new counselor training module 3 & 4

NEW COUNSELOR TRAININGMODULE 3 & 4

Patricia Jimenez, Field CoordinatorCindy Leyva, SARB Chair

Rosalie Zetino, Lead PSA CounselorPupil Services and Attendance LD Northeast

February 15, 2018

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• Understand Multi- Tiered System of Support (MTSS) –

BUL-6730.0 (7/25/16) and be able to apply interventions

in alignment with this model

• Gain a better understanding of PSA Counselor strategies

and activities associated with the three Tiers of MTSS

intervention

• Tier I: Universal

• Tier II: Targeted

• Tier III: Intensive

• Understand guidelines for appropriate documentation of interventions

MODULES 3 & 4: EXPECTED OUTCOMES

MONROE HIGH SCHOOL

NINTH GRADE ACADEMY ATTENDANCE

BLUFF-O-RAMA!

HOW DOES BLUFF-O-RAMA WORK?

• Divide into two teams, team 1 and team 2

• The bluff master will show a question for team 1.

• After the question is read, everyone on team 1 who knows the answer, or thinks they can bluff the answer, stands up.

• A member of team 2 picks a standing member of team 1 to answer.

• Bluff master will show the correct answer.

• If team 1 answered correctly, team 1 gets a point for every member who was standing. If team 1 got it wrong, team 2 gets a point for every member who was standing.

• Next, team 2 gets a question and so on.

TEAM 1, PRACTICE QUESTION

•Who is currently the Governor

of the State of California?

TEAM 1, PRACTICE ANSWER:

•Jerry Brown

TEAM 2, PRACTICE QUESTION

•What two elements combine to

make water?

TEAM 2, PRACTICE ANSWER:

•Hydrogen and Oxygen

TEAM 1, QUESTION 1

• The Compulsory Education Law in California

(E.C. 48200) dictates that

• A) All students between the ages of 5 and 17 must attend

school daily and for the full length of the school day

• B) All students between the ages of 6 and 18 must attend


• C) Students are required to be seated in their classes prior to

the bell

• D) A student who is absent three full days without a valid

excuse, or on three occasions is tardy or absent for more

than thirty minutes, or any combination thereof, is a truant

TEAM 1, QUESTION 1: ANSWER

•B) All students between the ages of 6 and 18 must attend


D) The law governing truancy, can be found in CA Education Code section 48260

TEAM 2, QUESTION 1

• All of the following are examples of

excused absences, EXCEPT:• A) For the purpose of having unverified medical, dental,

optometrical, or chiropractic services rendered

• B) For the purpose of serving as a member of a precinct

board for an election pursuant to Section 12302 of the

Elections Code

• C) Due to the illness or medical appointment during school

hours of a child of whom the pupil is the custodial parent

• D) For the purpose of spending time with a member of the pupil's immediate family, who is an active duty member of

the military


•A) Absences due to illness,

injury or medical appointments

are only excused, but only if

they are verified.

Verification can be either: documentation from the medical or dental provider; or a note written by the Parent, the Legal Guardian, or the Student who is

over 18

TEAM 1, QUESTION 2

• LAUSD uses Absence Reason Codes to

document the reason for student’s

absences. Define the following 3 reason

codes:

• 1P

• 1M

• 1N


•1P = Illness or Injury per Parent

Note

•1M = Illness or Injury per

Medical Provider

documentation

•1N = Illness or Injury per school

official or nurse exclusion

TEAM 2, QUESTION 2



absences. Correctly define all 3 of the

following reason codes:

• 2

• 3

• 4




absences. Correctly define all 3 of the

following reason codes:

• 2 = Unexcused Reason (such as vacation

or “personal reasons”)

• 3 = Truant

• 4 = Suspended out of school

TEAM 1, QUESTION 3

• Absences coded reason #5:

• A) Are excused

• B) Require Administrator’s approval

• C) Do not count towards Chronic Absence

• D) All of the above


• A) When an absence is coded #5, the

absence is excused.

• Important Notes:

ADMINISTRATOR APPROVAL IS REQUIRED, but does not have to be granted PRIOR to the absence.

All absences, whether excused or unexcused,

count towards Chronic Absence rates.

TEAM 2, QUESTION 3

• TRUE OR FALSE? A 2nd grader with excessive

absences cannot be deemed a truant under

California law.


