Quality Assurance (QA) Report (Final) Juvenile Justice Educational Enhancement Program (JJEEP)

Transcription

1 RESIDENTIAL COMMITMENT PROGRAM (Low/Mod) Quality Assurance (QA) Report (Final) Juvenile Justice Educational Enhancement Program (JJEEP) Florida Department of Education, Bureau of Exceptional Education and Student Services School Name Address Gulf and Lake Academy State Road 54 Lutz, FL School # School District Pasco County Pasco Capacity 109 Population Co-Ed Security Level Career Type ESE Service Delivery Moderate Risk 2 Resource/Self-Contained Consultation Education Provider Facility Provider Pasco County School District (School District) Sunshine Youth Services (For-Profit) Head Count 106 SD Registered 104 HSD/GED 2 DJJ Committed 106 Max Ratio (Student:Teacher) 12:1 Diplomas by: Program Other School in SD Students Home/Zoned Schools All All None Education Provider Change Title I, (A) Yes No Title I, (D) Yes No Students who have reading deficiencies 89 School District Contact Ramon Suarez Phone (813) Fax (813) rsuarez@pasco.k12.fl.us Other SD Contact Val Abram Phone (727) Fax (352) vabram@pasco.k12.fl.us Lead Educator Val Abram (Acting) Phone (813) Fax (352) vabram@pasco.k12.fl.us Facility Director John Myers Phone (813) x303 Fax (813) rsuarez@pasco.k12.fl.us SD Transition Coordinator Darcy Menter Phone (813) Fax (813) dmenter@pasco.k12.fl.us QA Reviewer Kay Kincl kkincl@fsu.edu Review Dates September 19-21, 2007 A Corrective Action Plan (CAP) is required. Yes No per Rule 6A [10], FAC DOE intervention is required. Yes No

2 JJEEP QA REVIEW METHODS The findings in this report are based on interviews, document review, and on-site observations. Pre-Review Contacts and Self-Report Verification SD Contract Manager or Designee Lead Educator Facility Director Education Coordinator Interviews SD Contract Manager Other SD Contact Lead Educator Facility Director Registrar Education Coordinator SD ESE Consultant ESE Coordinator Reading Coach SD Transition Coordinator Others: 8 Teachers 0 Teacher Aides 1 Guidance Staff 13 Students Document Review Self-Report 2006 QA Report/CAP Cooperative Agreement Private Provider Contract Quarterly Expenditures Program Evaluation Materials Behavior Management Plan Educational Policies/Procedures Meeting Agendas/Logs Curricula/Resources Volunteer Logs Annual School Calendar Guidance Forms Class Schedules Attendance Rosters Student Progression Plan On-site Observations 9 Classrooms 0 Treatment Team Meetings Others: Community Involvement Logs Visitors Log Teachers Lesson Plans Student Work Samples Bell Schedule Personnel Files SD Comprehensive Reading Plan School Improvement Plan 14 Current Educational Files 10 Closed Educational Files 0 DJJ Commitment Files Others: School District Transition Protocol SUMMARY Gulf and Lake Academy is a 109-bed facility that serves male and female youths, but does not mix the populations at any time. To serve the 70% of its students who have disabilities, the program has five exceptional student education (ESE) self-contained classrooms for students on the special diploma track, three full-time instructional assistants to assist students individually, and an attentive school district ESE specialist who consults with teachers who serve those ESE students in the general education classroom and monitors services that are outlined on students' individual educational plans (IEPs). Most of the program's teachers have professional certification in multiple areas and maintain classrooms that are conducive to learning. For the school year, the contract manager has assigned an assistant principal to supervise and assist the educational program and a guidance counselor and a transition contact to provide targeted assistance to students. Additionally, the school district obtained a $125,000 grant to build a library and a $60,00 Title I grant to purchase reading materials and curricula and published an entry and exit transition protocol to ensure successful transition of "in-county" and "out-of-county" students in juvenile justice programs. The program provides superior services in testing and assessment and in community reintegration. The school district demonstrates commitment to providing comprehensive and high quality services to students by providing a cadre of personnel who are on site weekly and by accessing grants and resources to enhance the educational program. Additionally, the school district and the program collaborate to ensure that the program's statewide assessment participation rate is at least 95% and is accurately reported to the Department of Education (DOE). The program's statewide assessment participation rate was 97% for reading and 96% for math. Progress toward correcting deficiencies identified in last year s CAP: The program corrected most of the deficiencies recorded on the CAP last year. However, the program received a partial rating in student planning again this year because it does not develop individual academic plans (IAPs) for all non-ese students within 15 days of entry that contain individualized and measurable goals and objectives. The findings in this report are based on document review, interviews, and on-site observations. Florida Department of Education, Bureau of Exceptional Education and Student Services QA Report for Gulf and Lake Academy 2

