REPORT OF THE STUDY
TO DETERMINE THE NEED FOR
EDUCATIONAL CENTERS
FOR
EMOTIONALLY DISTURBED STUDENTS
Prepared for the
Commissioner of Education
Florida Department of Education
Division of Public Schools
Bureau of Education for Exceptional Students
February, 1981
Consultant Panel
Mary M. Wood, Ed.D., University of Georgia, Chairman
Janis Carroll, North Carolina Department of Education
Ron Laneve, Ph.D., Mark Twain School, Rockville, Maryland
State of Florida
Department of Education
Tallahassee, Florida
Ralph D. Turlington, Commissioner
Affirmative action/equal opportunity employer
FLORIDA: A STATE OF EDUCATIONAL DISTINCTION. "On a statewide average, educational
achievement in the State of Florida will equal that of the upper quartile of states within five
years, as indicated by commonly accepted criteria of attainment." Adopted, State Board of Education, Jan. 20, 1981
Vo 1. LC 1 ;5-V ;
. a
HV
d 1
0 STATE OF FLORIDA
DEPARTMENT OF EDUCATION
o, TALLAHASSEE 32301
RALPH D. TURLINGTON BUREAU OF EDUCATION
FOR EXCEPTIONAL STUDENTS
COMMISSIONER DIVISION OF PUBLIC SCHOOLS
March 31, 1981
Ralph D. Turlington, Commissioner
Department of Education
Tallahassee, Florida 32301
Dear Mr. Turlington:
This letter serves to transmit to your office the study to deter-
mine the need for educational centers for emotionally disturbed
students, as provided in Item 511, Chapter 80-411, Laws of Florida.
The entire panel enjoyed working with staff from the Florida
Department of Education and the Department of Health and Rehabil-
itative Services. These individuals, along with representatives
of local school districts and other agencies who participated in
the study, provided valuable information to the study. This infor-
mation has been incorporated into a final report which has hopefully
captured the needs of severely emotionally disturbed students in
Florida. The recommendations contained in this report have been
made after consideration of all data and input available to the
study panel, and it is hoped that the recommendations will result
in a comprehensive program to serve the severely emotionally
disturbed school-age population in Florida.
Sincerely,
Mary M. Wood, Ed.D.
Chairperson/Study Panel
MMW:dwb
Affirmative action/equal opportunity employer
PREFACE
A. History of the Study
Both federal and state laws have required a free appropriate public
education for all handicapped students, regardless of the severity of
their handicaps. The responsibility of education agencies under these
laws requires the provision of special education and related services to
all students, at no cost to parents. The cooperative provision of special
education and related services through inter-agency agreements is certainly
not precluded; however, the ultimate responsibility for ensuring the pro-
vision of these services rests with the state education agency (Florida
Department of Education).
In the past, funds have been allocated to the school districts
for education and related services and to the Department of Health and
Rehabilitative Services for mental health support services such as evalua-
tion, counseling, treatment and purchase of residential placements for
severely emotionally disturbed children and adolescents. Absent from these
efforts has been a collaborative statewide effort between agencies to provide
a full range of services for severely emotionally disturbed students.
A survey conducted in 1978 by Department of Health and Rehabilitative
Services (DHRS) staff pointed to the need for additional mental health services
for children in the state, and recommendations were drafted for the develop-
ment of a core continuum of mental health services for children.
HRS district level staff indicated that community based residential faci-
lities for children were the top priority at that time. An increase over
the past two years in the number of public school students being placed
in nonpublic residential treatment centers certainly lends support to
these perceived priorities. During the 1979-80 school year, public schools
contracted for seventy-two (72) such placements; during the 1980-81 school
year eighty-three (83) such placements were made as of February, 1981.
Item 511, Chapter 80-411, Laws of Florida provided for an appropriation
to study the need for educational centers for emotionally disturbed students
in Florida. The appropriations language reads as follows:
THE COMMISSIONER OF EDUCATION SHALL STUDY THE NEED
FOR EDUCATIONAL CENTERS FOR EMOTIONALLY DISTURBED
STUDENTS IN FLORIDA. SUCH STUDY SHALL INCLUDE
CRITERIA FOR PARTICIPATION BY STUDENTS IN THE PRO-
GRAMS OF SUCH CENTERS; THE NUMBER OF FULL-TIME
EQUIVALENT STUDENTS ANTICIPATED; GOVERNANCE, REC-
OMMENDED GEOGRAPHIC LOCATIONS, PROGRAMS, AND STAFF-
ING; START-UP COST AND CONTINUING ANNUAL COSTS;
AND A SCHEDULE FOR IMPLEMENTATION. THE COMMISSIONER
SHALL REPORT THE RESULTS OF SUCH STUDY TO THE CHAIR-
MEN OF THE APPROPRIATE COMMITTEES IN THE HOUSE OF
REPRESENTATIVES AND IN THE SENATE BY FEBRUARY 1,
1981.
The Bureau of Education for Exceptional Students, Division of Public
Schools was given the responsibility for organizing and implementing this
study. Three consultants with expertise in the area of programs for emotion-
ally disturbed students were selected to conduct the study and prepare the
final report. Support was provided by staff from the Community Mental Health
Program Office (DHRS) and from the Bureau of Education for Exceptional
Students.
The following individuals served as consultants for this study:
Mary M. Wood, Ed.D., Chairperson Ron Laneve, Ph.D.
Professor of Special Education Principal, Mark Twain School
University of Georgia and Rockville, Maryland
Director of Developmental Therapy Institute
Athens, Georgia
Janis Carroll, M.S.
Chief Consultant
Programs for Emotionally Handicapped
Division for Exceptional Children
State Department of Public Instruction
Raleigh, North Carolina
B. Panel Activities
The study panel was assembled during January and February, 1981 to
review data, conduct invitational conferences, analyze the information, and
produce a written report. An organizational meeting was held in Tallahassee
for three days. During this time the panel reviewed information, heard
testimony from legislative staff, Department of Education and Department
of Health and Rehabilitative Services, other state level organizations, and
school district personnel, and organized to carry out the task. Two additional
meetings were held in Miami and Tampa to receive input from various school
district and mental health personnel, organizations and community agencies.
Specific schedules and names of participants are contained in Appendix A. A
list of documents and other references reviewed by the panel is contained
in Appendix B.
TABLE OF CONTENTS
PART I
Introduction . .
Purpose . . .
Goals . . .
Program . . .
Criteria for Participation .
Personnel . . .
Governance . . .
Funding . . .
Schedule of Implementation .
PART II
Appendix A Summary of Activities
Appendix B Bibliography of Data
Appendix C Estimated Prevalence/E
. . . . 35
. . . 50
;ED . . ... .55
Appendix D Proposed Geographic Distribution
List of Exhibits
Exhibit A The Educational Center's Role
in the Continuum of Services
Needed for SED Students . .
Exhibit B Proposed Staffing Pattern
and Organizational Structure
for an Educational Center . .
Exhibit C Proposed Governance
for a Statewide Network . .
Exhibit D Educational Centers-Personnel . .
Exhibit E Projected FTE for Educational Centers
Exhibit F DHRS Costs for Residential Programs .
Page
3
4
. . . 1
. . . .
. . . 4
. . . 6
. . . 18
. . . 20
. . . 22
. . . 26
. . . 33
. . 59
5
. . 21
. . 25
. 29
. . 31
. . 32
PART. I
INTRODUCTION
In response to the charge to study the need for Educational Centers
for Emotionally Disturbed students in Florida and draft recommendations
for delivery of needed services, the Study Panel submits its recommendations
for a master plan in Part I of this report.
Part II contains a series of appendices with information referred to
in the body of this report. The information obtained from more than seventy-
five (75) individuals who spoke with the Study Panel, and the reports and
state documents reviewed have led to the following general principles which
were used as guides to the preparation of the master plan in Part I.
1. Both exceptional student education and mental health services for
severely emotionally disturbed (SED) students must be provided in
one, integrated system.
2. Combined exceptional student and mental health services should be
provided in the least restrictive setting possible. This setting
is preferably a school or a community building rather than a clinical
or hospital environment.
3. Alternative, therapeutic living arrangements must be available
to SED students in the local areas, when family support is no
longer possible, so that they may continue to receive services
in the least restrictive way possible.
4. All local agencies involved in services to SED students should
have an integrated multi-professional system of identification,
referral, assessment, diagnostic procedures, program planning,
implementation, and evaluation of student progress.
5. A complete continuum of services must be available if these
students are to be served adequately in the least restrictive
setting possible. This continuum involves educational alterna-
tives, therapeutic alternatives, and residential/living alterna-
tives.
6. Highly skilled and experienced personnel from several pro-
fessional fields are essential if SED students are to improve.
7. Every program serving SED students should have access to
emergency psychiatric care in the local area.
8. Every program serving SED students should have a system for
access to longer-term, residential psychiatric services or
respite care services when needed.
9. SED students should not be subjected to residential schools
or hospitals because of lack of local treatment resources,
either educational or residential.
10. Education personnel or agencies should not be in the business
of operating residential living facilities. However, an SED
student's living environment plays an essential role in a
program of rehabilitation. It is, therefore, the responsi-
bility of Education to include support for the student's
living environment in the student's therapeutic program.
11. To ensure that Florida's SED students are equitably and ade-
quately served, multi-district pooling of resources and skilled
personnel is essential. There are neither sufficient personnel,
programs, or funds to do otherwise.