• False!• The legal definition of truancy (CA Education Code

48260): Any pupil subject to compulsory full-time

education or to compulsory continuation education

who is absent from school without valid excuse

three full days or tardy in excess of thirty minutes on

three occasions in one school year or any

combination thereof, is a truant.

• This includes ditching on campus.

ALSO TRUANCY…

THIS IS TRUANCY TOO…

AND OF COURSE, THIS IS TRUANCY!

TEAM 1, QUESTION 4

• How does LAUSD define

PROFICIENT ATTENDANCE?

• A) No more than one absence

per month of school

• B) Zero tardies

• C) Attendance rate of 96% or

better


• C) 96% Attendance Rate or better

• This equates to 7 absences or less in a

full school year

TEAM 2, QUESTION 4

• Another attendance goal in the LCAP is to

reduce Chronic Absenteeism. LAUSD

defines CHRONIC ABSENCE as:

• A) Attendance rate of 91% or less

• B) Ten or more unexcused absences in a

school-year

• C) Three consecutive-day absences

without a valid reason


• A) Attendance rate of 91% or less

(absent 9% or more)

• This equates to 15 or more

absences in a full school year

2017-18 LCAP Goals for Student Attendance

Percentage of Students with Proficient Attendance: 75% or better

Percentage of Students Chronically Absent: 9% or less

Attendance Achievement by Instructional Day 2017-2018

96% Attendance rate means having NO MORE THAN 1 absence per 25 DAYS OF INSTRUCTION

Less than 87% 87% – 91% 92% - 95% 96% - 99% 100%

Instructional Day Date Far Below Basic Below Basic Basic Proficient Advanced

25 September 20 4 or more 3 2 1 0

50 October 26 7 or more 5-6 3-4 1-2 0

75 December 8 10 or more 7-9 4-6 1-3 0

100 February 5 14 or more 9-13 5-8 1-4 0

125 March 13 17 or more 11-16 6-10 1-5 0

150 April 25 20 or more 13-19 7-12 1-6 0

175 May 31 23 or more 15-22 8-14 1-7 0

180 June 7 24 or more 15-23 8-14 1-7 0

Chronic Absence

Proficient

TEAM 1, QUESTION 5

•Name the 3 tiers of Attendance

Intervention?

•Tier 1-Universal

•Tier 2 -Targeted

•Tier 3 -Intensive

Tier 1 - Universal

Tier 2 - Targeted

Tier 3 - Intensive

Intensive InterventionsSART & SARB MeetingsSpecific and individualized plansEducational alternatives/optionsCase Managed support

Reteach AttendanceSystems of IdentificationStudent/family supportsDocumentation & Monitoring Teach Attendance

Reinforce good habitsPositive School Climate Communicate goalsAttendance plans


TEAM 2, QUESTION 5

• List at least 3 interventions that

exemplify Tier 1 (Universal).

• Recognize student attendance achievement

• Establish clear and consistent expectations.• Professional Development for staff

• Class presentations

• Teach attendance

• Support that is provided to ALL students

• Implements systems to promote proficiency and

achievement

Tier 1 - Universal

Teach AttendanceReinforce good habitsPositive School Climate Communicate goalsAttendance plans


Copyright 2015 © Los Angeles Unified School District All rights reserved

ABSENCE PREVENTION SAMPLE CAMPAIGNS

TEAM 1, QUESTION 6

• List at least 3 interventions that

exemplify Tier 2 (Targeted).

• Targeted group meetings for parents,

such as Attendance Improvement

Meetings (AIM)

• Group counseling for students

• School site multidisciplinary teams,

including SSPT

• Notification of Truancy (NOT) Letters

• Targeted phone calls home

• Student/Parent conferences

• Recognition for improved attendance

• Targeted group meetings for students

Tier 2 - Targeted

Reteach AttendanceSystems of IdentificationStudent/family supportsDocumentation & Monitoring


TEAM 2, QUESTION 6

• What is the 2017-18 Local Control

Accountability Plan (LCAP) goal for

Proficient Attendance and Chronic

Absence?