3 QA TRENDS: Gulf and Lake Academy When making cross-year comparisons of your program s QA scores keep in mind that JJEEP s educational standards generally become more demanding each year as the bar is raised with the expectation for continuous improvement. State average scores for low/moderate security programs are provided for comparison purposes between your program s performance and the state average. Note that the score for Standard Four: Contract Management is not included in the program s overall average because it solely measures the performance of the supervising school district. Educational Indicators Score Low/Mod State Avg. Educational Indicators Score Low/Mod State Avg. Educational Indicators Transition Services Transition Services On-Site Transition Services 5 Testing & Assessment Testing & Assessment Testing & Assessment 7 Student Planning Student Planning Student Planning 2 Score Community Reintegration 7 STANDARD ONE: TRANSITION STANDARD ONE: TRANSITION STANDARD ONE: TRANSITION 5.25 Academic Curriculum & Instruction Academic Curriculum & Instruction Academic Curriculum & Instruction 5 Reading Curriculum & Instruction Reading Curriculum & Instruction Reading Curriculum & Instruction 5 Employability, Career, & Technical Curriculum & Instruction Employability, Career, & Technical Curriculum & Instruction Employability & Career Curriculum & Instruction ESE & Related Services ESE & Related Services ESE & Related Services 6 5 STANDARD TWO: SERVICE DELIVERY STANDARD TWO: SERVICE DELIVERY STANDARD TWO: SERVICE DELIVERY 5.25 Collaboration Collaboration Collaboration 5 Educational Personnel Qualifications & Professional Development Educational Personnel Qualifications Educational Personnel Qualifications 6 Professional Development & Teacher Professional Development & Teacher Retention Retention 5 Learning Environment & Resources Learning Environment & Resources Learning Environment & Resources 6 STANDARD THREE: EDUCATIONAL RESOURCES STANDARD THREE: EDUCATIONAL RESOURCES STANDARD THREE: EDUCATIONAL RESOURCES 5.50 OVERALL AVERAGE OVERALL AVERAGE OVERALL AVERAGE 5.33 STANDARD FOUR: CONTRACT MANAGEMENT STANDARD FOUR: CONTRACT MANAGEMENT STANDARD FOUR: CONTRACT MANAGEMENT 7.00 Florida Department of Education, Bureau of Exceptional Education and Student Services QA Report for Gulf and Lake Academy 3

4 Gulf and Lake Academy SURVEY 5 DATA STUDENT DEMOGRAPHIC DATA STUDENTS SERVED Attendance File Dropout Prevention File TOTAL (Unduplicated) 224 GENDER # % AGE # % GRADE LEVEL # % ESE # % Male & under 17 8 K Mentally Handicapped (EMH, TMH, PMH) 10 4 Female Emotional/Behavioral Disabilities RACE # % Specific Learning Disabled 21 9 White (NH) Autism Spectrum Disorder 0 0 Black (NH) Speech/Language Impaired 1 0 Hispanic Sensory Impaired (hearing, visual, dual) & Orthopedic Impairment 2 1 Other Gifted & above Traumatic Brain Injured 0 0 FCAT PARTICIPATION # % Adult 0 0 Hospital Homebound Reading 97 Diplomas Earned # % Other Health Impaired Math 97 Standard * 0 0 TOTAL ESE Reading 85/89 96 GED Math 86/89 97 Special 0 0 LEP STUDENTS # % 12 5 NOTE: Student counts are based upon an unduplicated count of students served as reported in both the attendance and the dropout prevention files. This unduplicated count is matched to the demographic and the ESE files. Diplomas earned are independently retrieved from the end-of-the-year file. * Includes the GED Exit Option Florida Department of Education, Bureau of Exceptional Education and Student Services QA Report for Gulf and Lake Academy 4

5 PERFORMANCE INDICATOR FINDINGS INDICATOR 1: ON-SITE TRANSITION SERVICES 5 The program has transition activities that include: 1.1 Enrolling students in appropriate courses upon entry into the educational program based on a review of past records, entry assessments, Florida Comprehensive Assessment Test (FCAT) scores, and student progression requirements (Management information system [MIS] enrollment should include elementary, middle, and high school courses that address English/language arts, reading, math, social studies, and science curricula as needed to address individual students needs for student progression or high school graduation.) 1.2 Advising students with regard to their abilities and aptitudes, educational and occupational opportunities, personal and social adjustments, diploma options, major and minor areas of interest, and post-secondary opportunities, and communicating to students their educational status and progress 1.3 Documenting that an educational representative who is familiar with the students performance participates in student exit staffings or transition meetings and assists students with successful transition to their next educational or career/technical placements 1.4 Documenting transmittal of the educational exit packet to the persons responsible for postplacement services (i.e., receiving school, conditional release, school district transition specialist, appropriate school representative, parent, or JPO) prior to or by the time of exit (The exit packet shall include, at a minimum, a cumulative transcript reporting credits earned prior to and during commitment, a school district withdrawal form with grades in progress, a current IEP and/or IAP, the exit plan, and copies of any career education certificates and diplomas earned at the program.) All 14 current files reviewed document via fax transmittal verifications that the program's instructional assistants make records requests within the required time frame. Teachers and the school district guidance counselor collaboratively develop students' schedules based on a review of past records, entry assessment and FCAT scores, and student progression requirements. All MIS course schedules reviewed document that students are enrolled in appropriate courses; students who have reading deficiencies are enrolled in intensive reading, and students who are on the special diploma track are enrolled in appropriate courses and served in self-contained classrooms. The self-report and student interviews document that this past year guidance services have primarily been provided in response to students' requests; most students interviewed during this review do not know the number of credits they have earned. However, in July 2007 the school district hired a guidance counselor who comes to the program two days per week and documents in a log records review and advising students regarding educational and occupational opportunities, personal/social adjustments, diploma options, postsecondary goals, and their educational progress. The program does not provide guidance to incoming 9th grade students regarding selection of major and minor areas of interest. Nine of the 10 closed files reviewed document exit/transition meetings prior to students' release; one file documents that these meetings were not held due to the student's abrupt departure from the program. All nine closed files reviewed contain educational summaries and written recommendations, but only six document that a teacher or an instructional assistant attends students' exit/ transition meetings. Instructional assistants, the guidance counselor, the school district exceptional student education (ESE) specialist, and the school district transition contact assist "in-county" students by contacting their receiving schools and meeting with school administrators as needed to ensure a smooth transition. To assist "out-of-county" students or students going to another juvenile justice program, copies of the students' exit packets are sent to their JPOs and their parents and faxed to their next educational placements. The program's three instructional assistants ensure that students records are transmitted to person's responsible for post-placement services including JPOs, parents, next educational placements, and the school district transition contact. The program's instructional assistants maintain a log documenting transmittal of all 10 educational exit packets reviewed via signatures of the receiving case managers. Nine of the 10 closed files reviewed document that students' educational exit packets contain all of the required components. Florida Department of Education, Bureau of Exceptional Education and Student Services QA Report for Gulf and Lake Academy 5

