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Bureau Update

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Title: Bureau Update


1
(No Transcript)
2
Bureau Update
  • Bambi Lockman, Chief
  • Bureau of Exceptional Education and Student
    Services
  • CASE Summer Institute
  • June 18, 2008

3
2008 Legislative Update
4
2008-09 Education Budget and Finance-related
Legislation
5
K-20 Budget Highlights
  • 18.1 billion appropriated from all funds for
    Florida K-20 educational operating budgets
  • 12.9 billion from the General Revenue Fund
  • 1.2 billion from Lottery
  • 4.0 billion from other trust funds
  • Budget website www.myfloridahouse.gov

6
2008-09 K-20 Operating Budget
6
7
Budget Includes Funding for 2008-09 Enrollment
Growth
  • 10,046 Early Learning students
  • 1,683 K-12 students
  • 9,622 Workforce Education students
  • 20,291 Community College students
  • 432 University students
  • Student Financial Aid
  • 9,959 Bright Futures recipients
  • 20,492 Florida Student Financial Assistance
    recipients

8
2008 VPK Summer Program
  • Expecting approximately 10,000 in 2008 Summer VPK
    programs (as in 2007)
  • Section 1002.71(3)(d), F.S., provides for
    district summer VPK programs to be based on a FTE
    that is evenly divisible by 10 (summer minimum
    funding level)
  • May and June payments based on 2007-08 VPK BSA of
    2,677
  • July and August payments based on 2008-09 VPK BSA
    of 2,628

9
Impact of Class Size Calculation
  • To be eligible to offer the VPK school-year
    program, the school must meet the applicable
    class size requirements
  • For 2008-09, 31 schools in 14 districts and FAU
    and FSU lab schools are ineligible to offer the
    VPK school-year program

10
K-12 Budget Highlights
  • Funding in the Florida Education Finance Program
    (FEFP) for 1,683 new students - total to be
    served 2,631,386
  • Funding for the FEFP, in state and local revenue,
    is 18.4 billion - a decrease of 332 million or
    1.77
  • FEFP funds per student will be 6,997.37 - a
    decrease of 130.85 or 1.84

11
The 2008-09 unweighted student enrollment
projection is 2,631,386.02 This represents an
increase of 1,682.72 or 0.06 students from
2007-08
FTE Students (UFTE)
Authority s.1011.62(1)(a), F.S.
11
12
  • Program weights are used to recognize varying
    educational program costs.
  • Group 1 Includes Three Programs
  • Basic Grades K-3 (1.066)
  • Basic Grades 4-8 (1.000)
  • Basic Grades 9-12 (1.052)
  • Group 2 Includes Four Programs
  • Exceptional Student Education
  • Level IV (3.570)
  • Level V (4.970)
  • English for Speakers of Other Languages
  • (1.119)
  • Career Education, Grades 9-12 (1.077)

Program Weights
X
Appropriations Act
12
13
  • The 2008-09 weighted student enrollment
    projection is 2,833,615.39. This represents a
    decrease of 20,617.63 or (.72) weighted FTE
    students from 2007-08.
  • This includes special add-ons for
  • Isolated Schools Supplement
  • Small District ESE Supplement
  • Advanced Placement (AP)
  • International Baccalaureate (IB)
  • Advanced International Certificate of Education
    (AICE)
  • Industry certified career and professional
    academy programs
  • Florida Virtual School Additional FTE
  • Group 2 over cap

Weighted FTE Students (WFTE)

Authority s.1011.62(1)(d), F.S.
13
14
2008-09 FLORIDA EDUCATION FINANCE PROGRAMFINAL
CONFERENCE REPORTStatewide SummaryComparison
of Public School Funding to 2007-08 Fourth
Calculation
14
15
2008-09 FLORIDA EDUCATION FINANCE PROGRAMFINAL
CONFERENCE REPORTStatewide SummaryComparison
of Public School Funding to 2007-08 Fourth
Calculation
15
16
The Base Student Allocation (BSA) is determined
annually by the Legislature in the General
Appropriations Act Funding Summary 2008-09
3,971.74 2007-08 4,079.74 Decrease
(108.00) or (2.65)
Base Student Allocation (BSA)
X
Authority s.1011.62(1)(b), F.S.
16
17
Provides 1,079,945,286 for educational programs
and services for exceptional students who would
have been funded in Levels I, II, or III in
school year 1999-2000 These exceptional
students will also receive weighted FTE funding
in the FEFP, using the appropriate Basic Program
weight for their grade level The ESE Guaranteed
Allocation will not be recalculated during the
school year Funding Summary 2008-09
1,079,945,286 2007-08 1,110,759,945
Decrease (30,814,659) or (2.77)
ESE Guaranteed Allocation

Authority s.1011.62(1)(e), F.S.
18
  • Provides 11,112,916 for Department of Juvenile
    Justice (DJJ) Supplemental Allocation
  • These funds are used to supplement other sources
    of funding for students in juvenile justice
    education programs
  • The allocation is based on the WFTE in the
    juvenile justice education programs times both
    the state average class size reduction factor and
    the district cost differential
  • Funding Summary
  • 2008-09 11,112,916
  • 2007-08 11,284,334
  • Decrease (171,418) or (1.52)

DJJ Supplemental Allocation

Authority 1011.62(10)
18
19
Provides 73,587,827 for Safe School
activities Minimum allocation is
71,538 Two-thirds is allocated based on each
districts crime index published by Florida
Department of Law Enforcement One-third is
allocated based on the districts unweighted
student enrollment Funding Summary 2008-09
73,587,827 2007-08 75,590,988 Increase
(2,003,161) or (2.65)
Safe Schools

