La Shona Jenkins, LCSW FYAP Coordinator Professional Development Meeting Wednesday November 30, 2016 lausd headquarters – Beaudry 2-131 8:00 AM – 12:30 pm La Shona Jenkins, LCSW FYAP Coordinator

WELCOME Sign-In Logistics Parking Validation (Restroom, …) Parking Validation Sunshine Club Snacks LD Northeast (Thank you!)

MEETING NORMS Laptop use only with prior Administrative approval Minimize use of cell phones Refrain from side conversations Respect opinions of others Assume good intentions

CALIFORNIA CREDIT UNION Lauren Oliver, California Credit Union

the Student Support and Progress Team (SSPT) Division of Instruction Los Angeles Unified School District Phase II School Implementation Training 5

Today’s Objectives: You will understand, How to document your SSPT meetings using all attachments for both groups and individual students How the SSPT functions using a “mock” SSPT meeting Features of the SSPT MiSiS module All SSPT training guides, resources & frequently asked questions

Division of Instruction Office of Educational Services Division of Special Education The SSPT was a strategic plan involving multiple district departments to align initiatives, capacitate schools, and reduce achievement disparities. Division of Health and Human Services School Operations

Disproportionality African- American Students = 8.4% of LAUSD 24.5% Caucasian Students = 10.3% of LAUSD Latino Students = 74% of LAUSD

Student Support and Progress Team Multi-Tiered System of Support and the Student Support and Progress Team Student Support and Progress Team LAT COST SST The COST, SST, and LAT have been integrated into one unified team process called the Student Support and Progress Team (SSPT). There will be consistent District-wide procedures, uniform methods of reviewing school-wide and individual data, and an overall standardized method of reviewing student performance, progress monitoring and accountability. Using the coherence framework as our launching pad, by combining these teams we are cultivating the expertise of everyone to be focused on a collective purpose. 9

SSPT Members (as staffed at each site) Administrator or Designee General Education Teacher Parent Instructional Specialists Intervention or Healthy Start Coordinator EL/Master Plan Expert (Designee) Using a coherence framework, the members highlighted in red are those who bring expertise and can share their expertise across to other team members. For example, your EL designee will no longer be the only one who is knowledgeable about EL Monitoring and reclassification and your RST who is your reading specialist will be able to share information regarding diagnostic reading skills. The members highlighted in red are required team members. The members highlighted in blue are ancillary members and participate on an as needed basis, depending on their area of expertise and the reason for referral. Consideration for student participation should include the age/developmental level of the student, as well as the reason for referral (i.e. the subject matter to be discussed). In relationship to the coherence framework this speaks to cultivating collaborative culture and deepening learning by utilizing what everyone brings to the table Student (when appropriate) Related Services Personnel 10

Conduct the SSPT Meeting Conduct On-going Progress Monitoring Multi-Tiered System of Support and the Student Support and Progress Team School-wide Monitoring SSPT Referral Process Conduct the SSPT Meeting Implement the Interventions Conduct On-going Progress Monitoring Follow-up Meeting; Data-Based Decision Making School-wide Monitoring Read Notes Only~ This is an OVERVIEW of the process and it begins with school-wide monitoring. 11

School-wide Data The SSPT should begin by creating a calendar of meetings (see Sample Calendar in SSPT Handbook, pgs. 30, 31) At a minimum, schools should review school-wide data at least four times per year and schedule these dates at important periods, such as right after progress report periods or CELDT data is available) All schools should be aware of their student performance across a variety of areas, such as DIBELS and which students are intensive, which subgroups need special attention and additional supports, SBAC data, attendance, suspension, reclassification rates, access to AP courses, AP potential rates, AP exam scores, course performance data, etc. We look at which grade levels and groups of students need additional focus and support and develop targeted supports, as needed.