EDUCATIONAL CENTERS NETWORK
FOR SEVERELY EMOTIONALLY DISTURBED
STUDENTS
1. PURPOSE
To provide intensive, integrated exceptional student education and
mental health treatment services.for severely emotionally disturbed children
and youth through a network of multi-district Educational Centers with
satellite extensions and liaison with the student's home and community.
1.1. The network will provide access for all SED students,
throughout the state, to a continuum of exceptional student
education and mental health services.
1.2. The centers will provide for the multi-district clustering
of resources for skilled and specialized diagnosis and
treatment of severe emotional disturbance of children and
youth.
1.3. The centers will provide a full range of exceptional student
education programs, mental health treatment and environmental
services.
1.4. The satellites will provide for services in a less
restrictive/less expensive setting, close to or in the home
communities.
2. GOALS
The goal of the Educational Centers Network is to provide services
for all of the severely emotionally disturbed students in Florida, which
will reduce dependency and allow for these students to fully participate
in all aspects of life.
The specific program goals for each Educational Center in the Network
are:
2.1. To enable severely emotionally disturbed students to develop
appropriate behaviors and demonstrate academic and vocational
skills through a therapeutic educational and residential
environment.
2.2. To develop individualized programs for severely emotionally
disturbed students which include educational, residential,
and therapeutic components.
2.3. To select only those programs and services which are necessary
for each individual student.
2.4. To provide programs and services located as close as possible
to the student's home.
2.5. To include the student's family or surrogate family in the
therapeutic process as needed.
2.6. To integrate a wide range of services which are necessary to
support the severely emotionally disturbed student and family.
EXHIBIT A
The Educational Center's Role in the
Continuum of Services
Needed for SED Students*
Residential Support
Immediate
family
T
Extended
family
T
Education
Regular class
T
Resource Room
Part-time special
class
Therapeutic Support
Special curriculum materials
and materials
T
Special Education Consultation
T
School mental health services
(e.g., school psychologist,
school social worker,
guidance counselor,
vocational counselor)
-----------1-------- --
ALTERNATIVE f -THE EDUCATIONALt )CLINICAL SERVICES:
COMMUNITY LIVING: CENTER
SATELLITES
SATELLITES
Foster family
T
Therapeutic
foster home
T
Therapeutic
group home
-----------I---------
Community
hospital bed
T
Residential
school
T
Psychiatric Hospital;
short term respite
care service
Full-time a
special
Day treaty
in school
community
nd part-time Individual & group counseling;
Classes; Parent/family work;
lent classes Adaptive P.E.;
L or other Recreation, art,
:y agency music, & dance
therapies;
Psycho harmacology
- - - - - - - - - - -
Community Hospital/Homebound
Teacher Service
Special class in
Residential school
or hospital
Residential
clinical services:
Individual & group counseling;
Parent/family work;
Adaptive P.E.;
Recreation, art,
music, & dance
therapies;
Psychopharmacology
*Arrows indicate the importance of continual movement in delivery of services
toward the least restrictive setting.
3. PROGRAM
An Educational Center's program will have three basic service
components and two additional components which are utilized by the three
basic components. The basic service components are (1) education,
(2) residential support and (3) therapeutic support. The additional
components are (4) assessment and evaluation and (5) liaison services.
The program of each student is developed with the flexibility to include or
exclude these services as needed. Exhibit A illustrates the continuum of
services needed for severely emotionally disturbed students in each of the
three basic service areas. Exhibit A also illustrates the role of the
Educational Center in the middle of this continuum. Because of the impor-
tance of all three basic services and because of the frequent, often unpre-
dictable changes in the severely emotionally disturbed students, the
Educational Center must have flexible program alternatives. Consequently,
case management must be provided to obtain and integrate needed services
anywhere on the continuuI of services in each of the three basic service
areas outlined in Exhibit A.
The Therapeutic IEP. Central to the success of comprehensive services
for severely emotionally disturbed students is the concept of a "therapeutic
individual educational plan" ((T)IEP). This term is used to describe an
individual educational plan which includes a mental health treatment
component. There are several reasons to combine both education and treat-
ment in the plan:
1. Both exceptional student education and mental health services are
essential for rehabilitation of severely emotionally disturbed
students.
2. Both areas are involved with the same aspects of student-behavior,
emotions, attitudes, interpersonal relations, cognitive processes,
social learning, and communication processes. Thus separating
exceptional student education and mental health services into
distinctly different services creates a dual system of delivery
which is neither necessary nor efficient.
3. Combining both areas into a unitary "therapeutic IEP" ensures the
establishment of combined goals which do not duplicate efforts
and do not work at cross purposes. Instead, the (T)IEP provides
for efficient utilization of each service in support of the other.
In the Educational Centers Network the term (T)IEP, for the severely
emotionally disturbed, is used to include all of the requirements as
specified by State Board of Education Rules (SBER 6A-6.331(3), SBER 6A-15.14(3)),
and includes also the mental health treatment plan. Specific needs for resi-
dential and family support are considered a necessary aspect of this combined
mental health/educational plan.
3.1. The Education Component
The Education Component of an Educational Center is designed to
provide both small group and individual education, full or part
time, as indicated by a student's (T)IEP. The education program
can provide a range of basic instruction in reading, language arts
(writing, speaking, listening), mathematics, social science, natural
science, physical skill development, and the arts. Programs to
develop basic social and vocational skills are included for high
school students. In addition to individual and group instruction,
times for group interaction, group play, and group discussion are
included each day.
Instructional groups are established on the basis of students'
ages, social-emotional needs, and program objectives. Group size
is limited to a maximum of six students per teacher and aide. How-
ever, group size may be as low as four students per teacher and
aide. Classes for preschool and elementary age students are
physically separated from classes for adolescents.
Within the Educational Center's classrooms, learning activities
and management procedures are integrated around each student's overall
(T)IEP plan which includes the mental health needs of the student.
The classroom teacher, aide, and a clinical person from the Thera-
peutic Support Component, serve as the primary treatment team for all
of the students in a particular group. The treatment team manager is
the clinical person on the team, with major responsibility to coor-
dinate the implementation of therapeutic management of the students
in the educational setting.
3.2. The Therapeutic Support Component
The Therapeutic Support Component of the Educational Center will be
concerned with providing the clinical expertise to assist in the
effective implementation of each (T)IEP in the classroom and in the
student's living environment. The (T)IEP, as described previously,
will integrate educational and mental health needs into a single
psychoeducational program plan involving a student's school and
living environments.
If indicated in the (T)IEP, individual therapy also will be provided
by clinical staff to a student as a supplement to the daily psycho-
educational program in the classroom. Some adjunctive therapies
such as adaptive physical education, and recreation, art, music,
dance, and drama therapies will be provided routinely as a part of the
daily psychoeducational program of the Educational Center. Other
therapies such as physical, occupational, or speech/language therapies,
or psychopharmacology will be obtained on an "as needed" basis.
Additional handicaps such as visual or hearing impairments would be
addressed with supplemental instruction.
The clinical personnel also will serve as the program link between
the psychoeducational program implemented by the Educational Center
and the student's living environment. The clinical personnel will
provide services to students' families (or surrogate families) such
as parent counseling, training in behavior management, or supple-
mentary home programs, as indicated in a student's (T)IEP. Parents
or surrogate parents in need of additional mental health services for
themselves will be assisted in locating appropriate services.
When a student is receiving community foster care, clinical personnel
of the Educational Center will serve as the therapeutic link between
the home and Educational Center providing the clinical expertise to
assist in implementing aspects of the (T)IEP in the student's living
environment. In addition, clinical personnel will provide support
services to foster parents or group home staff when indicated in a
student's (T)IEP.
3.3. The Residential Support Component
The Residential Support Component of an Educational Center will be
concerned with ensuring that a student has an appropriate supportive
living environment. In order to accomplish this the Residential
Support staff must establish clear lines of communication with DHRS
personnel and committees responsible for residential placements. In
addition, the staff must have the resources to purchase appropriate
residential services in the event that there are no appropriate DHRS
programs available or that a particular client may not be eligible
for DHRS services.
When a foster home, therapeutic foster home, therapeutic group home,
or other DHRS supported residential program is needed for a student,
the Educational Center's responsibility is to locate (or develop)
such a placement in conjunction with HRS personnel. These placements
must be structured and operated to complement and actively assist
in the implementation of the student's (T)IEP developed by the
Educational Center. In this way the foster care placement is designed
to be a twenty-four hour therapeutic environment for a student.
Case management personnel will have responsibility to assist and
support individual foster families, as indicated in a student's (T)IEP.
When a student is placed in a therapeutic foster home, therapeutic
group home, or other DHRS supported residential placement, the
Educational Center's clinical staff has responsibility for coordinating
their services with the appropriate DHRS personnel in order to assist
the foster parents or residential staff in developing, conducting,
and monitoring the residential aspects of the student's psycho-
educational program. Decisions regarding changes in a student's
residential program or placement requires review by the Educational
Center's (T)IEP planning group and would occur subsequent to changes
in the (T)IEP.
Because of the present lack of sufficient alternative living
services for severely emotionally disturbed students, each Educational
Center will be expected to develop therapeutic foster home programs
and a therapeutic group home for adolescents in collaboration with
the appropriate DHRS district within two years. Guidelines and
Rules established by the Department of Health and Rehabilitative
Services for Therapeutic Foster and Group Homes will be used.
