Professional Development Pupil Services Professional Development OCTOBER, 2014 Training

Administrative Updates

3 Words Video – Grounding

New PSA Counselors PSA Counselor School Belmont HS Sara Fontan-Ocampo (5 Days) Araceli Lagunas Fulton College Prep Greta Ruvalcava Incubator School (1/2 Day)

ID Badge Distribution

Certification Staff Roster Verifications

Central Pupil Services Bright Idea Nominations

Self – Evaluations Due Friday, October 31, 2014

Please complete the short survey and turn it in today! Mentor Match – Up Please complete the short survey and turn it in today!

Attendance Challenge Ideas

Pupil Services Foundation Training

Target (Group Intervention)

Group Intervention Strategies I. Strategy: Identify groups of students in need of early intervention II. Strategy: Implement targeted interventions and incentives for identified students   III. Strategy: Monitor progress of identified students

Increased Attendance Involves a 3-Tiered Approach

Possible reasons why students do not attend school… Family dysfunction Bullying Gang involvement Health reasons Lack of discipline in the home Mismatch between student’s academic skills and their assignments = poor grades Disconnect from school (staff & peers) Vicious cycle: student performs poorly & misbehaves; teacher responds punitively; student responds with defiance, non-compliance & truancy. Undiagnosed learning disability

Targeted/Group Strategies Use data to select groups of students to target Provide appropriate interventions to target group Blackboard Connect Group Letters Focused assemblies

School-Based Personnel Responsibilities Assist in facilitating Notification of Truancy (NOT) Letters preparation procedures at school site Train clerical staff on NOT Letter preparation procedures as needed Monitor attendance of students that have received Initial Truancy Letter Follow Attendance Intervention Protocols and guidance provided in the SARB Intervention Guide for School Staff Underline…

Truancy Classification and Notifications

Truancy (Legal Definition) EC Section 48260 A pupil…absent without a valid excuse three full days in one school year or tardy or absent for more than a 30-minute period during the school day without a valid excuse on three occasions in one school year or any combination thereof, shall be classified as a truant. EC 48260.5 requires that upon the a pupil’s initial classification as a truant, the school district notify the pupil’s parent or guardian. LAUSD generates the first letter (on a monthly basis) to meet this state mandate. Note: ALL TRUANCY LETTERS MUST BE MAINTAINED FOR THREE YEARS .

Initial Notification of Truancy (NOT) Letter Automation Procedures REF-Bulletin 5464.3 Outlines requirements prior to and following the mailing of Letter #1 (NOT). Criteria: Students between 6 and 18 years of age Accumulated three or more reason codes of 3, 2, 0, U, or blank within a school year; including unexcused tardies of 30 minutes or more coded with a reason code 3 Absence Codes that do not count towards Truancy: 1-Excused 5-Administrator Approval– Note new law allows principals more discretion to excuse absences District receives $18.91 per letter generated

School-Based Personnel Responsibilities Assist in facilitating Notification of Truancy (NOT) Letters preparation procedures at school site Train clerical staff on NOT Letter preparation procedures as needed Monitor attendance of students that have received Initial Truancy Letter Follow Attendance Intervention Protocols and guidance provided in the SARB Intervention Guide for School Staff located on the Pupil Services website Underline…

Second Truancy Letter – Request for Parent Conference When should Truancy Letter #2 be sent? Should be sent after: The parent/guardian has received the Initial Truancy Letter The parent/guardian has been given a reasonable opportunity to respond Student has accumulated one or more additional unexcused absence or tardy in excess of 30 minutes or more or any combination thereof after the Initial Notification of Truancy was sent Lead the audience in a brief discussion and then click 1x to show answer Should be sent after: The parent/guardian has received the Initial Truancy Letter The parent/guardian has been given a reasonable opportunity to respond Student has accumulated one or more additional unexcused absences, tardies in excess of 30 minutes or partial day or combination thereof after the Initial Notification of Truancy was sent

