Florida School District Research Articles

State-Funded Pre-K and Children’s Language and Literacy Development: The Case of COVID-19

Research on how COVID-19 school closures impacted the learning of young children is still sparse, and the broader implications of these findings have yet to be fully explored. In this study, we examine the impacts of COVID-19 school closures on language and literacy development in a state-funded pre-K program in a Florida school district. Using COVID closures as a natural experiment, we additionally explore the implications of these findings for the literature on the efficacy and dosage of state-funded pre-K programs. We used propensity score matching to compare children from the COVID cohort ( n = 1,211) to children from a pre-COVID cohort ( n = 1,167). Results revealed no significant difference on the Florida Kindergarten Readiness Screener (FLKRS) assessment between the two cohorts at kindergarten entry. The COVID cohort had significantly higher scores on each of the individual subdomains of the FLKRS than the pre-COVID cohort, with especially large positive effect sizes for constrained literacy skills. Results indicate that COVID-19 closures did not have significant negative impacts on pre-K children’s language and literacy skills at kindergarten entry. Findings further suggest that state-funded pre-K programs with comparatively less funding and lower quality ratings may not provide adequate support for children’s language and literacy outcomes.

Is There a Benefit to Upper Elementary Departmentalization? A District Level Analysis

The shift from the traditional self-contained classroom to the departmentalized classroom structure in upper-elementary classrooms is increasing as the pressure to maximize student outcomes is higher than ever for public schools. Teachers prefer departmentalization but findings as to its benefits for students are mixed. This study considers the relationship between classroom structure and student achievement and whether the relationship varies by student socio-economic status. Using fourth grade data from one school district in Florida, we use Ordinary Least Squares (OLS) regression and logistic regression to examine the relationship between departmentalization and three measures of student achievement based on the Florida Standards Assessment. The findings indicate a negative relationship between all three measures of student achievement and classroom structure with some variation by student socio-economic status.

Videoconference based training on diabetes technology for school nurses and staff: Pilot study

PurposeChildren with diabetes spend a significant portion of time at school and in school-related activities and rely on school nurses for diabetes management support. Diabetes technologies are rapidly evolving, and there are no standardized competencies or training programs for school personnel providing diabetes care. Design and methodsA virtual diabetes education program was provided to school nurses and staff in 3 Florida school districts. Program feasibility was measured by attendance; acceptability was measured with a usability survey; and efficacy was measured by participants' improvements in scores on pre- and post-training knowledge assessments. Descriptive statistics were generated and improvements in knowledge were evaluated via t-test. P-values <0.05 were considered significant. ResultsPilot survey data (n = 91) revealed high demand for diabetes technology and basic management education among school nurses and staff. Eighty-eight school personnel from 64 schools attended the training, with 67 participants completing the demographic survey and at least one of the pre- and post-training assessments. Post-test scores demonstrated mean + 10.6% absolute improvement on the diabetes technology subscale, +11.5% on the basic management subscale, and + 10.9% on the ketone management subscale, all p < 0.001. Fifty-three participants completed the usability survey with 92% reporting they benefitted from training. ConclusionsVirtual training is feasible and acceptable for delivering diabetes technology education to large numbers of school personnel. Study results demonstrate improved diabetes knowledge. Practice implicationsEstablishing a standardized training program on diabetes technology for school personnel can optimize diabetes care in the school setting.

School-Level Predictors of Speech-Language Therapy Enrollment

Purpose: There are extensive concerns about the size of speech-language caseloads in schools. However, little empirical data exist regarding the patterns of speech-language services enrollment. We reviewed data from several hundred schools in a large state to explore the role of school-level factors in speech-language case enrollment. Method: Child count and enrollment data reports from a stratified sample of schools located within 12 Florida school districts ( N = 808) were drawn from the Florida Department of Education portal for the 2018–2019 school year. Three school districts were selected from each of several population sizes. To control for school population size, the raw numbers for each variable were converted into proportions. To examine the relations among variables, multiple correlational and regression analyses were conducted. Results: The results indicated that two school-level factors significantly predicted the total speech-language services enrollment and language therapy enrollment (e.g., proportion of students of low socioeconomic status [SES], passing the state reading assessment), whereas three school factors significantly predicted the speech therapy enrollment (e.g., proportion of low-SES students, passing the reading assessment, and enrolled in English as a second or other language services). Conclusions: The outcomes of this study suggested that school factors can predict speech-language service enrollment, which offers important implications for decision makers in schools. Implications for educational practices and further research are presented.

