PUPIL SERVICES PROFESSIONAL DEVELOPMENT August 11, 2014
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Objectives Welcome new staff/introductions Briefly review major
changes in education funding and accountabilities LCFF/LCAP and
CORE Waiver Districts Key sections and revisions to the Staff
Resource Guide Review packet materials and new procedures for Fall
mandated training topics Review contents of the School Data
Profiles Examine and discuss the revisions to the PSA Essential
Strategies Discuss data driven planning for a successful attendance
year Review policy changes and updates relevant to the Pupil
Services Unit
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Local Control Funding Formula (LCFF) Goal: Significantly
simplify how state funding is provided to LEAs and base funding on
demographic profile of students served (eliminating most state
categorical funding streams); Grade span specific Base Grants Base
grant equivalent to $7,643 per average daily attendance (ADA)
Additional 10.4% for students in kindergarten through grade three
(K3) with condition to move toward average class enrollment of no
more than 24 pupils in K-3 Additional 2.6% for students enrolled in
Grade 9-12 Supplemental grant equal to 20% for targeted
disadvantaged students, including: English learners (EL), eligible
to receive a free or reduced-price meal (FRPM), foster youth, or
any combination of these factors (unduplicated count)
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Local Control and Accountability Plan (LCAP) Under LCFF, all
LEAs are required to prepare a Local Control and Accountability
Plan (LCAP), which describes how they intend to meet annual goals
for all pupils, with specific activities to address state and local
priorities identified [EC 52060(d)] As part of the pupil engagement
priority in LCAP, LEAs are required to establish goals and
activities for reducing chronic absence and improving overall
student attendance Plan adopted by the Board of Education
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Local Control and Accountability Plan (LCAP) EC 52060(d) CWA
service/support areas PARENTAL INVOLVEMENT, including efforts the
school district makes to seek parent input in making decisions for
the school district and each individual school-site, and including
how the school district will promote parental participation in
programs for unduplicated pupils and individuals with exceptional
needs. PUPIL ACHIEVEMENT, as measured by: Statewide assessments;
API; % of pupils who have successfully completed courses that
satisfy the requirements for entrance to the UC and CSW, or career
technical education sequences or programs of study that align with
state board-approved career technical educational standards and
frameworks; percentage of English learner pupils who make progress
toward English proficiency as measured by the California English
Language Development Test (CELDT); The English learner
reclassification rate; % of pupils who have passed an advanced
placement examination with a score of 3 or higher; % of pupils who
participate in, and demonstrate college preparedness; PUPIL
ENGAGEMENT, as measured by all of the following, as applicable: (A)
School attendance rates. (B) Chronic absenteeism rates. (C) Middle
school dropout rates, as described in paragraph (3) of subdivision
(a) of Section 52052.1. (D) High school dropout rates. (E) High
school graduation rates. (6) School climate, as measured by all of
the following, as applicable: (A) Pupil suspension rates. (B) Pupil
expulsion rates. (C) Other local measures, including surveys of
pupils, parents, and teachers on the sense of safety and school
connectedness.
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California Office to Reform Education (CORE) Waiver and the
Single Plan for Student Achievement (SPSA) LAUSD along with 7 other
California districts, applied for and were granted a CORE Waiver
from the Program Improvement (PI) mandates of NCLB differentiated
accountability, recognition, and support framework to: gear up for
Common Core relief from NCLB requirement for 100% proficiency by
2014 develop an accountability system to replace Program
Improvement (PI); if LAUSD hadnt applied, 530 schools would have
been in PI status and subject to sanctions in 2014 school
accountabilities will include metrics beyond test scores (including
social/emotional factors and school climate) CORE Waiver identified
schools will have new accountabilities Single Plan for Student
Achievement (SPSA) will be the tool for developing the mandated
improvement plans Priority Schools = 3 year plan; Focus and Support
schools = 2 year plan after-school intervention beginning in Spring
2014 in Priority, Focus, and Support schools; Professional
Development (P,F,S schools) Where does our work fit in? How should
we support our schools?
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New Procedures for Mandated Fall Trainings In addition to the
CAAT, all Pupil Services staff will be auto-enrolled in mandated
training modules on other required policies through the
LearningZone Training modules will be available by September 1 and
must be completed no later than September 30 Reference:
Certification of District Policies 2014-2015 outlined and handouts
in your packet and your Staff Resource Guide
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Personnel Information and Forms Staff Resource Guide
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Staff Resource Guide Table of Contents Each section of the
Staff Resource Guide is referenced in the Table of Contents!