3.4. The Assessment and Evaluation Component
The Assessment and Evaluation Component of an Educational Center
has responsibility for receiving referrals, conducting assessments,
participating in placement decisions, developing therapeutic (T)IEP
plans, case review for reassessing and modifying (T)IEP plans,
establishing and implementing ongoing formative and summative evaluation
of student progress in accomplishing (T)IEP objectives at the Center
and in the residential settings, and following progress of students
who have exited the program.
Access/Referral Process: Local school districts are responsible for
ensuring that all children and youth with special educational needs in the
district are identified, located and evaluated including students in other
state agencies and private agencies within their jurisdiction. Florida Statute
and State Board of Education Rules provide procedures for Health and Rehabili-
tative Services to cooperate with school districts by:
1. notifying the superintendent of the local school system of all
students within their jurisdiction who have special education needs
(Chapter 232.13,F.S., SBER 6A-15.23),
2. cooperating with the local school districts in planning and providing
for appropriate educational/treatment programs (SBER 6A-15.23),
3. establishing a unitary access/intake process for all children
with special needs into appropriate educational/treatment
programs (SBER 6A-15.15, 6A-15.23),
4. sharing of records and other information needed to provide an
appropriate therapeutic and educational program (SBER 6A-15.13,
6A-15.23).
The exceptional student education program in each school district served
will identify and determine those students who may need services of the
educational center, and where appropriate, referrals will be forwarded to
the educational center.
Referrals also will be accepted for students from HRS, community mental
health programs, private medical/psychiatric sources, and parents.
Receiving referrals. All referrals will be screened by an educational
center committee comprised of the representative from the public school system
exceptional student education program, local HRS, community mental health,
children and youth services, a local representative of the Juvenile Justice
system (when appropriate), the Educational Center director and the Coordinators
of each of the five Center components. The committee will make one of the
following recommendations:
1. There is need for additional observation and/or diagnostic infor-
mation.
2. The student can be more appropriately served at another agency.
3. Additional interventions should be implemented at the local school
and community level.
4. The student's referral is accepted for program planning and placement
purposes by the Educational Center Network.
In each recommendation, the committee will assist appropriate persons
in accessing or developing the needed services. Disagreements between
agencies will be settled through mutually agreed upon procedures developed
locally and approved by the local Advisory Board.
Conducting assessments. Whenever possible, assessments will be con-
ducted by the referring school or agency prior to referral to the Educa-
tional Center. It is not necessary to repeat such assessment procedures.
However, assessments will be provided by the Educational Center as needed.
All assessments will meet the requirements of State Board of Education
Rule 6A-6.3016 and 6A-6.331(1).
Any SED student enrolled in an Educational Center for eighteen (18)
months must receive a reevaluation including a psychiatric assessment, a
repeat of assessment procedures at the time of enrollment, and any new
assessment procedures as needed.
Placement and (T)IEP Planning. The committee to review referrals
(described above) also serves as the placement and (T)IEP planning
committee. Ad hoc members of the committee include the student's regular
school teacher, the principal, the student's parents) or surrogate parent
and other agency representatives who have worked with the student. A mental
health clinician who has actually worked with the student must be present
to provide input into the therapeutic aspects of the (T)IEP. All IEP
procedures will meet the requirements of SBER 6A-6.331(3).
Case Review. Each student's (T)IEP shall be reviewed on a scheduled
basis at least three times a year by staff of the Assessment and Evaluation
component of the Educational Center in consultation with the student's case
manager. If the review results in proposed changes in program, the (T)IEP must
be reviewed in a meeting which includes the parentss, as required by SBER
6A-6.331(3). Results of the amended (T)IEP are submitted in written form
to the Educational Center director for review and are filed in the
student's record.
In addition to the scheduled reviews agency staff or a
parent may request a case review on an "as needed" basis. The same
procedure described above will be followed.
Documentation of student progress. Staff in the Assessment and
Evaluation Component of the Educational Center will be responsible for
implementing a system for documentation of student progress and follow-up
after exiting the program. The system will include data collection as
required by the statewide Network coordinator. Prior to implementation
the system must be approved by the local Advisory Board, the statewide
network Governing Board, and the Network coordinator (see Section 6 -
Governance). The evaluation system also is subject to revision upon
recommendation by the Network coordinator and its governing board.
This documentation of student progress based on the evaluative
criteria in the (T)IEP must be submitted to the parentss, to the referring
school or agency, and to the local advisory board, at least annually.
3.5. The Liaison Services Component
The Liaison Services Component of an Educational Center has
responsibility for each student's case management and the effective
utilization of needed resources in the least restrictive manner to
accomplish the objectives of the (T)IEP. Liaison Services staff will
serve as case managers, advocates, and interagency facilitators on
behalf of the students. They will link services at the Educational
Center with other agencies and the residential/home services.
If a student is sent to a residential school or hospital the Educa-
tional Center case management component continues in that role and
works closely with the residential staff to affect a rapid return to
the Educational Center, home, and community.
When a student exits the Educational Center to return to regular
school the case manager continues to assist personnel in the student's
regular school to accomplish a successful mainstream reentry.
3.6. Center Facilities
An Educational Center typically should be housed in a facility which
is close to or a part of an existing regular education program.
However, center facilities may vary from region to region according
to available space and program requirements. For example, an existing
school building, a community mental health building, an unused wing
of a school, or a rented facility might be used.
Guidelines for selection of a center facility should include the
following:
1. Sufficient space is available for classrooms, counseling
rooms, outside play areas, diagnostic, liaison, clinical
and parent services, and administration functions.
2. Classrooms, counseling rooms, and outside play areas for
adolescent students are physically separated from those
for elementary and preschool students.
3. Clinical and administrative staff areas are closely
accessible to the areas for both adolescent and younger
students.
4. The interior of the facility can be readily adapted to the
particular needs of the clinical and educational program
components.
5. An elementary, middle, and high school should be in close
proximity to the Educational Center to serve as receiving
schools so that mainstreaming, liaison services, partial
placements, and reentry processes can be provided.
6. Food preparation facilities and eating areas are not
necessary unless the students are in attendance during
the lunch hour. Students receiving part-time services
at the Center typically will attend their regular school
for lunch, while students receiving full day services will
be provided lunch on-site.
3.7. Satellites
A satellite can be defined as a smaller extension of an Educational
Center, in another location. A satellite can be housed in any existing
community facility and in accordance with the guidelines described
above for the Educational Center. The overall square footage of the
satellite will depend upon the number of children to be served in
classrooms at the satellite and the proportionate number of clinical
and liaison personnel working there. Little space will be needed for
administration at a satellite as this function will be conducted at
the Educational Center. A senior staff person at the satellite will
be designated as satellite coordinator. In addition to classrooms
and outside play space at the satellite, space will be needed for
parent services and for the part-time personnel providing therapeutic
support and liaison support services.
Satellite locations will allow for services provided in areas away
from the main Educational Center. Satellites will be established
in areas where:
1. More than fifty severely emotionally disturbed students are
identified, or
2. Students would be traveling for an unreasonable distance to
receive services.
The full range of Educational Center services will be available
at each satellite location. However, in sparsely settled areas
the full range of services may not be available on a daily basis
as they would be at the main Center. Typically, the Education
Program staff and theLiaison Support staff would reside in the
satellite area and conduct classes and liaison services on a daily
basis. Therapeutic Support:staff, Assessment and Evaluation staff,
and Residential Support staff would typically provide services
at the satellite one day a week from the main Center.
4. CRITERIA FOR PARTICIPATION
The Educational Center Network is designed to serve severely
emotionally disturbed students. The Department of Education definition
of the severely emotionally disturbed is found in SBER 6A-6.3016 as follows:
6A-6.3016 Special programs for students who are emotionally handi-
capped.
1. Emotionally handicapped -- one who after receiving supportive
educational assistance and counseling services available to all
students, still exhibits persistent and consistent severe behavioral
disabilities which consequently disrupt the student's own learning
process. This is the student whose inability to achieve adequate
academic progress or satisfactory interpersonal relationships
cannot be attributed primarily to physical, sensory or intellectual
deficits. For purposes of funding, emotionally handicapped students
shall be classified as:
(a) Emotionally handicapped -- one who meets criteria as defined in
Rule 6A-6.3016, FAC, and is placed in programs as defined in
Rule 6A-6.311(l)(a) through (d), FAC.
(b) Severely emotionally disturbed -- one who meets criteria as
defined in Rule 6A-6.3016, FAC, and is placed in programs as
defined in Rule 6A-6.311(1)(d) through (f), FAC, and who requires
a special program for the full school week.
2. Criteria for eligibility. All of the following criteria, consistent
with the definition, shall be used to determine each student's
eligibility for special programs for emotionally handicapped.
(a) Evidence that the student, after receiving supportive
educational assistance and counseling, still exhibits severe
emotional handicaps.
(b) Evidence that a severe emotional handicap, as determined by
documented observations and psychological evaluation, exists
over an extended period of time.
(c) Evidence that the behavior disrupts the student's own learning,
reading, arithmetic or writing skills, social-personal develop-
ment, language development or behavioral progress and control.
(d) Evidence that the primary problem of the student cannot be
attributed primarily to physical, sensory or intellectual
deficits.