School-wide Data Where is the data located? MyData: Elementary At-risk Report MyData: Secondary At-risk Report MyData: Attendance/Suspension Reports MiSiS: English Learner Progress Profile Report, Grades, Progress toward Graduation, Number of students taking AP Courses, Successful Completion of A-G Requirements, etc. College Board Suite Assessments

Transitioning COST Team Mtgs. COST teams used to look at “groups” of students and make referrals to District and outside resources. COST teams also triaged students, recommending some students for an SST, SARB, etc. The SSPT performs the same functions as the previous COST team and the meetings that look like COST in nature are captured on the SSPT Meeting Log (Attachment B) This log should be placed in a binder at the school for a minimum of 5 years.

This is what attachment B looks like This is what attachment B looks like. You will indicate the school, district and dates at the top. There is a place to capture the meeting date, location of the meeting, the data reviewed, the subgroup and/or students monitored, and the recommended action steps. If, as a result of these meetings, a student is referred to the SSPT, then the information gets captured on the right side of the form.

The SSPT Meeting Log needs to be uploaded twice a year, in December and June, to the Principals’ Portal, Online Instructional Accountabilities System Because we are under an OCR agreement for supporting English Learners, this form provides valuable information for demonstrating our efforts to proactively meet the instructional and linguistic needs of our students.

4 Types Student Support and Progress Team Attachments School Accountability Parent Invitation Letters SSPT Referral Forms Reclassification Recommendations There are four types of attachments. 4 Types

School Accountability Forms The Principal identifies the SSPT members and fills out the SSPT Membership form. The form serves to identify the team composition at each school site. The Principal or EL Designee indicates how often the SSPT meetings are held. The Principal or EL Designee uploads the form to the “Instructional Online Learning System” (Principal’s Portal) within the first six weeks of the school year. The Principal may want to indicate a person in the box titled “other” if this person will be a part of the core team.

The Referral Log is a school-based log of all the referrals to the SSPT. The log captures the school, local district and date parameters. It’s a helpful tool for tracking the students who are referred to the SSPT. The information it captures is student name/ID number, grade, teacher or counselor (if secondary), language classification, data of the SSPT referral, initial meeting date, case manager, and first, second or third follow up meeting date. There is a section to enter comments, if there is additional information that needs to be captured. This log should be maintained at the school site for a minimum of 5 years.

School-wide Monitoring Multi-Tiered System of Support and the Student Support and Progress Team School-wide Monitoring SSPT Referral Process SSPT Referral Process A teacher or anyone can make a referral to the SSPT. The teacher creates an SSPT request in MiSiS or using the hardcopy forms. Right now there must be face to face contact with the Designee to communicate that a referral was made. However, there is an enhancement in MiSiS to create an alert. In the past, referrals were vague and ambiguous and included information such as the “student is below grade level” or “not working to his/her potential”. Under the new process, a consultation meeting must occur between the Designee and the teacher to improve the quality of referral information Through that dialogue, the Designee can ask “when you say he’s below grade level, what does that look like? What is the student able do and what would be the next obvious step? What assessment data do you have to evaluate his/her skill levels? 20

School-wide Monitoring Multi-Tiered System of Support and the Student Support and Progress Team School-wide Monitoring SSPT Referral Process SSPT Referral Process Together, the teacher (or referring person) and the Designee fill out the “Referral Form” If a parent is the referring person, the Designee would get input from the teacher(s) and together fill out the referral form. All of the referral documentation is entered PRIOR to the meeting. 21

SSPT Responsibilities Setting up Meetings Establish a calendar of regularly scheduled meeting times Designate a quiet and confidential meeting place Develop a system for notifying the parent/caregiver Assigning Roles & Responsibilities Meeting Facilitator Time Keeper Recorder Case Manager Structuring Time 20-30 total minute timeframe Welcome/Intro (2-3 min) Student Strengths (2-3 min) Problem Identification (4-5 min) Goal setting (3-4 min) Brainstorm and Select Interventions (6-8 min) Intervention Plan (8-10 min) Summarize/Closure (2-3 min)

Parent Invitation Letters Available in five languages: English Spanish Armenian Chinese Korean It’s a fillable PDF document and easy to type and save information directly onto the form. Parent has the option to respond: I will attend I will need accommodations Prefer to participate via telephone I will not attend, but would like contact from the teacher I would rather come on ___ . Please contact me at ___. For each individual student meeting, the parent must be invited. If a parent has not responded to multiple attempts, the school should document the information and proceed in holding the meeting and developing an intervention plan. The Designee will then need to contact the parent and send a copy of the SSPT documentation home.