6 RATING JUSTIFICATION The intent of the indicator is being met. The school district provides three instructional assistants who provide excellent student transition services regarding COMMENDATIONS enrollment and transmittal of educational records. The program should ensure that all appropriate guidance services are provided and documented, including advising 9th grade students regarding selection of major/minor areas of interest. The program should ensure that an educational representative attends all students exit transition meetings. The program should maintain the signature page in students closed files documenting the educational representative s attendance at exit transition meetings. INDICATOR 2: TESTING and ASSESSMENT SUPERIOR 7 The program s testing and assessment practices include administering: 2.1 The Basic Achievement Skills Inventory (BASI) for reading, writing or language arts, and mathematics within 10 school days of student entry into the facility 2.2 Career and technical aptitude assessments that provide proficiency levels and are used to enhance employability and career/technical instruction within 10 school days of student entry into the facility 2.3 The BASI for reading, writing or language arts, and mathematics to all exiting students who have been in the program for 45 or more school days (Scores are provided to the school district for management information system (MIS) reporting.) All 14 current files reviewed contain the BASI administered for reading, writing, and mathematics within 10 school days of entry. The instructional assistants administer all entry assessments in the educational office. Additional assessments administered at entry include the Scholastic Reading Inventory (SRI), a school district diagnostic reading battery, a multiple intelligence test, and the Armed Services Vocational Aptitude Battery (ASVAB); some students are also administered the Idea Proficiency Test for limited English proficiency (LEP) determination as appropriate. Teachers use these assessment results to develop students' individual academic plans (IAPs) or individual educational plans (IEPs) and to guide instruction. All 14 current files reviewed document that an instructional assistant administers the Choices career assessment within the required time frame and uses the results to enhance employability and career/technical instruction. Nine of the 10 closed files reviewed document that the BASI is administered prior to exit; one closed file documents the student's abrupt departure. The instructional assistants provide exit assessment scores to the Department of Juvenile Justice (DJJ) data entry specialist at the school district who inputs them into the MIS system, as documented by a review of students' testing screens. The intent of the indicator is being exceeded. The program administers multiple assessments to students at entry to learn as RATING JUSTIFICATION much as possible about their individual abilities, needs, and interests. COMMENDATIONS See above comments. None Florida Department of Education, Bureau of Exceptional Education and Student Services QA Report for Gulf and Lake Academy 6

7 INDICATOR 3: STUDENT PLANNING PARTIAL 2 The program has individual student planning activities that include: 3.1 Developing for all non-exceptional student education (ESE) students written individual academic plans (IAPs) that are age and grade appropriate based on entry assessments, past records, and post-placement goals for academic and career/technical areas; developing plans within 15 school days of entry into the facility that include specific, measurable, and individualized long-term goals and short-term instructional objectives, identified remedial strategies, and a schedule for determining progress for reading, writing, math, and career/technical areas 3.2 Reviewing students IAPs during treatment team meetings or other formal meetings by an educational representative to determine progress toward achieving their goals and objectives and revising IAPs when needed 3.3 Developing measurable annual individual educational plan (IEP) goals and objectives that directly relate to special education students identified academic, behavioral, and/or functional deficiencies and needs 3.4 Documenting students progress toward meeting their IEP goals and objectives and reporting this progress to students parents as often as progress reports are sent home for all students 3.5 Developing an age-appropriate educational exit transition plan (with input from an educational representative at students final exit staffings) for each student that accurately identifies, at a minimum, desired diploma option, anticipated next educational placement, post-release educational plans, aftercare provider, job or career/technical training plans, and the parties responsible for implementing the plan (Plans are provided to relevant parties.) The teachers review students' past records and entry assessments and collaboratively develop students' IAPs that are used to guide instruction. Of the six current files reviewed for non-ese students, none contains an IAP developed within 15 days of entry that includes all of the required components. Three of the six files reviewed contain an IAP; two were developed within the required time frame, but only one contains a writing goal with objectives. Most IAPs contain individualized and measurable goals and objectives for reading and math, remedial strategies, and a schedule for determining progress for reading, writing, and mathematics; however, students' career goals are not measurable. The program does not review students' progress toward achieving their IAP goals and objectives in treatment team or other formal meetings. Teachers interviewed during this review stated that they discuss students' academic progress informally once a month. None of the 13 students interviewed knows that they have an IAP. All eight IEPs reviewed contain measurable goals and objectives that directly relate to the students' identified academic, behavioral, and/or functional deficiencies and needs. All eight ESE files reviewed document that reports of students' progress toward achieving their IEP goals and objectives are sent to parents monthly when progress reports are sent home for all students. The case manager develops students' exit plans with input from the educational staff who provide information on students' academic progress and goals and make recommendations regarding their next educational placements. Eight of nine exit plans reviewed contain all of the required components; one exit plan reviewed was not completed but documents the student's unscheduled departure from the program. The case manager facilitates exit meetings, prepares students' exit packets, and documents that copies of students' exit plans are provided to relevant parties. RATING JUSTIFICATION The intent of the indicator is not being met. COMMENDATIONS None The program should develop a protocol and training for developing students IAPs that contain all of the required components. The program should ensure that IAPs are developed within 15 days of students entry into the program. The program should document review and revision of non-ese students IAPs in treatment team or other formal meetings. Florida Department of Education, Bureau of Exceptional Education and Student Services QA Report for Gulf and Lake Academy 7

