La Shona Jenkins, LCSW FYAP Coordinator

La Shona Jenkins, LCSW FYAP Coordinator
Professional Development Meeting Monday, November 16, Local district east – phil Saldivar conference room 8:00 Am – 4:30 pm La Shona Jenkins, LCSW FYAP Coordinator

Welcome Sign In Agenda Logistics (Restroom, parking …)

Program Updates La Shona Jenkins, FYAP Program Coordinator

Introduction of Focus Area Teams

Professional Development Focus Area Team
Members Karen Timko, Administrator Verenisa Alfaro Rachel Coates - Campbell Norlon Davis Francisco Vasquez Responsible for the following: Planning, Development, Implementation and Coordination of: Monthly Professional Development Monthly Case Conferences Continuing Education Units (CEU’s) Other Trainings (CSEC, Child Abuse) Sunshine Club Building relationships with LAUSD and Community Partnerships

Focus Area Team is responsible for the following:
Caregiver & Community Engagement Members: Iola Smith, April P. Jones, Norlon Davis, Valeska Cosci Focus Area Team is responsible for the following: Caregiver trainings in collaboration with Foster & Kinship Care Education with the local Community colleges Responsible for coordination of resource fairs Any trainings coordinated for FYAP and LAUSD programs requested FYAP newsletter that will be produced (bi-yearly) Pupil Services Newsletter (monthly) Coordination of FYAP Integration & Smartsheet Monthly Collaborative Meetings with community agencies Update of FYAP marketing materials

Caregiver & Community Engagement Members: Iola Smith, April P
Caregiver & Community Engagement Members: Iola Smith, April P. Jones, Norlon Davis, Valeska Cosci UPDATE: Participated in 9 Foster & Kinship Care Caregiver Trainings to date with positive results Will staff booths at 8 resource fairs by the end of November Dates for FYAP integration with SMH Clinics are set: South – Thursday, December Pedro Clinic; 11am to 12pm West – Thursday, December Park Parent Center;11am – 12pm Central – Thursday, December Wellness Ctr; 11am-12pm East – Thursday, December LC Wellness;11:30am-12:15pm NW & NE – Thursday, December Northwest;11:45am-12:30pm We are participating in the SHHS Integration meetings at the District Level. LD Northeast - Thursday, November 19, Middle School; 1pm – 4pm LD East – Tuesday, December 1, District East; 12:30pm – 4pm LD Northwest – TBD LD West – Tuesday, December 8, Hawkins HS; 11:00am – 4:30pm LD South – next semester TBD

Youth Engagement: Members: Katrina Taylor, Marcia Price, Verenisa Alfaro, Jennifer Rios - Zambrano
Youth Engagement is the Focus Area responsible for: Youth Council – Due to the positive feedback surrounding our first council of 18 students, and to reach more students, admin decided to move the councils to the schools. The overall goal of the Youth Council is to have a youth led program that empowers foster youth by giving them a voice, promoting change to the negative stereotypes associated with being in foster care, and to improve attendance, graduation rates and overall adult outcomes. Winter Camp – Due to the encouraging responses from our summer camp attendees and additional students requesting to go for the first time, we have added a Winter Camp. FYI, I'm hearing that we currently have over 96 packets! Pathways To College – Each year we plan a celebration for graduating foster youth who will be attending community colleges, universities and vocational programs. Traditionally, the celebration has been held at Pinz Bowling. However, this year, consideration is being given to a different location.

AB 216 Update Lead Counselor: Maral Sousani
Progress on District-wide training on AB 167/216 of all secondary counselors All PDs have been scheduled By November 30th Principal Notification of students attending school that may be AB 167/216 eligible Currently working on a process that would send out notifications to Principals about students who are enrolled at their school New Reference Guide for AB 167/216 Incorporates step by step directions for secondary counselors on identification of eligible youth, notification process, and documentation Also includes AB 1806 for homeless youth Draft completed by Pupil Services and submitted to Office of Curriculum, Instruction and School Support (OCISS) for approval Projected completion: December 2015

Data and Accountability Focus Area Team
Members Jenkins, La Shona (Administrator) Armenta, Dianna Sousani, Maral Cao, Nga Carvajal, Elba Gonzales, Sagrario Navarro, Silvia Paz, Rita Vasquez, Anabel Villa, Orlando Responsible for the following: MiSiS (PowerPoints, Handouts and Enhancements) MyData (PowerPoints, Handouts, and Enhancements) Welligant (Enhancement) Summary of Services Logs (SOS logs) Comprehensive Academic Assessments (CAA) Student Support System (S³) Local Control and Accountability Plan (LCAP) AB 216

Responding to Escalating Student Behavior
Los Angeles Unified School District Division of Special Education Responding to Escalating Student Behavior Presented by: Angela Chandler Behavior Support Unit Ideas & concepts throughout this presentation are adapted from the work of Geoff Colvin, Ph.D.

