Title: Florida Association of School Nurses 10th Annual Conference
1Florida Association of School Nurses 10th Annual
Conference
- January 29, 2005
- Orlando, Florida
Florida Department of Education Update
Dianne Mennitt, MS, RN School Nurse
Consultant Student Support Services
Project http//sss.usf.edu
2Florida Department of Education
- John Winn, Commissioner of Education
- Strategic Goals
- Highest Student Achievement
- Seamless Articulation and Maximum Access
- Skilled Workforce and Economic Development
- Quality, Efficient Services
3K-12 Public Schools
- Jim Warford, Chancellor
- http//www.fldoe.org
- http//www.firn.edu/doe/commhome/
4- Bambi Lockman, Bureau Chief, Exceptional
Education and Student Services - The Bureau of Exceptional Education and Student
Services (BEESS) administers programs for
students with disabilities and for gifted
students. Additionally, the bureau coordinates
student services throughout the state and
participates in multiple inter-agency efforts
designed to strengthen the quality and variety of
services available to students with special
needs.
5Education Goal
- All children with disabilities receive a free,
appropriate public education in the least
restrictive environment that promotes a high
quality education and prepares them for
employment and independent living.
6Free Appropriate Public Education (FAPE)
- The term FAPE means special education and related
services that - Have been provided at public expense, under
public supervision direction, and without
charge - Meet the standards of the State Education Agency
(SEA) - Are provided in conformity with the IEP
7Least Restrictive Environment (LRE)
- To the maximum extent appropriate, students with
disabilities are educated with students who are
not disabled - Removal of students with disabilities from
regular education occurs only if the nature or
severity of the disability is such that education
in regular classes with the use of supplementary
aides and services cannot be achieved
satisfactorily
8Floridas 2004 Hurricane Season
- Tropical Depression Bonnie
- Hurricane Charley
- Hurricane Frances
- Hurricane Ivan
- Hurricane Jeanne
www.floridadisaster.org
9Hurricanes School Closures
- All 67 school districts missed at least one day
- 29 districts missed 1-5 days
- 24 districts missed 6-10 days
- 14 districts missed 11-21 days
10Hurricanes
- Flexibility to Make Up Missed Days
- Waiver of 180-Day Requirement
- Delay in Administration of FCAT
- Hurricane School Grade Appeal Option
- Working with USDOE on an Appeals Process for
Adequate Yearly Progress (AYP) due to Hardships - Extensions to Report Deadlines
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12Overview Topics
- IDEA Reauthorization
- Graduation
- Middle Grades Reform
- Third Grade Student Progression
- Accountability
- Voluntary Pre-K Education Program
13IDEA Reauthorization
- Individuals with Disabilities Education
Improvement Act (IDEIA) of 2004 - H.R. 1350 Passed by Congress
- Signed by President Bush on December 3, 2004
- Public Law No 108-446 http//thomas.loc.gov/
14Amendment to IDEA
- Part A--General Provisions
- Sec. 602. Definitions. (26) Related Services.--
- (A) In general.--The term related services
means transportation, and such developmental,
corrective, and other supportive services
(including speech-language pathology and
audiology services, physical and occupational
therapy, recreation, including therapeutic
recreation, social work services, school nurse
services designed to enable a child with a
disability to receive a free appropriate public
education as described in the individualized
education program of the child, counseling
services
15State Improvement Goals
- Students with disabilities will have increased
participation and improved performance in the
general education curriculum, statewide
assessments, and accountability systems - All schools will provide positive, effective, and
safe learning environments. - Students with disabilities will achieve positive
post-school outcomes
16Performance Indicators for Graduation
Are high school graduation rates and drop out
rates for students with disabilities comparable
to graduation rates and drop out rates for
non-disabled students?
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21Middle Grades Reform
- Rigorous Reading Requirement for Schools and
Personalized Success Plans for Students are being
implemented this year - Will examine data next year to determine any
effects of these initiatives
22Middle Grades Reform
- Comprehensive Middle Grades Reform Study
- DOE is completing the study this fall
- Commissioner will make recommendations for reform
to SBOE and Legislative Leadership - Report will include
- Background on Florida middle schools, other
states middle school initiatives, and national
research - Public input, public forums, and Task Force
findings - Commissioners recommendations
23Middle Grades Reform
- Middle Grades Reform Task Force
- Include middle school teachers, principals,
assistant principals, superintendents, school
board and parent representatives, district
curriculum supervisors, Just Read, Florida!,
FCRR, university faculty - Are reviewing and deliberating information on
middle grades areas specified in legislation - Reforms in Florida may include
- Credit-base system
- Uniform grading scale
- Reading initiatives
24FCAT Reading Performance
25FCAT Mathematics Performance
262003 and 2004 Third Grade Data
27Number of Students Taking 3rd Grade FCAT
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292004 Third Grade Reading FCAT
- The percentage of third graders scoring Level 1
has dropped from 29 percent in 2001 to 22 percent
in 2004 - In the same period, the percentage of third
graders scoring at Level 3 or above has increased
from 57 percent to 66 percent.