Authority Appropriations Act 1011.62(6)
19
20
Provides 702,182,550 for Supplemental Academic
Instruction (SAI) First priority for use of
these funds is the provision of supplemental
intensive instruction, consistent with the
Sunshine State Standards, including summer school
and intensive English immersion instruction, for
students in grades 3 and 10 who scored Level I on
the FCAT The SAI allocation will not be
recalculated during the school year. Funding
Summary 2008-09 702,182,550 2007-08
721,521,711 Decrease (19,339,161) or
(2.68)
Supplemental Academic Instruction

Authority s.1011.62(1)(f), F.S.
20
21
Provides 111,511,321 for a K-12
comprehensive, district-wide system of
research-based reading instruction Funding
Summary 2008-09 111,511,321 2007-08
114,546,811 Decrease (3,035,490) or
(2.65)
Reading Allocation

Authority s.1011.62(9), F.S.
21
22
Provides 32,072,461 to assist school districts
with implementation of performance pay policies
for instructional personnel and school based
administrators in accordance with the
requirements of law Funds are allocated on Base
Funding Funding Summary 2008-09
32,072,461 2007-08 -0-
MERIT AWARD PROGRAM (MAP)

Authority 1012.225, F.S.
22
23
The sum of all the FEFP components in the
preceding slides is the Gross State and Local
FEFP Funding Summary 2008-09
13,480,890,045 2007-08 13,908,636,800 Dec
rease (427,746,755) or (3.08)
Gross State and Local FEFP

Authority s.1011.62(11)(a), F.S.
23
24
2008-09 FLORIDA EDUCATION FINANCE PROGRAMFINAL
CONFERENCE REPORTStatewide SummaryComparison
of Public School Funding to 2007-08 Fourth
Calculation
24
25
The Net State FEFP is the Gross State and Local
FEFP less the Required Local Effort 5,213,413,6
78 Funding Summary 2008-09
5,213,413,678 2007-08 6,006,063,385 Decre
ase (792,649,707) or (13.20)
Net State FEFP

Authority s.1011.62(11)(b) F.S.
25
26
2008-09 FLORIDA EDUCATION FINANCE PROGRAMFINAL
CONFERENCE REPORTStatewide SummaryComparison
of Public School Funding to 2007-08 Fourth
Calculation
26
27
2008-09 AppropriationJust Read, Florida!
2007-08 Revised March Appropriation 2008-09 Appropriation Increase/ (Decrease) Increase/ (Decrease)
FEFP 114,546,811 111,511,321 (3,035,490) (2.65)
Non-FEFP 17,759,990 12,500,000 (5,259,990) (29.62)
Federal 58,043,873 58,043,873 -0- -
Total 190,350,674 182,055,194 (8,295,480) (4.36)
27
28
Non-FEFP Programs
2007-08, Revised March Appropriation 2008-09 Difference
Excellent Teaching 88,041,178 55,253,390 (32,787,788)
A 6,300,000 6,000,000 (300,000)
Assistance to Low Performing Schools 6,840,461 5,130,346 (1,710,115)
College Reach Out Program 3,263,990 2,915,319 (348,671)
Florida School for the Deaf and Blind 46,466,194 45,243,724 (1,222,470)
28
29
2008-09 BudgetThree Largest Programs
2007-08 Appropriation 2008-09 Appropriation Increase/ Decrease Increase/ Decrease
Bright Futures 383,185,153 436,175,538 52,990,385 13.83
Student Financial Aid 138,261,610 136,361,449 (1,900,161) (1.40)
Florida Student Assistance Grants (FSAG) 133,000,278 130,204,162 (2,796,116) (2.14)
Florida Resident Access Grant (FRAG) 99,193,000 97,042,395 (2,150,605) (2.17)
29
30
2008-09 Assessment and Evaluation
  • Continuation funding of FCAT
  • End of Course Assessments - 4,200,000
  • CPT Testing for High School Remediation -
    700,000
  • MAP Item Bank - 1,000,000
  • No funding for Norm Referenced Tests
  • Computer Based Testing postponed
  • Eliminated the Multiple Choice from Writing Plus

31
Other SBE Issues
  • Florida Academic Counseling and Tracking System
    for Students (FACTS.org) - 585,932, a reduction
    of 1,467,301 or 71.46
  • Florida Schools of Excellence Commission -
    500,000 continuation

32
2008-09 Conforming Bill (HB 5083)
  • Changes to Florida Education Finance Program
    (FEFP)
  • Categoricals
  • Adds reading allocation and instructional
    materials to the list of categorical funds for
    which the district may have flexibility (if all
    instructional material purchases have been
    completed for the fiscal year)

33
2008-09 Conforming Bill (HB 5083)
  • Calculation Changes
  • Decreases add-on FTE for AP, IB, and AICE from
    0.24 to 0.16 for successful completion of
    full-credit, and 0.08 for successful completion
    of AICE half-credit
  • Deletes bonus for middle school students who
    complete a high school Algebra course with a
    grade of C
  • Revises provisions relating to 0.3 add-on FTE for
    successful completion of industry-certified
    career and professional academy program

34
2008-09 Conforming Bill (HB 5083)
  • Class Size Reduction
  • Continues school-level compliance for class size
    reduction for 2008-09. Beginning in 2009-10,
    compliance will be measured at the
    classroom-level
  • Merit Award Program (MAP)
  • Eligible charter school will receive 100 percent
    of the MAP allocation without a 5-percent
    administration fee being withheld
  • Extends the deadline for districts to submit a
    2008-09 MAP plan to Oct. 1, 2008

35
2008 Legislative Update Division of Public
Schools
36
Next GenerationSupporting Legislation
  • SB 1908 Standards, Assessment,
  • High School Grades
  • SB 1906 Alternative Credit Pilot

37
SB 1908 Next Generation Sunshine State Standards
  • Adopted for each subject by December 31, 2011
  • Language arts standards adopted in 2007 must be
    reviewed and replaced, and identify significant
    literary genres and authors that encompass a
    comprehensive range of historical periods
  • Math and reading standards adopted in 2007 and
    science standards adopted in 2008 are considered
    Next Generation

