the Student Support and Progress Team (SSPT) Division of Instruction Los Angeles Unified School District Phase II School Implementation Training 1

Today’s Objectives: You will understand, How to document your SSPT meetings using all attachments for both groups and individual students 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 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. 5

SSPT Members (as staffed at each site) Administrator or Designee General Education Teacher Parent Instructional Specialists Health and Human Services Personnel 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 6

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. 7

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? 16

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. 17

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. 25

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

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

SSPT Training Activity Mock SSPT Meeting In small groups, take 20 minutes to review the student referral and Comprehensive Student History Report from MyData Assign various roles (facilitator, time keeper, and recorder) Develop the Student Intervention Plan, and assign a “case manager” as part of the process We will then share out on the process.

Questions and Answers: For additional information, please see the hand-out titled “Frequently Asked Questions” (SSPT Handbook, pgs. 32 and 33)