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312004 Third Grade Reading FCAT
- Increases in students scoring at Level 3 or above
(and corresponding decreases in Level 1) can be
seen in all racial/ethnic categories, but most
dramatically among minorities.
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343rd Graders Scoring at Level 1
- 44,109 third grade students (21) scored at level
one in 2004. Of these students - 82 were eligible for free/reduced lunch
- 41 were in programs for students with
disabilities - 31 were limited English proficient
- 47 were limited English proficient and/or
disabled - 53 were neither limited English proficient nor
disabled
35Student Progression
- Progression of Retained Third Graders
- Each district must provide a retained third
grader who has received intensive instruction but
is not ready for promotion, the option of being
placed in a transitional setting. - Such a transitional setting must be specifically
designed to produce learning gains sufficient to
meet grade 4 performance standards while
continuing to remediate the areas of reading
deficiency.
36Accountability School Grades and AYP
37Floridas Single Accountability System
Measures Working Together
- School Grades (A)
- Adequate Yearly Progress (AYP)
38Accountability
- No Child Left Behind
- (NCLB) federal law
- Requires all states to utilize state assessments
(FCAT Sunshine State Standards) to determine if a
school has made Adequate Yearly Progress (AYP) in
the proficiency of all students
39Nine Groups are Evaluated for AYP
- Total School Population
- White
- Black
- Hispanic
- Asian
- American Indian
- Economically Disadvantaged
- Limited English Proficient (LEP)
- Students with Disabilities (SWD)
402004 Criteria for Measuring AYP
- Test 95 of the enrolled students
- 31 of students reading at or above
- grade level
- 38 of students scoring at or above grade level
in Math -
- Meet the States other criteria
- The school must improve performance in writing by
1 - The school must improve the graduation rate by 1
- The school must not earn a D or F
41Accountability http//schoolgrades.fldoe.org
42Accountability - School Grades by School Type
A B C D F TOTAL
Elementary 962 319 259 62 10 1,612
Middle 197 117 137 25 17 493
High 35 66 159 83 15 358
Combination 68 38 60 14 7 187
TOTAL 1,262 540 615 184 49 2,650
43Accountability
A Plan A Plan NCLB NCLB
School Grade Number of Schools AYP Criteria Satisfied Number of Schools
A 1,262 90 or more 1,154
B 540 80 or more 476
C 615 70 or more 511
D 184 60 or more 141
F 49 50 or more 40
44Accountability - Adequate Yearly Progress 2004
AYP 2004 No Yes Total
Elementary 1,112 613 1,725
Middle 471 48 519
High 485 18 503
Combination 281 40 321
Total 2,349 719 3,068
45Accountability - School Grade Changes
- Changes for 2004-05
- Raise Writing proficiency to 3.5
- Include students with disabilities and limited
English proficiency in learning gains - FCAT scores only (not alternate assessments)
- Full academic year (enrolled in Survey 2 and 3)
- Changes for 2006-2007
- Raise Writing proficiency to a 4.0
- Include FCAT Science proficiency, Grade 11
46Accountability 2004 AYP
- For the 2003-04 goal of 31 of students
proficient in reading,14/71 districts met or
exceeded this goal for students with
disabilities.
- Alachua 38
- Brevard 33
- Citrus 31
- Clay 38
- Leon 38
- Martin 38
- Okaloosa 38
- St. Johns 34
- Santa Rosa 39
- Sarasota 35
- Seminole 34
- Wakulla 38
- FSU Lab 50
- UF Lab 39
47Voluntary Pre-K (VPK) Education Program
- Dec 04-Florida House and Senate passed VPK bills
- Governor approved HB 1 on Jan 2, 2005
- Authorizes parents to enroll their children in
voluntary, free pre-kindergarten starting 2005
school year - 540 hour school-year program
- 300 hour summer program
48Voluntary Universal Pre-K
- Preliminary estimates For 2005-06, 152,796
children (70 of September 2003 census of 218,537
four-year olds) will be served through as many as
10,000 VPK providers in Florida - Transfers operation of school readiness system to
Agency for Workforce Innovation (AWI) and renames
school readiness coalitions to early learning
coalitions.