38
SB 1908 School Grades
  • Revises high school grading formula and
    alternative school improvement rating system
    beginning 2009-10
  • High schools must demonstrate adequate progress
    of at-risk students to earn a grade of A
  • School Recognition Program Funds include schools
    that improve more than one letter grade and
    sustain that improvement in the following year

39
SB 1908 Assessment
  • Statewide end-of-course assessments can be
    developed
  • Norm-referenced tests are eliminated
  • FCAT Writing will be revised
  • Commissioner will post FCAT testing and reporting
    schedules by August 1 dates will be later
    beginning 2010-11

40
SB 1908 Assessment
  • DOE will purchase or develop assessments for high
    schools to evaluate college readiness of selected
    students prior to grade 12, beginning with the
    2008-09 school year. High schools must provide
    12th grade students access to remedial
    instruction prior to graduation.
  • Requires the subject area examinations of the
    Florida Teacher Certification Examination program
    to be aligned to the Next Generation SSS
  • Requires school districts to prohibit each public
    school from suspending a regular program of
    curricula in order to administer practice tests,
    with exceptions

41
SB 1908
  • Electronic Personal Education Plan (ePep)
  • Requires each students plan to be reviewed
    annually once they enter high school

42
SB 1908
  • Individuals with Disabilities Education Act
    (IDEA)
  • Codifies legislative intent that Florida's K-12
    education performance accountability system will
    comply with IDEA
  • School Advisory Councils (SAC)
  • Majority of members of a SAC must not be employed
    by the school district

43
SB 1906 Alternative Credit for High School
Courses Pilot Program
  • Three districts may pilot beginning 2008-09
  • Credit awarded for two courses if enrolled in
    program that has national or state recognition as
    industry certified and pass end-of-course
    assessment in Algebra 1a, Algebra 1b, Algebra 1,
    Geometry, and Biology
  • Assessments can be those of the Florida Virtual
    School or those statewide, standardized and
    adopted or developed by DOE
  • Calculate completed credit as 1/6 of an FTE, if
    it is not reported as a portion of the 900 net
    hours of instruction

44
Additional PreK-12 Bills Passed
HB 1313 ESE Terminology (State Board
Priority) SB 856 Disability History and
Awareness SB 2654 Children with
Disabilities/Autism HB 1203 Military Children
SB 1712 Ethics (State Board Priority) SB 610
Physical Education (Governors Priority) HB 669
Bullying HB 7067 Virtual Education SB 1414
Grading of SES Providers SB 242
Single-gender Education HB 251 ROTC SB 642
Classroom Placement of Multiple Birth
Siblings HB 879 Early Learning
45
HB 1313 ESE Terminology
  • Updates language
  • Disabled or handicapped student is now
    student with disabilities
  • Mentally handicapped or mental retardation
  • is now intellectual disabilities
  • Autism is now autism spectrum disorder
  • Separates speech impairment and language
    impairment
  • SLD includes dyslexia, dyscalculia,
    developmental aphasia

46
SB 856 Disability History and Awareness Week
  • Each school board may provide disability
    awareness instruction in all K-12 public schools
    during the first two weeks of October each year

47
SB 988 - Transitional Services/Youth with
Disabilities
  • Directs DOH to create a statewide Health Care
    Transition Task Force for Youth and Young Adults
    with Disabilities
  • Intent to assess the need for health care
    transition services for youth with disabilities,
    develop strategies to ensure successful
    transition for pediatric to the adult health care
    system, and identify potential funding sources
  • Jan. 1, 2009--Report due to Governor and
    Legislature

48
HB 1203 Interstate Compact on Educational
Opportunity for Military Children
  • The purpose of the compact is to remove
  • barriers to educational success imposed
  • on children of military families because of
  • frequent moves and deployment of their
  • parents (24 other states are considering)

49
SB 1712 Ethics in Education
  • Requires districts, charter schools, FSDB, and
    private schools that accept state scholarship
    students to
  • Adopt policies establishing standards of ethical
    conduct for instructional personnel and school
    administrators
  • Ban confidentiality agreements and require that
    employment recommendations for future educational
    settings disclose the misconduct
  • Disqualify instructional personnel and school
    administrators from employment in any position
    that requires direct contact with students if
    they have been convicted of offenses listed in s.
    1012.315, F.S.

50
SB 1712 Ethics in Education
  • Conduct employment history checks for
    instructional personnel and school administrator
    candidates for positions requiring direct student
    contact, screen with DOE tools and document
    findings (new for private schools accepting state
    scholarship money).
  • Post in a prominent place, at the school and
    online, the policies for reporting abuse and
    misconduct, contact information, and penalties
    for failure to report.

51
SB 610 Physical Education
  • Include in written PE policy the availability of
    one-on-one counseling
  • 30 consecutive minutes of PE instruction on any
    day during which it is conducted for K-5 (and 6
    if part of elementary school)
  • One class period per day of PE for one semester
    of each year for grades 6-8, beginning in 2009-10
  • Notify the parents of the waiver options
  • Student enrolled in a remedial course
  • Parent requests that the student enroll in
    another course offered as an option by the
    district
  • Student is participating in physical activities
    outside the school day which are equal to or in
    excess of the mandated requirement

52
HB 669 Bullying
  • Defines bullying and harassment
  • Requires school districts to adopt a policy
    prohibiting such during any education program or
    activity including a computer network within the
    scope of the district school system by Dec. 1,
    2008
  • Requires DOE to develop a model policy by Oct. 1,
    2008
  • District policies must be in substantial
    conformity to state policy, or Safe Schools funds
    could be withheld

53
HB 7067 Virtual Education
  • School districts are required to offer virtual
    instruction programs, Grades K-8, beginning in
    2009-10 and may offer them in 2008-09
  • Instruction in Grades 9-12 is limited to students
    in Department of Juvenile Justice, dropout
    prevention, and career and vocational programs
  • Approved providers are to include Florida Virtual
    School (FLVS) and providers of the state-level
    K-8 Virtual School Program