A) 73% and 11%

B) 75% and 9%

C) 71% and 10%

• B) 75% and 9%

75% or more of students attending

Proficiently (96% or better)

9% or less of students Chronically Absent

(91% or less)


PLAN FOR ABSENCE PREVENTION:KEEP ATTENDANCE ON EVERYONE’S MIND

• Anticipate significant calendar dates

• Attendance Campaigns

• Monthly themes

• 50th, 75th, 100th Day celebrations/activities

• Attendance challenges

• Assemblies

• Bulletin boards

INCREASE AWARENESSATTENDANCE IS EVERYONE’S BUSINESS!

Teach attendance:

• Presentations to decision makers at the school, including School Site Council,

and Advisory Committees for English Learners (ELAC) and Compensatory

Education (CEAC)

• Faculty Professional Development

• Classroom lessons plans

• Assemblies for students

Reach Out to Parents• Send school attendance policy and expectations home at the start of

year/semester

• Host parent workshops to discuss attendance expectations and goals

Support School Site Administration• Outline attendance policies and expectations at the start of the

year/semester

• Provide consultation on attendance-taking practices, incentives, and interventions

SHARING DATA

Students

• Post attendance data on bulletin boards, in classrooms and/or

announce highlights on the PA

• Illustrate Performance Meter Goal progress with posters

Parents

• Highlight attendance data points in newsletters

• Post information in the Parent Center and present at parent

meetings

Staff/Administration

• Present/provide monthly Summary of Services

• Highlight attendance data in memos or school bulletins

• Raise staff awareness about ADA lost as a result of student

absences

RECOGNITION PROGRAMS

oEnhance positive

school culture and

climate

•Reinforce the 96%

performance meter

goal

•Implement

meaningful programs

Pupil Services and Attendance

Attendance Improvement

Program

MONTHLY RECOGNITION PROGRAM

RECOGNITION PROGRAMS

• Establish criteria:

• What/Who will be recognized?

• When/How and Where will recognition(s) take place?

• Identify resources to sustain the program:

• Staff (Who at the school can help?)

• Resources, soliciting donations

• Supplies (certificate paper, poster board, camera, etc.)

• Attendance Reports (MiSiS or MyData)

GROUP ACTIVITY

• Develop a hypothetical attendance incentive for a

school (elementary, middle or high).

• What student group will be included?

• What time frame will be the focus?

• How will you create awareness?

TRUANCY NOTIFICATION

School districts must notify a pupil’s parent/guardian upon a pupil’s initial classification as a truant.

Compulsory Attendance LawCalifornia EC 48260

TRUANCY LETTER #1: (EC 48260)INITIAL NOTIFICATION OF TRUANCY


• Applies to students between the ages 6 and 18

• Three or more absences with reason codes of 3, 2, 0 UC within a school year

- Tardies or Leave Early in excess of 30 minutes without valid excuse count towards truancy (should be coded with a reason code 3)

- Note that only “UC” absences more than 10 days old will be counted toward truancy identification

• Excused absences do not count towards Truancy: - 1: Illness/Injury with appropriate verification (1P, 1M, 1N)- 5: Principal approval- SB: School Bus

• Central automation of Letter #1

TRUANCY LETTERS


• MiSiS Student Truancy Report

• ADMIN Tab

• MiSiS Mailed Truancy Letter Report

• In the REPORTS menu

• MiSiS Student Profile: “Attendance Notifications”

TRUANCY LETTER #2: (EC 48261)REQUEST FOR PARENT CONFERENCE


Should be sent after:

• The parent/guardian has received the Initial Notification of Truancy (Letter #1)

• The parent/guardian has been given a reasonable opportunity to respond

• Student has one or more additional unexcused absences, tardy or leave early in excess of 30 minutes, after the Initial Notification of Truancy was sent (minimum of 4 total unexcused absences)

TRUANCY LETTER #3: (EC 48262)HABITUAL TRUANCY


Should be sent after:

• The parent/guardian has received Truancy Letters #1 and #2

• The parent/guardian has been given the opportunity to attend a parent conference

• Student has one or more additional unexcused absences, tardy or leave early in excess of 30 minutes, after the Truancy #2 was sent (minimum of 5 total unexcused absences)

SENDING VALID TRUANCY LETTERSIDENTIFYING STUDENTS


• View the MiSiS Student Truancy Report, located under the ADMINtab, to learn which students have been identified as truant and which students have already received Initial NOT letters.

