Pasco County Schools



Secondary Issues CommitteeMarch 5, 2013In attendance:Laura Luter, Lynn Hollingsworth, Celisa Cook, Larry Meyer, Toni Clayton, Holly Rockhill, Darrell Huling, Freddy Sanchez, JoAnne Glenn, Lynn Young, Loretta Schultz, Lynn Graniero, Sandy May, and Ramon SuarezFollow up from October/December Meeting: (Dec notes missing)* IDEA requirements on ESE students taking more than 4 years to graduate. Ramon reports that FDOE has developed a 5th year school graduation rate that will be used to calculate school grades. 50 pts will be earned for students who graduated in 4 years and an additional 50 points for students who graduate in 5 years. Unfortunately, the formal calculation is still based on the students’ 9th grade cohort for all students who are earning standard high school diplomas. Students earning special diplomas are not calculated in the graduation rate but are not negatively counted as drop-outs/non-finishers. All non-standard diploma tracks are counted as “non-graduates” including GED, Adult Ed, etc.* Middle school & special diploma options for Cyesis program continuity across settings. Last year the Office of Equity evaluated the programs in Pasco County. An outcome of the audit was a decision to develop a “Teen Parent Program” which would provide students options. Teens can: remain at their zoned schools and be supported by school nursing staff; students may also school choice into a nearby middle or high school and use the Cyesis day care (at MTEC and MMEC); students may enroll in Pasco eSchool; or may participate in the traditional Cyesis program. All secondary schools have been provided information about student options. Expectant students in middle schools may be more complex due to the possible involvement of DCF.* DOE Audit for DJJ Parent Notification – how can we give advance notice before initiation if court ordered to a specific DJJ site. What procedures to follow? There are inconsistencies between the requirements of the judicial system and the educational programs. Ramon shared the difficulties that we have in trying to meet the needs of the JDC students since they may or may not continue to be on site. Many times we are unaware of the decision of the court and unable to plan, however, the FDOE indicates that we have to provided Informed Notice of a Proposed Change to parents of ESE students 7 days in advance. We currently have a moderate residential center for girls with treatment up to 12 months and JDC. The group shared that placement decisions are made outside of the T/IEP team and therefore may not be covered by the SBR mandate to issue a Proposed Notice. When students enter court-ordered residential treatment, we conduct a T/IEP meeting ASAP to revise the plan. At that time, any change in level of services would be the recommendation of the T/IEP team. The state has indicated that parents must receive a 7-10 day notice to address a change in the level of ESE services (since the only services provided to students in adjudicated/residential settings is consult). Virtual School – Holly & Lynn* Waiving virtual requirements for graduation – procedure? No information provided yet from FDOE.* Lynn Hollingsworth shared that one of the obstacles to documenting ESE services on the T/IEP is that students frequently move in and out of virtual classes. * JoAnne shared information regarding virtual instruction providers: K-5 (full-time only): LFVS, eSchool, K12 Charter6-12: FLVS FT; FLVS HE; FLVS P/T; Pasco eSchool; K12 CharterDrop period is currently is a 28 day drop period. Next year FLVS will only have a 14 day drop period. K-5 online providers do not receive funding if the students are not promoted to the next grade, therefore they are exited if/when they are unsuccessful. School district is the LEA for all providers except FLVS. Currently students can miss up to 11 weeks and still earn credit for a year-long course. Ramon emphasized the importance of referring to the Student Progression Plan. Laura suggested that we follow the same guidelines for T/IEP team involvement that we established for CCRP. Next year, a date will be published on the district calendar as the end of “drop/add”. JoAnne shared concerns regarding looking at a year-long class to satisfy the virtual school requirement. Students may take a one semester course and satisfy the state mandate. All of our current 9th and 10th grade students fall under the mandate.