Board of Education Strategic Imperatives1. Increase the Supply of Highly
Qualified K-12 Instructors
2. Apply Existing Academic Standards Consistently at All Levels
3. Increase Rates of Learning and Completion at All Levels
4. Improve the Quality of School Leadership at All Levels
The New FDOE: Way of Work
1. Increase the Supply of Highly Qualified K-12 Instructors
2. Apply Existing Academic Standards Consistently at All Levels
3. Increase Rates of Learning and Completion at All Levels
4. Improve the Quality of School Leadership at All Levels
The New FDOE: Way of Work
State Board of Education Strategic Imperatives (continued)State Board of Education Strategic Imperatives (continued)
5. Set and Align Academic Standards K-20
6. Align the Workforce’s Education with Skill Requirements
7. Align Financial Resources with Performance Expectations K-20
8. Achieve World-Class, Nationally Recognized Institutions of Higher Learning
The New FDOE: Way of Work
5. Set and Align Academic Standards K-20
6. Align the Workforce’s Education with Skill Requirements
7. Align Financial Resources with Performance Expectations K-20
8. Achieve World-Class, Nationally Recognized Institutions of Higher Learning
The New FDOE: Way of Work
Florida DOE Mission- Summary Points [1008.31(3), F.S.]
Florida DOE Mission- Summary Points [1008.31(3), F.S.]
•Increase proficiency of all students•One seamless, efficient system•Opportunity to expand knowledge and skills •Adequate learning opportunities and research valued by students, parents and communities •Maintain accountability system that measures student progress toward Goals 1 - 4…
•Increase proficiency of all students•One seamless, efficient system•Opportunity to expand knowledge and skills •Adequate learning opportunities and research valued by students, parents and communities •Maintain accountability system that measures student progress toward Goals 1 - 4…
Florida DOE Goals [1008.31(3), F.S.]Florida DOE Goals [1008.31(3), F.S.]
Goal One: Highest Student Achievement
Goal Two: Seamless Articulation and Maximum Access
Goal Three: Skilled Workforce and Economic Development
Goal Four: Quality Efficient Services
Goal One: Highest Student Achievement
Goal Two: Seamless Articulation and Maximum Access
Goal Three: Skilled Workforce and Economic Development
Goal Four: Quality Efficient Services
K-12 VisionK-12 Vision• ALL Florida students will READ on
grade level or above by the end of the third grade and will sustain this proficiency level throughout their education.
• ALL Florida students will meet grade-level expectations in all areas of study and will graduate from high school on time.
• ALL Florida students will READ on grade level or above by the end of the third grade and will sustain this proficiency level throughout their education.
• ALL Florida students will meet grade-level expectations in all areas of study and will graduate from high school on time.
Growth in Enrollment (Fall Membership)Florida Public SchoolsFall 1982 – Fall 2002
Year 1982 2002
Percentage
Growth
White 997,359 1,285,566 28.9
Afric Amer. 349,500 613,335 75.5
Hispanic 122,393 531,585 334.3
Other* 15,665 107,919 588.9TotalMinority 487,558 1,155,596 137.0
Total 1,484,917 2,538,405 70.9
*"Other" includes Asians, American Indians, and students reported in the new Multiracial category.
Unexpected Enrollment IncreasesUnexpected Enrollment Increases
• Shifts in migration — more families
• Shifts in immigration from other countries
• Shifts from private and home schools
• Success of attendance programs (School Intervention, Driver’s License, Learnfare) in schools
•Non promotions
• Shifts in migration — more families
• Shifts in immigration from other countries
• Shifts from private and home schools
• Success of attendance programs (School Intervention, Driver’s License, Learnfare) in schools
•Non promotions
Florida’s Children at a Glance(Center for the Study of Children’s Futures, 2002)Florida’s Children at a Glance(Center for the Study of Children’s Futures, 2002)
Birth Indicators in 2000-• Number of Births 204,030• Births to unwed moms 78,026• Births to moms< 20 yrs. 25,684• Low birthweight births 16,284
Birth Indicators in 2000-• Number of Births 204,030• Births to unwed moms 78,026• Births to moms< 20 yrs. 25,684• Low birthweight births 16,284
Education 2000/2001 (Fall Count)-• Public enrollment 2,435,374• % Free/Reduced Lunch 43.9• Graduation Rate 63.8• Non- promotions 173,620• Dropouts 50,604
Education 2000/2001 (Fall Count)-• Public enrollment 2,435,374• % Free/Reduced Lunch 43.9• Graduation Rate 63.8• Non- promotions 173,620• Dropouts 50,604
Disciplinary Actions 2000/2001-•In-school suspensions 245,980•Out/school suspensions 223,907•Alternative disciplinary actions 6,151
Youth and the Law 2000/2001-•Delinquency cases 152,060•Transfers to adult 2,617 Third Grade 2002/2003-
(% 3rd Graders scoring) •Level 1 - FCAT Reading 23•% 3rd Graders Retained 14.76
World class organizations have:World class organizations have:
The School District as an OrganizationThe School District as an Organization
• Governance Structure
• Leadership Structure
• Guiding Principles
• Mission
• Goals
• Values
• Governance Structure
• Leadership Structure
• Guiding Principles
• Mission
• Goals
• Values
• Vision
• Priorities
• Strategic Plan
• Communication Plan
• Marketing Strategies
• Vision
• Priorities
• Strategic Plan
• Communication Plan
• Marketing Strategies
Priorities for Student ServicesPriorities for Student Services
FOCUS ON:
• Problem-Solving
• Student Services Accountability
•District Student Progression Plans
FOCUS ON:
• Problem-Solving
• Student Services Accountability
•District Student Progression Plans