8 INDICATOR 4: COMMUNITY REINTEGRATION SUPERIOR 7 The program has community reintegration activities that include: 4.1 Soliciting and documenting participation from parents, families, and representatives from the communities to which students will return that is focused on transition planning and activities 4.2 Contacting the transition coordinator/specialist in students receiving school districts prior to their release from the program and collaborating with other identified support personnel in treatment team and transition meetings to assist students with their community reintegration needs 4.3 Implementing documented school district strategies or transition protocols for students transitioning from a DJJ program that include the school district s transition coordinator being actively involved in students school placement upon return to the district (not rated in the quality assurance [QA] cycle) The case managers facilitate students' exit transition meetings and document solicitation of participation via mail to parents, families, juvenile probation officers (JPOs), and community representatives. Additionally, this year the new school district transition contact maintains records of contacts made to students' parents, receiving schools and school districts, and community service agencies as appropriate via mail, telephone, and . The school district transition contact documents contacts to the transition coordinator in receiving school districts, communication with students' receiving schools prior to release, and collaboration with other support personnel such as JPOs, the contract manager, the vice principal, and the program's case manager. Additionally, the guidance counselor makes contacts to students' receiving schools, writes letters of recommendation, and assists students with testing and application to post-secondary institutions upon release. The school district provides a transition contact who facilitates comprehensive assistance to ensure students' successful transition to their next educational placements and community settings. This year the school district created a written transition protocol outlining these services that include communication and collaboration with students' receiving schools and school districts, previous schools and/or programs, juvenile probation officers (JPOs), and community service agencies. The school district transition contact provided documentation of such services provided to the last three students who entered the school district and a log documenting the targeted assistance she provides to "in-county" and "out-of-county students via phone, , and meetings with receiving schools. Documentation of services provided by the school district transition contact, the school district guidance counselor, the educational staff, and case managers indicate that the program is effectively implementing protocols in place to assist transitioning students. The intent of the indicator is being exceeded. The program provides comprehensive assistance to exiting students by a cadre RATING JUSTIFICATION of support personnel that includes a school district transition contact, a guidance counselor, program staff, and case managers who implement the school district entry and exit transition protocol. The school district added a transition contact and a guidance counselor to the program to provide additional services to COMMENDATIONS exiting students. None INDICATOR 5: ACADEMIC CURRICULUM and INSTRUCTION The program offers academic curriculum and instruction through: 5.1 Required diploma options that include but are not limited to standard, special, General Educational Development (GED), and GED Exit Option as appropriate 5 The program offers all required diploma options. The guidance counselor and the exceptional student education (ESE) specialist assist students in selecting their diploma options. GED preparation is integrated into core academic course work. Florida Department of Education, Bureau of Exceptional Education and Student Services QA Report for Gulf and Lake Academy 8

