1. AISD Department of Learning Support Services

2. Student assignments to Long Term ISS are made only as a result of a formal placement conference for discretionary non-safety referrals, after approval from the associate superintendent’s designee in DEEDS.

3. What will the timeline look like for approval?  1st day assign to Short Term ISS / HSS ◦ Campus admin speaks to family about discipline issue ◦ Campus requests approval from Assoc Supts office to hold discretionary placement conference  2nd day ◦ Approval/Denial for placement conference ◦ If approved, placement conference is scheduled  3rd day ◦ Placement conference is held; coding changed to LT ISS ◦ LSC faculty attends conference to meet family, explain services, and request parental consent for behavior counseling by a licensed therapist

4.  Long term ISS Length Recommendations:  1st placement during the current school year: up to 10 successful days in ISS with 5 days for transition, not to exceed 30 days  2nd placement during the current school year: up to 15 successful days in ISS with 5 days for transition, not to exceed 30 days  3rd and subsequent placements during the current school year: up to 20 successful days in ISS with 5 days for transition, not to exceed 30 days

5.  Only after official placement conference for discretionary non-safety referrals.  We will not provide services to students assigned to a campus long term ISS where students have not gone through an official due process conference.

6.  The LSS staff and behavior counselor attend the formal placement meeting to meet the student and family and learn about the student.  T he case manager (teacher) develops the Individual Learning Plan (ILP).  The ILP is used to document long term ISS placement conference decisions regarding academic and behavior counseling programming.  It will be in a shared space where campus and LSS teachers can share lesson plans/progress.  It will eventually be in eCST where all staff involved can view/use.  The behavior counselor meets with the family in private after the conference to conduct intake and request permission to provide counseling services to the student.

7.  LSS teachers and behavior counselors will deliver academic and behavioral programming through the campus’ ISS program.  Depending on campus space availability/ISS setup, LSS teacher will work with the student in the ISS room, pull student from classroom and work with student in another setting. LSS teacher will also work with student in regular classroom as a one on one.  Licensed counselor will need a private space to counsel students. They also serve multiple campuses and will need to coordinate service time with the campus.

8.  Transition/review meetings will be required to plan how the student will transition back into his or her regular educational setting and will be documented in the ILP.  Using the ILP, case managers and the behavior counselor will document recommendations from all staff involved (campus/LSC) and will make recommendations.  Recommendations may include a follow-up Child Study Team (CST) meeting to develop behavior and/or academic intervention plans.  Transition and review meeting dates will be set at the placement conference.

9. Profile page—basic information Data Tabs—historic information related to grades, attendance, discipline, etc. Docs—overview of current and previous interventions, service tracking, and meetings Interventions—plans to address academic, behavior, and attendance challenges Service Tracking—documentation of phone calls, meetings, emails, conferences, etc. Meetings—documentation of problem solving meetings

10. Accessible through the Cloud Click on eCST icon

14.  Lists all documents in eCST associated with individual student ◦ Interventions ◦ Groups/Programs ◦ Service Tracking ◦ Referrals Made ◦ Meeting Records  Current and previous year  PDF link allows user to view each document from one location

16.  Academic, Behavior, Attendance  Purpose is to document interventions provided and measure student response  Consists of current performance, measurable goal, and intervention(s) to be provided  Progress must be documented regularly and reviewed periodically  If desired response does not occur, interventions should be reviewed and changes discussed

20.  Can document services provided on behalf of students (phone calls, conferences, emails, visits, etc.)  From variety of providers (teachers, counselors, social workers, admin, etc.)  Not a place to document student behavior unless description is included to explain response (“Jill was out of seat, had conference with student to discuss…)

22.  Login through cloud  Search for student  Table of forms ◦ ARD meetings current ◦ BIP current ◦ Behavior goal

27.  What are "successful days"?  How does Long Term ISS look different from Short Term ISS?  What will the Associates' office look for before approving a discretionary placement?

28.  Bertha Arellano, Interim Director for Secondary Learning Support Centers  414-1661, 750-4651 mobile  bertha.arellano@austinisd.org bertha.arellano@austinisd.org  Vicky DiMego, Administrative Assistant to Bertha Arellano Learning Support Center  414-1660 vdimego@austinisd.org vdimego@austinisd.org  Andri Lyons, Asst Director for Student Services/Discipline  414-2182  andri.lyons@austinisd.org andri.lyons@austinisd.org  Jeff Black, ALC Academy Director  414-3608  jeff.black@austinisd.org jeff.black@austinisd.org