in collaboration with… fasp doe update october 28, 2015 david wheeler, ph.d. school psychology...
TRANSCRIPT
In Collaboration with…
FASP DOE UpdateOctober 28, 2015
David Wheeler, Ph.D.School Psychology Consultant
Student Support Services Project/USFBEESS/FDOE
In Collaboration with…
Topics
• Student Services– Integrated Student Services– Section 504 Online Course– Medicaid Reimbursement
• FL AWARE & Youth Mental Health First Aid• Hot Topics • Legislative/Policy Update• MTSS & Child Find• Questions
In Collaboration with…
Medicaid Reimbursement
• District reimbursement– Medicaid School District Administrative Claiming (SDAC) program – Medicaid Certified School Match “fee for service” program
• FDOE certified school psychologists are eligible providers.• School-Based Medicaid Reimbursement Advocacy Roadmap –
NASP • Must use ICD-10 codes starting 10/1/15
https://www.cms.gov/Medicare/Coding/ICD10/2015-ICD-10-CM-and-GEMs.html
• Medicaid in Schools - FL http://sss.usf.edu/resources/topic/medicaid/index.html (ICD-9 to ICD-10 Code Conversions)
In Collaboration with…
HOT TOPICS
In Collaboration with…
Role of Schools in Suicide Prevention
• Create safe, supportive learning environments.• Educate school personnel & students about
suicide prevention and intervention.• Establish school based protocols for suicide
prevention, crisis intervention and postvention.• Refer at-risk students for risk assessment and
intervention.• Contact parents and link to community resources.• Provide follow-up counseling and support.
In Collaboration with…
School Suicide Resources
• The Youth Suicide Prevention School-based Guide http://theguide.fmhi.usf.edu/
• A Promise for Tomorrow www.jasonfoundation.com • More Than Sad http://morethansad.org/ • Signs of Suicide Prevention Program (SOS)
http://mentalhealthscreening.org/programs/youth-prevention-programs/sos/
• After a Suicide: A Toolkit for Schools http://www.sprc.org/bpr/section-III/after-suicide-toolkit-schools
In Collaboration with…
Suicide Prevention Resources
• Florida’s Statewide Office of Suicide Prevention• American Foundation for Suicide Prevention
http://www.afsp.org/ • Center for Disease Control and Prevention
http://www.cdc.gov/violenceprevention/suicide/• National Alliance for Suicide Prevention
http://actionallianceforsuicideprevention.org• National Suicide Prevention Lifeline
http://www.suicidepreventionlifeline.org/ • Suicide Prevention Resource Center http://www.sprc.org/
• Critical thinking, problem solving, & creativity
• Self-regulation, conscientiousness, mind-sets, & motivation
• Social and emotional skills
Disparities in Discipline
In Collaboration with…
Resources to Address Disparities in Discipline
• USDOE – School Climate & Discipline http://www2.ed.gov/policy/gen/guid/school-discipline/index.html
• Guiding Principles: Resource Guide for Improving School Climate and Discipline
• Addressing the Root Causes of Disparities in School Discipline: Action Guide for Educators
• Rethink School Discipline: School District Leader Summit on Improving School Climate and Discipline; Resource Guide for Superintendent Action
In Collaboration with…
Dyslexia
• Hot topic nationally & in FL– ~ 26 states have dyslexia legislation
• CASE (Council of Administrators of Special Education) Letter – NASP, NASDSE, NSBA, NEA
• Dear Colleague Letter from OSERS Assistant Secretary Yudin – October 23, 2015
• FCRR Technical Report #8 – Dyslexia: A Brief for Educators, Parents, and Legislators in Florida
RTI Action Network http://www.rtinetwork.org
In Collaboration with…
LEGISLATIONhttp://www.flsenate.gov
In Collaboration with…
2015 Legislation
• Involuntary Examination of Minors – Baker Act (SB 954)– Requires school principal to notify parent or
guardian if the student is Baker Acted from school, school transportation, or school-sponsored activity.
– Allows delays up to 24 hours if there is suspected abuse and the delay is in the student’s best interest, and a report has been submitted to DCF.
– Memorandum on Senate Bill 954 – DPS: 2015-77
In Collaboration with…
2015 Legislation (cont.)• Education Accountability (HB 7069)
– 3rd graders must score Level 2 or higher on the ELA assessment for promotion to grade 4.
– More flexibility to districts on student progression decisions – Eliminates reference to progress monitoring plan but requires that
struggling students be covered by a federal plan, school-wide, or individual progress monitoring plan.