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Staff Resource Guide Highlights Staff Resource Guide is
available on the Pupil Services Website (pupilservices.lausd.net)
Hyperlinks are included throughout the on-line version Frequently
Used Pupil Services Terms are included Attachments include: Payroll
Forms Personnel Forms School Forms/Counselor Tools
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VISIT THE PUPIL SERVICES WEBSITE TO ACCESS THE ELECTRONIC FORMS
AND STAFF RESOURCE GUIDE GUIDE FORMS
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Documentation & Record Keeping All Pupil Services Staff are
responsible for: Summary of Services Log Planning Calendar Case
Management Maintenance of case documentation and records of service
/ case notes REFER TO PAGES 18-19
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Documentation & Record Keeping (cont.) Helpful Tools
include: Pupil Services Staff Master Calendar Instructional days
Due Dates (timesheets) Professional Development Dates Initial
Set-Up Checklist Facilitate the delivery of services at the school
site REFER TO PAGE 19
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Assignment Related Information Work Schedule Change of Hours
form School Assignment by Day form Assignment Calendar by basis
Personal Information Emergency Cards (2) Global Directory Outlook
Email Signature REFER TO PAGES 19 - 24
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Payroll and Time Reporting Assignment Calendars (PAW) Include
all mandatory training dates Additional Time Reporting Prior
notification of additional hours REFER TO PAGE 28 (Assignment
Calendars) REFER TO PAGE 29 (Additional Time Reporting)
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Attendance and Absence Policy Performance Meter Goal: Staff
Attendance 79% of all staff attending 96% of the time or
better*pending revision from the Superintendents office LAUSD
Attendance Policy LAUSDs Board of Education expectations (included
in attachments) Notification of Absences Email or call assignment
location, administrator, and absence hotline 30 minutes prior to
your scheduled work time Submit Illness Form within 24 hours of
return from absence NOTE THAT THERE ARE NEW ILLNESS/NON-ILLNESS
FORMS (correct forms are posted and available on the website) REFER
TO PAGES 24 - 27
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Payroll and Time Reporting The following documentation should
be submitted to your coordinator monthly: Time Sheet Mileage
Statement Form Additional Time Report Form (if applicable) Time
Cards should be maintained at each work location Template available
in attachments Payroll questions: Direct to your coordinator Do not
call the time reporter directly REFER TO PAGES 28 - 30
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BUL-2643.5: Documentation for Employees Paid from Federal and
State Categorical Programs Federal and State regulations require
supporting documentation, in addition to time cards, for all
personnel who receive payment (compensation) from federal funds or
from state categorical funds Payroll time reporting must reflect
actual hours worked on each program REFER TO PAGE 30
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Core vs. Supplemental PSA Counselors provide supplemental
services: Development and monitoring of an individual student
attendance plan Dropout prevention Individual counseling Group
counseling Parent education workshops Conduct parenting groups
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Core vs. Supplemental (cont.) Participate in multidisciplinary
teams such as SST, COST, RCT, SART Conduct staff professional
development related to data analysis in development of SPSA (Single
Plan for Student Achievement) Early intervention for students
demonstrating signs of school avoidance Referrals to community
services Home visits/in-home counseling
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Core vs. Supplemental Core District Functions and Activities
Include: SARB (School Attendance Review Board) Process Student
Discipline Proceedings Student Expulsion Intervention Attendance
Plan Development
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Available on the website or through your coordinator.
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Single-funded form completed twice a year Available on the
website or through your coordinator.
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Training / Workshops Employees are allowed to attend a limited
number of trainings per school year Training Request form Pupil
Services Administrator approval required REFER TO PAGE 32
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Employee Evaluations Staff Evaluation is a two step process: 1.