• View the MiSiS Mailed Truancy Letter Report, under REPORTS, to access the list of your students who have received a centrally generated Initial NOT letter.

• MiSiS will automatically record centrally issued letters in the Student Profile “Letters” section, under “Attendance Notifications”.

• When schools generate NOT#2 and NOT#3 through MiSiS, there is an option to stamp the “Attendance Notifications” record to reflect mailing the additional letter(s) by clicking “OK” on the confirmation.

TRUANCY LETTERS: ACCURATE DATES


• Enter the dates of absence in the following format:-Month/Day/Year

• It is necessary to specify each of the three dates of unexcused absence correctly-For example: 8/20/15, 9/10/15 and 10/12/15

• Make sure the specific title of the letter is noted in the footer

TIER 3: INTENSIVE INTERVENTION

• Students in Tier 3 are most vulnerable to dropping

out of school, or other negative outcomes

• Interventions for each Tier 3 student may be

different, as the efforts are individualized

WHAT ARE SOME EXAMPLES OF INTENSIVE INTERVENTIONS?

• Case Managed Support

• Educational Alternatives

• Specific and Individualized Plans

• SART & SARB Meetings

• Post SARB Case Management

56

CASE MANAGEMENT FLOW SHEET

Copyright - 2015 © Los Angeles Unified School District - All rights reserved

57

SPECTRUM OF INTERVENTION

Academic

Supports

Attendance

Supports

Behavior

Supports

STUDENT


58

SOURCES OF INFORMATION FOR ASSESSMENT

• Cumulative record review

• MiSiS/MyData

• Input from teacher and other

school staff

59

REMEMBER TO ASSESS

BIOPSYCHOSOCIAL• Physical Health and Wellness

• Mental Health

• Relationships – Family

• Relationships – Peers

ENVIRONMENTAL FACTORS• Economic stability

• Residence type, stability, neighborhood

• Safety – home, school, transition to and from

Is asthma

documented?

Are meds at

school?

What is

father’s

role?

60

SUGGEST APPROPRIATE REFERRALS

• Mental Health Services

• Parent Support Groups or Classes

• Substance Abuse Counseling

• Tutoring

• Gang Prevention or Intervention

• Vocational Support

• Recreational Opportunities

• Health Insurance access, such as CHAMP

61

ALLOW INTERVENTIONS TO EFFECT CHANGE

Be patient – it takes time for the pieces to come together

63

SCHOOL ATTENDANCE REVIEW TEAM (SART)

64


• Multidisciplinary

• Formal

• Addresses all school-aged children in the family

• High intensity, school level intervention

65


• Participants may include:

Parent/Caregiver

* Must be invited

in writing

Student

* If appropriate

School

Administrator*

Required/Preferred

PSA Counselor(s) Nurse, if applicable Guidance

Counselor, if

applicable

Other Support Personnel as appropriate

Translator, if needed

66

SART PROCESS

• Introduction

• Team discussion

• Contract

• Copies of contract to • Parent(s)

• Cumulative record (original)

• PSA Counselor for file

• Sibling(s) School

•If the family does not attend SART•Write “NO SHOW” on the contract and

complete it in their absence

•Team members should still sign the contract

•Mail a SART No Show letter and copy of the

contract to the parent67

POST-SART

• Illness absences must be validated by a medical

provider note (1M) or a school nurse or designated

school official (1N)

• Monitor attendance

• Provide support

• If unexcused absences continue:

• SART Violation letter

• Additional support

• Notification of Truancy #3

• Consider presenting the case to the Local District Resource

Panel for possible SARB

68


The team:

• Replaces the COST, SST, and LAT

• Convenes regularly

• Monitor placement, as well as instruction, support

and intervention strategies for individual students

• Monitors school-wide data

• Make recommendations for school-wide and

classroom interventions

• Assign a case manager to follow up with the

implementation of a plan

STUDENT SUPPORT AND PROGRESS TEAM (SSPT)

69

RESOURCE PANEL

70

RESOURCE PANEL

Primary Functions

1) Case Consultation

2) School Attendance Review Board (SARB) Referral

To present a case for consultation or SARB referral, contact the Local

District SARB Chair to request and confirm a Resource Panel date.