– Removes remedial course requirement for middle & high school students scoring Level 1 or 2 on FSA.
– Reduces assessment requirements• Eliminates FSA and PERT requirement for grade 11.• Limits assessment to 5% of total school hours
– Personnel Evaluations: at least 1/3 based on student performance; at least 1/3 based on instructional practice; other indicators may be included.
In Collaboration with…
STATE BOARD RULESFlorida Statutes and State Board of Education Rules (Red book)
In Collaboration with…
District Evaluation/Consent Responsibility
• Conduct a “full and individual” evaluation that assesses all areas related to the suspected disability (6A-6.0331(5)(f), F.A.C.).
• Provide the parent with written notice of the evaluation procedures the district proposes to conduct (6A-6.0331(4)(a), F.A.C.) – Consent should identify the broad evaluation categories or
areas of assessment. – Identifying the suspected areas of disability as part of
evaluation planning process is congruent with the IDEA.
In Collaboration with…
Child Find & Consent• Conditions that trigger child find obligation:
– School-based team makes data-based determination that intensive interventions are effective but not sustainable with general education resources.
– School-based team makes data-based determination that student progress is inadequate with intensive, evidence-based interventions.
– Pre-K developmental screening indicates child may be a child with a disability.
– Parent requests an evaluation and there is evidence that student may be a student with a disability
• Request consent or provide notice of refusal within 30 days – unless the parent and school agree otherwise in writing.
In Collaboration with…
Consent & Refusal• Consent (Parent)
– Written and “informed”– Parent consents to evaluation in its entirety– Team considers parent request for specific evaluations.
• Written Notice of Refusal (District)– Only provide “Notice of Refusal” when refusing to conduct
an evaluation. – Document why a requested action is not being taken on the
consent (“description of other options the team considered & reasons why those options were rejected”) when rejecting evaluation procedures requested by a parent.
In Collaboration with…
Evaluation Timeline
• Initial evaluations must be completed within 60 days after consent – July 1, 2015.
• Calendar days that are not counted:– School holidays, Thanksgiving, Winter, & Spring breaks.– Summer vacation– Absences beyond 8 days in the 60 day period.
• 60 day timeline not applicable in certain situations.• Gifted evaluations must be conducted within 90
school days.
In Collaboration with…
Completing Evaluations in 60 Days
• Examples– Improving quality of MTSS & data-based problem solving (e.g.,
impact on referral rate)– Leveraging diagnostic assessments in general ed– Administering relevant tests/procedures– Reconsider test on demand policies while improving
collaboration with parents and other stakeholders– Report writing?
• Non-examples– Determining ineligible and obtaining consent in the same
meeting– Using speech eligibility as “end-around”
In Collaboration with…
Autism Spectrum Disorder• Definition
– Condition that reflects a wide range of symptoms & levels of impairment that vary in severity.
– Characterized by an atypical developmental profile with a pattern of qualitative impairments in social interaction and social communication, and the presence of restricted or repetitive patterns of behavior, interests, or activities.
• Eligibility criteria:– Impairment in social interaction– Impairment in verbal or nonverbal language used for social
communication– Restricted or repetitive, patterns of behavior, interests, or activities– Core features occur across settings
In Collaboration with…
Autism Spectrum Disorder – Evaluation• Behavioral observation
– Targets core features of ASD – Conducted by members of the evaluation team
• Social-developmental history• Psychological evaluation
– Academic & intellectual– Social-emotional & behavioral functioning
• Language evaluation– Pragmatic and social interaction aspects of social communication– Observation of social communication by SLP
• Standardized assessment of adaptive behavior• Functional behavioral assessment (FBA) if behavior concerns are present.
Need determined by evaluation team.
In Collaboration with…
Gifted Rules & Guidance
• Twice exceptional students– Gifted needs addressed on the IEP (6A-6.030191)– IDEA safeguards apply (6A-6.03313)– Gifted friendly language in IEP rule (6A-6.03028)
• Replaced “EP” with “educational plan” in ESE Transfer rule (6A-6.0334)
• Plan B and Community Eligibility Option– Student must be from low SES family or ELL
In Collaboration with…
Technical Assistance Papers• DPS 2015-60: Updated Guidelines and Template for
School District Policy, Practice and Procedures for the Use of Service Animals by Students with Disabilities
• DPS 2015-34: High School Graduation Options for Students With Disabilities
• DPS 2015-16: Waiver of Statewide, Standardized Assessment Results for Students with Disabilities
• DPS 2014-208: Statewide Assessment for Students with Disabilities
• DPS 2015-70: Student Progression
In Collaboration with…
TAPs on Deck
• General Education Intervention Procedures• Evaluation, Determination of Eligibility,
Reevaluation and the Provision of Exceptional Student Education Services
• Autism Spectrum Disorder
In Collaboration with…
GENERAL EDUCATION INTERVENTIONS & CHILD FIND
In Collaboration with…
Multi-tiered System of Supports
• District responsibility to develop and implement a multi-tiered system of support which integrates a coordinated continuum of instruction and intervention (6A-6.0331(1), F.A.C.).