Student Support and Progress Team SSPT Referral Forms Student Support and Progress Team Sign-In Form SSPT Sign-In Form Services as documentation of participants for each meeting. Meeting Purpose: Initial Meeting 1st, 2nd, or 3rd Follow-up Meeting Reclassification Recommendation Meeting If the parent is in attendance, please have parent sign and indicate “Parent” in box titled “Other”.

SSPT Request Form Available in MiSiS or as a hardcopy. This is a record of the “initial” request Provides a general description of the reason for referral Teachers, parents, and other staff members may request an SSPT meeting. Consultation Meeting A consultation meeting is subsequently held with the SSPT Designee to refine the reason for referral AND fill out “Referral” documentation.

Student Support and Progress Team Page 1 Student Support and Progress Team Referral Form SSPT Referral Form Available in MiSiS or as a hardcopy. This is a record of the referral documentation Background Information Attendance, Vision, Hearing Academic Information Documentation used to review student data (myData, State Assessment, etc.) This is the Elementary Referral. There is also a Secondary referral that represents the same information. This information is filled out PRIOR to the SSPT Meeting.

Current EL Information Page 2 Current EL Information Classroom/Playground Behavior Initial Description of Concern Strengths Academic/Behavior Concerns Language Concerns Are there CA or ELD Standards not being met? Classroom Interventions and Strategies Implemented 500 characters

Page 3 Intervention Frequency and Duration Outcomes Additional Relevant Information that was not previously captured. Specifically, what would you like the student to be able to do? Be specific. Indicate the academic and behavioral data that was reviewed as part of the referral.

Conduct the SSPT Meeting Conduct On-going Progress Monitoring Multi-Tiered System of Support and the Student Support and Progress Team School-wide Monitoring SSPT Referral Process Conduct the SSPT Meeting Implement the Interventions Conduct On-going Progress Monitoring Follow-up Meeting; Data-Based Decision Making Conduct the Meeting Read Notes Only~ Now we’re at the process of conducting the meeting. 29

Student Support and Progress Team Student Intervention Plan Page 1 Student Support and Progress Team Student Intervention Plan Intervention Plan Three priority goals are identified What is the student expected to do given his/her grade and level? What is his/her current performance? What is the target goal for the next 6-8 weeks? Observable Measureable Within the student’s level of reach Read notes first~ At the meeting, the Intervention Plan is developed. What is the recommended level of tiered instruction?

Page 2 Identify the interventions and provide a description Identify the specific academic, linguistic, or behavioral data that will be collected when, how often, by whom and where will the data be collected Identify a case manager who will follow-up with the Teacher/student and provide support such as coaching, modeling, modifying the goal, recommending intervention strategies/programs, etc. Schedule the next SSPT meeting

Reclassification Recommendation Mtgs. An SSPT request is made in MiSiS “Reclassification” is checked off as the reason for referral The SSPT Referral form is completed Reclassification Meeting form is completed If the recommended student is approved to reclassify by the LD EL Coordinator and MMED office, the process ends and the student is reclassified. If the student is NOT recommended to reclassify, then a Student Intervention Plan is developed The EL Designee is an integral member of all meetings involving EL students and which look like LAT meetings in nature.

SSPT Reclassification Recommendation Form SSPT Reclassification Recommendation Forms Available in MiSiS or as a hardcopy. The appropriate grade level Reclassification form will auto-populate in MiSiS if Reclassification is recommended SSPT will “print” and provide original signatures Send the form and supporting documentation to the LD EL Programs Coordinator

SSPT Responsibilities: Previously LAT Monitor appropriate placement, instruction, support and intervention strategies to ensure appropriate linguistic and academic progress. Review attainment of minimum progress benchmarks for ELs Review the progress of ELs in meeting the reclassification criteria in grades K-12. Ensure RFEP students continue to make progress and achieve academic proficiency in all core subject areas based on data, grades, and state test scores after reclassification. Review student and school data (at least 4 times per year) to ensure the above is documented and monitored accurately. When appropriate, recommend students for reclassification according to district policy. These responsibilities are further outlined in the SSPT Handbook.