3. Criteria for eligibility for programs for severely emotionally
disturbed. An addition to (2) above, the following shall be used
to determine each student's eligibility for special programs for
the severely emotionally disturbed:
(a) Evidence that the student requires a program for the full school
week which provides a highly structured cognitive and affective
[therapeutic] curriculum, individual or group counseling, and
parent counseling or education; and
(b) Evidence that a program provided in a less restrictive environ-
ment has not met the individual student's needs.
In addition, no student may be excluded from Educational Center Network
services because of severity of the emotional disturbance except in instances
where a psychiatric recommendation for full-time residential care has been
made.
5. PERSONNEL
A model for personnel organization for an Educational Center is
contained in Exhibit B. Each Center must provide the five service components
and must provide, at minimum, the personnel specified for each component.
However, depending upon the size of the Center, the personnel positions
may not necessarily be full time or there may be several positions of a
particular type in order to meet the case load. In addition, a single
professional position may be proportioned across several components. For
example, a psychiatric consultant may be employed three days a week. One
day may be specified for the Assessment and Evaluation component while the
second day may be specified for 50% in the Therapeutic Support Services
component and 50% in the Residential Support Services component.
The recommendations for personnel for Centers are contained in Exhibit B.
EXHIBIT B
Proposed staffing Pattern
and Organizational Structure
for an Educational Center*
fLocal Advisory Board
Center Director ILocal Fiscal Agent
Residential Thel
Support S
Services Sei
Coordinator Cooi
-Psychiatric
Consultant
-Psychiatric
Social Workers
-Clinical
Psychologist
-(Adjunctive
Therapists
(e.g., art,
music, adap-
tive P.E.)
-(Case Managers) <
rapeutic Education Assessment
ipport Services and
rvices Coordinator Evaluation
rdinator ICoordinator
-Psychiatric
Consultant
-Psychiatric
Social Workers
-Clinical
Psychologist
-Mental Health
Paraprofessional
-(Adjunctive
Therapists
e.g., art,
music, adap-
tive P.E.)
(Case managers)
-(Case Mlanagers) < ----
-Satellite Staff
-Special
Education
(SED) Teachers
-Teaching
Aides
-Reading/
Learning
Disability
Specialist
-Adjunctive
Therapists
(e.g., art,
music, adap-
tive P.E.)
(Case managers) <
Liaison/Field
Services
Coordinator
-Psychiatric
Consultant
-Psychiatric
Social Workers
-Educational
Diagnostician
-Clinical/
School
Psychologist
-Data Manager
-(Case Managers) -
-Inservice and
preservice
personnel
trainer
-Case Managers
(Social Workers,
Guidance Counse-
lors and Special
Education
Teachers)
__I1
*Number of individuals and portions of time needed in each position will vary among Centers as a function of
Center size (case load and geographic area). Not all positions listed are full time.
6. GOVERNANCE
Network governance should be by multiagency authority with single
agency responsibility. That is, the Department of Education should have
fiscal and program responsibility for administering the Educational
Centers Network. However, the Department of Health and Rehabilitative
Services (DHRS) should have a portion of authority over the program be-
cause of the extensive involvement of DHRS programs in Network services.
Exhibit C illustrates the proposed governance structure and program
relationships.
The Board of Governors will represent each of the geographic districts
corresponding to the Educational Centers' service areas. The Board should
have authority to oversee the network administration and make Network
policy decisions. Board action should be subject to review and approval
by the Commissioners of Education and the Secretary of Health and Rehabil-
itative Services.
The Executive Coordinator will be responsible for statewide development
of the Network, maintenance of Network standards by each Center, the fiscal
management of funds flowing to each Center, technical assistance to the
Network, personnel development, and annual program review and evaluation.
Each Educational Center Director will be employed by the fiscal agent
upon recommendation and approval by the Local Advisory Board. The Educational
Center Director will be administratively responsible for regional service
delivery, maintenance of Network standards, and fiscal management and
administration of the Educational Center.
Each Center shall have a Local Advisory Board, composed of citizens,
Mental Health Planning Board representatives, superintendents of all
school districts served by the Center and local directors of Health
and Rehabilitative Services for each district served by the Center.
The Board should have responsibility to review the Center's documen-
tation of service delivery at least annually, advise the Center
director about local needs, and provide an advocacy group for citizens
and students. Each local Advisory Board will meet annually with the
Board of Governors and the Network's Executive Coordinator. Additional
meetings can be held at any time on an "as needed" basis.
The Advisory Board also serves the fiscal agent as an ad hoc
personnel committee for annual review of the Center Director's perfor-
mance, merit pay, and continuation or termination of employment.
6.1. Compliance Monitoring
Compliance monitoring will be conducted as outlined in State
Board of Education Rule 6A-1.453, with the following addition:
Audits of Educational Center programs shall include a local
representative of the appropriate division of Health and
Rehabilitative Services, e.g., Mental Health, Children, Youth
and Families Services, Vocational Rehabilitation.
6.2. Program Monitoring
Each school district shall be responsible for monitoring the
individual educational/treatment program for students served by
an Educational Center who are legal residents of the district.
Monitoring activities shall include the following:
1. Appropriate representation from other involved agencies
will be included on the school staff committees, e.g.,
Mental Health, Vocational Rehabilitation, Family and
Children Services.
2. The Educational Center will send documentation of student
progress, at least annually, to each student's school
district and to the local Advisory Board.
3. The Educational Centers will submit annual evaluation
data and documentation of student progress to the Network
Coordinator. These data will be summarized for review
by the Board of Governors.
EXHIBIT C
Proposed Governance for a Statewide
Network of Educational Centers
Showing Program Relationships
STATE BOARD OF EDUCATION
Board of Governors
Local
Advisory
I Board ;
L Satellite
Programs
Education Center Network
Executive Coordinator
to
Education Center Network
F Regional Technical
_ Educational ___ Assistance
Center and SED
Directors Personnel
Development
Education Therapeuti
SCenter Foster Hom
I Programs Programs
/ I -
/ s -
Office for
Children Youth
and Families
(HRS Districts)
Community
Mental Health
Programs
- Vocational
Rehabilitation
I Programs
Regular Special
Education Education
Programs; Programs
I Psychiatric
Hospital
Programs
cE
e
7. FUNDING
Monies for the Educational Center Network should flow primarily
to the Department of Education, Division of Public Schools. A separate
allocation of funds should go to the Department of Health and Rehabilitative
Services specifically designated to provide therapeutic foster homes and
therapeutic group homes and other support services as part of the Educa-
tional Center's program.
7.1. Criteria for Funding
Funding of an Educational Center by the state should occur when
a Local Advisory Board submits to the Division of Public Schools
and Board of Governors a detailed proposal which
1. meets Network guidelines as determined by the Network
Coordinator and the Board of Governors;
2. includes a plan to develop, within two years, a collaborative
program with HRS, to provide a therapeutic foster home program
and to operate at least one therapeutic group home and other
alternative residential placements;
3. has been approved by the Superintendent of each school district
to be served by the proposed Center;
4. has been approved by the HRS District Administrator in each
HRS district to be served by the proposed Center;
5. has been approved by the Mental Health Planning Board in each
area to be served by the proposed Center;
6. designates a local fiscal agent such as a school district,
community mental health program, or city government;
7. provides assurances that the services will be provided at no
cost to parents.
7.2. Funding Formula
A system of grant funds combined with FTE should be used to fund
the Network of Educational Centers. The cost factor for SED (6.5)
does not provide sufficient funding to maintain the highly specialized
services needed for these students. There are several reasons for
using a combined funding mechanism:
1. A small nucleus of highly skilled, support personnel and
clinical child specialists must be provided as an integral
part of the program.
2. The goal to return students to regular education involves
gradual reentry with continuing support; thus each student
will receive a period of service from Educational Center
staff while participating, at the same time, in regular
education as a part of the reentry process.
3. Services to severely emotionally disturbed students must
include assistance to parents or surrogate parents so that
a student's therapeutic program involves the living/residential
environment.
Allocations for individual Educational Centers and satellites
should be made on the basis of student population and geographic
distribution. Appendix C contains the student population, by age
and county for 1979-80 (Source: Statistical Report, Florida Department
of Education, Division of Public Schools' MIS, Series 80-15, March,
1980). A prevalence figure of .5% (.005) is used to obtain the
numbers of severely emotionally disturbed in each age group and for
the totals.*
*Although estimates of numbers of students who are severely
emotionally disturbed typically report a higher percentage, actual
experience in several states which offer a full range of community
services to the severely emotionally disturbed indicates that this
figure is fairly accurate and results in no waiting lists.
27
The proposed geographic locations for Educational Centers and satel-
lites based on student population and geographic distribution is
contained in Appendix D.
The time allowed for this study did not allow for the panel
to develop complete estimates of start-up and continuing annual
costs for the Educational Center Network. A number of variables
will contribute to the cost of developing such a system, in-
cluding available facilities, personnel patterns for rural vs. urban
areas, salary scales in various areas of the state, and current
level of mental health resources in various areas of the state.
Accurate estimates of the number of students who would require
residential facilities are nonexistent for the state as a whole,
making it difficult to project accurately. Exhibit D provides es-
timated personnel costs for a typical center. This exhibit does not
include the cost of the educational component staff which would be
provided under existing FEFP funds.