Feasibility of electrocardiogram screening in the USA prior to high school sport participation

BackgroundSudden cardiac death in young athletes is a catastrophic event with an incidence of 1:40,000–1:80,000. Pre-participation sport screening utilizes a 14-point targeted evaluation. Recently, some states have added an ECG to the traditional history and physical. ObjectivesThe study describes a large-scale ECG screening program for middle and high school students. The aim is to depict important components, partners, and plans that can be adopted by other municipalities to help prevent sudden cardiac arrest in this population. MethodsIn 2019, Brevard County School Board in Florida mandated ECGs before participation in middle and high school sports. They partnered with a non-profit group that provides ECGs for a $20.00 fee. Volunteer pediatric cardiologists interpreted the ECGs. Results were emailed to participants, and abnormal results received a phone call to ensure appropriate follow-up care. ResultsThere were 5877 ECG screenings between 4/1/19–12/31/19 with 3% (199/5877) abnormal: 30% (60/199) ventricular conduction, 26% (51/199) arrhythmias, 13% (25/199) ventricular hypertrophy/chamber enlargement, 11% (21/199) ST-T abnormalities, 8% (16/199) prolonged QTc, 6% (12/199) WPW syndrome, and 4% (7/199) AV conduction and axis deviation. The incidence of critical heart disease with a risk of sudden cardiac arrest was 0.1% (8/5877) in those with a confirmed final diagnosis: 6 who underwent an ablation procedure for WPW syndrome, 1 with gene-positive long QTc, and 1 with left ventricular hypertrophy who is undergoing genetic evaluation for hypertrophic cardiomyopathy. ConclusionsTo our knowledge, this is the first large school district in Florida to mandate this level of cardiovascular screening. This pilot project demonstrates that large volume ECG screening prior to school sport participation is feasible at a low cost when utilizing appropriate manpower and providing access to follow up-care.

Addressing Teacher Retention within the First Three to Five Years of Employment

Teachers’ perceptions of long-term career success are largely related to the levels of support they receive early on in their careers. This study on teacher retention and the factors that influence teacher choice to remain in the field after the first five years of employment, examined three schools of varying demographics and socioeconomic status in a large public school district in Central Florida. Participants interviewed were in the first three to five years of their teaching career. Information derived from each interview was used to determine trends and factors that influence teacher retention and attrition. The main finding was that when teachers feel supported through professional development, time for collaboration with colleagues, and autonomy, they are more likely to remain in the teaching profession. Keywords: teacher retention, elementary schools, teacher recruitment, principal leadership, organizational systems in schools

Districts Implementation of Active Shooter Drill Policies

High-profile school shootings provoke public outcry and calls for policy responses to gun violence in schools. However, policy makers face pressure from diverse stakeholders with distinct agendas, and in some areas, there is little empirical research to guide policy makers’ decisions. Active shooter drills are one such example of a hotly debated policy response in need of further study. As a preliminary step to filling this research gap, this mixed-methods study investigated how school districts in Florida have implemented active shooter drills following legislation passed after the Marjory Stoneman Douglas High School shooting in Parkland, Florida. We analyzed school safety specialists’ perceptions and reports of drill procedures and their alignment with best practices. The majority of the districts surveyed aligned with Best Practices established by the National Association of School Psychologists and National Association of School Resource Officers. Implications for future research and considerations for the implementation of active shooter drills are discussed.