• Uses a data-based problem-solving process to implement and evaluate continuum of instruction and intervention.
• MTSS is a general education framework designed to support successful outcomes for ALL students.
• Multiple tiers of integrated academic, behavioral, and social-emotional instruction and intervention.
In Collaboration with…
MTSS in Special Policies & Procedures
• Describe the district policies and procedures for integrating a data-based, problem-solving process within a MTSS.
• Identify the academic and behavior progress monitoring tools used to monitor response to intervention & the frequency Tier 3 interventions are reviewed and monitored.
• Describe how the district monitors implementation and fidelity of the 4-step problem-solving process.
• Describe how parents are engaged in problem-solving, including frequency and format for sharing student response to intervention data.
In Collaboration with…
Assumptions of MTSS• Screen & progress monitor all students. • School-based teams are engaged in a data-based problem
solving process that addresses systemic and individual need. • Tiered supports are evidence-based and matched to student
need.• Interventions are implemented with fidelity.• Student progress is monitored, graphed, and compared to
expectations/peers.• Progress of students receiving supplemental and intensive
interventions is periodically reviewed.
Center on Response to Interventionhttp://www.rti4success.org
In Collaboration with…
Evidence-Based Interventions(6A-6.0331.(10(e), F.A.C.)
• Developed by a team.• Use a data-based problem solving process.• Match level of support to student need.• Implement in the general education environment • Collect progress monitoring data.• Share response to intervention data with parents in
understandable format (graph).
Center on Instruction http://www.centeroninstruction.org/index.cfm
IES Practice Guides – What Works Clearinghouse http://ies.ed.gov/ncee/wwc/default.aspx
In Collaboration with…
MTSS & Child Find
• MTSS as a systematic child find process. • How do we know which struggling students may need
special education?– By implementing evidence-based interventions &
monitoring student response to intervention as required by Rule 6A-6.0331, F.A.C.
• Problem solving team monitors student response to intervention data to identify students who may need special education.
In Collaboration with…
What the Team Needs to Know for Data-Based Decision Making
• Level of Performance – discrepancy between current level and age or state-approved grade level standards.
• Rate of Improvement – growth compared to grade-level expectations and rate of improvement of peers (slope of line)
• Gap Analysis – discrepancy in level of performance & rate of improvement.
• Distinction between Intensity (level of performance) AND Severity (rate of improvement)
• Base referral on discrepancy in both level of performance and rate of improvement – students with intense problem & poor response to intervention.
Gap Analysis for Insufficient Progress
SOURCE: Colorado Department of Education. (2008). Guidelines for identifying students with specific learning disabilities.
Peer
Aimline
Tier 2 Tier 3
In Collaboration with…
Progress Monitoring Response to Intervention
• Mastery Measurement– Index successive mastery of a hierarchy of objectives (intervention or
curriculum specific)– Progress monitor response to instruction in the core curriculum – Scores cannot be compared longitudinally
• General Outcome Measures – Repeated measures of performance that are curriculum independent but
predictive of performance on state assessments. – Reflects overall competence in the annual curriculum so rate of improvement
can be graphed. – Describes student progress over time (both “level of performance” and “rate
of growth”) • Understanding Types of Assessment within an RTI Framework at
http://www.rti4success.org/video/implementer-series-understanding-types-assessment-within-rti-framework
In Collaboration with…
Other “Red Flags”
• Multiple early warning system indicators• Academic concerns (e.g., failing/declining grades, work
completion, limited progress compared to peers). • Behavioral concerns (e.g., disciplinary referrals, chronic
absenteeism, social/interpersonal, withdrawal/depression).
• Medical/clinical diagnoses or services (e.g., medication, therapy, hospitalization/Baker Act, physician/clinician recommendation/referral).
In Collaboration with…
Contact Information:
http://sss.usf.edu