SSPT Maintenance of Records Maintain documents of all SSPT forms in a binder at the school site (for a minimum of 5 years) Maintain student specific SSPT forms in the student’s cumulative folders: SSPT forms for English only (EO), Initially Fluent (IFEP), and Reclassified (RFEP) students are to be maintained in the RED intervention folder SSPT forms for EL students are to be maintained in the BLUE Master Plan (EL Folder) We still need to keep copies of the SSPT documents in the students CUM folders as they may move, and the cum follows the student.

SSPT Transition to New Process COST, SST, LAT referrals initiated in the 2015-16 school year should be transitioned to the new process.

Documentation in MiSiS The infrastructure to support it is available in MiSiS. The SSPT Module is found on the “Student Support Tab.”

Documentation in MiSiS

Documentation in MiSiS Items marked with an asterisk (*) are required items. Make sure to click “save” and this will advance you to the next phase.

Documentation in MiSiS MiSiS will guide the user through the process Misis will guide the user through the process.

This is the “landing page” for the SSPT website This is the “landing page” for the SSPT website. There are tiered resources for attendance, mental health, instructional strategies, etc. There is a progress monitoring tool, with a “how to” video, SSPT Handbook, and the school level training. http://achieve.lausd.net/sspt

“No matter who you are or where you come from, you should dream without limits….” Superintendent Michelle King

BREAK TIME!

DEPARTMENT OF CHILDREN AND FAMILY SERVICES Jessica C. Ambroz, CSA I -Service Linkages Specialist- DCFS

LA County Department of Children & Family Services San Fernando Valley Strength Needs Practice & Child Safety Presented by Adrienne Olson, Regional Administrator olsona@dcfs.lacounty.gov or (818)717-4802

Strength Needs Practice Today’s Objectives Provide a brief overview of the DCFS San Fernando Valley office & service delivery system Increase our partnership & collaboration to improve outcomes related to child safety, permanency & well-being

Children thrive in safe families and supportive communities Strength Needs Practice DCFS Vision Children thrive in safe families and supportive communities

Strength Needs Practice DCFS Mission By 2015, DCFS will practice a uniform service delivery model that measurably improves: Child safety Permanency Access to caring & effective services

DCFS Values Cultural Sensitivity Leadership Accountability Integrity Strength Needs Practice Cultural Sensitivity Leadership Accountability Integrity Responsiveness

DCFS Goals Emphasize Child Centered Practices Pursue Workforce Excellence Strengthen Organizational Operations and Systems Strength Needs Practice

These 5 core practice strategies continuously interact with one another throughout the life of a case

The San Fernando Valley DCFS Regional Office One of Three Offices Serving the San Fernando & Santa Clarita Valleys East & West SFV Offices 20151 Nordhoff St., Chatsworth 91311 Santa Clarita Office 24890 Ave. Stanford, Santa Clarita 91321 Adrienne Olson, Regional Administrator San Fernando Valley (818)717-4802 olsona@dcfs.lacounty.gov Paul Freedlund, Regional Administrator Santa Clarita/West San Fernando Valley (661)702-6202 freedp@dcfs.lacounty.gov

(24 Hour) Child Protection Hotline (CPH) DCFS Service Delivery Strength Needs Practice (24 Hour) Child Protection Hotline (CPH) 1-800-540-4000 Call to consult and/or make a suspected child abuse report CPH Children’s Social Worker screens call & determines assignment /time to respond Referral assigned to Emergency Response Children’s Social Worker in Regional Office or the Emergency Response Command Post depending on urgency