9 5.2 A substantial year-round curriculum designed to provide students with educational services based on (a) the Florida Course Code Directory and Instructional Personnel Assignments, (b) the course descriptions of the courses in which students are receiving instruction, and (c) the Florida Sunshine State Standards (FSSS) 5.3 Individualized instruction and a variety of instructional strategies that are documented in lesson plans and demonstrated in all classroom settings; instruction that is based on individual academic plans (IAPs) and individual educational plans (IEPs) and students academic levels in reading, writing, and mathematics in all content areas being taught; and a variety and balance of targeted and appropriate teaching strategies to accommodate students learning styles (e.g., auditory, visual, kinesthetic, tactile) The program offers a substantial curriculum year round that provides students with instruction based on the Course Code Directory, descriptions of the courses in which students are enrolled, and the FSSS. To individualize instruction and allow students to work at their own pace, the teachers rely heavily on Parallel Alternate Strategies for Students () work packets and computer-assisted instruction (CAI) using Computer Curriculum Corporation (CCC) curriculum. Classroom observation and interviews with students document that most of the teachers use a variety of instructional strategies and supplemental resources to address students' academic levels and learning styles, but some teachers provide little more than individual seatwork and one-on-one help at students' request. Nine of the 13 students interviewed said that their school work consists primarily of CAI. During this review, some teachers were observed using additional instructional strategies such as small group, oral reading, discussion, and use of manipulatives. RATING JUSTIFICATION The intent of the indicator is being met. COMMENDATIONS Most of the program s teachers provide exemplary instruction to engage students and address all learning styles. The program should ensure that all teachers use a variety and balance of instructional strategies to address students learning styles. INDICATOR 6: READING CURRICULUM and INSTRUCTION 5 The program provides reading instruction and services through: 6.1 Providing placement testing, explicit reading instruction with progress monitoring, support services, and research-based reading curricula as outlined in the school district comprehensive reading plan to address the reading goals and objectives identified on students individual academic plans (IAPs), progress monitoring plans, or individual educational plans (IEPs) 6.2 Giving students opportunities for leisure reading and enrichment activities during the school day The program uses students' scores on the Florida Comprehensive Assessment Test (FCAT), the Basic Achievement Skills Inventory (BASI), and the Scholastic Reading Inventory (SRI) to place students who have reading deficiencies in intensive reading classes. Additionally, the program administers a battery of school district diagnostic reading assessments that address the five construct areas to assist teachers in developing students' IAP/IEP reading goals that guide instruction. Eleven of the 14 current files reviewed contain academic reading plans. Researched-based curricula and additional resources include Computer Curriculum Corporation (CCC) and Reading Plus computer programs, Read for Real, Parallel Alternate Strategies for Students (), and PACE Learning Systems. Progress monitoring is embedded in the computer programs and is also provided via school district fluency probes administered weekly. The program was not included in the development of the school district comprehensive reading plan, does not know what is required in the plan, and does not have a copy of the plan; however, the lead reading teacher stated that the school district reading specialist has provided books and inservice training to the program. The program has three reading teachers for non-exceptional student education (ESE) classes, two reading teachers for the self-contained classes for students on the special diploma track, and three instructional assistants who work with students individually on a pull-out basis. The program's reading curricula is included in the school district comprehensive reading plan, but other components of the plan (i.e., documented walk through by the principal and on-site visits by a school district reading coach) are not in place. Teacher and student interviews document that students are given the opportunity to read for leisure during the school day. Florida Department of Education, Bureau of Exceptional Education and Student Services QA Report for Gulf and Lake Academy 9

10 6.3 Administering a diagnostic reading assessment(s) that addresses the five areas of phonemic awareness, phonics, fluency, vocabulary, and comprehension to students who are not progressing in reading (based on progress monitoring data); modifying initial reading goals, objectives, and remedial strategies to address the specific areas of need identified by the diagnostic assessment(s), as outlined in the school district comprehensive reading plan The lead reading teacher stated that the program has access to the Diagnostic Assessment of Reading (DAR) as needed and administers the Scholastic Reading Inventory (SRI) and a battery of school district diagnostic reading assessments that address the five construct areas at entry. RATING JUSTIFICATION The intent of the indicator is being met. COMMENDATIONS The program s instructional assistants provide one-on-one assistance to students who have reading deficiencies. The program should obtain a copy of the school district comprehensive reading plan and align its reading program with it as appropriate. INDICATOR 7: EMPLOYABILITY and CAREER CURRICULUM and INSTRUCTION 5 Type 1 programs provide curricular activities in educational settings based on students entry assessments, individual academic plans (IAPs), and individual educational plans (IEPs) that: 7.1 Address employability, social, and life skills through courses or curricula that are based on state and school board standards, provide instruction in courses that follow course descriptions, are offered for credit, or are integrated into other courses already offered for credit 7.2 Are delivered through individualized instruction and a variety of instructional strategies that are documented in lesson plans and demonstrated in all classroom settings 7.3 Address employability, social, and life skills instruction and career exploration, or the hands-on technical training needs of every student who has received a high school diploma or its equivalent Type 2 programs provide curricular activities in educational settings based on students entry assessments, IAPs, and IEPs that: 7.4 Provide all students with a broad scope of career exploration and prerequisite skill training based on students abilities, interests, and aptitudes 7.5 Offer instruction and courses for credit and follow course descriptions or career education course requirements Peer Counseling, Work Place Essentials, Career Prep 9-12, and peer counseling courses are integrated throughout the curriculum, are offered to all students for credit, and follow course descriptions. Resources include Blueprint for Success, Working: Learning a Living, and Life Skills. All students are enrolled in an employability/career education courses and in a Physical Education (P.E.) class for credit. Interviews and classroom observations document that employability, social, and life skills instruction is individualized and provided via a variety of instructional strategies that include job discussion, research, group activities, career videos, hand-on projects, and team sports (via physical education [P.E.]). Document review and an interview with a student who has a General Educational Development (GED) diploma indicate that there are no structured activities or scheduled career exploration provided to students who have high school diplomas or the equivalent. Most of the students interviewed stated that the guidance counselor talks with them about career opportunities and gives them The Next magazine of career information. According to the self-report, the program has the Choices career exploration program, the Enter Here video series, and People at Work packets, but neither the teachers nor the students document these are used in the classroom. Guest speakers and community involvement activities on career topics are scant. All of the program's employability/career education courses follow course descriptions and are offered for credit. Type 3 programs provide curricular activities in educational settings based on students entry assessments, IAPs, and IEPs that: Florida Department of Education, Bureau of Exceptional Education and Student Services QA Report for Gulf and Lake Academy 10