Third Truancy Letter – Habitual Truant Reclassification When should Truancy Letter #3 be sent? Should be sent after: The parent/guardian has received the 1st and 2nd Truancy Letters The parent/guardian has been given the opportunity to schedule a parent conference Student has accumulated one or more additional unexcused absence or tardy in excess of 30 minutes or more or any combination thereof after the 2nd Notification of Truancy was sent Lead the audience in brief discussion and then click 1x to show answer Should be sent after: The parent/guardian has received the 1st and 2nd Truancy Letters The parent/guardian has been given the opportunity to schedule a parent conference Student has accumulated one or more additional unexcused absences, tardies in excess of 30 minutes or partial day or combination thereof since the second truancy letter was sent

Sample Truancy Letter

Sending Valid Truancy Letters Enter the mailing date on the letter Dates of absences must be written in full Example: 11/2/2010; 11/8/2010, 11/9/2010, 11/10/2010 NOT ACCEPTABLE: 11/2 “See attached” Plenty 11/8 – 11/10/2010 Include the Parent’s Full Name and Address and the Student’s Full Name and District ID Sample letters and detailed guidance are available through the SARB Intervention Guide for School Staff Underline…Can consider eliminating, previous slide has info. that we can refer to that covers this slide.

Coding Absences in MiSiS Absences must be documented properly. If they are being marked as “excused”, then there is no violation of the law. Ensure Elementary Teacher or Attendance Clerk for Secondary schools are aware of any restrictions on accepting parent notes, and know how to code absences correctly Review attendance records regularly to ensure compliance

Attendance Improvement Meeting Toolkit Pupil Services Website: Tools for Schools page Identify the Target Population Preparation: Set date, time, and location Arrange for Translation Services. Recruit a panel to speak Send invitation letters Develop Agenda and Presentation Review with principal Notify school staff Prepare sign-in sheets, appointment log and handouts

AIM Meeting Agenda Topics Speakers Handouts

Post - AIM MEETING Conference with parents/students as requested Mail follow-up letter to all parents, including parents that did not attend the meeting Maintain a list of students/parents invited to the AIM Document whether or not parent attended Monitor students’ attendance and case manage as needed Identify students for SART as appropriate if attendance does not improve following the AIM Audience may ask if District Level/SARB chairs can help in this….

Intensive Case Management

Intensive Case Management TOOLS AVAILABLE ON-LINE: SARB Intervention Guide for School Staff available online Case Management Flow Sheet & Chart Record of Contacts/Case Chronology Current Letters and Forms in the Attendance Manual Underline

School Attendance Review Team (SART)

Purpose of SART Recommended by LACOE as a best practice to improve student attendance and reduce potential referrals to SARB Addresses barriers that are preventing regular school attendance Encourages parent participation in resolution of the problem Required prior to a SARB referral An SST or Truancy Prevention Program hearing could take the place of a SART meeting. Add…this step is recommeded before bringing a case to Resource Panel

SART Tools and Templates Available as links in the SARB Intervention Guide for School Staff: Overview Quick Guide Agenda Invite letter SART Contract

Preparing for SART Determine who will be SART panel members Size of Team depends on specific student needs and staffing and availability Determine possible SART dates and confirm with team members Schedule meetings in 30 minute intervals

Preparing for SART (continued) Send SART invite letter at least 2 weeks before the scheduled date Three days prior to the SART another letter should be sent home with the student or conduct a home visit to hand deliver letter Call the parent one day prior to the meeting to confirm attendance Prepare and disseminate agenda Arrange for an interpreter, if necessary Place “Supplemental Student Information” form in teacher’s mailbox at least 1 week prior to SART Gather student information (ie: student’s cum, behavior, academic, attendance records, and absence notes, etc.) Research siblings and print attendance from MiSiS/MyData

Holding the SART Meeting- Overview Include parent, student, administrator or designee, and other interested school personnel Discuss issues related to school attendance and challenges faced Identify family strengths, review progress made, inform of attendance goals and initiate an action plan including referrals to school based and community based services Inform parent that only a doctor’s note will be counted as an “excused” absence Review SART contract with family and obtain parent and student signature Provide a copy of the SART contract to the parent SART Contract may be included in SST and IEP meetings The SART contract should include both school and outside referrals along with a timeline. It should also include a date for review with the family to ensure tasks are being met. Inform parent that whenever in doubt about a child’s illness; the school nurse can be used as a resource along with the Wellness Clinic.