54
SB 1414 Grading of Supplemental Educational
Services (SES) Providers
  • Grading based on a combination of student
    learning gains and student proficiency
  • Grades of A-F assigned for SES providers based on
    2007-2008 school year and reported March 1, 2009

55
SB 642 Classroom placement of multiple birth
siblings
  • Allows parents to choose classroom placement in
    writing 5 days before each school year begins or
    within 5 days of new students arrival at a
    school unless the students performance indicates
    otherwise or if it would require adding another
    class
  • Principal can change the students placement if
    their behavior is disruptive
  • Parents have the right to appeal

56
HB 879 Early Learning
  • Allows private and public VPK providers to assign
    a substitute instructor to replace a credentialed
    instructor temporarily and requires the
    substitute instructor be of good moral character
    and have a level 2 background screening

57
One More Important Bill SB 2654 (Autism)
  • Creates Windows of Opportunity Act
  • Authorizes ACHA to seek federal approval through
    to provide home and community-based services for
    ASD and or developmental disabilities
  • Directs the Office of Insurance Regulation to
    establish a workgroup to develop and execute a
    compact relating to coverage for insured persons
    with developmental disabilities

58
One More Important Bill SB 2654 (Autism)
  • Coverage will include
  • Well-baby and well-child screening for diagnosing
    the presence of ASD
  • Treatment of ASD through speech therapy,
    occupational therapy, physical therapy, and
    applied behavior analysis. Applied behavior
    analysis services shall be provided by a
    certified individual
  • Coverage shall be limited to treatment that is
    prescribed by the insured's treating physician in
    accordance with a treatment plan.
  • Coverage for the services described in subsection
    (3) shall be limited to 36,000 annually and may
    not exceed 200,000 in total lifetime benefits

59
Governors Task Force on Autism Spectrum Disorders
60
Governors Task Force on Autism Spectrum
Disorders
  • Created by Executive Order 08-36, Feb. 7, 2008
  • Purpose to advance public policy for research,
    screening, education, and treatment of autism to
    assess the availability of insurance coverage for
    appropriate treatment of autism, and to recommend
    a unified and coordinated agenda for addressing
    autism in Florida.
  • Web site http//www.healthyfloridians.com/autism.
    html

61
Governors Task Force on Autism Spectrum
Disorders
  • Committees will ensure that topics outlined in
    the Executive Order are addressed in the
    development of a written final report to the
    Governor
  • Report due by March 20, 2009

62
Task Force Committees
  • Putting the Pieces Together-focus on building
    collaborations across private and public
    entities, increasing community awareness,
    outreach, and planning for the statewide autism
    website.
  • Window of Opportunity-focus on early screening
    and diagnosis, early intervention, early
    childcare and education, K-12 education, and
    gauging the prevalence of autism in Florida.
  • Current and Future Outlook-focus on current and
    future treatments, research, quality of life
    issues for families and individuals, safety
    concerns and law enforcement training, access to
    assistive technology, and current events.
  • Costs of Autism- focus on short-term and
    long-term economic impact to families and state,
    societal impact to families and state, financial
    resources, employment, long-term care and
    planning, and life and health coverage.

63
Committee Members Co-Chairs
  • Putting the Pieces Together
  • Karen Berkman (Co-Chair)
  • Debra Dowds
  • Marcelo Llorente
  • Dan Marino
  • Kelly Purvis (Co-Chair)
  • Window of Opportunity
  • Loranne Ausley
  • Jeff Brosco (Co-Chair)
  • Patty Houghland
  • Bambi Lockman (Co-Chair)
  • Ana Viamonte Ros
  • Current and Future Outlook
  • Lance Block (Co-Chair)
  • Susanne Homant
  • Jane Johnson
  • Gary Kompothecras (Co-Chair)
  • Randy Perkins
  • Jeremy Ring
  • Costs of Autism
  • Holly Benson
  • Elizabeth Emken
  • Kimberly Hill
  • Bob Kanjian (Co-Chair)
  • Rich La Belle
  • Ven Sequenzia (Co-Chair)

64
Governors Commission on Disabilities
65
Governors Commission on Disabilities
  • Created by Executive Order 07-148, July 26, 2007
  • Purpose identify barriers faced by persons with
    disabilities and the elderly, then to develop
    recommendations to overcome those barriers in the
    areas of education, employment, independent
    living, and transportation
  • Report due to Governor July 1, 2008
  • Web site http//dms.myflorida.com/other_programs/
    commission_on_disabilities

66
Governors Commission on Disabilities
  • Education recommendations (draft)
  • Require that IEP for students with hidden
    disabilities be accepted at the postsecondary
    level.
  • Require a percentage of Carl Perkins funds to be
    allocated for students with disabilities.
  • Request a review of the implementation of and
    adherence to the current Florida Accessible and
    Electronic Information Technology (AEIT) statute.
    Include a review of the recommendations made by
    the Governor's AEIT Task Force as well as the
    creation of the AEIT office and compliance with
    Section 508 of the federal Rehabilitation Act.
  • Require that accessible postsecondary textbooks
    be made available in a timely manner.