General Education InterventionsGeneral Education Interventions• A planned set of procedures and
strategies designed to improve student performance
• Part of the problem-solving process
• Intent of the intervention(s) is to reduce the student’s difficulty in the general education setting
• Provided at different levels of intensity
• A planned set of procedures and strategies designed to improve student performance
• Part of the problem-solving process
• Intent of the intervention(s) is to reduce the student’s difficulty in the general education setting
• Provided at different levels of intensity
Intensity of ProblemIntensity of Problem
Am
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Am
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Level IConsultation
Between Teachers-Parents
Level IIConsultation With Other Resources
Level IIIConsultation With Extended Problem
Solving Team
Level IVIEP
Consideration
Heartland Problem Solving ApproachHeartland Problem Solving Approach
Beliefs Essential to Collaborative Problem-
Solving
Beliefs Essential to Collaborative Problem-
Solving
• Every student is everybody’s responsibility
• Common belief about where building wants to educate its students
• Common commitment to building-based discipline and prosocial behavior program
• Common commitment to problem-solving process
• Every student is everybody’s responsibility
• Common belief about where building wants to educate its students
• Common commitment to building-based discipline and prosocial behavior program
• Common commitment to problem-solving process
EvaluateDid our plan work?
EvaluateDid our plan work?
Develop a PlanWhat are we going to do?
Develop a PlanWhat are we going to do?
Define the ProblemWhat is the problem and why is it happening?
Define the ProblemWhat is the problem and why is it happening?
Implement PlanCarry out the intervention.
Implement PlanCarry out the intervention.
Problem Solving ProcessProblem Solving Process
District Perspective: Student Progression Intervention & ImpactDistrict Perspective: Student Progression Intervention & Impact
Students Teachers Families
Student Support ServicesInterventions/Strategies
School-Wide Problem Solving Team
Third Grade Retention Impact
Student Services Role in Student Progression: Interventions & StrategiesStudent Services Role in Student Progression: Interventions & StrategiesThe Student and…•Academics •After school programs
•Self monitoring methods
•Behavior•Attendance/tardy patterns
•Problem solving skills
• Intervention Management• Individual plans
•Case management system
The Student and…•Academics •After school programs
•Self monitoring methods
•Behavior•Attendance/tardy patterns
•Problem solving skills
• Intervention Management• Individual plans
•Case management system
Student Services Role in Student Progression: Interventions & StrategiesStudent Services Role in Student Progression: Interventions & StrategiesThe Teacher and…• Communication• Problem-solving and decision-making involvement
• Systematic plan for communication
• Resources• Parent conferencing techniques/consultation
• Progress monitoring strategies
• Family assessment
• Behavior-management strategies
•Motivation / Encouragement• Support from colleagues / district
• Teaming / support techniques
The Teacher and…• Communication• Problem-solving and decision-making involvement
• Systematic plan for communication
• Resources• Parent conferencing techniques/consultation
• Progress monitoring strategies
• Family assessment
• Behavior-management strategies
•Motivation / Encouragement• Support from colleagues / district
• Teaming / support techniques
Student Services Role in Student Progression: Interventions & StrategiesStudent Services Role in Student Progression: Interventions & StrategiesThe Parent/Family and …• Helplessness/Failure• Family literacy • Parent to parent support • Parent empowerment
• Support/Resources• Parents as mentors• Parent advisory groups and programs• Assistance for working families• Community resources
• School/Classroom • Parents as resources• Conference strategies• Family-friendly schools
The Parent/Family and …• Helplessness/Failure• Family literacy • Parent to parent support • Parent empowerment
• Support/Resources• Parents as mentors• Parent advisory groups and programs• Assistance for working families• Community resources
• School/Classroom • Parents as resources• Conference strategies• Family-friendly schools
Academic Improvement Plans AIPsAcademic Improvement Plans AIPs• Detailed Plan designed to address barriers
to academic progress
• Intervention strategies that include academic and behavioral interventions
• Desired outcome is to return student to appropriate status in the pupil progression plan
• Documents building history of identification and intervention for at-risk students
• Can be foundation for more intensive intervention strategies/programs
• Detailed Plan designed to address barriers to academic progress
• Intervention strategies that include academic and behavioral interventions
• Desired outcome is to return student to appropriate status in the pupil progression plan
• Documents building history of identification and intervention for at-risk students
• Can be foundation for more intensive intervention strategies/programs
Education ReformEducation Reform• Accountability
• Standards-Based Movement
•High Stakes Testing
•Reading Achievement
• Achievement Gap-Equity/Access
• Promotion/Retention
• School Safety
• Accountability
• Standards-Based Movement
•High Stakes Testing
•Reading Achievement
• Achievement Gap-Equity/Access
• Promotion/Retention
• School Safety
As student services professionals, have we…As student services professionals, have we…
• Identified areas for necessary change?