Initial Planning Sheet is submitted within 6 weeks following the
start of the school year (form 1024); 2. Final Evaluation is
conducted no later than 30 calendar days before the last regularly
scheduled school day of the employee's scheduled work year. REFER
TO PAGES 32 - 34
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Employee Evaluations (cont.) Supplemental Agreement Outlined in
BUL-5335.1 Initial Planning Sheet (IPS) must include data report
with the data-driven objective e.g., attendance rate, suspension
rate, dropout rate, etc. REFER TO PAGE 34
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Professional Conduct and Expectations Professional Dress (Board
Rule 1906) Representative of Pupil Services and LAUSD Meeting
Standards Arrive on time, electronic device etiquette, respectful
behavior REFER TO PAGES 34-35
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Student Records (BUL-2469.0) Pupil Record Any item of
information directly related to an identifiable pupil, other than
directory information, which is maintained by a school district
Pupil records do not include anecdotal notes related to a pupil
compiled by a school employee which remain in the sole possession
of the school employee REFER TO PAGE 45 - 48
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Transporting Students BUL-5310.0, Guidelines on Use of
Privately Owned Vehicles for Authorized School District Business
All drivers must maintain a valid California drivers license and
automobile liability insurance Review policy bulletin 5310.0 as it
relates to transporting students REFER TO PAGE 48
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Changes to Attendance Records Changing attendance records
should not be the responsibility of Pupil Services staff Any
changes made must be supported by written documentation All changes
to records are subject to audit All MiSiS access/edit level must be
approved by the Pupil Services Administrator REFER TO PAGE 47
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Dissecting the Data School Data Profiles
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Monthly Data profiles, including attendance rates and
attendance band information, will be available on the Pupil
Services website A notice will be sent via email when the data is
available Data profiles are: School specific Broken down by
month
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Click on the tab with your school name to access. Summary tab
with all PSA supported schools. Electronic School Data
Profiles
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Discussion Look at your data profiles and discuss with your
group: What observations do you make? Monthly By Grade Student
Attendance Performance Bands What additional questions do you have
about your schools data trends? What is a possible school-specific
goal that you could set for this year?
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Planning For a Year of Success
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Pupil Services Essential Strategies and Activities Revisions
made based on counselor feedback Document to be reviewed, refined,
and finalized this school year Reflects the work of Pupil Services
and Attendance Counselors Establishes common language for
school-purchased PSAs Provides a matrix of tiered goals,
strategies, and activities Identifies expectations of Pupil Service
staff Guides the Professional Development efforts
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Essential Strategies
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Summary of Services Log
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Minor Revisions to SOS Current Month and Cumulative to Date
tallies of activities and participants SART Tally Monthly
activities by goal area
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SOS Guide
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Opening the School Year: A Few Reminders Attendance and
Enrollment
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Refer to MiSiS handouts and job aides regarding processes for
withdrawal, enrollment, attendance, submittal, no shows, etc.
Enrollment and Attendance reports
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Student Residency Questionnaire (SRQ) IN EVERY ENROLLMENT
PACKET Accessible on Inside LAUSD (BUL-1570.2)
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TDAP and Immunization Requirements All students entering or
advancing to the seventh grade will need a Tdap booster shot in
order to attend school. PSA Counselors should work with their
school nurse to assist families whose students have been excluded
due to this requirement. Homeless and Foster Care students cannot
be excluded from school. However, they are not exempt from the
requirement. Immunization clinics are being offered throughout the
District Visit LAUSD.net under Offices select Nursing Services for
information on available resources
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Intra-District Permit (BUL-5347.1) Application can be submitted
anytime Must be signed by both administrators Zones of Choice ZOC
Office signs permit applications Permits may be cancelled, revoked,
or denied renewal by the school site administrator at the end of
the school year In extreme circumstances permits can be cancelled
at the semester break. The case must be documented revealing that
all forms of remediation have been utilized. From Bull. 5347.1:
"Permits must be renewed annually only by the requested school
(attachment H). Release from the school of residence is not
required annually."
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Permit Types Parent Employment Specialized Program Continuing
Enrollment Sibling Child Care Safety and Protection Exception
Please note: permit request may not be denied based solely on
reduction of student population at the school of residence.