11 7.6 Provide access for all students, as appropriate, to hands-on career and technical training, career and technical competencies, and the prerequisites needed for entry into a specific occupation 7.7 Offer instruction and courses for credit and follow course descriptions or career education course requirements This is a Type 2 career education program. This is a Type 2 career education program. RATING JUSTIFICATION The intent of the indicator is being met. COMMENDATIONS None The program should schedule a variety of community involvement activities and guest speakers to provide information to students regarding employability, social, and life skills, and career options. The program should utilize the Choices program, the Enter Here video series, and the People at Work packets to provide a broad scope of career exploration. The program should provide a structured day of career search, employability courses, and community involvement activities for all students who have their high school or General Educational Development (GED) diplomas. INDICATOR 8: ESE and RELATED SERVICES 6 The program provides educational support services to all students as needed, including: 8.1 Documenting the initiation of the exceptional student education (ESE) process 8.2 Completing the ESE process: Reviewing current individual educational plans (IEPs) and determining whether the IEP is appropriate All eight of the ESE files reviewed document via fax transmittal verifications that the instructional assistants initiate the ESE process by requesting students' records within five days of entry; most are requested the day a student arrives at the program. Teachers and the guidance counselor develop students' schedules and enroll students on the special track in self-contained classes. The school district ESE specialist reviews students' records to determine whether they can be implemented at the program and documents in a log contacts she makes to the parents of special education students at entry. The school district ESE director or designee also reviews IEPs for compliance. Convening an IEP meeting as soon as possible when the IEP services are not appropriate to meet the students goals and objectives as written Soliciting and documenting participation from parents in ESE staffings and IEP development; mailing copies of IEPs to parents when they do not attend the meetings Completing transition statements/transition plans in IEPs that address career plans for special education students who are 14 years or older All eight ESE files reviewed document that the school district ESE specialist convenes IEP meetings within 10 days (and sometimes in seven days) of students' entry which may not provide parents sufficient time to make arrangements necessary to be able to attend the meetings. (See the clarification section for this indicator.) The school district ESE specialist documents in a contact log and on students' IEPs that she solicits parent participation in ESE staffings via two letters and two phone calls. IEPs also document when parents participate in the staffings via conference calls and that copies of IEPs are mailed when parents cannot attend. All IEPs reviewed include transition statements/transition plans for special education students who are 14 years or older. Florida Department of Education, Bureau of Exceptional Education and Student Services QA Report for Gulf and Lake Academy 11

12 Providing an educational representative acting as the local educational agency (LEA) representative who is knowledgeable of the educational resources within the local school district; ensuring that the LEA meets the requirements under Section of Title 34 of the Code of Federal Regulations and Rule 6A , FAC, for an LEA representative and is an employee of the school district or has documented authorization by the school district to act as the LEA representative 8.3 Implementing ESE and related services that are outlined in students IEPs 8.4 Providing English for speakers of other languages (ESOL), Section 504, gifted, educational psychological services, and mental and physical health services as outlined in the students plans (i.e., 504, educational plans (EPs), and limited English proficiency (LEP) plans) Three ESE-certified school district personnel serve as the program's local education agency (LEA) representatives: the ESE specialist, the assistant principal, and a designated ESE teacher at the program. In addition to the LEA, signatures on all IEPs reviewed document that the students, the parents, the case manager, a regular education teacher, and a special education teacher attend IEP staffings. Documentation on students' IEPs and on the school district ESE specialist's logs, interviews with students, and classroom observations confirm that the program implements ESE and related services outlined in students' IEPs. The ESE specialist records her visits to the program three days a week to consult with teachers in monthly meetings and occasionally provide direct services to students. The program serves students on the special diploma track in self-contained classrooms. The program's instructional assistants provide additional assistance to students on a one-on-one basis as needed. The school district provides ESOL, Section 504, gifted, and educational psychological services to students as appropriate. The program administers an LEP assessment at entry to determine eligibility for school district services in this area. The facility provides physical and mental health and substance abuse services. RATING JUSTIFICATION The intent of the indicator is being met. The school district provides an overlay of ESE support personnel to ensure that students receive appropriate ESE and COMMENDATIONS related services as outlined in their IEPs, EPs, or LEPs, including serving special diploma students in self-contained classes. The program should not schedule staffings to rewrite or revise students IEPs within 10 days of students entry as this does not provide all parents ample opportunity to attend the meetings. INDICATOR 9: COLLABORATION 5 The program facilitates collaboration to provide: 9.1 A minimum of 300 minutes of daily instruction or its weekly equivalent 9.2 Demonstrated and documented communication among school district administrators, facility administrators, facility staff, and school personnel on a regularly scheduled basis The program provides 300 minutes of daily instruction in six 50-minute periods and five minutes transition time between each class. Communication among school district, program, and facility staff is documented via signatures on regularly scheduled meeting agendas, calendars, and logs of s, calls, and on-site visits. Interviews with educational staff document that the contract manager and the assistant principal are highly accessible and are on site weekly to assist the program. Florida Department of Education, Bureau of Exceptional Education and Student Services QA Report for Gulf and Lake Academy 12

