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

2. 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

3. 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

4. Disproportionality African- American Students = 8.4% of LAUSD
Latino Students = 74% of LAUSD

5. 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

6. 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

7. 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

8. 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.

9. 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

10. 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.

11. 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.

12. 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.

13. 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

14. 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.

15. 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.

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
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

17. 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

18. 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)

19. 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.

20. 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”.

21. 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.

22. 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.

23. 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

24. 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.

25. 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

26. 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?

27. 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

28. 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.

29. 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

30. 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.

31. 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.

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

33. Documentation in MiSiS

34. 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.

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

36. 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.

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

38. 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.

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