Day of SART Introduction: SART members and family Verify address and phone numbers Have parent complete new Emergency Contact Form Include ALL school age siblings on contract Review LAUSD attendance policy, compulsory education law, and discuss number of absences and tardies (current and past) Review various interventions that were done prior to SART Address barriers that are prohibiting regular attendance Have parent sign Release/Exchange of Information Form (if applicable) Inquire about past/current DCFS and/or Probation involvement DPSS info (eligibility worker name and number) Speak with doctors, therapists and others working with family

Day of SART (continued) Give additional referrals: school based, community, alternative education, etc. SART members may recommend: daily contract, parent check-in when dropping the student off at school, parent sit with student in class, etc. Have SART team & family sign SART contract Give parent a copy of SART contract and inform parents that further unexcused absences will result in a SARB referral

After SART If the parent does not attend SART: Attempt to contact the parent by phone, mail, or home visit in order to reschedule If you are not able to contact the parent mail “No Show to SART” letter along with a copy of the completed contract CUM

SART Contract Violation Mail “SART Violation” letter Review SART contract and referrals that were given Inform parent of referral to Resource Panel Inform parent of School Attendance Review Board process

SART REMINDERS Document ALL interventions in MiSiS Call Log or Record of Contacts Keep copies of all correspondence that is mailed or given to the parent Flag MiSiS & Inform appropriate school staff that parent notes will no longer be accepted and ALL future absences must be excused by a doctor, school nurse, or approved by the principal Any parent note must be coded as “3 Non-Compliant” in MiSiS

Themes for October

Themes for October Breast Cancer Awareness Month Computer Learning Month Cookie Month International Drum Month National Pizza Month National Popcorn Popping Month 5th Do Something Nice Day & World Teacher’s Day 6th Mad Hatter Day 7th World Smile Day 14th National Desserts Day 16th Bosses Day 19th Evaluate Your Life Day & Sweetest Day 26th Make a Difference Day

Crisis Intervention Gustavo Sagredo, Mental Health Consultant Ely Mena, Mental Health Consultant

Break

Pupil Services – Specialized Units YouthSource Centers Foster Youth Achievement Program FamilySource Centers

City Partnership-YouthSourceSystem NOTE: To replace a picture, just select and delete it. Then use the Insert Picture icon to replace it with one of your own! City Partnership-YouthSourceSystem Presented by Belinda Barragan, susan martinez, and maribel pelayo Pupil Services and attendance Counselors

Mission The partnership between Los Angeles Unified School District and the City of Los Angeles represents our shared commitment to providing services to communities identified as a high need area within the city. With a heightened focus on addressing the high school dropout crisis and implementing student recovery efforts , the overall partnership will concentrate on providing services for out of school youth.

Purpose To re-engage OSY in the educational process To assist youth interested in obtaining their HS diploma/GED and attend post secondary schooling or training To better prepare youth for the workforce

Youthsource Centers Archdiocesan Youth Employment Services (Central and South) El Proyecto del Barrio (North and South) Los Angeles Brotherhood Crusade Los Angeles Harbor College Para los Niños Regents of University of California (Central and West) Watts Labor Community Action Committee Youth Opportunity Movement Boyle Heights LA Youth Opportunity Movement Watts Youth Policy Institute (Pacoima and Central) Community Coalition for Responsible Community Development L.A. Conservation Corp

Services available at Centers Tutoring and study skills training Alternative secondary school services Summer employment opportunities linked to academic and occupational training Paid and unpaid work experiences, including internships and job shadowing Occupational/Job skills training

Available Services Continued Leadership and youth development Support Services Adult mentoring Comprehensive guidance and counseling English Literacy Classes for non –English speakers Computer literacy Follow- up services for at least 12 months

Role of the PSA Counselor PSA Counselors will: Work with the center staff to identify and recruit students that qualify for WIA and other Source Programs Work with Out of School Youth (OSY) and assess the educational needs of each student to find appropriate educational placements and services. Use MyData, an LAUSD database, to identify Non-Grad students and contact them via phone or mail. Collaborate with neighboring schools and outreach to community partners to inform them of services available via the City Partnership Center and other Center Programs and/or Support Services