DCFS Service Delivery Service Bureaus – North & South Strength Needs Practice DCFS Service Delivery Service Bureaus – North & South The SFV office is one of 18 DCFS Regional Offices in the County Each Regional Office primarily houses Emergency Response Dependency Investigation Continuing Services Permanency Resources & Adoptions Other Specialized Programs

DCFS Service Delivery Emergency Response (ER) Services Strength Needs Practice DCFS Service Delivery Emergency Response (ER) Services Regional office responds to “immediate” & “5-day” referrals during regular business hours Immediate/after-hours covered by the Emergency Response Command Post Investigates allegations of in-home abuse Determines need for community response or open case (in-home or removal) Partners with children & families to Identify strengths & needs Build/team with support system of informal & formal supports to meet needs

DCFS Service Delivery Dependency Investigation (DI) Strength Needs Practice DCFS Service Delivery Dependency Investigation (DI) Open cases assigned to a Dependency Investigator (DI) after detention DI investigates the allegations in the petition & prepares initial court reports for Dependency Court.

DCFS Service Delivery Continuing Services (CS) Strength Needs Practice DCFS Service Delivery Continuing Services (CS) Services provided to children & families under the following programs: Family Maintenance (FM)– child receiving in-home services (voluntarily & court) Family Reunification (FR) – child or parent receiving out-of-home services Permanency Planning (PP) – Adoption, Legal Guardianship, Long Term Foster Care/Planned Permanent Living Arrangement Supportive Transition (ST) – AB 12 Non-Dependent Minors

DCFS Service Delivery Permanency Resources & Adoptions Strength Needs Practice DCFS Service Delivery Permanency Resources & Adoptions Placement &Recruitment Finalization Post Adoption Services

DCFS Service Delivery Countywide Specialized Programs Strength Needs Practice DCFS Service Delivery Countywide Specialized Programs Deaf Services Units Medical Placement Asian Pacific Program American Indian Units

San Fernando Valley Staff Approximately 350 direct service, support, & co-located staff Strength Needs Practice Direct Service Staff CSW - Children’s Social Worker SCSW - Supervising Children’s Social Worker ARA - Assistant Regional Administrator RA - Regional Administrator Support Staff Human Service Aids Clerical Support & Eligibility Workers Adoption Assistants Co-located Staff Parents-in-Partnership (PIPs) Departments of Mental Health, Public Social Services, Health & Public Health First Five Substance Abuse Navigators Kinship Liaison, Youth Development Services, Permanency Partners Program, Educational Liaison, D-rate Evaluators, ASFA & Child Care

Coordinated Services Action Team (CSAT) Service Navigation, Coordination & Linkage Strength Needs Practice Multidisciplinary Assessment Team (MAT) Coordinator Coordinates full assessment & teaming for all newly detained children Jaime Cantor, SFV MAT Coordinator (818)717-4181 cantoja@dcfs.lacounty.gov Service Linkage Specialist (SLS) Coordinates full assessment & teaming for all other children in open cases Jessica Ambroz, SFV SLS (818) 717-4090 ambroj@dcfs.lacounty.gov Access Management Team in every offices established as part of the KA Strategic Plan: To coordinate DCFS and DMH non-line staff to rapidly receive screenings and/or referrals to ensure service linkage. To integrate ‘siloed’ services and programs into CSAT through clear policies and procedures for all operational responsibilities. To use a data tracking system to regularly monitor progress on indicators (i.e., timely delivery of screening, assessment, referral linkage, full utilization of resources, etc.).

Department Wide Profile In the 2nd Quarter of 2014 (April, May & June ), 2,068 Children’s Social Work Staff Department wide: Assessed a total of 38,901 children reported for suspected child abuse or neglect Open cases: 12.5% - 13% Removals: 4.2% – 5% Supervised a total of 36,619 children in open cases. 13,660 received in-home services 21,760 received out-of-home services, approximately 51% placed with relatives

SPA 2 Profile Strength Needs Practice In the 2nd Quarter of 2014 (April, May & June ), 286 Children’s Social Work Staff in SPA 2: Assessed a total of 5,855 children reported for suspected child abuse or neglect. Sylmar & Pacoima have the highest rates of children referred. Open cases: 10% - 11% Removals: 2% – 9% Supervised a total of 4,589 children in open cases. 2,128 received in-home services 2,294 received out-of-home services, approximately 55% placed with relatives