49VPK Activities
- Develop emergent literacy curriculum standards
- Adopt Pre-K performance standards
- Statewide kindergarten readiness screening
- Consolidation to 30 or fewer coalitions to serve
at least 2,000 children - Educational credentials, Child Development
Associate (CDA) or state equivalent credentials
(www.cdacouncil.org), background screening
requirements
50 Problem-Solving Initiative
- AYP Disaggregated Data (NCLB) focus attention to
student progress, not student labels - Building principals and superintendents want to
know if students are achieving benchmarks,
regardless of the students type - Accurate placements do not guarantee that
students will be exposed to interventions that
maximize their rate of progress - Effective interventions result from good
problem-solving, rather than testing and
placement - Progress monitoring is done best with authentic
assessment that are sensitive to small changes in
student academic and social behavior
51Problem-solving
- A process that uses the skills of professionals
from different disciplines to develop and
evaluate intervention plans that improve
significantly the school performance of students
52Problem-solving
- Can be applied to the student, classroom,
building and county/district levels - Student-academic and/or behavior problem
- Classroom- discipline, returning homework
- Building- bullying, attendance
- County/District- over-/under-representation
- Problem- any problem shared by numbers of
students
53Problem-solving What It Is and Is Not
- What it is.
- A process designed to maximize student
achievement - A method focused on outcomes
- A method to ensure accountability and
intervention evaluation - It is all about student progress, regardless of
where or who that student is - What it is not
- A way to avoid special education placements
- A less expensive way of schooling
54Implications for Problem-solving Teams
- Services must link with accountability systems
(AYP, FCAT, NCLB) - Intervention plans must attend to academic
progress issues (Reading!) - Response to intervention will be a primary
eligibility criteria for access to additional
services - Effective problem solving process a high priority
55Student Outcomes
- Assessment focus will move to authentic criterion
http//www.fcrr.org/assessment/index.htm - Implement evidence-based Interventions
- Program/intervention accountability a priority
- Less process, more outcome
56Steps in the Problem-solving Process
- Identify replacement behavior
- 2. Determine expectation level
- 3. Develop hypotheses( brainstorming)
- 4. Develop predictions/assessment
- 5. Develop interventions in those areas for which
data are available and hypotheses verified - 6. Collect data for hypotheses not verified
- 7. Follow-up schedule and data sharing
57 Problem Solving Process
58Multi-Level Process
Amount of Resources Needed to Solve the Problem
- Adapted From Heartland, IA
- AEA Model
Intensity of Problem
59Enabling Components
- School systems are not responsible for meeting
every need of their students. But when the need
directly affects learning, the school must meet
the challenge.
60Enabling Component 1
- Classroom-based Approaches to Enable Learning
- Pediculosis management
- Hand washing and personal hygiene instruction
with students and staff to prevent the spread of
germs - Blood borne pathogens training to prevent
disease transmission in the school population
61Enabling Component 2
- Home School Involvement
- Health assessment and care planning for students
with allergies, asthma, diabetes, seizures - Ongoing communication regarding students
response to health interventions - Facilitate family involvement to partner with
school health staff
62Enabling Component 3
- Student and Family Assistance
- Health screenings (vision, hearing, etc.)
- Medication administration
- Individual healthcare plans for students with
health needs during school
63Enabling Component 4
- Crises/Emergency Assistance Prevention
- Emergency planning for students with
physical/mental impairments - CPR First Aid
- Child abuse prevention training
- EMS-C collaboration to prevent/reduce injuries at
school
64Enabling Component 5
- Community Outreach/Volunteers
- Community Health referrals and resources
- Multidisciplinary collaboration with health care
providers - School volunteer assistance
- Facilitate parent groups
65Enabling Component 6
- Support for Transitions
- Facilitate transfer of required school-entry
health documentation (health exam required
immunizations) - Developmentally appropriate health education to
promote healthy lifestyles
66- Great things are done by people who think great
thoughts and then go out into the world to make
their dreams come true. - Ernest Holmes
67Thank You!
- Questions/Comments
- dmennitt_at_tempest.coedu.usf.edu