Objectives Participants will learn about…
strategies to prevent and respond to escalating student behavior. phases of the crisis cycle. interventions and reactive strategies that can be utilized to respond to escalating behavior. State and Federal legal requirements for students with IEPs.

Bulletin Students with disabilities experiencing behavioral challenges in the school environment must be afforded the opportunity to be supported using the evidence-based practices found in Multi-Tiered Systems of Support (MTSS). It is the responsibility of the IEP team to design a plan to address student behavior through teaching. It is the school staff’s responsibility to implement positive behavior support even if such support is not specified in the IEP. The IEP does not supplant the school’s responsibility for holding all staff accountable for implementing Positive Behavioral Interventions and Supports (PBIS).

PREVENTION is the Adapted from the work of Geoff Colvin, Ph.D.

Individual Interventions
Adapted from: Sprague & Walker, 2004 Intensive social skills training Individual behavior management plans Parent training and collaboration Multi-agency collaboration (wrap-around) services Alternatives to suspension and expulsion Community and service learning Targeted/ Intensive (High-risk students) Individual Interventions (3-5%) Tier 3 Selected (At-risk Students) Classroom & Small Group Strategies (10-20% of students) Intensive social skills training Self-management programs Parent training and collaboration School based adult mentors Increased academic support and practice Alternatives to out-of-school suspension Community and service learning Tier 2 Universal (All Students) School-wide, Culturally Relevant Systems of Support (75-85% of students) Effective academic support Social skills training Positive, proactive discipline Teaching school behavior expectations Active supervision and monitoring Positive reinforcement systems Firm, fair, and corrective discipline Effective classroom management Community and service learning Tier 1 Prevention

Do we plan/practice how to respond to escalating behavior?
We have fire drills We have earthquake drills We practice “lockdowns” We are trained to know what to do when there is an active shooter on campus Do we plan/practice how to respond to escalating behavior? Prevention Strategies

Assumptions about Behavior
Behavior is learned. Behavior is lawful. Behavior is escalated through successive interactions. Behavior can be changed through instructional approaches.

Behavioral Chains Key Properties of Behavioral Chains
Series of behaviors Build on each other Maintained by the presence of reinforcement Interaction pathways

George, please turn in your assignment. What assignment?
Teacher George George, please turn in your assignment. What assignment? The assignment you didn’t finish during class. I finished it. I don’t have it with me right now. Great, please turn it in now. You have a choice, turn it in or do it again. You never believe me. I guess you’ve made the choice to do it again. I’d like to see you make me. Have you ever experienced or witnessed this? You are being disrespectful, go to the office. F_____ you! Teacher moves toward George… Stands up, glares, & raises fist as if to strike…

Function or Purpose of Behavior
To ESCAPE or avoid people, places, things, or tasks To seek or avoid SENSORY input that is visual, aural, or tactile To gain or avoid ATTENTION from others To engage in behavior to obtain something TANGIBLE (computer, video game, toys)

Let’s take a closer look at the Escalation Cycle….
What does it look like? What can I do? The most important thing adults can do is STAY CALM!

The Escalation Cycle

1) Calm: Cooperative and Acceptable
Behavioral Indicators Maintaining on-task behavior Following rules and expectations Responding to praise Initiating appropriate behaviors Responding to goals and successes Is able to make mistakes and receive correction

1) Calm: Cooperative and Acceptable
Interventions Provide positive reinforcement with a high level of routine and consistency Clearly communicate and teach behavior expectations Provide a ratio of 4 positive to 1 corrective adult-child interactions Provide engaging instruction Teach replacement behaviors Teach problem solving, social skills, and coping strategies Integrate academic and behavior instruction for success Plan and structure transitions

Identify School-Based and Non-School-Based Triggers Students may present with a history of trauma and maladaptive coping strategies. Unmet needs (unable to communicate) Change in routine Unfamiliar people Peer provocations (easy target) Presentation of tasks (pressure to perform academically & respond to correction) Health problems Inadequate sleep Transiency Community factors (feeling unsafe) Proactively identify environmental triggers that may cause the child to escalate.

