Advanced Training Workshop

Curtis Jenkins, Kathie Graydon, Jim Maxwell, Amy Vance, Eva Horner, Pamela Kenney, Betsey Bell, Raquel Tapia

B

62% of children in foster care are school age

2x more likely to be absent from school

Up to 75% experience a school change when entering care

2x more likely to be suspended, 3x more likely to be expelled

Average reading level for those who age-out of care: 7th grade

Only 50% complete high school but 84% want to go to college.

Only 2-9% attain a bachelor’s degree*Center for State Child Welfare- 2011 data

Florida Department of Education

Bureau of Exceptional Education and Student Services

http://sss.usf.eduStudent Support Services Project325 W. Gaines St., Suite 644

Tallahassee, FL 32399

850-245-7851

Curtis Jenkins

School Counseling

Consultant

ctjenkins@usf.edu

Curtis.jenkins@fldoe.org

http://sss.usf.edumailto:ctjenkins@usf.edumailto:Curtis.jenkins@fldoe.org

Right to opt out of the disclosure of a student’s directory information.

A complaint process, handled by the Family Compliance Office of the U.S. Department of Education.

Allows parents and adult-age students the right to inspect and receive a copy of student records.

Right to deny access to others (specifically those outside the school system) with some exceptions.

A process to correct errors, including a hearing.

In 2013, Congress passed the Uninterrupted Scholars Act (USA) which allows child welfare agencies to obtain individual student education records when the agency is legally responsible for the child. Implications for USA include:

Real-time, accurate data for students in foster care

Eliminates confusion over educational decision making authority

Promotes educational stability for students in foster care

Decreases bureaucratic hurdles

+ With the passing of Florida Senate Bill 850, the Middle Grades Reform section requires all schools with 6th, 7th and 8th

grades to establish Early Warning Systems (EWS). The EWS Indicator data schools must collect for analysis includes:

School attendance

Suspensions

Course Failures

Student scoring on level 1 on statewide English Language Arts and Math assessments.

Florida Senate Bill 850

Every child in foster care must have a plan that ensures:

Educational Stability,

Coordination between the school and Department of Children and Families, and

Appropriateness of current educational setting and proximity to the school of origin.

Individuals with

Disabilities Education Act

(IDEA)

IDEA is a federal law that requires schools to serve the educational needs of eligible students with disabilities.

Right to be treated fairly

Right to a free and appropriate public education

Right to a fair evaluation of needs

Right to benefit from school experiences

IDEA Requirements

Students who meet the criteria of one or more categories of disability specified in law and who need special education services are entitled to an Individualized Educational Plan (IEP).

The IEP must be reviewed at least annually and revised as necessary.

Due process rights are guaranteed.

Student records are confidential.

Parents are important partners in the IEP process and must be invited to meetings.

Optional members attendance?

Student evaluation procedures are nondiscriminatory.

A multi-tiered system of supports (MTSS) describes an evidenced-based model of schooling that uses data-based problem solving to integrate academic and behavioral instruction and intervention.

Three Tiered Model of Service Delivery and Decision Making

“Universal” – What all students get

“Supplemental” – Additional targeted support

“Intensive” – Additional Individualized support

What Do You Need to Know?

Kathie Graydon Jim Maxwell Amy VanceDirector of Ed. & Community Relations Director, Student Services School PsychologistHeartland for Children Polk County Schools Polk County Schools

Early Warning System indicates concerns

There are many supports available in schools

4-Step Problem Solving Process identifies needed supports

Providing support via ESE services is only 1 way

AAE/wf 16

Earl

y W

arn

ing S

yste

m3 Main Predictors of

Student Success

Identify School Board Data Source for Parents

Monitor daily grades, attendance and behavior

Assure Caregiver, Case Manager and other parties are aware of data as well

Identify concerns as well as accomplishments

Collaborate with teacher(s), administration, school counselor, and dean

Improve Student Outcomes

20

Case Manager’s Dashboard

Organizes resources and responses for academics and behavior

Identifies struggling students

Emphasizes prevention

Requires an answer to the question: Is this working?

Brings many resources to the table including the parents/caregiver◦ Always keep them informed of those who

struggle and those who do well

Data

Tiers 1,2,3◦ (Multi-tiered System of Supports)

Problem Solving

Parent/Caregiver Communication & Participation

Three tiers describe the

level and intensity of the

instruction/interventions

provided across

the continuum.