13 9.3 Varied community involvement that is solicited, documented, and focused on educational and transition activities 9.4 Classroom behavioral management procedures that are followed by educational personnel and facility staff, are understood by all students, and include consistent use of reinforcement for positive student behavior Documentation of community involvement activities provided to the students throughout the year is limited. (This was also noted in last year's quality assurance [QA] review.) The self-report indicates that community involvement activities are primarily coordinated by facility staff. Activities this year included field trips to a Flight Simulator, Merrill Gardens, the Museum of Arts, bowling, parks, a zoo, an aquarium, a food bank, sports events, and a 10-week workshop provided for the female students by the New Port Richey Health Department; however, participation in some of these depends on students' levels in the behavioral program. Although most of the 13 students interviewed during this review have been at the program approximately six months, they could only think of church groups and two guest speakers who have come to the program. Interviews with educational and facility staff document occasional joint activities for students such as recreational competitions and reward dinners. The program implements a collaborative approach to managing student behavior that includes incentives, consequences, and a restorative approach to behavioral interventions. Interviews with teachers and the facility director document that teachers are involved in implementation of the behavioral management system and have ongoing communication with unit supervisors to ensure that behavioral expectations and consequences in school and after school are the same. All students interviewed understand the rules, which are posted in the classrooms and explained at entry, and most feel the rules are implemented consistently. RATING JUSTIFICATION The intent of the indicator is being met. COMMENDATIONS None The program should increase the number of community involvement activities that are available to all students, including a career day and guest speakers solicited by classroom teachers to enhance instruction. INDICATOR 10: EDUCATIONAL PERSONNEL QUALIFICATIONS 6 All instructional personnel: 10.1 In core academic areas have professional or temporary Florida teaching certification, a valid statement of eligibility, or proof of accepted application for teaching certification 10.2 In noncore academic areas (including social, employability, and career education courses) have teaching certification or be approved to teach through the school board policy for the use of noncertified instructional personnel based on documented expert knowledge or skill Seven of the eight teachers in core academic areas have professional certification and teach in their subject areas and other areas as well; one teacher has temporary certification and teaches in her subject areas. Of the three reading teachers, one has a reading endorsement and two are continuing course work for a reading endorsement. Two former teaches who taught for most of the past year had temporary certifications. A former teacher who retired in August 2007 has professional certification in 10 areas and is substituting in a vacant teacher position that has been filled pending background checks. All noncore academic courses are taught by the professionally certified teachers. RATING JUSTIFICATION The intent of the indicator is being met. The school district and the program demonstrate commitment to providing students with the most qualified instructional COMMENDATIONS personnel, including those who substitute when there is a teacher vacancy. The program should continue to assist the reading teachers in obtaining professional reading certification or endorsement. The program should assist all teachers in obtaining professional certification in all the subjects they teach. Florida Department of Education, Bureau of Exceptional Education and Student Services QA Report for Gulf and Lake Academy 13

14 INDICATOR 11: PROFESSIONAL DEVELOPMENT and TEACHER RETENTION 5 All instructional personnel: 11.1 Have and use written professional development plans that incorporate school improvement plan (SIP) initiatives and participate in a beginning teacher program, when appropriate to foster professional growth 11.2 Receive continual annual professional development training or continuing education (including college course work) based on educational program needs, actual instructional assignments, professional development plans and/or annual teacher evaluations, and quality assurance (QA) review findings (Professional development training must be from a variety of sources on such topics as instructional techniques, reading and literacy skills development, content-related skills and knowledge, working with delinquent and at-risk youths, and ESE and English for speakers of other languages (ESOL) programs.) The educational administration: 11.3 Has strategies in place to recruit and retain highly qualified instructional personnel All teachers, except for two who came to the program a month ago, participated in the development of individual professional development plans that incorporate SIP initiatives, foster professional growth, and relate to the unique needs of the program. The assistant principal conducts annual evaluations of these plans with the teachers. Teachers participate in the school district beginning teacher program as appropriate. Teachers receive continual annual professional development training from a variety of sources, although some document participation in only a few trainings since the last QA review. Training documented for some teachers addressed topics such as differentiated instruction, scoring assessments, ESOL, Choices career exploration, and reading. All teachers participated in a four-day Learning-Focused Strategies training, and two teachers are participating in continuing education for reading endorsement. To recruit and retain highly qualified teachers, the school district offers teachers at the program the same salaries as teachers in other schools in the district, ensures teachers have a planning period, assists with certification testing fees, and provides assistance via the assistant principal, school district support staff, and three instructional assistants. RATING JUSTIFICATION The intent of the indicator is being met. The program allowed all of the teachers to participate in a four-day Learning-Focused Strategies training to learn how to COMMENDATIONS collaboratively provide high quality instruction to the students. All teachers should participate and document ongoing professional development training or continuing education. INDICATOR 12: LEARNING ENVIRONMENT and RESOURCES 6 The program s educational environment and resources include: 12.1 An adequate number of instructional personnel and educational support personnel 12.2 Instructional materials that are appropriate to students ages and ability levels, including a variety of diverse instructional texts for core content areas and high-interest leisure reading materials available to students (including fiction and nonfiction materials that address the characteristics and interests of adolescent readers) The program currently has eight teachers (and vacancies for a teacher and a lead educator). School district support staff include an assistant principal, a guidance counselor, an exceptional student education (ESE) specialist, and a transition contact. The program documents recruiting efforts to fill the vacant teacher position. The program also has three full-time instructional assistants who manage students' records, maintain files, and assist teachers in the classroom; however, observation documents that most of their time is spent in the educational office. The current student-to-teacher ratio is 12:1, although it is less in some classes observed. The program has appropriate instructional materials and diverse texts to address students' varying ages and ability levels. Students have access to newspapers and leisure reading materials; observation and interviews with students document that the quantity of high-interest reading materials on a variety of reading levels is limited. However, the program recently received a $125,000 grant to build and equip a library. Florida Department of Education, Bureau of Exceptional Education and Student Services QA Report for Gulf and Lake Academy 14