Impact of introducing a farm to school program on the number of school lunches served

Farm to school (FTS) programs are becoming more prevalent throughout the United States. Yet, their impacts on students' behaviors are still not well understood. This study analyzes the impacts of introducing the local procurement aspect of a FTS program in a Florida school district on the number of National School Lunch Program (NSLP) meals served and the selection of salad meals prepared with FTS products using daily school-level point of sale (POS) data, product procurement records, NSLP menu data and linear panel regression analyses. The study district implemented the FTS program in 15 of its 22 elementary schools between mid-October of 2015 and mid-January of 2016. Weighted difference in differences regressions that account for the non-random assignment of the district's elementary schools into the FTS program and variation in the timing of implementation across schools indicate that the introduction of the FTS program did not affect the number of NSLP meals served or type of meals served at schools with FTS programs. We find some evidence that students selected more NSLP salad offerings on days when these meals were prepared with FTS products; however, these findings were no longer significant when school-level fixed effects were included in the model.

Cultural Responsiveness and K-12 English Learners: Exploring Policy and Implementation Fidelity

ABSTRACT This policy analysis, informed by ethnographic techniques, reviewed 12 Florida school district ESOL policies. A priori coding of these policies was conducted using criteria pulled from the literature on culturally responsive practice (CRP). Subsequent observations and practitioner interviews within two schools from the same district were conducted in order to ascertain on an initial, exploratory level how practice aligned with policy, how these practices differed from site to site, and ultimately to assess the efficacy of observed pedagogical and administrative practices within the theoretical framework of CRP and their potential effects on minority student populations and their families. Results were worrying and indicated little comprehensive coverage of CRP in any one given policy document, a lack of teacher awareness of policy stipulations, and scarce professional development (PD) relative to CRP. Multiple other important findings are also discussed with implications for ESOL policymakers and practitioners in the United States and abroad.

“My Language Learners Seemed Like Ghosts”: A Rural Teacher’s Transformational Journey Implementing the Seal of Biliteracy

This paper describes the personal and professional journey taken by one secondary Spanish teacher to implement the Seal of Biliteracy (SoBL) for English learners (ELs) in a rural Florida school district. The teacher’s goal was to promote bilingual pride among her ELs and to validate their bilingual abilities, which had been frequently unrecognized in the community. This promising practice in a rural Florida district demonstrated two important transformations: first was the teacher’s personal views about bilingualism as an asset rather than a deficit, and second was the instructional practices she employed and fierce advocacy for the ELs in her rural secondary school. Ultimately, the work of the teacher disrupted inequities that her bilingual students faced and positively affected her EL students’ views of bilingualism and their lives in the rural school community.

The Impact of Technology on School Library Media Centers in Two Florida School Districts

In the last two decades technology has had a tremendous impact on school library media centers and personnel. The purposes of this study are to investigate the effects of technology on (1) school library media programs, (2) collections, (3) jobs of media personnel, and (4) student learning in media centers, and to determine if media staffing influences such effects. Twenty-- three media personnel in two Florida school districts with different media staffing procedures were administered open-ended questionnaires. In both districts technology had positive effects on provision of information resources in many formats to accommodate a variety of student learning styles, management of the media center, and creation of enthusiasm and interest in learning. It appeared that differences in district staffing and funding affected feelings about the impact of technology on jobs and the media collection.

The Use of the MIND Screener, a Computerized Assessment of Mental Health Treatment Needs, in a Public School District

Although many discuss the importance of early screening, few children and adolescents with mental health treatment needs are identified. The Mental Illness Needs Detection (MIND) Screener, a computer-based self-report measure of mental health treatment needs was developed to identify and assess for these needs efficiently in schools and other community-based settings. In this study, 394 students in a North Florida school district completed screening measures. Principals and local mental health treatment providers completed surveys regarding current identification processes for children in this community. The internal consistency of the MIND was supported with reliability analyses (α = .88) and the good-fit of a one-factor confirmatory factor analysis (CFI = .91, TLI = .90). The MIND scales moderately to highly correlated with another commonly used measure, supporting its validity (r values of .51 to .80). The MIND demonstrated precision through its sensitivity (83%), specificity (63%), and AUC values (.70). Utility of the MIND was also supported with school leadership reporting more satisfaction with the MIND than other previous methods in place. Overall, findings indicate promise for using the MIND in schools to screen children early for mental health treatment needs. It addressed many of the shortcomings of other measures and methods of screenings by assessing for a variety of symptoms, being immediately computer scored, and utilizing self-report.