67
Governors Commission on Disabilities
  • Education recommendations (cont)
  • The Commission recommends that the Governor
    consider the issuance of an Executive Order that
    requires the Commissioner of Education to
    initiate the following
  • Have the Florida Department of Education,
    Division of Public Schools, and the Division of
    Community Colleges develop a strategic plan for
    implementation of a comprehensive research-based
    statewide transition program at each community
    college that offers
  • (1) inclusive educational opportunities for
    students with disabilities in a degree-seeking
    program
  • (2) inclusive educational, vocational, and
    community-based living training opportunities
    for students with disabilities who are not
    eligible for acceptance into degree programs
    and
  • (3) educational and clinical opportunities for
    college-level students interested in careers
    devoted to working with persons with
    disabilities

68
Governors Commission on Disabilities
  • Employment recommendations (draft)
  • Require that all state agencies and departments
    actively recruit, hire and retain qualified
    persons with disabilities, and encourage city and
    county governments to do the same. In addition,
    data on the hiring and promotion of persons with
    disabilities should be included in the annual
    Affirmative Action Program updates that state
    agencies prepare.
  • Require the State of Florida's "People First" Web
    site to be accessible to persons with
    disabilities.
  • Design a Web site as a comprehensive
    clearinghouse to maintain and enhance the list of
    and links to national and state resources on
    disability information and services available
    through the Florida Clearinghouse on Disability
    Information, and require each state agency to
    link to it. Create and maintain this Web site
    under the auspices of the Governor's Commission
    on Disabilities.

69
Governors Commission on Disabilities
  • Employment recommendations (cont)
  • Create a public-awareness campaign representative
    of all disability groups presenting challenges
    and opportunities pertaining to employment and
    career advancement, and identify and promote best
    practices. Have the campaign include, but not be
    limited to, communications tools such as
    newsletters, fliers, and links between Web sites
    that highlight and promote opportunities for
    training and employment of persons with
    disabilities.
  • Design a study that will explore the state's
    participation in a Medicaid Buy-In program,
    available through the federal Ticket to Work
    program. This study would include, but not be
    limited to, fiscal impact, similar alternative
    programs, and potential implementation timetable.

70
Floridas Children and Youth Cabinet
71
Floridas Childrens and Youth Cabinet
  • Created by HB 509 in 2007
  • Composition14 agency directors and
    representatives of children and youth advocacy
    organizations and the Governor
  • Vision All children in Florida grow up safe,
    healthy, educated and prepared to meet their full
    potential
  • Mission To ensure that the public policy of
    Florida relating to children and youth promotes
    interdepartmental collaboration and program
    implementation in order for services designed for
    children and youth to be planned, managed and
    delivered in a holistic and integrated manner to
    improve the self-sufficiency, safety, economic
    stability, health and quality of life of all
    children and youth in Florida
  • Web site http//www.flgov.com/youth_cabinet

72
National Update
73
IDEA Regulations
74
IDEA Regs On the Horizon
  • May 13, 2008
  • Notice of Proposed Rulemaking by USDOE
  • Proposal to revise 34 CFR 300.9 and 300.300 to
    allow parents to revoke consent and unilaterally
    withdraw their children from further receipt of
    special education and related services
  • LEA could not override or challenge the decision
    through mediation or due process
  • Procedural safeguards would no longer apply
  • Comment period ends July 28, 2008

75
IDEA Regs On the Horizon
  • May 13, 2008
  • Notice of Proposed Rulemaking by USDOE
  • Proposal to revise 34 CFR 300.512(a)(1) to
    specify that a parents right to be represented
    by non-attorneys at due process hearings is
    determined by state law
  • Note This change would not prevent parents from
    representing themselves
  • See handout for summary of additional proposals

76
News from NASDSE
  • Reauthorization of the HEA may be delayed due to
    Sen. Kennedys illness
  • While authorization of NCLB probably will
    probably not happen anytime soon USDOE has
    proposed amendments out for comments that are due
    June 23
  • Everyone is encouraged to respond to the IDEA
    regulations comments due July 28!

77
State Update
78
Commissioners K-12 Priorities
79
K-12 Major Priorities
  • Standards
  • Early Learning Initiative
  • Differentiated Accountability Support System
  • Defining College Readiness
  • EOC/Science
  • Articulation
  • College System Transition
  • Resource Alignment
  • School Grades

80
Other K-12 Priorities
  • MAP
  • Bullying
  • Ethics
  • SAS Grading
  • Alternative Credit Pilot
  • Teacher Quality
  • School Leadership
  • P.E.
  • Next Generation High School

81
State Performance Plan/ Annual Performance Report
82
SPP/APR
  • A revised calculation guide for SPP/APR
    indicators is being developed for dissemination
    at AMM based on changes in federal requirements
    and feedback on 2007 APR

83
SPP/APR
  • Changes to the calculation guide include
  • graduation rate calculation is no longer based on
    a four-year cohort does not involve comparison
    to total population
  • Dropout rate no longer involves comparison to
    total population
  • Suspension/expulsion rate calculation by race and
    ethnicity has been eliminated
  • Disproportionality data no longer focuses on
    newly placed
  • Changes to the matching process for transition
    from Part C to Part B

84
SPP/APR
  • Timelines are being developed for each indicator
    showing deadlines for district and BEESS as well
    as activities occurring over the course of each
    year

85
SPP/APR Sample Timeline, Indicator 8
86
Indicator 1 Graduation Rate (Target 39.8)
  • Reporting requirements changed
  • removed the requirement to compare students with
    disabilities to all students
  • new calculation method selected

Standard diploma SWD graduates divided by Total
SWD completing their education or dropping out
87
Indicator 1 Graduation Rate Data
TARGET MET
88
Indicator 2 Dropout Rate (Target 4.25)
  • Removed the requirement to compare students with
    disabilities to all students

89
Indicator 2 Dropout Rate Data
TARGET NOT MET
90
Indicator 3 Assessment
  • Targets
  • Participation Rate 95
  • Proficient in reading 33
  • Proficient in math 35

91
Indicator 3 Assessment Data
TARGET MET TARGET NOT MET TARGET
NOT MET
92
Indicator 4 Suspension/Expulsion (Target 11.9
Districts with Significant Discrepancy)
  • Report on the percent of districts with a
    significant risk ratio (defined as 3.0 or
    greater) when comparing students with
    disabilities and nondisabled students
  • Removed requirement to calculate risk ratios by
    racial/ethnic category