15 12.3 Educational supplies, media materials, equipment, and technology for use by instructional personnel and students All classrooms have TVs/DVD players and several computers for student use, and some have overhead projectors and manipulatives. Educational software includes the Computer Curriculum Corporation (CCC) and Choices programs An environment that is conducive to learning Most of the classrooms are well-equipped and organized for cooperative learning and self-paced work. The content area posters, maps, word walls, and students' work samples and certificates of achievement displayed on classroom walls create an inviting environment that is conducive to learning Access to the Florida Virtual School for instructional purposes when appropriate Students have access to the Florida Virtual School (FLVS) as appropriate. Two students are currently enrolled in the FLVS in business management courses to complete their graduation requirements Access to resources such as grant development, scholarship programs, and business and/or community partnerships In response to the deficiencies in this area noted in last year's quality assurance (QA) report, the program obtained a $125,00 grant to build and equip a library and received a $60,000 Title I grant to purchase reading curricula and leisure reading materials. The program has developed community/business partnerships with the Girls Scouts, Boy Scouts, Pizza Villa, the Chamber of Commerce, the Retired Teachers of Pasco County, the public library, a local muffler business, and a museum. RATING JUSTIFICATION The intent of the indicator is being met. COMMENDATIONS None The program should continue to develop community/business partnerships that can generate contributions to the educational program. The program should ensure that the instructional assistants spend more time assisting teachers, especially those teaching students in the self-contained classes. INDICATOR 13: SCHOOL DISTRICT MONITORING, ACCOUNTABILITY, & EVALUATION SUPERIOR 7 The school district ensures that: 13.1 The program submits all self-report information to Juvenile Justice Educational Enhancement Program (JJEEP) offices in a timely manner 13.2 The program is assigned an individual school number and accurately reports all management information system (MIS) data (grades, credits, student progression, certificates, entry and withdrawal dates, valid withdrawal codes, entry/exit assessment scores, and diplomas earned) 13.3 Accurate attendance records document daily student attendance and are maintained in the MIS The program submitted all self-report information to the JJEEP offices in a timely manner. The program has an individual school number and accurately reports all of the required MIS data as documented in 10 closed files and testing screens reviewed, except for diplomas which are reported under the Moore Mickens Education Center school ( ). An instructional assistant maintains accurate attendance records and sends them weekly to the Moore Mickens Education Center for input into the school district MIS. Florida Department of Education, Bureau of Exceptional Education and Student Services QA Report for Gulf and Lake Academy 15

16 13.4 The program participates in the Adequate Yearly Progress (AYP) process and that the data accurately reflect the program s statewide assessment (Florida Comprehensive Assessment Test [FCAT] or alternate assessment for students with disabilities or limited English proficiency) participation rate (The program must have at least a 95% participation rate according to state AYP calculation.) 13.5 There is a current and approved (by the Department of Education [DOE] and the Department of Juvenile Justice [DJJ]) cooperative agreement with DJJ and a contract with the educational provider when educational services are not operated by the school district; the terms of the contract and/or the cooperative agreement are being followed 13.6 The contract manager or designee documents provision of appropriate oversight and assistance to the educational program 13.7 The contract manager or designee monitors and documents quarterly the expenditures of all state and federal educational funds provided through the school district 13.8 The contract manager or designee conducts and documents annual evaluations of the program s educational component The program s statewide assessment participation rates were 97% for reading and 96% for math. There is a current and approved cooperative agreement between Pasco County School District and the DJJ. Document review and interviews with relevant parties indicate that the terms of the cooperative agreement are being followed. The self-report, interviews with educational staff, and observations during this review document that the contract manager is highly involved in the program and demonstrates commitment to providing high quality educational services to students. Teachers interviewed report that he is accessible and responsive to program needs. s, calendars, and sign-in sheets document that he comes to the program one day a week. This year he assigned an assistant principal and a guidance counselor to the program and was instrumental in obtaining a $125,000 grant to build and equip a library. As noted in the last quality assurance (QA) review, the teachers need training in developing and reviewing students' individual academic plan (IAP) goals. The contract manager documents quarterly the expenditures of all state and federal educational funds as this is a school district educational program. The assistant principal documents weekly visits to provide ongoing evaluation of the program, including evaluating teachers, conducting file reviews, and monitoring progress toward meeting the school improvement plan (SIP) goals. The intent of the indicator is being exceeded. The contract manager and the assistant principal demonstrate commitment to providing high quality educational services to their students by visiting the program weekly, hiring qualified teachers, RATING JUSTIFICATION providing three instructional assistants, assigning a cadre of school district support personnel to the program, publishing a school district transition protocol, serving special diploma students in self-contained classes, and accessing grants and resources to enhance the program's facilities and curricula. The program surpassed the required 95% statewide assessment participation rate and ensures that their testing data are COMMENDATIONS accurately reported to the Department of Education (DOE). The school district should provide additional training to teachers in the development, review, and revision of students individual academic plans (IAPs). The school district should ensure that the school district reading coach and the assistant principal conduct and document walk-throughs to monitor instruction in the reading classes. OTHER FINDINGS ADDITIONAL None None Florida Department of Education, Bureau of Exceptional Education and Student Services QA Report for Gulf and Lake Academy 16