ESE Advisory Sharing The Commitment September 23, 2014.

ESE Advisory

Sharing The CommitmentSeptember 23, 2014

Collier County Public Schools | www.collierschools.com

DOE ESE Parent Survey

• Surveys received

• District Overall Results (State)– 72.7% (75.6%) of preschool parents reported

positively on the 25-item survey– 83.4% (74.5%) of K-12 parents reported positively

on the 25-item survey

Statewide Level District Level % response greater than average statewide

3,163 PreK 66 PreK .27% increase

20,531 K-12 897 K-12 .17% increase


What did we learn from the PK survey?

Top 4 items• 96.8% - Staff respected their cultural heritage• 95.4% - Staff are available to speak with me• 92.3% - My child’s evaluation was written in

terms that were easy to understand• 92.3% - Staff ensure that I have fully

understood my rights related to Preschool Special Education


What did we learn from the K-12 survey?

Top 4 items• 93.6% - I was offered special education assistance

so that I could participate in IEP meeting• 93.5%% - I have been asked for my opinion about

how well special education services are meeting my child’s needs

• 93.2%% - Staff ensure that I have fully understood the Procedural Safeguards

• 93.2% - All of my concerns and recommendations were documented on the IEP


What did we learn from the PK survey?

Preschool areas of improvement/lowest 4 items:• 67.2% parents reported PK staff connected

families with one another for mutual support• 71.0% reported that they were offered training

about preschool special education• 74.2% reported that supports were offered to

participate in trainings/workshops• 76.2% parents reported that PK staff provided

them with information on how to obtain other services


What did we learn from the K-12 survey?

Areas of improvement/lowest 4 items:• 57.9% of parents reported that they were offered

special assistance (such as childcare) so that they could participate in the IEP

• 61% reported that the school offers a variety of ways to communicate with teachers

• 64% reported they were given information about organizations that offer support

• 68.7% reported that the school provides information on agencies that can assist in transition from school


What is Collier doing to promote parent involvement?

• Pairs Compare: generate a list of answers. Pairs pair and compare their answers with another pair. 1. Rally/Table: shoulder partners Tally/Table answers. They keep it a secret from the other pair.2. Time is called.3. Pairs pair to Round/Robin their answers. 4. As a team, generate new answers and develop 1 team solution to promote better parent involvement in the activities that Collier does

COLLABORATION OF PUBLIC AND PRIVATE INSTRUCTIONAL PERSONNEL

SB1108/SB850


Who meets 1003.572, F.S., definition of private instructional personnel?

• Certified under s. 393.17, F.S., or licensed under chapter 490 or chapter 491, F.S. for applied behavior analysis services

• Licensed speech-language pathologists• Licensed occupational and physical therapists• Licensed Psychologists• Licensed Clinical Social Workers


What does parent need to do to have on-site private instructional personnel provide services?

• Parent makes request to school principal and/or intervention support specialist

• InSS obtains parent signature on a Release Exchange of Information permitting student information sharing between parties, and a signature on the Parental Affirmation of Understanding


What does the Private Instructional Personnel need to do to provide service at the school?

• Must complete a Private Instructional Personnel Affirmation of Understanding for Collaboration

• Provide a copy of Professional Licensure and Certificate of Liability Insurance

• District verifies completion of documents and notifies school when to proceed with planning the time and place for the services

• Private personnel must satisfy the district’s Fast Pass system upon arrival, each day, at the school


Sharing The Commitment Conference

Save the Date Sharing the Commitment Conference

Gulf Coast High SchoolSaturday, October 25, 2014

8:00am - 1:30pmOnline Registration will open on

September 25, 2014 Http://www.collierschools.com/ese/

http://www.collierschools.com/ese/

http://www.collierschools.com/ese/

DIPLOMA OPTIONS FOR STUDENTS WITH DISABILITIES

SB850


Special Diploma

• SB850 repeals special diploma law (s.1003.438, F.S.) effective July 1, 2015

• Repeal of the law does not apply to SWDs with an IEP in effect the day the bill became law on July 20, 2014, if IEP contains a statement of intent to receive a special diploma

• Students in grades 10-11-12 on special diploma may change diploma option; must be approved by parent; subject to independent review; once change is made it cannot be reversed


SB 850 – Graduation Pathways

• Applicable for students entering grade 9 in 2014-2015

• Requirement to declare an “intent” to receive a standard diploma or a certificate of completion



• For students who take the FAA, standard diploma options include- – Combination of course substitutions, assessments,

industry certifications, or occupational completion points that meet criteria for State Board Rule

– A portfolio of quantifiable evidence documenting mastery of academic standards through “rigorous metrics” established in rule



• For any SWD when the IEP team determines that mastery of academic and employment competencies is most appropriate– Completion of minimum requirements including course

credits prescribed in State Board Rule– Achievement of all annual goals and competencies for

academic and employment, industry certification, or occupational completion points in the student’s transition plan, verified by the IEP team

– Successful employment 1 semester and payment of minimum wage; student, parent, teacher and employer must sign the transition plan