* The group discussed the stakeholders that should be involved in making course changes for ESE students. It was suggested that SCTs and case managers become more knowledgeable about the SPPs and the timelines for course changes. We also recognize that all administrators may not be familiar with SPPs. Ultimately schedule changes are made through the school counselors with student/family with case manager being aware of recommendations in case T/IEP requires revision.Virtual School Requirements for GraduationCCRP has been approved as a path to satisfy the virtual course requirement. It is expected that Read 180 will also be approved as a “blended” course. Any PCSD course that is completed as a credit recovery will also meet the mandate because they are blended classes. PCSD courses are year-long. “Flipped “classrooms will also meet the requirement.Documenting Time for Assessments – Holly shared that we need to support selected accommodations based on data of what the student needs and uses. There should also be definitions on accommodations (extended time = ?, etc.)Evaluations for SAT/ACT Accommodations -- LauraEmail questions for school psychologists who are facing parent questions regarding evaluation for SAT/ACT. Laura distributed a draft of her response based on several different FDOE sources. The group reviewed the draft and will provide feedback. School psychologists and SCT will be given this information as soon as it is finalized.Math requirements for High School & Diploma Limitations – Loretta & DarrellThere are some concerns from our secondary site (FHS) during TIEP meetings. Case managers and parents are aware that students would not be able to graduate because of not meeting the math requirements. Larry Meyer indicated guidelines also require 2 math credits in order for students to participate in work options. There is a group of about 25 students with borderline IQs pursuing a standard diploma who do not appear to have the ability to pass math with co-teach or support facilitation. These students are not college bound but need to have vocational/work/military options. Loretta shared that one teacher has 18/30 students not on target to graduate. Special Diploma Option 2 is not available for regular standards students based on their inability to pass math. Darrell shared that these concerns are pervasive state wide and that our legislators are aware of the need for alternative graduation options. However, until the standards change, we have to hold the students to the current graduation standards. The state no longer supports lower courses including Consumer Math that were previously available to lower-functioning kids. IF these are ever re-introduced, it would prohibit the students from graduating in four years. Intensive Math is an elective or “study hall”, not a math credit. New legislation is not requiring a double-block of reading for Level 1 students. This will have an impact on our K-12 reading plan. Our ESE students have previously not been able to avail themselves of the intensive math course because of the double block reading requirement. There is a perception at our high schools that freshman and sophomore need more intensive supports and that junior and seniors will only need consultation. School-based administrators need to be mindful of providing ESE supports in graduation-required remedial classes (Alg, Alg II, Geometry, College-readiness, etc) when developing their master schedules. Some administrators feel that since those supports are not going to be provided post-secondary they need to “learn” to be successful without supports. Holly shared that we know best practices is to schedule ESE students and supports first, then schedule the rest of the student population, but we do not have control over the decisions that our administrators make. Holly shared data from CLMS regarding positive outcomes for ESE/at-risk students who were provided the benefit of preferential scheduling.Freddy suggested surveying the high-performing large districts to see how secondary schools are scheduling their ESE students. Also, what supports are they providing in Chemistry, Physics and other rigorous required classes? Holly offered to visit Sarasota county to discuss the shift from Level 1 courses.Math graduation requirements by cohort – Darrell has added information from FDOE to the Student Progression Plan. Our current seniors need 4 credits including Alg 1 or it’s equivalent. Our juniors must have 4 credits including Alg 1 and Geometry. Our current sophomores will have the same requirements but they will have the option of “clepping” by taking and passing the EOC. Our current Freshman must pass Alg 1, Geometry, and Algebra II. All cohort requirements are posted on the district website.At this point, parents are asking for options but the state is not flexible. We CAN provide calculators in math class as an accommodation on the T/IEP, even though it can’t be used on the PERC. Students do not need to pass the PERC in order to graduate. Darrell is working with JoAnne to develop courses that support students who fail EOC. An option may be to develop some sort of remedial online courses for our ESE students. This remedial course would count as an elective course.JoAnne shared some instructional strategies that would support students who were struggling to learn math concepts. Holly shared that students at CLMS are previewing topics