93
Indicator 4 Suspension/Expulsion Data
TARGET MET
94
Indicator 5 LRE Ages 6-21
  • Targets
  • Removed from regular class placement less than
    21 of the day 58.5
  • Removed from regular class placement for greater
    than 60 of the day 23.3
  • Served in separate environment 1.8

95
Indicator 5 LRE Ages 6-21 Data
TARGET MET TARGET MET
TARGET MET
96
Indicators 6 and 7 LRE Ages 3-5 and PK
PerformanceIndicator 8 Parent Involvement
  • Indicators 6 and 7 LRE Ages 3-5 and PK
    Performance
  • Baseline has yet to be established
  • Indicator 8 Parent Involvement
  • Percent of parents reporting that schools
    facilitate parent involvement 31

97
Indicator 8 Parent Survey Data
TARGET MET
98
Indicators 9 and 10 Disproportionate
Representation Indicator 11 60-Day Timeline
  • Indicators 9 and 10 Disproportionate
    Representation
  • No districts were identified as having
    disproportionate representation due to
    inappropriate identification
  • Indicator 11 60-Day Timeline (Target 100)
  • Percent of students referred, with parental
    consent, for evaluation who are evaluated within
    60 school days of which the student is in
    attendance

99
Indicator 11 60-Day Timeline Data
TARGET NOT MET
100
Indicator 12 Part C to Part B (Target 100)
  • 100 of children served and referred by Part C
    prior to age 3, who are found eligible for Part
    B, have an IEP developed and implemented by their
    third birthday

101
Indicator 12 Part C to Part B Data
TARGET NOT MET
102
Indicator 13 Transition IEPs
  • 2005-06 was baseline but included only 6
    districts selected for monitoring
  • In 2006-07, data from 11 districts was reviewed.
  • In 2007-08,all districts completed a
    self-assessment that included Indicator 13

103
Indicator 14 Postschool Outcomes
  • 56.5 percent of youth who had IEPs and are no
    longer in secondary school are found in
    employment and/or continuing education within one
    year of leaving high school

104
Indicator 14 Postschool Outcome Data
2006-07 is new baseline.
105
Floridas 2008 SEA Determination
106
Floridas SEA Determination
  • Needs Assistance
  • second year

107
SEA Determination
  • Factors that affected OSEPs determination
  • 84 compliance for Indicator 15 with slippage
    from 90
  • 68 compliance for Indicator 12 with progress
    from 32 and uncorrected noncompliance from FFY
    2004
  • 93 compliance from Indicator 11 with progress
    from 92 and did not demonstrate correction
  • States data for Indicator 10 have not been valid
    and reliable for 2 years
  • States longstanding issue related to appeals of
    due process hearing decisions

108
2008 LEA Determinations
109
LEA Determinations
  • FDOE must make annual determinations on each
    LEAs performance in meeting requirements under
    IDEA.
  • Districts are placed in one of four categories
  • Meets requirements
  • Needs assistance
  • Needs intervention
  • Needs substantial intervention

110
2008 LEA Determinations
  • The following elements are being included (using
    2006-07 data)
  • Critical audit findings
  • Indicator 15 correction of noncompliance
    findings
  • Indicator 12 transition from Part C to Part B
  • Indicator 12 improvement at least as great as
    the state level improvement
  • Indicator 11 60-day timeline for evaluation

111
2008 LEA Determinations
  • The following elements are also being included
    for 2008 determinations
  • Indicator 9 disproportionate representation in
    special education
  • Indicator 10 disproportionate representation in
    specific disability categories
  • Indicator 20 Submission of valid and reliable
    data

112
2008 LEA Determinations
  • One point is generated for meeting each of the
    criteria with determination categories defined as
    follows
  • Meets requirements 7-8 points
  • Needs assistance 5-6 points
  • Needs intervention 3-4 points
  • Needs substantial intervention 0-2 points

113
2008 LEA Determinations
  • BEESS anticipates distributing LEA determinations
    in July
  • A list of TA resources will be provided by
    indicators

114
Early Intervening Services
115
Early Intervening Services
  • Districts are required to set aside 15 of IDEA
    funds for early intervening services if any of
    the following criteria are met
  • Students of any race are at least 3.5 times more
    likely to be identified as disabled compared to
    all other races (SWD, MH, EBD, SLD, ASD, OHI, SI,
    LI)

116
Early Intervening Services
  • Students with disabilities ages 6-21 of any race
    are at least 3.5 times more likely to be placed
    in a separate class or other separate environment
    when compared to all other races (SWD, MH, EBD,
    SLD, ASD, OHI, SILI)
  • Students with disabilities of any race are at
    least 3.5 times more likely to be
    suspended/expelled when compared to all other
    races combined (SWD only)

117
Early Intervening Services
  • 11 districts were identified under early
    intervening services criteria

118
Early Intervening Services Reporting Requirements
  • For districts voluntarily using up to 15 of IDEA
    dollars for early intervening services (EIS) and
    those who are required to use funds for EIS, a
    code (I) has been added to the Element Fund
    Source in automated student data base to
    indicate students receiving EIS under
    requirements in the IDEA.