• Students who meet standard high school diploma requirements may defer the receipt of the diploma if– IEP plan includes special education, transition

planning, transition services or related services through age 21

– Student is enrolled in specific courses• Waiver of statewide standardized assessment

results by the IEP team must be approved by the parent and is subject to independent review


Collier Restraint Data

• Reduced its restraint incidents in 2013-2014• State 8,964 incidents involving 3479 students– Collier- 31 incidents involving 20 students

Collier (5563)

Escambia (5944)

Lake (5333)

Lee (11418)

Marion (6351)

Manatee (7350)

Osceola (6234)

Polk (10849)

Sarasota (5771)

Seminole (8001)

0

50

100

150

200

250

300

350

400

450

2013-2014 Restraint Comparison of size-alike districts

IncidentsStudents

County (SWD Population)


Collier Restraint Data20

10-2

011

2011

-201

220

12-2

013

2013

-201

4

2010

-201

120

11-2

012

2012

-201

320

13-2

014

2010

-201

120

11-2

012

2012

-201

320

13-2

014

2010

-201

120

11-2

012

2012

-201

320

13-2

014

2010

-201

120

11-2

012

2012

-201

320

13-2

014

2010

-201

120

11-2

012

2012

-201

320

13-2

014

2010

-201

120

11-2

012

2012

-201

320

13-2

014

2010

-201

120

11-2

012

2012

-201

320

13-2

014

2010

-201

120

11-2

012

2012

-201

320

13-2

014

2010

-201

120

11-2

012

2012

-201

320

13-2

014

Escambia Lake Lee Marion Manatee Osceola Polk Sarasota Seminole Collier

0

50

100

150

200

250

300

350

400

450

500

Restraint Incidents by District Over Time

PERSONAL LEARNING SCHOLARSHIP ACCOUNTS (PLSA)

Section 1002.385, Florida Statutes


What is FDOE’s PLSA Program?

• Designed to provide the option for a parent to better meet the individual needs of his/her eligible SWD

• State approved non-profit Scholarship Funding Organization (SFO) to administer the PLSA program– A.A.A. Scholarship Foundation-FL– Step Up For Students

• Parents must apply to an eligible non-profit SFO; for more information visit SFO website

http://www.floridaschoolchoice.org/Information/plsa/


PLSA - Status

• As of September 4, 2014– 2,078 applications received in state with 720

students confirmed as eligible by administering SFO

– Collier provided verification to FDOE for 6 applications; none were enrolled in public school

• The Scholarship Funding Organization is responsible for verifying that a child is eligible to participate in this program


Personal Learning Scholarship Accounts

• Student must be resident of state• Eligible to enroll in public school K-12• Has a disability stipulated in Law• Is subject of an IEP written in accordance with

rule OR has received a diagnosis of eligible disability by a physician licensed under chapter 458 or chapter 459 or a licensed psychologist


Disabilities DefinedAutism as defined in s.393.063(3), F.S. Prader-Willi Syndrome as defined s.

393.063 (25), F.S.Cerebral Palsy as defined in s. 393.063(4), F.S.

Spina Bifida as defined in s. 393.063(36), F.S.

Down Syndrome as defined in s. 393.063 13), F.S.

Kindergarten student who is “at-risk” as defined in s.393.063(20), F.S.

Intellectual Disability as defined in s. 393.063(21), F.S.

Williams Syndrome


What can the scholarship funds be used for?

• Instructional materials• Curriculum• Specialized services by an approved provider• Enrollment in, or tuition or fees associated with

enrollment in, an eligible private school, an eligible postsecondary educational institution, a private tutoring program, a virtual program

• Fees for nationally standardized achievement tests• Contributions to the Florida Prepaid College Program• A child cannot receive a PLSA and attend public school at

the same time• A child can receive a PLSA and receive their education

through a home education program


Test Accommodations/Assessments

• All determinations regarding participation and need for accommodations must be document in student’s IEP

• IEP test accommodations apply to all district assessments, EOCs, and state tests

• Accommodations are organized in five categories: presentation, responding, scheduling, setting and assistive technology

• Florida Guidelines for Accommodations • Three major accommodations were clarified for

principals and school staff on July 30, 2014 (next slides)

http://www.fldoe.org/ese/ese-home.asp


1. Extended Time

• Must align with the accommodation used regularly in the student’s classroom instruction and assessment activities

• Is not unlimited time• IEP team decisions to extend time should be

based on the need for extended time during similar tasks in the classroom

• A recommended practice is to not exceed the doubling of time that is provided to all students


2. Alternate Settings

• Includes individual or small group• The size of the small group is comparable to

the normal instruction group indicated on the student’s IEP


3. Specialized Presentation Formats

• Includes oral presentation of directions of assessment

• If the district/state assessment manual allows all students to have directions read, and the SWD has a plan with no other test accommodations indicated, then the student does not need to be removed from the classroom

ESE Advisory Sharing The Commitment September 23, 2014.

Documents

Transcript of ESE Advisory Sharing The Commitment September 23, 2014.