They are layers of support

for core instruction.

25

Goal: At least 80% of all

students will show

proficiency through

CORE (Tier1)

Tier 1: Core, Universal Instruction & Supports General academic and behavior instruction and support provided to ALL STUDENTS in all settings.

Core Subject Area CurriculumSchool-Wide Behavior Plan (PBS)Agenda’s

Tier 2: Targeted, Supplemental Interventions & Supports. For SOME students.

Leveled ReadersSmall Counseling Groups

Check In-Check OutIntensive ClassAchieve 3000

Voyager

More targeted instruction/ intervention and supplemental support in addition to and aligned with the core academic and behavior curriculum.

Tier 3: Intensive, Individualized Interventions & Supports for FEW students

Functional Behavior Assessment and/or Positive Behavior Intervention Plan

The most intense (additional time, narrowed focus,reduced group size) direct instruction/intervention basedon individual student need provided in addition to andaligned with Tier 1 & 2 academic and behaviorinstruction and supports.

2. PROBLEM ANALYSIS Why is it occurring?

What are the skills?What are the conditions for success?

Plan DevelopmentWhat will we do?

How will we reinforce?How will we monitor?

1. DEFINE THE PROBLEMWhat is the problem?

Is this a school, classroom, small group or individual problem?

4. EVALUATEIs it working?

Response to Intervention (RtI)What is the trend?

Will we meet the goal?If not enough progress, what

can we do?

3. IMPLEMENT PLANWhat are we going to do about it?

How long, how many sessions?How much additional time is student receiving?

Who will implement, who/how will monitoring be done?

Documentation of the methods that have been used to facilitate learning and adaption to the general education classroom

Response to the interventions, the answer to the question: Is this working?

A written plan to address identified problems

Next meeting date to review progress

If there is enough information to make a decision about the potential need for additional evaluation

31

General Education

MTSS Intervention Plan

Behavior Plan

504 Accommodation Plan

Individual Education Plan (IEP) – ESE/Special Education

Gifted Education Plan – EP not IEP

Service Plan - Private Schools

Developmentally Delayed (DD)

Specific Learning Disability (SLD)

Emotional Behavioral Disability (EBD)

Intellectual Disability (InD)

Other Heath Impaired (OHI)

Autism Spectrum Disorder (ASD)

Speech Impaired (SI) Language Impaired

(LI) Hearing Impaired (HI) Hospital/Homebound

(H/H) Vision Impaired (VI) Orthopedically

Impaired (OI) Traumatic Brain

Injury (TBI) Deaf/Blind Multiple Disabilities

How to determine if indications from EWS are in fact a disability?

Is this problem a within the kid problem or environmental problem?

Academic Concerns:◦ Is the student behind compared to other students?

◦ Is the student making little progress despite interventions?

◦ Are there previous retentions?

◦ Is there a history of learning difficulties?

Behavioral Concerns:◦ Office Discipline Referrals (ODRs)

◦ Absences/Tardies

◦ Signs of depression, withdrawal, other mental health concerns

◦ Interventions are not helping

Outside/Medical Information:◦ DSM diagnosis

◦ Hospitalization

◦ Psychoactive medication

◦ Recommendations from other professionals

Caregiver information/concerns

Not determined by one specific test

Requires MTSS/RtI: must have evidence that the school has provided tiered interventions

Response to Intervention must be considered

Testing can be done to rule out or answer specific questions at any time during intervention implementation

Has the student received adequate instruction?

Is there a pattern of irregular attendance?

Are they making progress with intervention support?

How resistant are they to extra support?

Is their academic performance or behavior different from their peers?

Is there a demonstrated need for support?

Contact the classroom teacher or school counselor

Request a Problem Solving Team (PST) meeting (phone or e-mail) with the School Counselor

Communicate with classroom teacher, case manager, therapist and Guardian ad Litem (if applicable)

Frequently monitor available data sources

If student already has 504/IEP/Intervention Plan, ask School Counselor for a review meeting with team

Establish Relationships with School Personnel

Participate in School Meetings

Always Ask Questions

Keep Kids in Same School

Praise/Reward School Achievement

Check Grades, Attendance and Behavior Regularly

Advocate

QUESTIONS

Understanding the education rules to be a stronger advocate

Eva HornerAssistant Executive DirectorDevereux Florida

Pamela KenneyEducation DirectorDevereux Florida

IDEA (Individuals with Disabilities in Education Act)

FAPE (Free and Appropriate Public Education)

LRE (Least Restrictive Environment) NCLB (No Child Left Behind) IEP (Individualized Education Program)

FBA (Functional Behavior Assessment) BIP (Behavior Intervention Plan)

Public schools must ensure that students are educated, to the maximum extent appropriate, with children who are nondisabled.

