1. Best Practices For Completing Required Documentation

2. Required Documentation
Comprehensive Academic Assessment
Treatment Plan
Supplemental Early Education (0-5 years old)
Supplemental Secondary Education (3rd Or 4th year of High School)
Progress notes
***ALL OF THESE FORMS ARE TO BE COMPLETED ELECTRONICALLY ***

3. Deadlines for Completion
All required documentation is to be completed electronically by end of Fall semester, FRIDAY, December 19, 2014.
Prior to this date, Lead Counselors will be collecting the required documentation forms that have been completed at your individual or group meetings held weekly or every other week.
As an example, there are 9 weeks left in the semester, if you did your due diligence to complete documentation, this would require students documents to be completed a week.

4. Meeting the Deadline
More than half of the information can be found in MSIS, MyData, student cum folder, speaking to school staff, etc.
Contacting the CSW, caregiver, bio parent, foster family, or foster care agency, will assist in the other areas of the forms.
Proof of making two attempts at getting information needed for forms, etc. , documented phone call, etc.
Due Diligence

5. Best Practices with Case & Time Management to Assist in Meeting Deadlines
Marcia Price, Lead Counselor (South)
Secondary Schools
Comprehensive Academic Assessment
Treatment Plan
Supplemental Secondary Education (3rd Or 4th year of High School)
Jennifer Rios-Zambrano, Lead Counselor (East)
Elementary Schools
Supplemental Early Education (0-5 years old)

6. Comprehensive Academic Assessment

7. Treatment Plan
Long Term Goal: These goals should focus on improving students’ school stability, academic progress, behavior, and attendance so that they meet the requirements for promotion or high school graduation.
Attendance: If a student currently falls within the “Far Below Basic” attendance band, the long term goal may be for the student to improve to the “Proficient” attendance band.
Grades: If a student is currently earning 1’s or 2’s (elementary school) or F’s and D’s (middle/high school) on their report card or transcript, the goal may be for the student to earn 3’s/B’s or higher.
Behavior: If a student has been suspended, expelled, or given an Opportunity Transfer (OT), then the goal may be for the student to have no behavioral problems at school within the next school year.
Post-High School Planning: If a student wishes to go to a 4 year university after high school, then the goal may be for the student to satisfy all A-G requirements.
In developing the long term goals, establish a timeframe within which the goals should be achieved. The timeframes should differ depending on the type of goal to be achieved.

8. Treatment Plan
Short Term Goal: These goals should be aligned to the Long Term Goals and be broken down so that the goals help the student take incremental steps towards achieving the long-term goal. In developing the short-term goals, use the SMART (Specific, Measureable, Attainable, Realistic, and Time-bound) guideline to develop short term goals.
Attendance: If the long term goal was to improve to the “Proficient” attendance band from “Far Below Basic”, then the short term goal may be to improve to “Basic” attendance within the next 3 months.
Grades: If the student is currently earning 1’s, F’s, or D’s, then the short term goal may be to improve to 2’s or C’s within the next semester and 3’s or B’s within the next school year.
Behavior: If the long term goal is for the student to not have any behavioral problems at school within the next school year, then the short term goal may be for the student to have less than 3 office referrals within the next semester.
Post-High School Planning: If the long term goal is for the student to satisfy all A-G requirements, then the short term goal may be for the student to take or retake two or three A-G courses next semester and earn a C or higher.
Establish a timeframe within which the goals should be achieved. The timeframes should differ depending on the type of goal to be achieved.

9. Seem like a lot??
Your Lead counselors and Administration are here to support and assist with developing a plan of action for you to meet your deadline. As well as assist with any questions, concerns, or road blocks. Meeting 100% of completion of comprehensive academic assessments, treatment plans, and supplemental forms (for specific age or grade level) of each LAUSD student on a FYAP counselor’s caseload is all our priority and a requirement for the funding our program