Role of PSA Counselor continued… Provide case management services to WIA participants to ensure program outcomes Participate in the weekly Orientation meetings held at the YouthSource Center Promote services available at the center

WIA Youth: What it is Workforce Investment Act(WIA): Primary funding source for Youth Source services Federally-funded workforce development program Provides education & employment services to youth 17 to 21 y/o Provides other services needed to make youth successful in the world of work

WIA ELIGIBILITY 17-21 Must be able to show proof of right to work in the United States Must live in Los Angeles City Boundaries Must be “low income” Must have a recognized “barrier” to employment

Recognized Barriers Basic skills deficient A school dropout Homeless, a runaway, or a foster child Pregnant or a parent An offender An individual who requires additional assistance to complete an educational program or to secure and hold employment.

Program Protocol PSAC receives referral (from various sources) to assess for appropriateness and verify student contact information. PSAC will contact student and invite them to an orientation/info session. At orientation/info session, student will schedule an appointment with PSAC for intake. During intake appointment, student will complete Youth Assessment and Release/Exchange of information.

Program Protocol Cont. PSAC will refer to YSC manager to determine WIA eligibility If student does not qualify for WIA, PSAC will assess for eligibility of other YSC Programs and/or other community services

Los Angeles Reconnections Academy Three year grant from the US Department of Labor Career development collaborative targeting youth, ages 16- 24, that have dropped out of school Six catchment areas surrounding San Fernando HS, Belmont HS, Roosevelt HS, Fremont HS, Santee HS and South LA high schools. L.A. Conservation Corp Youth Opportunity Boyle Heights Youth Policy Institute-Central Youth Opportunity Watts Coalition for Responsible Community Development Youth Policy Institute Pacoima Career Pathways Healthcare Green Technology Construction

LARCA Eligibility and Services Grant is 16-24 Some centers only serve youth (18-24) MUST be out of school Able to work in the US Live within LA County Some agencies have put zip code restrictions (CRCD)

LARCA Services Intensive Case Management HS Diploma or Equivalent will be earned Job placement or College Enrollment Stipends Supportive Services (vary according to site) TAP Cards Housing Assistance Access to Baby2Baby After School tutoring CAHSEE Prep Job Readiness Innersight

TRUANCY DIVERSION PROGRAM

Truancy Diversion Program (TDP) Overview Community Members and Activist demanded: End to the School to Prison Pipeline “Counselors not tickets’ Daytime Curfew Law Amended Juvenile Courts Closed Resulted in: LASPD and Pupil Services Partnership

PSA Role with TDP Conference with Parent and Student To review student’s educational/ attendance history, assess needs and provide referrals Provide information to student/parent re: grades, credits, attendance and laws Suggest and assist with alternative educational placement, as appropriate Provide referrals to local community agencies Inform School Staff Point person (Principal/ PSAC) of contact/efforts made. Collaborate with School Based PSA Counselors Complete “Compliance” or “Non-compliance” form and forward to LA School Police

Key points Only LASPD can refer and ONLY if the student is found out in the community and NOT on their way to school Administrators cannot not refer students through Truancy Diversion Program School Based PSA Counselors cannot refer students through the Truancy Diversion Program School is still responsible for enforcing compulsory education law and completing procedures including SART, SARB, etc. School based staff cannot send students to YouthSource Centers to complete community service as a consequence of in school truancy.

Centers

Archdiocesan youth Employment services aye: south Currently seeking youth 17-21 years of age for Paid Internship Program. All youth can get assistance with: Work Readiness which includes Mock Interview Skills, and Cover Letter and Resume Writing and Financial Literacy, College Guidance, and Financial Aid. All youth have access to Computer Lab and Employment Listings (Job Leads). PSA Counselor on site to assist with information for High School Diploma, GED and Independent Study programs. Community Resource Information available. Youth Lounge / Free Tutoring Supportive Services: $100 – Clothing Voucher $1000 – Child Care Services ($100 weekly for 10 weeks) Bus Tokens

