Florida Association of School Nurses 10th Annual Conference

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Florida 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
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Florida 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

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K-12 Public Schools

• Jim Warford, Chancellor
• http//www.fldoe.org
• http//www.firn.edu/doe/commhome/

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• 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.

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Education 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.

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Free 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

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Least 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

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Floridas 2004 Hurricane Season

• Tropical Depression Bonnie
• Hurricane Charley
• Hurricane Frances
• Hurricane Ivan
• Hurricane Jeanne

www.floridadisaster.org
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Hurricanes 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

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Hurricanes

• 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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Overview Topics

• IDEA Reauthorization
• Graduation
• Middle Grades Reform
• Third Grade Student Progression
• Accountability
• Voluntary Pre-K Education Program

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IDEA 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/

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Amendment 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

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State 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

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Performance 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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Middle 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

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Middle 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

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Middle 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

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FCAT Reading Performance
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FCAT Mathematics Performance
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2003 and 2004 Third Grade Data
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Number of Students Taking 3rd Grade FCAT
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2004 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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2004 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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3rd 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

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Student 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.

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Accountability School Grades and AYP
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Floridas Single Accountability System
Measures Working Together

• School Grades (A)
• Adequate Yearly Progress (AYP)

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Accountability

• 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

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Nine Groups are Evaluated for AYP

• Total School Population
• White
• Black
• Hispanic
• Asian
• American Indian
• Economically Disadvantaged
• Limited English Proficient (LEP)
• Students with Disabilities (SWD)

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2004 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

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Accountability http//schoolgrades.fldoe.org
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Accountability - 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
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Accountability
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
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Accountability - 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
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Accountability - 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

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Accountability 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

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Voluntary 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

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Voluntary 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.

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VPK 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

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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

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Problem-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

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Problem-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

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Problem-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

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Implications 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

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Student 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

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Steps 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

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Problem Solving Process
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Multi-Level Process
Amount of Resources Needed to Solve the Problem

• Adapted From Heartland, IA
• AEA Model

Intensity of Problem
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Enabling 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.

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Enabling 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

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Enabling 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

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Enabling Component 3

• Student and Family Assistance
• Health screenings (vision, hearing, etc.)
• Medication administration
• Individual healthcare plans for students with
  health needs during school

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Enabling 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

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Enabling Component 5

• Community Outreach/Volunteers
• Community Health referrals and resources
• Multidisciplinary collaboration with health care
  providers
• School volunteer assistance
• Facilitate parent groups

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Enabling 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

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• 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

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Thank You!

• Questions/Comments
• dmennitt_at_tempest.coedu.usf.edu