Underrepresentation in Gifted Education in the Context of Rurality and Socioeconomic Status

Proportional identification of students for gifted services in Florida school districts is an important goal. A multi-level model was used to analyze school district data from the Florida Department of Education from the 2011–2016 academic years. Results from the study indicate that the likelihood of identification of students varied by their socioeconomic status. Students who were Black were 59% more likely to be identified for gifted services if they participated in federal meal subsidy programs. However, the likelihood of identification for students who are Latinx or Native American decreased by 47% and 38%, respectively, when compared with peers who did not participate in federal meal subsidy programs.

Job-embedded professional development: implementing co-teaching practices in general education classrooms

ABSTRACT This article presents the findings of an empirical research project that focuses on the job-embedded professional development of special education in relation to a school district initiative for greater inclusive practices and the reduction of segregated and ‘pull out’ special education services. The professional development comprised the coaching and modelling of research-based instructional strategies and co-teaching practices wherever the special education teacher was, which was typically in a general education classroom. The co-teaching approaches included one teach/one observe, one teach/one assist, alternative teaching, parallel teaching, station teaching, and teaming, as described by Friend [2015. “Welcome to Co-teaching 2.0.” Educational Leadership 73 (4): 16]. Job-embedded professional development (JEPD) is a relatively new approach for improving co-teaching practices between general and special educators in the United States. This approach was adopted by a school district in West Central Florida serving approximately 70,000 students (pre-kindergarten to 12th grade). Participating elementary, middle, and high school special educators’ reflections on the co-teaching instructional models are examined. The sources for this study include a collation of observed co-teaching approaches and teacher survey responses. Overall, the JEPD appeared to increase the use of co-teaching practices and was well-received by the teachers across all settings.

A Randomized Control Trial of Elementary Teachers’ Perceptions of School Counselor Impact

The purpose of this study was to determine if 5th grade teachers’ perceptions of the school counselor’s impact (SCI) would differ from those of classroom teachers who did not collaborate with a school counselor to deliver the Student Success Skills (SSS) classroom program. Teachers (N = 234) from two large school districts in Florida participated in a randomized control trial. The teachers completed the SCI scale of the Teacher My Class Inventory-Short Form at three data collection points. Results from a two-way repeated measures analysis of variance revealed statistically significant differences for treatment group teachers’ (n = 112) scores on the SCI scale from pretest to posttest and post-posttest as well as when compared to the control group teachers’ perceptions (n = 112). Implications for school counselors suggest that collaborating with educators when planning and delivering classroom programs can improve teachers’ perceptions about their impact. Recommendations for future research are discussed.

Teachers Bridging the Digital Divide in Rural Schools with 1:1 Computing

This article shares the findings of a mixed method study about the implementation of 1:1 computing in a small rural Florida school district. Researchers used multiple regression analyses to examine whether Davis’ (1989) Technology Acceptance Model helped explain teachers’ adoption of 1:1. The results indicated that the rural teachers’ perceived ease of use and perceived usefulness of 1:1 were significant predictors of both whole class and individualized instructions with 1:1. The qualitative phase of the study explored the ways in which the teachers integrated 1:1 into their instructional practices and what factors motivated them to do so. The analysis showed that the teachers used 1:1 largely to foster digital literacy and collaboration as well as to conduct student assessment. Reasons why the teachers integrated 1:1 into instruction included increasing student engagement, personalizing learning, and facilitating teacher productivity.

Teacher Evaluation Feedback and Instructional Practice Self-Efficacy in Secondary School Teachers