Watts Labor Community Action Committee Truancy Referral/Case Management Academic Assessments (On Track to Graduate) Referrals to Family Youth Source/Tutoring Referral to Homeless Access Unit (Housing) High School Students (College Readiness Workshops, FASFA, College Applications) Referral to WIA (Work Investment Action Svc.) Counseling Services Parenting Coaching (Attending School Conferences)

Youth Policy institute-pico union

Friendly Reminder FERPA Laws still apply Student information can be exchanged between LAUSD employee to LAUSD employee (school based PSA and City Partnership PSA) Any exchange of information (including student names) between school based LAUSD employee and YouthSource or Agency requires a Release of Information signed by parent

Belinda Barragan Susan Martinez Maribel Pelayo PSA Counselor, Archdiocese Youth Employment Services - South 323-731-8596 bxb4581@lausd.net Susan Martinez PSA Counselor, Youth Policy Institute-Central 213-797-4872 sym5708@lausd.net Maribel Pelayo PSA Counselor, Watts Labor and Community Action Committee 323-357--6264 mxp6521@lausd.net

Foster Youth Achievement Program Los Angeles Unified School District

Nationwide Research Shows Experience much higher rates of school mobility than other students Have higher rates of absenteeism Perform lower on state testing Are twice as likely to be eligible for special education services Only 58% graduate from high school as compared to the statewide average of 84% In California, less than 3% go on to earn a college degree

LAUSD Foster Youth by Grade Level Early Education Centers 598 Elementary Schools 4058 Middle Schools 1633 High Schools 1989 Total 8278

Barriers to School Success Some identified barriers to school success are: Being removed from their homes and communities Separation from siblings Unpredictable, frequent changes in homes and schools Having the Department of Children and Family Services (DCFS) and the court system involved in all aspects of their lives

Program Goals The goals of the Foster Youth Achievement Program are to: Provide support services to all foster youth attending LAUSD schools Conduct comprehensive academic assessments Promote school stability Facilitate timely enrollment Improve caregiver participation in the academic process Provide continuous training and education on legislation and policy related to foster youth

Expected Outcomes Increase attendance rates Reduce chronic absenteeism Reduce number of suspensions Improve performance on state tests Increase graduation rates Reduce drop out rates

Support Services Provided 11 Foster Youth Lead Counselors will be assigned to support each local educational service center and central office. Develop and implement trainings for District personnel Organize and facilitate quarterly Caregiver engagement workshops Provide consultation and guidance to school based Foster Youth Counselors Provide consultation and support services to school site staff Advocate for the educational rights of foster youth per federal/state legislation and District policies Ensure that all middle and high school students have an ICP or IGP Collaborate with K-12 counseling coordinators and academic counselors to ensure District compliance with AB 216, including notifications to social workers and holders of educational rights Conduct community outreach

Support Services Provided 55 School Based Foster Youth Counselors will be assigned to schools heavily impacted with foster youth. Conduct comprehensive academic assessments Provide on-going intensive case management services Individual and group counseling Collaborate with school site personnel by participating in multi-disciplinary case conferences (i.e. IEP, SST) Advocate for the educational rights of foster youth Monitor and increase the attendance and graduation rates of foster youth Provide dropout prevention and recovery services Provide transition counseling by encouraging foster youth to participate in the Pathways to College Program Collaborate with District and community partners to coordinate services for foster youth Implement parent engagement strategies (i.e. parent education groups, workshops, consultation)

Community Partnerships The Foster Youth Achievement Program will continue to collaborate with the following community partners throughout the development of the program: City Partnership (YouthSource, FamilySource, WorkSource Centers) Los Angeles County Department of Children and Family Services National Center for Youth LAW-FosterEd LA Trust for Children’s Health Public Counsel Children’s Law Center Alliance for Children’s Rights Los Angeles County Department of Public Social Services Advancement Project New Ways to Work

THE RIGHTS OF FOSTER YOUTH What Every Stakeholder Should Know

Highlights of Assembly Bill (AB) 490 and LAUSD Bulletin 787.1 The educational and placement decisions of foster children should be in the Student’s Best Interest. If a residential placement is changed, foster youth are allowed to remain in their School of Origin. Every effort should be made for foster youth to be Immediately Enrolled in school. Records must be Transferred within Two School Days. Ensure that the out-of- home care student’s Credits, Grades, and Graduation Requirements are protected. Foster youth should be referred to Academic Resources, Services, and Extracurricular Activities.