Special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only if the nature of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.

Funding for the child cannot be determined by placement. It must be determined by the unique needs of the child.

No Child Left Behind Standards based (“teach to the test”) Highly qualified teachers who must use

scientifically-based research strategies in the classroom specific to reading instruction

Revision to the Elementary and Secondary Education Act

Teacher evaluations

What should you expect fromresidential programs?

Requires 10-days written notice to the parent

Lists present levels of academic achievement and functional performance

Identifies how the child’s disability affects the child’s progress in the general education curriculum

Provides a statement of measurable annual goals with a description of how those goals will be measured and reported

Identifies related services and supplementary aids

Addresses participation in assessments

Before a child with behavioral issues can be removed from the traditional school setting, a functional behavior assessment and behavior intervention plan must be developed. The only exceptions are certain expellable offenses that have been determined to not be related to the student’s disability.

All children who are categorized as Emotional Behavior Disorder (EBD) must have a FBA/BIP.

Parents are an equal member of the IEP team For children in care, the biological parent may still be the

decision making parent in the IEP and the person who gives consent for evaluation

Foster parents may participate in the role of the parent, but cannot sign for evaluation if biological parent’s rights have not been terminated

Social services case workers, although they may be legal guardians, may not act as the parent, but are critical team members

Surrogate parents are assigned by the district Parents have the right to invite anyone they want to an IEP

meeting. Parents must give permission for a meeting to continue in

the absence of another IEP team member. As advocates, case managers can assist parents with

understanding the IEP process and provide support during the meeting.

Schools cannot evaluate children for special education without parent permission

If a parent requests that their child be evaluated for special education, the school has 20 days to respond to the parent request

Once referred and permission is granted, the school has 60 calendar days to complete the evaluation

The evaluation results, along with additional information gathered through the MTSS process, will be used to decide if the child is eligible for special education.

Students must be re-evaluated, at a minimum, every 3 years.

All parents have the right to request an Independent Education Evaluation ◦ School district provides at public expense or◦ Files due process hearing to show that their

evaluation is appropriate If a parent already has an independent

evaluation that they want used for eligibility, the school district must consider it, provided that it meets the district requirements for an independent evaluation

If a parent does not agree with the school district’s findings to make a student eligible for special education, the parent can refuse to sign permission for placement into a special education program. This can only be done at initial eligibility

Parents can revoke permission at any time

When the child is in out-of-home care, the law says “where the child lays his head at night” determines the school district who is responsible for the education of that child.

The school district must provide services and placement based upon the most recent IEP.

McKay Scholarship◦ Allows parents who are dissatisfied with their child’s

current school to transfer their child to a participating private school or public school of choice (that is not at capacity).

◦ Special education funding follows the student to the chosen school.

◦ Parents are responsible for the transportation to the private school. Under district plans, transportation may be provided for public schools of choice.

Step Up for Students◦ Income-based scholarships

Foster care and out-of-home students may apply year-round

May be used for tuition, fees, transportation, etc.◦ Special needs scholarships

Parents choose the personalization of how the funds are used

Not equal to discipline procedures of nondisabled students

When 10 days of suspension is reached = denial of FAPE

◦ Manifestation determination hearing MUST be held to determine if the conduct in question had a direct relationship to the disability or if the conduct in question was the direct result of implementing the IEP.

◦ If conduct was determined to be a manifestation of the disability, a FBA/BIP must be completed. If BIP already exists, it must be reviewed and revised, if necessary, to address the behavior.

In-school suspensions don’t count if the child is afforded the opportunity to continue in the general curriculum and receive the prescribed related services.

Bus suspensions are a denial of FAPE if the child’s IEP requires “curb-to-curb” transportation and the child has no alternative means to get to school.

School personnel may remove a student to an interim alternative education setting for not more than 45 school days without regard to whether the behavior is a manifestation of the child’s disability if the student:◦ Possesses a weapon at school, on school premises,

or at a school function.◦ Possesses illegal drugs or solicits drugs at school,

on school premises, or at a school function◦ Has inflicted serious bodily injury upon another

person at school.

