Pupil services PROFESSIONAL DEVELOPMENT

1. Pupil servicesPROFESSIONAL DEVELOPMENT August 11, 2014

2. 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

3. 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 (K–3) 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)

4. 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

5. 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.

6. 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 hadn’t 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?

7. 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

8. Staff Resource Guide Personnel Information and Forms

9. Staff Resource Guide Table of Contents Each section of the Staff Resource Guide is referenced in the Table of Contents!

10. 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

11. VISIT THE PUPIL SERVICES WEBSITE TO ACCESS THE ELECTRONIC FORMS AND STAFF RESOURCE GUIDE GUIDE FORMS

12. 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

13. 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

14. 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

15. 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)

16. Attendance and Absence Policy Performance Meter Goal: Staff Attendance • 79% of all staff attending 96% of the time or better*pending revision from the Superintendent’s office LAUSD Attendance Policy • LAUSD’s 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

17. 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

18. 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

19. 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

20. 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

21. Core vs. Supplemental Core District Functions and Activities Include: • SARB (School Attendance Review Board) Process • Student Discipline Proceedings • Student Expulsion Intervention • Attendance Plan Development

22. Available on the website or through your coordinator.

23. Single-funded form completed twice a year Available on the website or through your coordinator.

24. 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

25. Employee Evaluations Staff Evaluation is a two step process: • Initial Planning Sheet is submitted within 6 weeks following the start of the school year (form 1024); • 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

26. 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

27. 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

28. 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

29. Transporting Students • BUL-5310.0, Guidelines on Use of Privately Owned Vehicles for Authorized School District Business • All drivers must maintain a valid California driver’s license and automobile liability insurance • Review policy bulletin 5310.0 as it relates to transporting students REFER TO PAGE 48

30. 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

31. School Data Profiles Dissecting the Data

32. School Data Profiles • 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

33. Electronic School Data Profiles Click on the tab with your school name to access. Summary tab with all PSA supported schools.

35. 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 school’s data trends? • What is a possible school-specific goal that you could set for this year?

36. Planning For a Year of Success

37. 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

38. Essential Strategies

39. Summary of Services Log

40. Minor Revisions to SOS Current Month and Cumulative to Date tallies of activities and participants Monthly activities by goal area SART Tally

41. SOS Guide

42. Attendance and Enrollment Opening the School Year: A Few Reminders

43. Enrollment and Attendance reports • Refer to MiSiS handouts and job aides regarding processes for withdrawal, enrollment, attendance, submittal, no shows, etc.

44. Student Residency Questionnaire (SRQ) IN EVERY ENROLLMENT PACKET Accessible on Inside LAUSD (BUL-1570.2)

45. TDAP and Immunization Requirements • All students entering or advancing to the seventh grade will need a Tdapbooster 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

46. 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."

47. 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.

48. 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

49. Zones of Choice ZOC Website lists all schools in each zone Schools are also identified by address in School Finder • 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

50. 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