San Fernando Valley Office Profile In the 2nd Quarter of 2014 (April, May & June ), 128 Children’s Social Work Staff in the San Fernando Valley Office: Assessed a total of 2,416 children reported for suspected child abuse or neglect Pacoima has the highest rates of children referred Open cases: 10.8% - 13.2% Removals: 2% – 4% Supervised a total of 2,113 children in open cases 923 received in-home services 1,079 received out-of-home services, approximately 56% placed with relatives Strength Needs Practice

Opportunities for Partnership, Collaboration & Best Practice Strength Needs Practice Opportunities for Partnership, Collaboration & Best Practice Engage in trust based working relationship with child & family Contact the Child Protection Hotline at (800)540-4000 for any suspicion of abuse or neglect Contact assigned Children’s Social Worker, MAT Coordinator or Service Linkage Specialist for open referrals or cases Team to build & strengthen support system Assess for strengths & needs Plan & intervene, tailoring agreed upon services & supports to build on individual strengths & meet underlying needs Monitor, track, & adjust to achieve long term goal for safety, permanency & well-being

Thank you for all you do for our children, families & communities! Any Questions? Thank you for all you do for our children, families & communities!

PSA FIELD EDUCATION PROGRAM Stephan Blustajn and Teresa Murillo, District Central Counselors

FYAP ADMINISTRATIVE UPDATES Katrina Taylor, Karen Timko, and Iola Smith, Specialist Time Cards Foster Youth Shadow Day CSEC 101 Training (December 2) and Roll Out Plan BUL- 6718.0 Roll Out Plan Documenting of Trainings (FYAP Tracking Survey) Records Transfer and Partial Credits New PSA Counselor Training Modules ASAP Tutoring Update Winter Camp Update

Foster Youth Achievement Program Data and Accountability Focus Group Updates November 30, 2016 Presented by: La Shona Jenkins Dianna Armenta Maral Sousani Mission To ensure that all LAUSD students are enrolled, attending, engaged, and on-track to graduate. Foster Youth Achievement Program

UPDATES

Do not enter any DCFS information here. Known Error: Will not allow CAA information to be saved. Error Message appears as follows “Education Rights Holder Last Name cannot be blank!” Do not enter any DCFS information here. We are aware that if you enter the Educational Rights Holder information and Social Worker Information it will allow you to save. However, the information will eventually be auto-populated into these fields. Do not create Out-of-Home Care Placement records. Do not edit or input data received start date, date received end date, and Out-of-Home Care Placement.

KNOWN ERROR: MiSiS closed a majority of foster youth cases We received an incomplete DCFS Data Match on October 1, 15, 18 and 22 This caused a majority of students to receive a “Data Received End Date” on MiSiS . Students appear to have had their case closed. An additional foster care case will appear on the student’s Out- of-Home Care record due to case closing and reopening. This error was reported to DCFS and MiSiS. This has impacted the data in SITS, but not CWISS.

KNOWN ERROR: Foster Youth Reports produce no data Reports produces no data Foster Youth Comprehensive Summary Report MiSiS Explorer (Out of Home Care Data blank)

SSS Updates

Known SSS Concerns/Errors 1) Unable to import students from MiSiS (repair timeline: unknown) Temporary workaround Keep an SOS log/paper CAA for students who are not on S3 Do not create student records 2) Unable to import students from EESIS (repair timeline: unknown) Keep an electronic SOS log/ CAA for students who are not on S3 3) Unable to add social/emotional concerns and complete CAAs Affecting # of Completed CAAs expected per pacing plan If you have not been trained on a specific function in S3, do not use it!!!