Does not necessarily change the physical location where a child attends school. It may be a change to a more restrictive environment within the current school setting

However, if the change of placement does involve moving the student, parents have the right to refuse

Stay-put: the right for the student to remain in the current setting pending an appeal◦ Parents have 15 days to appeal◦ Districts may move forward with the interim

placement if keeping the student in the current placement is likely to result in injury to self or others

◦ Not just related to discipline

School districts are required to provide parents with a copy of the Procedural Safeguards for Parents of Students with Disabilities:◦ Upon initial referral or parent request for evaluation

◦ Minimally, one time per year

Explains consent, evaluation process, due process related to disagreements, and more.

Understanding the challenges that schools face will assist efforts for collaboration

Having a better understanding of the rules governing special education will make you a more informed IEP team member

The IEP meetings can feel overwhelming for parents. You can be a stronger support for them by having this knowledge

Fostering Educational Success: The Educational Well-being of

Children in Foster Care

https://youtu.be/_QKuKaYm9p4

Raquel TapiaEducation Program Manager

Betsey BellExecutive Director

https://youtu.be/_QKuKaYm9p4

Task force – best practices

Criteria◦ Then

◦ Now

Goal of Program◦ Academic progression

◦ Grade level promotion

◦ Boost confidence/ self worth

◦ Support short and long term goals

◦ Facilitate collaboration to promote advocacy

◦ Graduate with a plan for the future

◦ Referral made

◦ Needs Assessed

◦ Assigned

◦ Monitored and Rewarded

◦ Advocate

◦ Assess Needs

◦ Collect, Analyze Data

◦ Train/ Support tutors

◦ Monitor Process

◦ Provide Incentives

◦ Bridge Gaps

B

It’s not easy…

Quantitative Data

◦ Report Cards

◦ Pre and Post Assessments

◦ Surveys (Tutor and Student)

Qualitative Data

◦ Tutor Reports

◦ Face to Face Visits

◦ Telephone Contact

http://foundationforfosterchildren.org/programs/surveys-for-kids/

http://foundationforfosterchildren.org/programs/surveys-for-kids/

Completed Monthly

• Face to Face

• Telephone Contact

• Tutor Reports

Received Quarterly

• Report Cards

• Surveys

Received Biannually

• Pre and Post Test

Better Serve the child

◦ Increase tutoring hours

◦ Support for the tutor

Incentives and Rewards

◦ B.E.S.T Kudos

◦ Fostering Success Grants

Advocacy

◦ Explore testing needs

◦ Information sharing with teacher/ foster parent

◦ Identify and request school assistance

◦ Request legal intervention ie. IEP, school changes, transportation issues

◦ Safety red flags

94% Promoted to the next grade level

6/7 Seniors Graduated

76% ended the school year with a GPA of 2.0 or higher100% increased or maintained letter grades

94% reported to have a positive self-esteem and motivation.

SUCCESS!

Before BEST After BEST

At times I think I am no good at all

Strongly Agree Strongly Disagree

I am able to do things as well as most people

Disagree Strongly Agree

I feel I do not have much to be proud of

Agree Strongly Disagree

I wish I could have more respect for myself

Agree Strongly Disagree

I work hard at school Disagree Strongly Agree

I concentrate on my schoolwork Disagree Strongly Agree

I am a responsible student Disagree Strongly Agree

https://youtu.be/Of1VMCc6ozE

https://youtu.be/Of1VMCc6ozE

B

Creates Barriers in Information Sharing◦ Loss of Credits

◦ Incorrect Placement

Creates Lack of Understanding◦ No Trauma-Informed Training in schools (minimal)

◦ Harsh Punishments in court

◦ Zero-Advocacy, support at home

Contributes to low self-esteem and motivation

Blueprint for Change

Goal 1 Youth Are Entitled to Remain in Their Same School If In Their Best Interest

Goal 2 Youth Have Seamless Transitions Between Schools

Goal 3 Young Children Enter School Ready to Learn

Goal 4 Youth Have the Support to Fully Participate in School

Goal 5 Youth Have Support to Prevent School Dropout, Truancy, and Disciplinary Actions

Goal 6 Youth Are Involved and Empowered

Goal 7 Youth Have Education Advocates and Decision makers

Goal 8 Youth Have Support to Enter Into and Complete Post-Secondary Education

B