119
Monitoring
120
ESE Self-Assessment
  • 72 LEAs participated
  • February 22, 2008 - Preliminary reports
    disseminated
  • April 25, 2008 - Timeline for correction of
    noncompliance for individual students and
    submission of corrective action plans

121
ESE Self-Assessment
  • June 31, 2008 Final monitoring reports
    disseminated
  • December 22, 2008 - Timeline for correction of
    systemic noncompliance verification of
    correction
  • Based on findings and timely correction
  • 2008-09 monitoring activities, including on-site
    visits
  • LEA determinations

122
Most Frequent Findings
  • Present level of academic achievement and
    functional performance addresses the students
    needs resulting from the disability
  • 64 of districts 42 systemic
  • Measurable annual goals and short-term objectives
    or benchmarks designed to meet the students
    needs that result from the disability
  • 69 of districts 37 systemic

123
Most Frequent Findings
  • Alignment among the present level statement,
    goals/objectives/benchmarks, and services
  • 43 of districts 18 systemic
  • S. 1003.26(1), F.S., requires a child study team
    to address excessive absences
  • 88 (15 of the 17 districts that assessed this
    item) 76 systemic (13 of 17)

124
Most Frequent Findings
  • Measurable postsecondary goals
  • 88 of districts 82 systemic
  • Postsecondary goals based on age-appropriate
    transition assessment(s)
  • 79 of districts 72 systemic

125
Most Frequent Findings
  • Annual goals/objectives/benchmarks that
    reasonably enable the student to achieve the
    postsecondary goals
  • 74 of districts 69 systemic
  • Transition services that facilitate the students
    articulation to post-school living
  • 63 of districts 56 systemic

126
Disturbing Findings
  • Manifestation determination conducted for
    suspensions beyond 10 days in a school year
  • 32 (10 of the 31 districts that assessed on this
    item) 26 systemic
  • If the student did not have a FBA/BIP, one was
    completed
  • 45 (14 of 31 districts) 9 systemic

127
Next Steps
  • District access to Web site for professional
    development internal monitoring etc
  • Expand protocols to include
  • SPP 4, Discipline
  • SPP 8, Parent Involvement
  • SPP 9, 10 Disproportionate Representation

128
Next Steps
  • Continue to collect key data elements for SPP/APR
  • Compliance self-assessment required of targeted
    districts
  • Stay tuned

129

130
System Design
  • Deployment in Sunshine Connections (SC) required
    to access PEER
  • Flexible Authorization System (FAS)
  • Builds IEP teams through mapping process
  • Active Directory Administration Tool (ADAT)
  • Controls access to PEER application
  • Access to Medicaid Tracking System (MTS)
    available through SC

131
Deployment
  • December 2007
  • Limited deployment
  • Feedback indicated revisions to FAS and PEER were
    needed
  • Pre-deployment conference calls with staff from
    MIS, ESE, OSU, BEESS, and Sunshine Connections
  • Consultants assist in district preparation and
    training
  • Face-to-face and Webex training available

132
Components
  • IEP and supporting documents in place now
  • SP and EP in development for Fall 2008
  • Student services/general education intervention
    in development for 2008-09

133
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136
Reading Reading Reading Reading Math Math Math Math
Achievement Level 2 Achievement Level 2 Achievement Level 2 Achievement Level 2 Achievement Level 2 Achievement Level 2 Achievement Level 2 Achievement Level 2
Scale Score 313 Scale Score 313 Scale Score 313 Scale Score 313 Scale Score 310 Scale Score 310 Scale Score 310 Scale Score 310
Content Areas Points Possible Points Earned State Mean Content Areas Points Possible Points Earned State Mean
Words/Phrases 6 3 4 Number Sense 11 1 7
Main Idea/Purpose 16 10 10 Measurement 10 2 6
Comparisons 13 7 7 Geometry 14 3 8
Reference/Research 16 14 12 Algebraic Thinking 14 4 8
Data Analysis and Probability 11 5 7
137
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138
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139
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142
Administrative Rules
143
Timeline
  • Presentation to the State Board of Education on
    June 17, 2008
  • Effective date of July 23, 2008
  • indicates changes based on stakeholder input
    from the public comment period

144
Whats New? Whats Different?
  • IEPs
  • Short-term objectives or benchmarks
  • Required for students on alternate assessment
    aligned with alternate standards
  • Optional for general curriculum students
  • IEP team meeting attendance
  • Excusal for IEP team members whose area is being
    addressed, with written consent from parent
  • Attendance not required for IEP team members
    whose area is not being addressed, with written
    agreement from parent

145
Whats New? Whats Different?
  • Amendment to the IEP without a meeting
  • Agreement between the parent and the LEA
  • No meeting required
  • Retained transition planning to begin at age 14
  • Statement of transition services needs not
    required
  • Student participation and self-determination
    retained

146
Whats New? Whats Different?
  • Parentally Placed Private School Students with
    Disabilities
  • Aligns with IDEA
  • Obligation applies to students enrolled in
  • Nonprofit
  • Private schools
  • Located in your district

147
Whats New? Whats Different?
  • General Education Interventions, Identification,
    Evaluation, Placement
  • General education interventions prior to referral
    not required for
  • Gifted, hospital/homebound, or speech
  • Students in private schools or home education
    students
  • Students with severe or significant disabilities

148
Whats New? Whats Different?
  • Evidence-based interventions implemented in the
    manner they were designed for a reasonable period
    of time at a level of intensity that matches the
    students needs, with ongoing progress
    monitoring
  • 60-day timeline for evaluation of a student with
    a disability begins with receipt of parent
    consent

149
Whats New? Whats Different?
  • Procedural Safeguards
  • As implemented since 2004 reauthorization

150
Whats New? Whats Different?
  • Discipline Procedures
  • Manifestation determination
  • Was the conduct in question caused by, or have a
    direct and substantial relationship to, the
    students disability?
  • Was the conduct in question the direct result of
    the districts failure to implement the IEP?
  • IAES up to 45 days, regardless of MD, for weapon,
    drugs, and serious bodily injury

151
Whats New? Whats Different?
  • Surrogate Parents
  • Must be assigned within 30 days of districts
    determination that a surrogate parent is required
  • Includes gifted as well as students with
    disabilities
  • Definitions, SPP, ESE Administrators
  • All definitions in one place, with the exception
    of discipline-specific terms

152
Whats New? Whats Different?
  • Transferring Exceptional Students
  • Provision of comparable services pending
  • Evaluation, if necessary
  • New IEP, if appropriate
  • Considered initial evaluation, not reevaluation,
    so requires consent
  • Includes gifted as well as students with
    disabilities