Known SSS Concerns/Errors 4) Student is mislabeled as Group Home, FamilySource or not assigned to me (repair timeline: unknown) Temporary workaround Cross reference with DataMatch, CalPads, SITs, and/or CSW for true caseload Complete CAA’s and work with foster youth not assigned by S3, but appear on DataMatch Log all interventions in ISP section 5) Student is misidentified as foster youth or not identify as foster youth Not identified as foster youth: Complete CAA and log all interventions in ISP section. If unable to import, than use electronic SOS logs and CAA form. Misidentified as foster youth: Keep a list of students who are not foster youth, but been misidentified as foster youth. (repair timeline: unknown) If you have not been trained on a specific function in S3, do not use it!!!

Known SSS Concerns/Errors 6) We aware that S3 contains duplicate student records. S3 started creating duplicate records as of Wednesday, November 16 after a system update. One student record does have an LAUSD ID number and the other record does NOT have an LAUSD ID number.   Moving forward, use the record  with the LAUSD ID number for logging interventions and/or creating CAA records.  If you have created interventions and/or CAA’s using the student record with NO LAUSD ID number, than leave as is. Do not delete records created and duplicate them on the correct student record, because it will cause double counting in your SOS logs and CAA counts.  The concern has been reported to XRM, who will try to merge both records.     If you have not been trained on a specific function in S3, do not use it!!!

S3 Updates Interventions disappearing after counselors created 500+ records created without student’s name, which do not appear on ISP section, however appear in the “Intervention Tile” section. XRM fixed error by making student mandatory before saving. CRM states that these are potential reasons: Counselor begins entering an intervention with one specific base type but later when choosing the intervention changes the base type to another Counselor has too many windows open Appropriate steps have not been taken to create an intervention Your Lead Counselor will teach you how to locate these “disappearing interventions”, in order to connect them to students Job aid coming soon Encourage counselors to close windows when they are done entering things Remind counselors that when there is a back arrow on the top of their browser window that this is a main screen and closing it will exit them from S3

S3 Updates Universal Services -> Event Services The title has changed for the “Universal Services” tile. The new title is “Event Services” New function of being able to add school on the screen Important to note when entering the number of participants vs. adding the names of the students. Counselors have two options: Enter either one but not both. If you are entering the number of participants, don’t add the participants’ names and vice versa. If the counselor would like to enter both, first enter the participants’ names and then the participants. Doing it in the reverse order will cause an error

S3 Updates Caseloads updated Students who graduated in the 2014-2015 school year and the 2015-2016 school year have been removed from counselors’ caseloads Students who have left the District in the 2014-2015 school and the 2015- 2016 school year have been removed from counselors’ caseloads Students who have had their court case closed in the 2014-2015 school year and the 2015-2016 school year have been removed If students who meet the criteria in the 3 bullets above are still found on your caseload, please report that as an error to your Lead Counselor following procedures that have been previously identified

S3 Updates Students who have their court cases closed, graduate, or leave the District in the 2016-2017 school year must be removed from the counselor’s caseload by the counselor. See job aid: “Removing Students from Caseload” Document efforts in finding out about why the student is being removed from their caseload (i.e. contacted social worker who informed me that the case has been closed for the student) Verify enrollment and assist with record transfer, as needed Cross reference the student’s file on S3 to be sure that under the tab, “Program Services” it states that the court case is closed before removing the student. If it says that there is an open court case, even though counselor has verified that court case is open, ask the counselor to wait a week or two, until that section shows that the case is closed. Otherwise, the student will reappear on their caseload. Sometimes, it takes a couple of weeks for the systems to communicate that information

Reporting SSS Concerns/Errors All concerns, errors, questions, suggestions, etc. on SSS should be reported to your lead counselor Please do not report concerns, errors, questions, suggestions, etc. to the Data & Accountability directly

Early Ed Supplemental Form An Early Education Supplemental Form must be completed for infants, early education students, Pre K, and ETK. Unable to import students from EESIS (repair timeline: unknown) Temporary workaround = keep an electronic SOS log/ CAA for students who are not on S3 Do not create student records An Early Education Supplemental Form is not required for students in TK, or Kindergarten.

DREADFUL HOLIDAY SWEATER CONTEST

CLOSING