on the computer prior to direct instruction. Holly expressed concerns when any teacher (ESE or Basic) doesn’t recognize that a failing student needs additional supports.Remediation considerations – SandyImpact of math remediation requirement for Teleclass – PERC classes have been adopted into the Teleclass schedule/offerings. H/HB students needing credit recovery can utilize CCRP if they have a computer and online access. Itinerant teachers are provided to lock/unlock modules and for testing.Blended schedules with Access Points Courses – Laura Students who take access points core courses – which diploma listed on TIEP? Beginning next year all Level 1 courses, including electives, are not allowed when pursuing a standard diploma. Credit recovery is available thru APEX, but not credit earning. Credit recovery is not going away but we will need to restructure the ways that we identify highly qualified teachers of record.Special Diploma, Option 2 – LarryTiers of implementation – the population who can participate are those borderline students who are not cognitively challenged. This year it’s been limited to diploma retrieval for students who had previously dropped out and had outside employment. There is a Work Option 2 Referral form that does not require the same questions as special diploma option 1. It is not a drop out prevention option. Larry provided information on the Tiered process that has been developed to identify potential students for the program. Employment is a requirement of the program. Larry has referred students to Voc Rehab. Often these students do not have career prep because their schedules have been filled with academic/remedial courses. Academic requirements – can student take access points math for req. credits?Project 10 Winter Institute update (Technical assistance on state indicators.)Freddy reported information from the counties in his region:* Sarasota still offering Level 1 courses; All ESE teachers are also HQ in a subject area (required for continued employment); all schools offer Alg 1A and 1B. * The Project 10 coordinators were compiling district profiles to identify best practices regarding online credit recovery, etc. It was abandoned because the data reported did not appear to be valid.* What is Project 10? Technical assistance offered to counties to support in the areas of:Indicator 1 - Increasing standard graduation rates for ESE students within 4 years Indicator 2 - Decrease the number of ESE students who drop out Indicator 13 - 100% T/IEP ComplianceIndicator 14 - Successful post-school outcomes for ESE students including higher education enrollment, employment, and/or participating in continuing education. * MTSS process developed related to Project 10:What is the problem that we are unable to achieve the SPP targets?Examine data trends over timeImplement initiatives, strategies, etc.Monitor progressChallenges to Project 10 indicators include: socio economic makeup, school resources, community and family resources, competing initiatives, and demographic makeup (changing student needs). We can address those challenges by using data analysis to determine efficiencies of policies, procedures and practice, and to identified PD needs.Analyze data by variables to determine appropriate response/support. Freddy suggests that Guidance and ESE could work together to offer interventions/strategies to address barriers to graduations. Should include an intervention and outcome column. There are many things that we don’t have control over, however we are able to:Utilize dataUtilize discretionary projectsUse data wallsTutoring support for ESE students on standard trackUse of evidence based curriculum Use the most effect online credit recovery programsUtilizing alumni as mentors or speakers to encourage student successCreate a freshman experience class to foster a sense of identity, culture, history and encourage responsibility for each other as a graduation cohortOngoing training to increase IEP compliance including utilizing check sheets/lists, auditsOff Campus Instruction – TABLED How will this look on the T/IEP? When will it be added to T/IEP?Next steps:Holly, Lynn Young, JoAnne Glenn, and Lynn Hollingsworth have been volunteered to participate in developing a podcast to improve SPP awareness. JoAnne wants to make sure that teams making schedule decisions for ESE students are aware that they have the option of selecting a semester long virtual class.Lynn Hollingsworth shared the current process for documenting ESE services. Follow-up meeting needed with Lynn Hollingsworth, Lynn Graniero, Laura Luter, Holly Rockhill, Celisa Cook, Sandy May and JoAnne Glenn.JoAnne has offered to present information regarding SPP at an SCT meeting. Lynn will coordinate a day/time with Kathy.Next quarterly meeting is Tuesday May 14th 12-3:30pm. Lunch will not be included. ................
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