71

RESOURCE PANEL REFERRAL CONSIDERATIONS

• Formal probation

• Student is 17-18 years of age

• IEP out of compliance or under dispute resolution

• Disability is the cause of the absenteeism

When in doubt, consult with the Local District

SARB Chairperson

72

Bring copies of all relevant student records for the student and any school-aged siblings!

Refer to the Document Checklist to ensure the packet is complete

RESOURCE PANEL DOCUMENTATION

73

Resource Panel may ask about:

RESOURCE PANEL

Peer relationships Possible Gang Affiliations

Routines at home Family dynamics

Parenting style of caregivers Substance abuse concerns

Mental Health concerns Economic concerns

Caregiver work hours Caregiver response to

interventions

Involvement with Juvenile

Justice

Involvement with Child

Welfare

Loss and/or trauma in the

family

School history –

academics/behavior

74

• Present and discuss the case

• Panel determines if additional

interventions and/or referrals are

warranted

• Resource Panel Letter

• SARB date

WHAT HAPPENS AT RESOURCE PANEL?

75

SCHOOL ATTENDANCE REVIEW BOARD (SARB)

77

• Collaboration between the

family, school & community

• Positive meeting

• Understand why students

are experiencing

attendance & behavior

problems

• Offer further support &

interventions

• Serves as a vehicle to

correct problems impeding

attendance

CHARACTERISTICS OF A SARB HEARING

78

• Develop, maintain and conduct Resource

and SARB panels

• Provide training and support to schools

• Forward and track cases as they progress

from Resource Panel to mediation and

court

• Prepare and submit annual reports to

LACOE

ROLE OF THE SARB CHAIRPERSON

79

CONFIDENTIALITY

• Information obtained during the

performance of duties as a SARB panel

member must remain confidential (CA Ed

Code, Sec. 49076)

• Families entrust sensitive information to the

board

• Documents will be used for finding solutions

• Documents/packets will be collected and

destroyed

• Mandated child abuse reporting

80

SARB PANEL MEMBERS

Office of the District

Attorney

Office of the City Attorney

Department of Public

Social Services (DPSS)

Department of Children &

FamilyServices (DCFS)

Probation Department

Department of Mental

Health (DMH)

LAUSD Nursing

LAUSD Psychological Services

Community Mental Health

Providers

LAUSD School Mental Health

Municipal Law

Enforcement

LAUSD School Police

81

Attend and listen

ROLE OF SARB PANEL MEMBERS

Provide

specific student

information

Ask clarifying

questions

Share your

expertise and

resources

82

• Understand why students are experiencing

attendance/behavior problems

• Find solutions (attendance and discipline problems)

• Assist SARB Chair with direct questioning

• Offer direct services to the family when appropriate

• Aim for consistent SARB participation

TASK OF SARB PANEL MEMBERS

83

Parents are our

partners be

sensitive to the

struggles

Problem-

solving and

positive tone

Belittling, berating

and threatening

parents or

students will not

be tolerated

Respectful

at all times

TONE OF SARB HEARINGS

84

SARB DOCUMENTS

• Case Anecdotal Summary

• Attendance Summary

• Health Summary

• SART Contract

• SSPT Documentation

• Other pertinent documents

*All packets are collected at the end of the SARB

hearing

85

Opening

statements

5 min.

School

representative

presents case

10 min.

Meeting

with the family

30-40 min.

Note: An interpreter is provided for family members who are not able to participate in the SARB process in

English

THE SARB HEARING

86

• SARB Panel discussion

• Completion of SARB Contract,

indicating “No Show” or “Failure

to Appear”

• SARB No-Show letter

• PSA Counselor monitors

attendance

THE SARB HEARING: NO SHOW

87

ACTIVITY: MOCK SARB HEARING

• Assignment of Roles

• Psychiatric Social Worker

• PSA Counselor

• School Nurse

• DCFS Social Worker

• Probation Officer

• District Attorney Representative

• DPSS

• Hearing

• Discussion and Debrief

88

• File the contract

• Attach the SARB sticker

• Notify school staff how to code absences post-SARB

• Continue to monitor attendance

• Continue to provide support

• Hold the 30-day follow up meeting with the family to evaluate the progress

POST-SARB

89

• City Attorney / District Attorney Referral

• Court

LEGAL CONSEQUENCES

90

QUESTIONS?

91