Assembly Bill 216 High School Graduation Exemption: Pupils in Foster Care This law amends AB 167 Requires a school district to exempt a foster student who transfers between schools any time after the completion of the student’s 2nd year of high school from all coursework and other requirements adopted by the governing board of the school district that are in addition to the statewide coursework requirements, unless the school district finds that the student is reasonably able to complete the school district’s graduation requirements in time to graduate from high school by the end of his or her 4th year of high school. Requires a school district that determines that a foster student is reasonably able to complete the school district's graduation requirements within the student’s 5th year of high school to take specified actions, including permitting the student to stay in school for a 5th year to complete the graduation requirements.

Questions?

FamilySource Partnership Program City-Partnership ISIC Professional Development Meeting October 20, 2014 “Working together to strengthen families and enhance communities to support student academic achievement”

Objectives Background of FamilySource Partnership Program (FSPP) Overview of FSPP services provided Goals and Objectives of FSPP Role of the FSPP PSA Counselor Sites & How to refer to the FamilySource Partnership Program

Overview Pupil Services and Attendance (PSA) Counselors are co-located at 13 FamilySource Centers (FSC) throughout the City of Los Angeles Primarily serves families with children ages 5-17 Focuses on engaging parents and students with resources to improve academic achievement PSA Counselors serve as educational consultants and conduct educational assessments Serve as the main provider for the Los Angeles School Police Department (LASPD) Diversion Referral, an alternative to citations for students who commit minor infractions

About the FamilySource System

What is a FamilySource Center (FSC)? The Family Source Centers(FSC) are comprised of 17 one-stop community centers located in the most impoverished areas of the city and provide a comprehensive array of services designed to help low-income families achieve two primary outcomes: 1. Increase family income/resources 2. Increase academic achievement

FSC Services Intensive Services Multi-benefit screening Financial Literacy Free Tax Preparation and Student Financial Aid Assistance Preparation Pre-employment/Employment Support Adult Education (GED preparation & ESL) Computer Literacy Youth Tutoring, Mentoring and Leadership Parenting Support Services Information and Referral

Who FamilySource Centers Serve? FamilySource clients must be low income and reside in the City of Los Angeles Hand out Abriendo Puertas and Hours verification sheet Review Packet

City of Los Angeles Spans a large geographic area Hand out Abriendo Puertas and Hours verification sheet Review Packet

LAUSD & FamilySource System Partnership

Mission of the Partnership Collaborative effort between LAUSD and the City of Los Angeles Housing and Community Investment Department (HCID) Serve students and families in FamilySource Centers in low-income communities Uses a collectively-aligned approach to provide services through a collaboration to strengthen and enhance each entity’s services Promote academic achievement and graduation for all students, help family systems thrive and strengthen communities

Outcomes The FamilySource Partnership Program will meet the following accountability measures for the 300 clients served in each FSC: Increase rates of Proficient/Advanced attendance (96% or higher attendance) and decrease rates of chronic absenteeism (91% or less attendance) Improve academic achievement for students and increase graduation rates Increase resources for students and families Engage students in taking ownership in their education and outcomes Students and families served through the partnership will take ownership of their education and will set their own goals to be college and career ready.

PSA COUNSELORS IN 13 FSCS THROUGHOUT THE CITY ESC North New Economics for Women (Canoga Park) El Nido Family Center New Economics for Women (Van Nuys) ESC East El Centro del Pueblo Barrio Action Youth and Family Center El Centro de Ayuda Children’s Collective Central City neighborhood Partners ESC West Youth Policy Institute (Hollywood) Community Build Latino Resource Organization ESC South Watts Labor Community Action Committee Toberman Neighborhood Center

FSPP PSA Counselor Role OUTREACH DIRECT SERVICES PARENT ENGAGEMENT & EDUCATION LASPD DIVERSION REFERRAL Identify and recruit students and families who can benefit from FSC services Provide an Educational Assessment for eligible clients and clinical case management and linkage to services Provide targeted parent trainings (e.g., attendance and graduation) to empower parents to help their child succeed in school Main provider for support, intervention and resources for students referred through the Diversion Referral