Exhibit E provides information on the amount of Florida Education
Finance Program (FEFP) that would be generated by students eligible
for the profound cost factor (6.5), assuming that approximately
40% of the students would be in Center classes at any one
time. It is projected that the remaining 60% would be receiving
other services from the Center such as evaluation, liaison
and therapeutic support services.
Exhibit F provides comparative cost information for residential
placements such as therapeutic foster homes and therapeutic group
homes.
The following section on implementation provides recommendations
which will allow the state to develop start-up cost and continuing
annual cost information.
EXHIBIT D
SAMPLE EDUCATIONAL CENTER
BUDGET*
Position
1. Education Services Staff
a. Coordinator
b. Teachers
c. Teaching Assistants
Time
(100%)
(per 115
students
in
classes)
(SUB-TOTAL)
2. Other Personnel
Administrative Staff
a. Director
b. Secretary
c. Custodian
(SUB-TOTAL)
Liaison and Field Services Staff
a. Coordinator/Senior Case Manager
b. Case Managers (2)
(Social Workers/Teachers)
c. Personnel Trainer
(SUB-TOTAL)
Assessment and Evaluation Staff
a. Coordinator/Psychologist
b. Psychiatric Consultant
c. Psychiatric Social Worker
d. Educational Diagnostician
e. Data Manager
(SUB-TOTAL)
Therapeutic Support Services Staff
a. Clinical Coordinator/Psychologist
b. Psychiatric Consultant
c. Psychiatric Social Worker
d. Mental Health Paraprofessional
e. Adjunctive Therapist(art, music)
(SUB-TOTAL)
(100%)
(100%)
(100%)
( 50%)
(200%)
( 50%)
( 50%)
(5%)
( 50%)
( 50%)
(100%)
( 50%)
( 10%)
(100%)
(100%)
(100%)
Grant Funds FEFP Funds
$ 18,000.00
$747,500.00**
($ 18,000.00)
20,000.00
11,000.00
6,000.00
37,000.00)
9,000.00
28,000.00
7,000.00
44,000.00)
9,000.00
2,500.00
8,000.00
7,500.00
12,000.00
39,000.00)
9,000.00
5,000.00
16,000.00
8,000.00
14,000.00
52,000.00)
Grant Funds FEFP Funds
Residential Support Services Staff
a. Coordinator
b. Psychiatric Social Worker
c. Clinical Psychologist
d. Psychiatric Consultant
(SUB-TOTAL)
( 50%)
( 50%)
( 50%)
(5%)
$ 9,000.00
$ 8,000.00
$ 9,000.00
$ 2,500.00
($ 28,500.00)
OPERATING COSTS
(15% of grant fund personnel)
ONE-TIME START-UP COSTS
$ 24,775.00
(including equipment
renovation @ $200.00
288 children)
and building
per child for
$ 57,600.00
TOTAL BUDGET AMOUNT
$300,875.00
$747,500.00
*This sample budget is designed for an Educational Center serving 288 severely
emotionally disturbed students, an estimated 115 (40%) of whom will be served
in classes at any given time. Budgets for Centers designed to serve more
students or fewer students should be adjusted proportionately.
**See Exhibit E for FEFP, using Alachua Cty. as an example.)
EXHIBIT E
Projected Costs
for the Educational Components of
16 Educational Centers Based on FEFP
Educational
Centers
Bay
Leon
Volusia
Brevard
Lee
Marion
Alachua
Escambia
Palm Beach
Pinel'las
Polk
Orange
Duval.
Hillsjorough
Broward
Dade
16
SED
Population
in Area
Served
206
208
228
243
261
288
288
417
534
565
626
631
644
653
'677
1,079
7,548
40% in
Center and
Satellite
Classes
82
83
91
97
104
115
115
167
214
226
250
252
257
261
,271
:431
3,016
Projected
FEFP for
40% in Classes
at 6.5 cost factor
$ 533,000
539,500
591,500
630,500
744,276
747,500
747,500
1,085,500
1,391,000
1,469,000
1,625,000
1,638,000
1,670,500
1,696,500
1,761,500
2,801,500
19,672,276
TOTALS:
EXHIBIT F
DHRS COSTS FOR
RESIDENTIAL PROGRAMS *
Therapeutic Foster Home
$41.15 per day, per child
$15,019.75 per year, per child
Therapeutic Group Home
$35.50 per day, per child
$12,957.50 per year, per child
Psychiatric Residential Care (eg. private)
$80.00 per day, per child
$29,200.00 per year, per child
DHRS Mental Health Hospital
$45.00 per child, per day
$16,425.00 per child, per year
* Source: Mental Health Program Office
Department of Health and Rehabilitative Services
8. SCHEDULE OF IMPLEMENTATION
The proposed Network should be developed over a five year period.
This will give the state time to evaluate the initial plan and make
refinements and corrections as needed. It also will allow the state
time to develop the skilled personnel needed for successful implemen-
tation of the Network.
It is recommended that the Department of Education fund two model
programs, one in a predominately urban, heavily populated area and a
second in a smaller, rural area. It is estimated that the urban center
would require $200,000 and the rural center $100,000 for start-up and
implementation.
These model programs would generate cost data which would allow for
further'statewide planning and development of a complete Educational
Center Network for the severely emotionally disturbed students in the
state.
Guidelines for funding a model program should include the following:
1. An area is currently planning or implementing services for
the severely emotionally disturbed and wants to participate
in the Educational Centers Network.
2. An area has a nucleus of professional personnel skilled in
working with severely emotionally disturbed students who
also will be available to work in the Educational Center
programs.
3. Appropriate space to house the Center and its proposed
satellites has been identified and can be made available.
4. A local advisory group with multidistrict and multiagency
representation has been formed and planning has occurred.
PART II
APPENDICES
Appendix A:
Appendix B:
Appendix C:
Appendix D:
Summary of Activities
Bibliography of Data
Estimated Prevalence of SED Students in Florida
Proposed Geographic Distribution for
Centers and Satellites
APPENDIX A
SUMMARY OF ACTIVITIES
FLORIDA DEPARTMENT OF EDUCATION
DIVISION OF PUBLIC SCHOOLS
BUREAU OF EDUCATION FOR EXCEPTIONAL STUDENTS
ED Study Panel
Conf. Room (Rm. 32)
Senate Office Bldg.
January 14-16, 1981
Agenda
Wednesday, January 14, 1981
10:00 12:00
12:00 1:00
1:30 2:00
2:00 2:30
2:30 3:00
3:00 3:30
3:30 4:00
4:00 5:00
Thursday, January 15, 1981
9:00 11:00
11:00 12:00
12:00 1:30
1:00 5:00
1:30 2:00
Orientation and Planning
Lunch
Welcome and Comments Landis M. Stetler
Chief, Bureau of Education for Exceptional Students
Education of Emotionally Handicapped Students
Diana Wells, Consultant, Bureau of Education for
Exceptional Students
Mental Health Services Dave Schmeling
Mental Health Program Office, DHRS
The Perspective from Florida Council for
Community Mental Health Centers -
Ms. Chris Ziegler, Director
The Perspective from Parents and Advocates -
Jon Rossman, Director, Governor's Commission on
Advocacy for Developmentally Disabled
Summaries, Discussion and Plan for next day
Leon Co. School Board
2751 W. Pensacola
Tallahassee
Conference Room
Leon County and HRS District II staff
Residential Treatment needs of mid-size
school districts
Group Discussion
Lunch
Conference Room C (32) Senate Office Building
Future Planning and Proposal Options
DOE perspective
-2-
Thursday, January 15, 1981, continued
2:00 3:00 Future Planning and Proposal
Options DHRS Perspective
Bob Constantine, Ph.D. Mental Health Program
Office, DHRS
3:00 5:00 Committee Discussion and Planning
Friday, January 16, 1981 Conference Room D (32)
Senate Office Building
8:30 9:00 Dave Lycan, House Appropriations
9:00 11:00 Committee Work Session
11:00 12:00 Ed Deluzain, Ph.D., Resource Teacher, Bay County
Schools
12:00 1:30 Lunch
1:30 5:00 Committee Work Session
PARTICIPANTS
Mrs. Wendy Cullar, Chief
Bureau of Education for Exdeptional Students
Florida Department of Education
Knott Building
Tallahassee, Florida 32301
Landis M. Stetler, Ed.D., Administrator
Bureau of Education for Exceptional Students
Florida Department of Education
Knott Building
Tallahassee, Florida 32301
Mr. Daivd Schmeling, Acting Supervisor
Children & Youth Unit
Mental Health Community Section
Mental Health Program Office
1317 Winewood Blvd.
Tallahassee, Florida 32301
Ms. Chris Ziegler, Director
Florida Council for Community Mental Health Center
1030 E. Lafayette, Suite 102
Tallahassee, Florida 32301
Mr. Jon Rossman, Esquire
Governor's Commission
Advocacy for Developmentally Disabled
Capitol Building
Tallahassee, Florida 32301
Mr. Chip Carbonne
Mental Health Program Specialist
Mental Health Program Office
1323 Winewood Blvd., Building 6
Tallahassee, Florida 32301
Ms. Fran Kimber
Mental Health Program Analyst
Mental Health Program Office
1323 Winewood Blvd., Building 6
Tallahassee, Florida 32301
Ms. Chris Johnson
Center for Children and Youth
102 S. Calhoun Street
Tallahassee, Florida 32301
Bob Constantine, Ph.D.