Purpose: This study, which investigated the relationship between veteran secondary school teacher perceptions of evaluation feedback and self-efficacy of instructional practice, was driven by the research question: What is the relationship among evaluation processes, teacher perceptions of evaluation feedback, and veteran secondary education teacher self-efficacy toward personal instructional practice? Method: Participants were recruited from two school districts in west central Florida. The study tested two hypotheses. Hypothesis 1: Veteran secondary teachers self-efficacy of instructional practice will be related to both evaluation system type (standard vs. nonstandard) and specificity of feedback (high vs. low specificity). Hypothesis 2: Veteran secondary school teacher perceptions of the characteristics of evaluation feedback will predict teacher self-efficacy toward personal instructional practice. The study instrument included the Teachers’ Sense of Efficacy Scale (TSES; Tschannen-Moran &amp; Hoy, 2001) and additional feedback-related questions. Teachers were recruited through gatekeepers at the two districts and invited to take the online survey. Results: In a test of Hypothesis 1, analysis of variance revealed that teachers who reported receiving specific evaluation feedback also reported higher teacher self-efficacy compared with teachers who reported receiving nonspecific evaluation feedback, although there were no differences related to standard versus nonstandard evaluation systems. To test Hypothesis 2, multiple regression analysis showed the perceived value of feedback to be the strongest predictor of teacher self-efficacy. Conclusions: These findings, which link teacher perceptions of evaluation feedback to teacher self-efficacy of instructional practice, have the potential to inform the creation of improved professional development practices.

Impact of Instructional Alignment Workshop on Teachers’ Self-Efficacy and Perceived Instruction Performance

The extent to which teachers’ level of efficacy and quality of instructional performance changed after they receive a professional development workshop on instructional alignment is currently unknown in a school district in Florida. As such, the researcher investigated how professional development on standards and assessment alignment impacts teachers’ self-efficacy level in writing lesson plans. Results indicated that teachers' level of efficacy and quality of instructional performance, measured as their beliefs on how alignment can benefit their students and improve how they write lesson plans, overall improved after the professional development they underwent. The findings can be used to initiate positive social change, starting with the field of education. The results benefit not only the students but also the teachers themselves, as well as the administrators and school districts. State and federal policymakers can also benefit with better evidence of how professional development could work to improve instructional alignment.

What Teachers Want: Elementary Teachers’ Perceptions of STEM-focused Professional Development

With a recent increased focus on science, technology, engineering, and math (STEM) education nationally, more elementary schools are embarking on this path. However, the problem is that elementary teachers who provide STEM instruction require a level of professional development which may not be currently offered, which may shape the teacher’s self-efficacy and how the teacher perceives his or her role in STEM implementation. Professional development offerings need to be designed to adequately provide elementary teachers with the learning needed to be confident and successful at implementing integrated STEM education. The purpose of the qualitative instrumental case study was to explore the experiences of fifth-grade science teachers in a large urban school district in Florida regarding STEM-focused professional development and the perceived impact of these experiences on teacher self-efficacy in implementing integrated STEM education in the classroom. Using semi-structured interviews, reflective notes, and surveys, 14 current elementary teachers were interviewed regarding experiences with STEM professional development and how those experiences shaped self-efficacy in effectively implementing integrated STEM education. The study revealed the participating teachers had limited STEM professional development experiences, with the majority being self-directed. The study also revealed participating teachers felt increased creativity is necessary for successful STEM implementation. Additionally, the participants desired a personalized professional development approach combined with coaching and mentoring opportunities around STEM. Keywords: STEM instruction, professional development, self-efficacy, elementary STEM instruction, STEM professional development. DOI : 10.7176/JEP/10-21-14 Publication date :July 31 st 2019

The Impact of Implementation Fidelity on Student Outcomes in the Life Skills Training Program

Social and emotional learning (SEL) programs have become increasingly popular during the last 20 years. Although the benefits of SEL programs are significant, the issue of implementation fidelity often arises. The purpose of this study was to assess the impact of implementation fidelity in the Life Skills Training (LST) program implemented with middle school students in a large Florida school district. Three core elements of implementation fidelity were assessed including: (1) adherence; (2) participant responsiveness; and (3) quality of delivery. Student survey data were collected from 4812 students and 104 classrooms in 16 middle schools that participated in the LST program. Multilevel modeling was used to assess the effect of individual-level [gender, race/ethnicity, and socioeconomic status (SES)] and classroom-level characteristics (adherence, participant responsiveness, and quality of delivery) on students’ SEL outcomes measured at posttest. At the individual level, results indicated that students’ race/ethnicity and SES were significantly associated with predicting student SEL outcomes at posttest. At the classroom level, participant responsiveness was significantly associated with predicting student SEL skills at posttest. Findings are discussed in terms of implications for research and practice.