Outreach and Planning PSA Counselors outreach to local schools, community agencies, local businesses, etc. to increase resources to students and families and introduce additional clients served through the FamilySource system. Outreach to local schools and programs, examples listed below: School Sites (Parent groups, counselors/admin team, Back to School Night, etc.) LAUSD meetings, School Attendance Review Board (SARB) meetings and other units Neighborhood Council meetings, businesses, organizations

Direct Services PSA Counselors conduct educational and psychosocial assessments, for a minimum of 300 students (between the months of August through June), served through the FamilySource system and collaborate with FamilySource center staff to decrease barriers to academic achievement. Educational Assessment: To identify any academic barriers Psychosocial Assessment: To identify the current supports and needs of a client/family Ongoing collaboration with FamilySource case management staff: To coordinate educational services and support to students and families through consultation with FamilySource staff Educational Liaison: To serve as the liaison between the FamilySource, parents and LAUSD

Parent Engagement & Education PSA Counselors support FamilySource parent engagement and education services through parenting classes, such as Abriendo Puertas/Opening Doors, and parent workshops focused on academic services. Conduct parenting classes using curriculum, such as Abriendo Puertas/Opening Doors Conduct or identify facilitator for parent workshops on identified needed topics (example topics listed below) Attendance Laws & Consequences Understanding a Report Card, G.P.A. and Transcripts Middle School and High School Graduation Requirements Parents Rights- school procedures and guidelines (Special Education)

Los Angeles School Police Dept. Diversion Referral Alternative method to citation of students, between the ages of 13 through 17, who commit minor law violations on school grounds Addresses the behavioral and socio-emotional needs of students and families Students must meet with a FamilySource Partnership Program (FSPP) Pupil Services and Attendance (PSA) Counselor, along with a parent/guardian, in one of the FamilySource sites throughout the city. Students are expected to follow-through on the action plan’s recommendations during non-school hours (after school or on the weekends) at the FamilySource centers.

Parenting Classes at NEW Economics for Women (Canoga Park) and El Centro del Pueblo (East LA)

Referring to FamilySource Partnership Program Sites

Sample School Referral Form Contact your FSPP PSA Counselor and send referral form via fax Continue collaboration with FSPP PSA Note: Services are not mandatory and FSPP PSA will need continued collaboration with referring party to ensure family follows through

FamilySource Partnership Program Turn in: Emergency Contact Information Child Abuse documents Receipt of staff resource guide forms Staff media release forms Verify work hours excel sheet, including location and phone number

Michelle Castelo Alferes, MSW Pupil Services and Attendance Coordinator FamilySource Partnership Program, Pupil Services Phone: 213-202-2018 or 213-241-3844 mvc9944@lausd.net Hiram Dabbah, LCSW PSA Lead Counselor Phone: 213-202-2015 hdabbah@lausd.net

October Recognitions Perfect Attendance

Perfect Attendance Wall of Fame (through september 30, 2014) Karen Balumbu-Bennett Geraland Benson Adrienne Braden Melecio Castillo Colleen Connors Richard Croucier Mayra Duarte Ibet Garibay Rosalba Gonzalez Sandra Guevara Renee Hall Shannon Hawkins Diana Iniguez Melissa Jimenez Micquelyn Jones Nicole Kasukabe-Lee Jay Kirby Armond Mc Daniels Larry Montes Marco Rodriguez Wanda SooHoo Sharice Sowell Brisa Tejada Mark Trujillo Garyn Valdemar Esther Vargas Veronica Villanueva Kendis Wilbourne

Counselor Spotlight Counselor Spotlight Karen Balumbu-Bennett

A Day In The Life – Carson High School

A Day in the Life… Carson High School Video

October Birthday Kirby, Jay October 13th

Calendar/Planning Time Important Due Dates Meeting Dates Attendance Improvement Meeting SART/Resource Panel/SARB Incentive Programs Assemblies/Class Visitations Etc.

Evaluations

UTLA/APSAC Updates

THANK YOU