1. La Shona Jenkins, LCSW FYAP Coordinator
Professional Development Meeting Wednesday November 30, lausd headquarters – Beaudry :00 AM – 12:30 pm
La Shona Jenkins, LCSW
FYAP Coordinator

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

3. 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

4. CALIFORNIA CREDIT UNION
Lauren Oliver,
California Credit Union

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

6. 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

7. 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

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

9. 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

10. 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

11. 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

12. 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.

13. 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

14. 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.

15. 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.

16. 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.

17. 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

18. 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.

19. 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.

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
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

21. 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

22. 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 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)

23. 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.

24. 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”.

25. 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.

26. 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.

27. 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

28. 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.

29. 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

30. 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?

31. 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

32. 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.

33. 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

34. 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.

35. 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.

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

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

38. Documentation in MiSiS

39. 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.

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

41. 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.

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

43. BREAK TIME!

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

45. LA County Department of Children & Family Services
San Fernando Valley
Strength
Needs
Practice
&
Child
Safety
Presented by
Adrienne Olson, Regional Administrator
or (818)

46. 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

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

48. 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

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

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

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

52. 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)
Paul Freedlund, Regional Administrator
Santa Clarita/West San Fernando Valley
(661)

53. (24 Hour) Child Protection Hotline (CPH)
DCFS Service Delivery
Strength
Needs
Practice
(24 Hour) Child Protection Hotline (CPH)
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

54. 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

55. 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

56. 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.

57. 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

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

59. 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

60. 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

61. 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)
Service Linkage Specialist (SLS)
Coordinates full assessment & teaming for all other children in open cases
Jessica Ambroz, SFV SLS
(818)
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.).

62. 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

63. 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

64. 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% %
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

65. 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) 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

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

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

68. 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 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

69. 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

70. UPDATES

71. 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.

72. 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.

73. 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)

74. SSS Updates

75. 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!!!

76. 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!!!

77. 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!!!

78. 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

79. 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

80. S3 Updates Caseloads updated
Students who graduated in the school year and the school year have been removed from counselors’ caseloads
Students who have left the District in the school and the school year have been removed from counselors’ caseloads
Students who have had their court case closed in the school year and the 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

81. S3 Updates
Students who have their court cases closed, graduate, or leave the District in the 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

82. 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

83. 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.

85. DREADFUL HOLIDAY SWEATER CONTEST

86. CLOSING