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ZONES OF CHOICE (ZOC) REF-6296.0 Identification, Assignment and
Enrollment of Students Within a Zone of Choice Attendance Boundary
(May 19, 2014) Phone: 213.241.0479 Fax: 213.241.4108
http://zoc.lausd.net
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Zones of Choice Banning Zone of Choice Bell Zone of Choice
Belmont Zone of Choice Bernstein Zone of Choice Boyle Heights Zone
of Choice Carson Zone of Choice Eastside Zone of Choice Fremont
Zone of Choice Hawkins Zone of Choice Huntington Park Zone of
Choice Jefferson Zone of Choice Jordan Zone of Choice Narbonne Zone
of Choice North Valley Zone of Choice Northeast Zone of Choice RFK
Zone of Choice Sotomayor Zone of Choice South Gate Zone of Choice
ZOC Website lists all schools in each zone Schools are also
identified by address in School Finder
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New Enrollments ZOC Schools: Do not enroll students without a
ZOC assignment Provide enrollment application and school
information to assist with decision-making Completed applications
should be submitted to ZOC office that same day for processing
Families should never leave empty-handed should be given copy of
application, and any additional information school can provide ZOC
Facilitators will notify families and send student assignments to
schools by next day
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9th Grade Enrollment Students placed using random computer
program dictated by student preference Lists provided to high
schools in April ZOC office sends notification letters Students
enrolled throughout summer New Student Enrollment Year-round Paper
enrollment form One-Time Transfers Window: April 15 May 15 Mutual
agreement between schools Only once per student; first year
students not eligible
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ATTENDANCE AND DROPOUT PREVENTION School Site Planning
2014-2015
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School sites are no longer required to submit a paper
Attendance and Dropout Prevention Plan document Key strategies and
activities, and delineation of responsibilities are now integrated
into Chapter 5b Attendance and Dropout Prevention within the Safe
School Plan, which all school sites are required to complete
on-line annually (REF-5511.3) All schools plans will be
pre-populated with essential attendance data All schools are
required to self-score level of implementation of programs and
services in 8 key attendance and dropout prevention areas All
schools are required to develop two specific written goals to
increase 96% attendance and decrease chronic absence; as well as
one other attendance/dropout prevention goal Co-located schools
will continue to submit only one plan, including the new Chapter
5b, Attendance and Dropout Prevention under the umbrella of the
lead school, including goals, activities and activity dates
(Chapter 7, Section 7.3. 2 and 7.3.3). Schools who submit plans
under the umbrella of other co-located schools may be required to
produce or create their own specific schools Attendance and Dropout
Prevention plan, goals, as well as strategies and activities.
Overview of Changes
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Page 1 of Chapter 5b includes pre- populated attendance
data
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Staff Designated to Oversee 13 Goal Areas
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Schools Self-Assess and Score in each area Self
Assessment/Rating Scale
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8 Goal Areas with Chapter 5b 5b.1 There are systems in place
and staff designated to ensure compliance with District policies
related to enrollment, attendance, and dropout prevention, as well
as timely and accurate record keeping 5b.1.1 Directory and
delineation of enrollment and attendance responsibilities 5b.2 The
school has defined three or more SMART (specific, measurable,
assigned, realistic, and time specific) goals for attendance
improvement and is tracking and sharing attendance data toward
specific attendance improvement goal(s). 5b.2.1
Implementation/evaluation of strategies/activities to meet goals
(defined in 5b.2) 5b.3 There are systems in place and staff
designated to ensure compliance with attendance enforcement
mandates, including Truancy/Tardiness Abatement 5b.4 There are
systems in place to ensure that all school staff understand, teach,
and reinforce attendance expectations and prevent absenteeism among
students. 5b.5 There are systems in place and staff designated to
ensure early identification and support to students who are in need
of early intervention to improve attendance. 5b.5.1 Identification
of school/community resources; targeted interventions 5b.6 There
are systems in place and staff designated to identify and provide
personalized support for students who are in need of intensive
interventions to improve attendance, prevent school failure,
disengagement, and retain students. 5b.6.1 Administrator monitoring
check-outs and transfers/policy compliance 5b.7 There are staff
designated to serve as liaisons for special student populations
that may require additional support and/or services (as required by
federal, state, and district mandates) 5b.7.1 Liaisons for special
populations other at-risk students 5b.8 Schools have systems in
place to recover, enroll, or provide alternative education
referrals when appropriate to students who have left school or are
currently not attending school.
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Chapter 7: Written Goals Increasing 96% attendance and
decreasing chronic absence (91% or lower) At least ONE additional
attendance/dropout prevention goal (increasing att. submittal,
staff attendance, or dropout prevention/recovery goals)