153
Program Rules Where are We?
154
SLD
  • Rule development workshops held in February
  • Received extensive feedback both through workshop
    and through written comments
  • Staff have reviewed comments of over 70
    individuals
  • Bureau Leadership in final review stage
  • Potentially August SBE meeting

155
Speech and Language
  • Rule development workshops held in February
  • Extensive comments
  • On hold given continued position vacancy

156
MH
  • CS/HB 1313 revised terminology included in law
  • Will now move forward with rule revision and new
    name intellectual disabilities
  • August SBE meeting

157
Math Access Points
  • Advertised in FAW released on June 6
  • Web site link available to view
  • Anticipate presentation at SBE meeting in August

158
Stay Tuned
  • We will alert you to FAW announcements of further
    rule development
  • Expect to see
  • Technical changes to an array of rules based on
    administrative rule changes and terminology bill
    passage
  • Dual Sensory Impaired, Special Diploma,
    Assessment may be next in line for revision

159
Special Programs and Procedures Document
160
Special Programs and Procedures
  • SPP format will be available in late July and
    will include all rule revisions
  • rules become effective July 23, 2008
  • We anticipate that current SPPs will be extended

161
Florida Alternate Assessment
162
Status Update
  • Spring Administration estimated numbers
  • 27,683 answer sheets scanned
  • 3,616 not assessed for a variety of reasons
  • 734 duplicates or invalid bubble
  • 126 cannot be scored in any content area
  • 23,207 have a least one valid score

163
Status Update
  • Spring Administration
  • Invalid records are those which have
  • Incomplete scoring within content area
  • Double bubbles
  • Grade level and content area mismatch
  • Invalid bubble filled in on document

164
Status Update
  • Passage Bias Review
  • April 2, 2008
  • Committee members representing many groups
  • Reviewed all passages and graphics for
    development
  • of items that will be field tested in 2008-09
  • Only a few passages were thrown out

165
Status Update
  • Train the Trainer
  • June 23 and 24
  • Two one-day training sessions to be held
  • New administration manual
  • Training materials
  • Practice Materials
  • Arrive in schools 9/8/08
  • 2 released items per grade and content area

166
Status Update
  • Item Content and Bias Review
  • June 25 and 26
  • Content area panels for item content review and
    for item bias review
  • All items and graphics developed for field
    testing in 2008-09

167
Status Update
  • Item Specification
  • Reading Passages
  • Length
  • Passage length will vary from the specifications
    for the FCAT.
  • Number of words in the passages will be 50 less
    than the lowest range at a particular grade level
    rather than 25 less.
  • For example, at grade 3 the range of number of
    words is 100 -700 for the general education
    population. For this test, the range will be 50
    -75 for grade 3.

168
Status Update
  • Item Specification
  • Reading Passages
  • Readability
  • The readability for each grade level test will
    not exceed 3 grade levels below the tested grade,
    with the exception that grade 10 will not exceed
    a grade 6 readability.
  • For grades 3, 4, and 5, the readabilities will be
    determined using the Spache Scale.
  • For grades 6 through high school, the
    readabilities will be determined by using Powers.

169
Status Update
  • Item Specification
  • Addition of Fluency Strand
  • Embedded field test items will include the
    development of items in the Fluency Strand.
  • Grades 3-5 students will be assessed on letter
    and word recognition
  • Grades 6-10 - Participatory Level students will
    be assessed on word recognition
  • Grades 6-10 - Supported Level students will be
    required to read 1 to 2 sentences
  • Grades 6-8 Independent Level students will be
    required to read a short (3 to 4 sentence)
    paragraph
  • Grades 9-10- Independent Level students will be
    required to read one long or two short paragraphs

170
Status Update
  • Item Specification
  • Reading Passages

Grade Range of Number of Words Readability Not to Exceed
3 50-75 0.5
4 50-75 1
5 100-150 2
6 100-150 3
7 150-200 4
8 150-200 5
9 150-200 6
10 150-200 6
171
Status Update
  • Item Specification
  • Graphics
  • Passages will include one graphic that sets the
    scene/event of the story.
  • Picture Exchange Communication Systems (PECs)
    symbols will be used when available

172
Status Update
  • Item Specification
  • Graphics
  • Free hand Graphics
  • Graphics, both for passages and item responses,
    will be black and white line drawings with
    heavier line weight
  • Grayscale will be limited to use only as needed
    by an item. For example, a student has on a cast
    the cast will be shaded to stand out.

173
Status Update
  • Item Specification
  • Graphics
  • Reduced detail
  • Passages will include one graphic that sets the
    scene/event of the story.
  • Graphics will reflect be the main idea/essence of
    the passage.
  • Graphics will leave out all extraneous
    information

174
Standard Setting
  • Process
  • April 7-11, 2008 Tampa, Florida
  • 14 standard setting panels
  • Panels of special educators, general educators,
    administrators and parents
  • Alternate achievement standards (performance
    levels) set for all grade levels and content
    areas
  • Panelists set cuts for Levels of Complexity (LOC)
  • Panelists set Performance Level cuts within each
    of the LOCs

175
Standard Setting
176
Standard Setting
  • Performance Levels
  • Basic
  • Generally students at the basic performance level
    have little success with the challenging access
    points
  • Proficient
  • Students at the proficient level are having some
    success mastering the access points
  • Advanced
  • Students at the advanced level are very
    successful with the access points

177
Standard Setting
  • Standard Setting Verification
  • July 15-18
  • 14 standard setting panels
  • Panels of special educators, general educators,
    administrators and parents
  • Alternate achievement standards set for all grade
    levels and content areas
  • Validation starts with information from April
    Standard Setting

178
Standards UpdateScience Revisions
  • Includes access points for students with
    significant cognitive disabilities
  • Regional public hearings held January/February
    2008
  • Adopted at Feb. 2008 SBE meeting

179
Science Access Points
  • Instruction begins in 2008-09 school year
  • Al
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