Staff Director
Mental Health Program Office
1323 Winewood Blvd., Building 6
Tallahassee, Florida 32301
Participants (cont.)
Mr. Howard Hinesley, Ph.D., Director
Exceptional Student Education
Pinellas County Public Schools
1895 Gulf-to-Bay Blvd.
Clearwater, Florida 33515
Ed Deluzain, Ph.D.
Resource Teacher for Emotionally Handicapped Program
Bay County Public Schools
1819 Liddon Ave., Building A
Panama City, Florida 32401
Mr. Dave Lycan
Chief Legislative Analyst
House Appropriations Committee
219 Capitol
Tallahassee, Florida 32301
Diana Wells, Consultant
Bureau of Education for Exceptional Students
Florida Department of Education
Knott Building
Tallahassee, Florida 32301
Mr. Bob Connors, Director
Exceptional Student Education
Leon County Public Schools
2757 W. Pensacola
Tallahassee, Florida 32304
Ms. Lynda Roser, Coordinator
Exceptional Student Education
Leon County Public Schools
925-D Miccosukee Rd.
Tallahassee, Florida 32303
Mr. Ward Spisso
Education Specialist
Emotionally Handicapped Program
Leon County Public Schools
925 Missocukee Rd.
Tallahassee, Florida 32303
Ms. Rosanne Wood, Principal
SAIL School
Lincoln Neighborhood Center
725 N. McComb Street
Tallahassee, Florida 32303
Participants (Cont.)
Donald Johnson, Ph.D.
Associate Superintendent for Instruction
Leon County Public Schools
2757 West Pensacola Street
Tallahassee, Florida 32304
Mr. Charles Mould, Supervisor
Mental Health Program
HRS District II
Cedar Executive Center
2639 N. Monroe, Suite 200-A
Tallahassee, Florida 32312
Mr. George Brown, Supervisor
Children Youth, Family Program
HRS District II
Cedar Executive Center
2639 N. Monroe, Suite 200-A
Tallahassee, Florida 32312
Ms. Martha Scott
Program Specialist
Gadsden County Public Schools
P. 0. Box 818
Quincy, Florida 32351
Vernon Cain, Ph.D., Consultant
Bureau of Education for Exceptional Students
Florida Department of Education
Knott Building
Tallahassee, Florida 32301
FLORIDA DEPARTMENT OF EDUCATION
DIVISION OF PUBLIC SCHOOLS
BUREAU OF EDUCATION FOR EXCEPTIONAL STUDENTS
ED Study Panel Dade County School System
Miami, Florida
January 19, 1981
Agenda
Monday, January 19, 1981
8:00 12:00 Program visits, Dade County
1. Centennial Jr. (STARS Program)
8601 S.W. 212 Street, Miami, Florida 33161
Telephone: 235-1581 (305)
Ms. Loren Kanter Director
2. Dade Youth and Family Services
17025 S.W. 84 Street, Miami, Florida 33157
Telephone: 271-2211 (305)
Dr. Weiner, Dr. White (Program Directors)
3. Grant Center Hospital
20601 S.W. 157 Avenue, Miami, Florida 33194
Telephone: 251-0710 (305)
Ms. Sandra Weiss (Educational Director)
4. Howard Drive Elementary (TOPS Program)
7750 S.W. 136 Street, Miami, Florida 33161
Telephone: 235-1412 (305)
Dr. Arlene Lownstein (Project Manager)
5. McArthur South (Alternative School)
11035 S.W. 84 Street, Miami, Florida 33173
Telephone: 271-2721 (305)
Mr. Ranson Hill, Principal
6. Montanari Clinical School
291 E. 2nd Street, Hialeah, Florida 33010
Telephone: 887-7543
Dr. A. Montanari, Director
7. Palmetto Elementary (BACC/DCPS Cooperative Program)
12401 S.W. 74 Avenue, Miami, Florida 33156
Telephone: 238-4306 (305)
Mrs. Sue Dennison, ACSW Clinical Director
12:00 1:00 Lunch
1:00 5:00
Invitational Conference
Holiday Inn Airport Lakes
Invitational Conference Speakers
1. Dr. Wylamerle G. Marshall, Executive Director
Division of Exceptional Student Education
Dade County Public Schools
1410 N.E. 2nd Avenue
Miami, Florida 33132
2. Mrs. Charlette St. John, Executive Director
Dade Monroe Mental Health Board
200 S. Dixie Highway
Miami, Florida 33219
3. Ms. Sue T. Dennison, ACSW Clinical Director
Bertha Abess Children Center (BACC)
2600 S.W. 2nd Avenue
Miami, Florida 33133
4. Dr. A. Montanari, Director
Montanari Clinical School
291 East 2nd Street
Hialeah, Florida 33010
5. Ms. Janet Reno
State Attorney, Dade County Florida
1351 N.W. 12th Street
Miami, Florida 33135
6. Dr. Ron Shellow, M.D., Chairman
Purchase of Services Committee
Dade Monroe Mental Health Board
200 S. Dixie Highway
Miami, Florida 33133
7. Dr. Sol Landau, President
Dade County Mental Health Association
800 Bickell Plaza
Miami, Florida 33131
8. Mr. George Robinson, Executive Director
Metatherapy Institute
27200 Old Dixie Highway
Miami, Florida 33030
INVITATIONAL CONFERENCE ATTENDERS
Ms. Sandra Weiss
Grant Center Hospital
20601 S.W. 157 Avenue
Miami, Florida 33187
Dr. Arlene Loewenstein
Howard Drive Elementary
7750 S.W. 136 Street
Miami, Florida 33161
Ms. Charlotte St. John
Dade Mental Health Board
200 S. Dixie Highway
Miami, Florida 33219
Ms. Laura Katz, M.S.
Educational Information Planning Association
Miami, Florida
Parent Incorporated
4004 Campbell Road, Suite B
Val Paraiso, Indiana 46383
Ms. Rita Rad
Mental Health Program Office
HRS District I
Ms. Susan Dennison
Bertha Abess Children Center
2600 S.W. Second Ave.
Miami, Florida 33133
Mrs. Susan Renick
North Central Program Director, ESE
Dade County Public Schools
Miami, Florida
Dr. Eleanor Levine
Florida Diagnostic and Learning Resource Systems
Associate Center
3196 S.W. 62nd Avenue
Miami, Florida 33155
Dr. Douglas Hiester
Youth and Family Services
1701 N.W. 30th Avenue
Miami, Florida 33142
Attenders (Cont.)
Dr. Elizabeth Smith Gammel
Florida Diagnostic and Learning Resource Systems
Associate Center
3196 S.W. 62nd Avenue
Miami, Florida 33155
Mrs. Betty Shkoler
South Central Area Program Director, ESE
Dade County Public Schools
Mrs. Shirley West
Dade County Public Schools
Dr. Sol Landau, President
Dade County Mental Health Association
800 Brickell Plaza
Miami, Florida 33131
Mrs. Estelle Wild
Parent Information Specialist
Dade County Public Schools
Mrs. Martha Boden
Director of ESE Programs
Dade County Public Schools
Mr. Russell Wheatley
Dade County Public Schools
Mr. L. J. Gross
Dade County Public Schools
Dr. Peter Paraskeva, Consultant
Dade County Public Schools
Dr. A. Montanari, Director
Montanari Clinical School
291 East 2nd Street
Mr. Jim Duncan
Coordinator, Emotionally Handicapped
Dade County Public Schools
Ms. Janet Reno
State Attorney, Dade County Florida
1351 N.W. 12th Street
Miami, Florida 33135
Attenders (Cont.)
Mr. George Robinson, Executive Director
Metatherapy Institute
27200 Old Dixie Highway
Miami, Florida 33030
Dr. Carol Fineman
Dade County Public Schools
Mr. Michael Exelbert
Educational Specialist
Dade County Public Schools
Dr. Wylamerle G. Marshall
Executive Director
Division of Exceptional Student Education
Dade County Public Schools
1410 N.E. 2nd Avenue
Miami, Florida 33132
Mr. Bob Hoffman
Dade County Public Schools
FLORIDA DEPARTMENT OF EDUCATION
DIVISION OF PUBLIC SCHOOLS
BUREAU OF EDUCATION FOR EXCEPTIONAL STUDENTS
ED Study Panel Hillsborough County
School System
Tampa, Florida
January 20, 1981
Agenda
Tuesday, January 20, 1981
8:00 12:00 Program visits, Hillsborough County
1. Florida Mental Health Institute
13301 North 30th Street, Tampa, Florida 33612
Telephone: 974-4483 (813)
Mr. Edward McDowell, Educational Coordinator
PACT Program
CIRT Program
Adolescent Program
2. Northside Community Mental Health Center
13301 North 30th Street, Tampa, Florida 33612
Telephone: 977-8700 (813)
Mr. Edward McDowell, Educational Coordinator
Adolescent Program
3. Dorothy Thomas School
Route 8, Box 520, Tampa, Florida 33618
Telephone: 961-1246 (813)
Mr. Bill Troutman, Principal
12:00 1:00 Lunch
1:00 5:00 Invitational Conference
Exceptional Student Education Office
411 E. Henderson Avenue
PARTICIPANTS
Mrs. Oma Pantridge
Director of Special Education
Exceptional Student Education
2609 US Highway 41 North
,Land 0' Lakes, Florida 33539
Mrs. Carolyn Baldwin
Supervisor, Emotionally Handicapped Program
Exceptional Student Education
2609 US Highway 41 North
Land O' Lakes, Florida 33539
Mr. Kenneth Marsh
School Psychologist
Exceptional Student Education
215 Manatee Avenue, West
Bradenton, Florida 33506
Mr. Jim McNally
Director
Hillsborough County Mental Health
Hillsborough .County
Mrs. Coleen Bevis
Mental Health Board
Hillsborough County
Mr. Terry Terrill
Site Administrator
Hillsborough County Children's Services
Hillsborough
Dr. Caroline Barnard
Supervisor, Psychological Services
Hillsborough County Schools
Mr. Raymond Ciemniecki, Director
Exceptional Student Education
215 Manatee Avenue, West
Bradenton, Florida 33506
Ms. Carol Thackham
Supervisor, School Social Workers
Hillsborough County Schools
Mr. Anthony Scolaro
Elementary School Principal
Hillsborough County Schools
Participants (Cont.)