• Informed ourselves by review of data in our school / district ?
• Been willing to engage in meaningful dialog about attitudes and beliefs ?
• Problem-solved and advocated for systemic change?
• Contributed to a climate that supports success for all students?
• Identified areas for necessary change?
• Informed ourselves by review of data in our school / district ?
• Been willing to engage in meaningful dialog about attitudes and beliefs ?
• Problem-solved and advocated for systemic change?
• Contributed to a climate that supports success for all students?
Accountability for Services and Programs ...Accountability for Services and Programs ...Did the intervention have an effect on
student• Achievement • Do standardized test scores for targeted students
improve when comparing two or more years?
• Attendance • Do absenteeism rates decrease for targeted students
who have (10, 15, or 20 or more) absences when comparing semester attendance records?
• Behavior • Is there a decrease in the number of discipline referrals
for those targeted students that have had 10 or more referrals in a semester when comparing one or more school years?
Did the intervention have an effect on student• Achievement • Do standardized test scores for targeted students
improve when comparing two or more years?
• Attendance • Do absenteeism rates decrease for targeted students
who have (10, 15, or 20 or more) absences when comparing semester attendance records?
• Behavior • Is there a decrease in the number of discipline referrals
for those targeted students that have had 10 or more referrals in a semester when comparing one or more school years?
FCAT Score Improvement
0
10
20
30
40
50
60
70
Grade 6 Grade 7 Grade 8
Oak Middle School
% Students with FCAT Level 2 or Below
2000-2001
2001-2002FCAT Score Improvement
0
10
20
30
40
50
60
70
Grade 6 Grade 7 Grade 8
Oak Middle School
% Students with FCAT Level 2 or Below
2000-2001
2001-2002
Student Services and Program AccountabilityStudent Services and Program Accountability
Student Services and Program AccountabilityStudent Services and Program Accountability
Discipline Referral Reductions Harding Elementary School
0
10
20
30
40
50
60
70
80
90
100
Gr 2 00/01 Gr 2 01/02 Gr 3 00/01 Gr 3 01/02 Gr 4 00/01 Gr 4 01/02
Grades 2-4 Cohort 2000-01 Compared to 2001-02
#Students with Conflict-Related Discipline Referrals
Gr 2 00/01
Gr 2 01/02
Gr 3 00/01
Gr 3 01/02
Gr 4 00/01
Gr 4 01/02
Program Accountability Planning ToolProgram Accountability Planning Tool
Give some examples of
programs/services that you might
collect effectiveness data on
Describe how you would demonstrate effectiveness with
ONE program/service
Indicate who you would share the
positive results with and what format you
would use
Share with:
Format:
Teacher Inservices on Academic and Behavioral Interventions
504 Plans and Accommodations
Parent Night• FCAT• School and• Community
Resources
Homework/Study Strategies for Students/Parents
AIPs Small Groups: divorce, personal adjustment, study skills,conflict resolution, character education, grief/loss
Parent Conferences
Community Agency Collaboration Psychological
Services
School Health Services
Student Services provide . . . to support . . .Student Services provide . . . to support . . .
Outcomes ofEducationalPrograms
Readiness to Learn
StudentLearning
the Curriculum
Measures ofStudent
Achievement
ResourcesResources
• http://sss.usf.edu
• http://www.fldoe.org
• http://www.edreform.com
• FASSW — http://www.fassw.org
• SSWAA — http://www.sswaa.org
•NASW — http://www.naswdc.org
• http://sss.usf.edu
• http://www.fldoe.org
• http://www.edreform.com
• FASSW — http://www.fassw.org
• SSWAA — http://www.sswaa.org
•NASW — http://www.naswdc.org
Questions? Please contact us. . .Questions? Please contact us. . .
Gria Davison, School Social Work Consultant• Telephone: (850) 922-3727
• E-mail: [email protected]
Helen Lancashire, School-to-Work Consultant• Telephone: (850) 488-1842
• E-Mail: [email protected]
Gria Davison, School Social Work Consultant• Telephone: (850) 922-3727
• E-mail: [email protected]
Helen Lancashire, School-to-Work Consultant• Telephone: (850) 488-1842
• E-Mail: [email protected]