Mr. Edward McDowell
Educational Coordinator
Florida Mental Health Institute School
13301 North 30th Street
Tampa, Florida 33612
Mr. John Parsons
Executive Director of Children's Home, Inc.
Children's Home, Inc.
Tampa, Florida
Mr. Bill Troutman
Coordinator
Dorothy Thomas School
Route 8, Box 520
Tampa, Florida 33618
Mr. Ed Herranz
Counselor
Dorothy Thomas School
Route 8, Box 520
Tampa, Florida 33618
Dr. Harold E. Edwards
Clinical Psychologist
Hillsborough County Children's Service
Hillsborough County
Ms. Sharon Brown
CAMS HRS
Hillsborough County
Phil Drash, Ph.D., Director
Florida Mental Health Institute
13301 North 30th Street
Tampa, Florida 33612
Ms. Carnella Stewart
Supervisor, FDLRS
Hillsborough County Schools
Mr. Mike McHugh
Exceptional Student Education
Sarasota County Schools
Ms. Carol S. Bryant, Coordinator
Emotionally Handicapped
Sarasota County Schools
Participants (Cont.)
Mr. Ed Herrance, Counselor
Dorothy Thomas Schools
Route 8, Box 520
Tampa, Florida 33618
Mr. Paul Hill
Director, Hillsborough County Children's Homes
Hillsborough County
APPENDIX B
BIBLIOGRAPHY OF DATA
DOCUMENTS, MANUALS,
PAMPHLETS, REPORTS
Bay County School Board. The Need For Residential Facilities for
Emotionally Handicapped Students in Florida by Edward Deluzain,
Ph.D. Panama City, Florida, 16 January 1981.
Cheltenham Center. A Comprehensive Approach to Programming for Seriously
Emotionally Disturbed Children and Adolescents in the Least
Restrictive Environment. Cheltenham, Maryland.
Children's Services. Division of Mental Health Service Programs. National
Institute of Mental Health. A Special Report for the National Plan
for the Chronically Mentally Ill by Ira S. Lourie, M.D., Assistant
Director. 10 September 1980.
Dade County Mental Health Board. The Study Committee on Mental Health
Needs of Young Persons in Dade County. Miami, Florida, 4 March 1974.
Dade County School Board. Abstract from a Proposal for A Residential
Clinical School for Severely Emotionally Disturbed School Age Students.
Miami, Florida, Winter 1980.
Dade County School Board. District Procedures Document. Procedures for
Provision of Programs Available Within the District. 1980-1981.
10 October 1980.
Florida Center for Children and Youth., Children in State Mental Hospitals:
Problem Statement. Tallahassee, Florida, 1980.
Florida Center for Children and Youth. Community-Based Mental Health Services
for Children: Problem Statement. Tallahassee, Florida, 1980.
Florida Center for Children and Youth. The State and the Child: Florida 1980.
Tallahassee, Florida, 1980.
Georgia Psychoeducational System. Personnel Information. Typical Personnel
Costs, Type A Center, Type B Center, Type C Center.
State of Georgia. Department of Education. Office of Instructional Programs.
FY 81 Psychoeducational Center Proposal for (0-14): Funding Requirements
Abstract. March 1980.
Leon County School Board. District Procedures Document. Contractual
Arrangements Between the Leon School Board and Apalachee Community
Mental Health Services, Inc., for the Provision of Services. Tallahassee,
Florida, 31 July 1980.
State of Florida. Department of Education. Division of Public Schools.
Bureau of Education for Exceptional Students. A Resource Manual for
the Development and Evaluation of Special Programs for Exceptional
Students Volume I-B. Florida Statutes and State Board of Education
Rules Excerpts for Programs for Exceptional Students. Tallahassee,
Florida, March 1980.
Documents, Manuals, Pamphlets, Reports (Cont.)
State of Florida. Department of Education. Division of Public Schools.
Bureau of Education for Exceptional Students. A Resource Manual for the
Development and Evaluation of Special Programs for Exceptional Students,
Volume I-E: Florida Statutes and State Board of Education Rules; Florida
School for the Deaf and Blind. Florida Department of Health and Rehab-
ilitative Services. Tallahassee, Florida, April 1980.
State of Florida. Department of Health and Rehabilitative Services. Department
of Children, Youth, and Family Services. Excerpts From the CYF One-
and Five-Year Plan Submitted to Gov. 1 January 1981.
State of Florida. Department of Health and Rehabilitative Services. Florida
Administrative Code. Chapter 10 E-4. Community Health Regulation.
State of Florida. Department of Health and Rehabilitative Services. Florida
Administrative Code. Chapter 10 E-10. Psychotic and Emotionally
Disturbed Children, Purchase of Residential Services Regulation.
State of Florida. Department of Health and Rehabilitative Services. Guide
to Minimum Staffing Pattern Standards for State Mental Health Facilities
in Florida. HRS Pamphlet No. 155-1, 1 May 1980.
State of Florida. Department of Health and Rehabilitative Services. Mental
Health Services for Children (draft). 8 February 1980.
State of Florida. Department of Health and Rehabilitative Services. Office
of the Inspector General, Office of Evaluation. Programs for the
Emotionally Disturbed Children and Adolescents: A Review of Issues.
Pamphlet E-80-19. 9 December 1980.
State of Florida. Department of Health and Rehabilitative Services. Mental
Health Program Office. Specialized Childrens' Programs (Residential
Only). 15 June 1979.
State of Florida. Department of Health and Rehabilitative Services. Children
and Youth Services. District IV. The Need, The Plan to Meet the Need.
January 1981.
State of Florida, Department of Health and Rehabilitative Services. Florida
Mental Health Institute. Therapeutic Foster Homes in Florida: A
Status Report by Robert M. Friedman. Tampa, Florida, September 1980.
STATISTICS
State of Florida. Department of Education. Division of Public Schools.
Bureau of Education for Exceptional Students. A Recent Summary
of Due Process Hearings Conducted in Florida, September 1979 -
August 1980.
State of Florida. Department of Education. Division of Public Schools.
Bureau of Education for Exceptional Students. Contracts with
Nonpublic Schools for Emotionally Disturbed/Handicapped 1979-1980.
Tallahassee, Florida, 1980.
State of Florida. Department of Education. Division of Public Schools.
Bureau of Education for Exceptional Students. Contracts with
Nonpublic Schools for Emotionally Handicapped 1980-81. Tallahassee,
Florida, January 1981.
State of Florida. Department of Education. Division of Public Schools.
Bureau of Education for Exceptional Students. Cooperative
Agreements for Day Treatment for Emotionally Handicapped Students.
Tallahassee, Florida, January 1981.
State of Florida. Department of Education. Division of Public Schools.
Bureau of Education for Exceptional Students. Estimated Number of
Severely Emotionally Disturbed Students by Age and Counties.
Tallahassee, Florida, January 1981.
State of Florida. Department of Education. Division of Public Schools.
Bureau of Education for Exceptional Students. Exceptional Student
Membership Survey. Tallahassee, Florida, 28 April 1980.
State of Florida. Department of Education. Division of Public Schools.
Bureau of Education for Exceptional Students. Exceptional Student
Percentage of Membership. Emotionally Handicapped Special Class
1979-80. Tallahassee, Florida.
State of Florida. Department of Education. Division of Public Schools.
Bureau of Education for Exceptional Students. School Districts
with Residential Facilities for Emotionally Handicapped Students.
Tallahassee, Florida, January 1981.
State of Florida. Department of Health and Rehabilitative Services.
Approved Funding for Residential Treatment Services for Emotionally
Disturbed Children. 1980.
State of Florida. Department of Health and Rehabilitative Services.
Florida Mental Health Hospital Admissions by Race, Sex and Age
Group. July 1, 1979 June 30, 1980.
Statistics (Cont.)
State of Florida. Department of Education. Division of Public Schools'
MIS. Statistical Report. Students by Racial/Ethnic Category.
Staff by Sex and Racial/Ethnic Category 1979-1980. Tallahassee,
Florida, Series 80-15, March 1980, Reprinted October 1980.
State of Florida. Department of Health and Rehabilitative Services.
Summary of PDMC/CY Residential Programs for Emotionally Disturbed
Children and Adolescents. 13 January 1981.
MAPS
State of Florida. Department of Education. Division of Public Schools.
Bureau of Education for Exceptional Students. Intensive Service
Models for Emotionally Handicapped Students in Florida. Tallahassee,
Florida, January 1981.
State of Florida. Department of Education. Division of Public Schools.
Bureau of Education for Exceptional Students. Proposed Geographic
Distribution of Educational Center and Satellites in Florida.
Tallahassee, Florida, February 1981.
State of Florida. Department of Education. Division of Public Schools.
Bureau of Education for Exceptional Students. State of Florida,
Total School Population (Pre-Kindergarten Grade 12) Fall, 1979.
Tallahassee, Florida.
State of Florida. Department of Health and Rehabilitative Services.
Florida Department of Health and Rehabilitative Service District
Boundaries. Tallahassee, Florida.
APPENDIX C
ESTIMATED PREVALENCE
of
SEVERELY EMOTIONALLY DISTURBED STUDENTS
IN FLORIDA
2/81
Estimated Number of Severely Emotionally
Disturbed Students by Age Groups and Counties
County
Alachua
Baker
Bay
Bradford
Brevard
Broward
Calhoun
Charlotte
Citrus
Clay
Collier
Columbia
Dade
DeSoto
Dixie
Duval
Escambia
Flagler
Franklin
Gadsden
Gilchrist
Glades
Gulf
Hamilton
Hardee
Hendry
Hernando
Highlands
Hillsborough
Holmes
Indian River
Jackson
Jefferson
Lafayette
Lake
Lee
Leon
Levy
Liberty
Madison
Manatee
Marion
Martin
Monroe
Nassau
Okaloosa
Okeechobee
Orange
Grade Levels
Grade Levels
7-12
1 I r I
Pop.
Total
11,584
1,902
10,410
2,179
22,585
69,579
1,092
2,864
3,634
8,722
7,460
2,830
100,888
2,029
828
54,251
22,548
955
989
5,096
724
570
1,203
1,265
2,251
2,471
3,420
3,849
58,219
1,829
4,655
4,472
1,295
517
8,931
15,586
11,845
2,126
499
1,802
11,480
11,265
4,605
4,096
4,219
12,501
2,433
41,967
SED
(.5%)
Pop.
Total
4- 4 4 -
57.92
9.51
52.05
10.90
112.93
347.90
5.46
14.32
18.17
43.61
37.30
14.15
504.44
10.15
4.14
271.26
112.74
4.78
4.95
25.48
3.62
2.85
6.015
6.33
11.26
12.36
17.10
19.25
291.10
9.15
23.28
22.37
6.48
2.59
44.66
77.93
59.23
10.63
2.50
9.01
57.40
56.33
23.03
20.48
21.10
62.51
12.17
209.84
9,843
1,515
9,033
1,668
25,998
65,642
1,010
3,998
4,090
8,062
6,379
3,373
107,221
1,692
819
46,728
19,834
712
812
3,737
709
481
1,170
965
1,702
1,997
3,099
3,388
52,461
1,601
4,207
3,564
973
426
8,165
13,598
9,580
1,772
430
1,548
8,581
10,502
4,246
3,586
3,406
12,275
1,923
40,059
Totals
SED
(.5%)
Pop.
Total*
SED
(.5%)
49.22
7.58
45.17
8.34
129.99
328.21
5.05
19.99
20.45
40.31
31.90
16.87
536.11
8.46
4.10
233.64
99.17
3.56
4.06
18.69
3.55
2.41
5.85
4.83
8.51
9.99
15.50
16.94
262.31
8.01
21.04
17.82
4.87
2.13
40.83
67.99
47.90
8.86
2.15
7.74
42.91
52.51
21.23
17.93
17.03
61.38
9.62
200.30
21,516
3,417
19,468
3,847
48,612
135,313
2,102
6,862
7,724
16,784
13,868
6,203
208,109
3,721
1,647
100,979
42,382
1,667
1,801
8,833
1,433
1,051
2,373
2,230
3,953
4,468
6,519
7,237
110,680
3,430
8,862
8,036
2,268
943
17,096
29,246
21,483
3,898
988
3,350
20,061
21,767
8,851
7,683
7,625
24,776
4,356
82,026
107.58
17.08
97.34
19.23
243.06
676.57
10.51
34.31
38.62
83.92
69.34
31.02
1040.55
18.61
8.24
504.90
211.91
8.34
9.01
44.17
7.17
5.26
11.87
11.15
19.77
22.34
32.60
36.19
553.40
17.15
44.31
40.18
11.34
4.72
85.48
146.23
107.42
19.49
4.94
16.75
100.31
108.84
44.26
38.42
38.13
123.88
21.78
410.13
- ----
County
Osceola
Palm Beach
Pasco
Pinellas
Polk
Putnam
St. Johns
St. Lucie
Santa Rosa
Sarasota
Seminole
Sumter
Suwanee
Taylor
Union
Volusia
Wakulla
Walton
Washington
TOTAL
*Statistical Report,
Florida Department
Division of Public
Management Informat:
Gra
de Levels
K-6
Grade Levels
7-12
Totals
I I .1 -j
Pop.
Total
4,545
36,601
13,139
44,578
58,732
5,270
4,546
7,897
6,307
12,502
19,203
2,343
2,497
1,922
762
18,350
1,343
2,028
1,597
769,682
Series 80-.
if Education
schools
on Services
SED
(.5%)
22.73
183.01
65.70
222.89
293.66
26.35
22.73
39.49
31.54
62.51
96.02
11.72
12.49
9.61
3.81
91.75
6.72
10.14
7.99
3,848.41
Pop.
Total
3,995
34,362
11,713
43,710
27,226
4,464
3,505
5,993
6,006
11,631
16,440
2,129
2,272
1,452
672
17,627
1,117
1,694
1,475
716,063
SED
(.5%)
Pop.
Total
4 4
19.98
171.81
58.57
218.55
136.13
22.32
17.53
29.97
30.03
58.16
82.20
10.65
11.36
7.26
3.36
88.14
5.59
8.47
7.38
3,580.32
8,540
70,963
24,852
88,288
85,958
9,734
8,051
13,890
12,313
24,133
35,643
4,472
4,769
3,374
1,389
35,977
2,460
3,722
3,072
1,506,215
SED
(.5%)
42.70
354.82
124.26
441.44
429.79
48.67
40.26
69.45
61.57
120.67
178.22
22.36
23.85
16.87
6.95
179.89
12.30
18.61
15.36
7,565.86
I. I ____ ___
5, March, 1980
_ __ __ __ ____
ESTIMATED PREVALENCE
OF
SEVERELY EMOTIONALLY DISTURBED STUDENTS
IN FLORIDA
2b
SCHOOL DISTRICTS AND
DHRS DISTRICTS IN FLORIDA
4a
4b
Sc
-4 S
-' r
2/81
APPENDIX D
PROPOSED GEOGRAPHIC DISTRIBUTION
FOR
EDUCATIONAL CENTERS AND SATELLITES
Rev. 5/82
PROPOSED GEOGRAPHIC
DISTRIBUTION OF CENTERS AND SATELLITES
ESTIMATED
AND
SED POPULATION
R=Rural U=Urban
School Districts Districts Served and SED Population
HRS Districts with Centers Satellite (*) Locations to be Served
IEscambia R (212) *Santa Rosa (62)
*Okaloosa (124)
Walton (19)
417
II-A Bay R (97) Washington (15)
*Jackson (40)
Holmes (17)
Calhoun (11)
Gulf (12) 208
II-B Leon R (107) *Franklin (9)
Liberty (5)
*Gadsden (44)
Wakulla (12)
*Taylor (17)
Jefferson (11)
Madison (17) 206
III-A Alachua R (108) Bradford (19)
*Putnam (49)
*Columbia (31)
Union (7)
Hamilton (11)
Suwannee (24)
*Dixie (8)
Levy (19)
Gilchrist (7)
Lafayette (5) 288
School Districts Districts Served and SED Population
HRS Districts with Centers Satellite (*) Locations to be Served
III-B Marion R (109) *Lake (85)
Sumter (22)
*Citrus (39)
Hernando (33) 288
IV-A Duval U (505) *Clay (84)
Nassau (38)
Baker (17) 644
IV-B Volusia R (180) *St. Johns (40)
Flagler (8) 228
V Pinellas U (441) *Pasco (124) 565
VI Hillsborough-U(553) *Manatee (100) 653
VII-A Orange U (410) Osceola (43)
*Seminole (178) 631
VII-B Brevard R (243) None 243
VIII-A Polk R (293) *Highlands (36)
Hardee (20)
VIII-B *Sarasota (121)
DeSoto (19) 489
VIII-C Lee R (146) Charlotte (34)
Hendry (22)
Glades (5)
*Collier (69) 276
IX Palm Beach-U (355) Martin (44)
*St. Lucie (69)
Indian River (44)
Okeechobee (22) 534
X Broward U (677) None 677
XI Dade U (1041) *Monroe (38) 1079
TOTAL 16 Centers 22 Satellites 7426 SED Students
*
2/8.
PROPOSED GEOGRAPHIC
DISTRIBUTION OF EDUCATION
CENTERS AND SATELLITES
2a
2b
4b
SCHOOL DISTRICTS
WITH CENTERS
SCHOOL DISTRICTS
WITH SATELLITES
* do
ws1
|