2) Triggers: A Series of Unresolved Problems
Behavioral Indicators Grimaces Stares into space Verbally refuses to follow directions Appears to be unfocused or off task after directions are given Easily provoked Experiences feelings of failure

2) Triggers: A Series of Unresolved Problems
Interventions Reinforce student’s first on-task response Avoid power struggles, arguing, or becoming defense. Do not embarrass or humiliate the student Avoid body language and voice tone that communicates anger or frustration Listen actively Minimize adult talk and be brief KISS (Keep it Short & Simple) State directions positively (tell student what to do and avoid telling the student “Don’t _____.”) Prompt alternative (replacement) behaviors

3) Agitation: Unfocused and Distracted
Behavioral Indicators Darting eyes Busy hands Contained hands Paces or fidgets Cryptic speech / no speech Veiled eyes (hood or hat over eyes) Withdraws from others (often overlooked) Out of seat Agitation is described as a slight increase or decrease in the child’s behavior. Occurs when a child is unable to control or manage triggers.

3) Agitation: Unfocused and Distracted
Interventions Offer assistance with the task to reduce anxiety Use student’s name & make eye contact Break up tasks into smaller tasks (sense of control) Guide student with simple visual and verbal prompts Provide preferred activities and/or additional time Determine appropriate proximity Provide movement activities Give reassurance & empathy Monitor our responses

4) Acceleration: Engaging to further increase negative interactions
Behavioral Indicators Questions or argues Violates rules Uses profanity Whines and cries Threatens or intimidates Destroys property Avoidance and escape Non-compliance OR compliance with accompanying inappropriate behaviors Provocation of others The acceleration stage is similar to the agitation stage, but the difference is a shift in behavior to engage others.

4) Acceleration: Engaging to further increase negative interactions
Interventions Use nonthreatening body language Avoid power struggles Speak calmly and respectfully, but with detachment Keep a reasonable distance Modify the task or task demands Present expected behavior and consequences Provide a “cool down” time. Student can be provided with independent work, movement activities, or low stress/calming activities. Acknowledge any approximations of desired behavior Be brief Withdraw if situation escalates

Behavioral Indicators
5) Peak: Out of Control Behavioral Indicators Serious destruction of property Physical attacks Threatens the safety of self or others Tantrums severely Elopes (runs away) Loss of rational thought Overall behavior is irrational, serious, and unresponsive. Behaviors have reached to most serious of intense part of the acting-out cycle and can become dangerous.

5) Peak: Out of Control Interventions Take all threats seriously
Follow school safety procedures Implement crisis management strategies Assess situation for safety concerns Call for assistance Remove other students as needed, to a pre-designated area. Plan ahead. Designate an adult to stay with student in crisis. Be brief and minimize adult-talk

6) De-Escalation: Confusion and Lack of Focus
Behavioral Indicators Exhibits confusion (e.g., unresponsive to adults when spoken to, express unfamiliarity with environment or event) Reconciliation (feeling remorse) Exhibits withdrawal (e.g., puts head down, isolates self from peers of adults) Denies responsibility and/or blames others Has feelings of embarrassment and/or shame In the de-escalation stage it is important to monitor the child and respond appropriately so not to cause re-escalation.

6) De-Escalation: Confusion and Lack of Focus
Interventions Allow time and space (cool down) Engage in independent work Resume regular schedule Slowly reintegrate back into classroom activities Present tasks that student has mastered (increase sense of control) Be brief and minimize adult-talk

7) Recovery: Eagerness for Busy Work and Reluctance to Interact
Behavioral Indicators Cries Sleeps Normalizes breathing Accepts independent activity Participates at a minimal level Regains composure Defensive behavior The student’s behavior may drop below the baseline (calm) state. Student may regain focus and engage in independent activity or other mastered tasks, to a limited extent.

7) Recovery: Eagerness for Busy Work and Reluctance to Interact
Interventions Be non-judgmental, provide encouragement, and use empathy Provide strong focus on routines Do not negotiate about the consequences of behavior Engage student in debriefing activity when appropriate Review options to increase problem-solving abilities Be brief and minimize adult talk (KISS)

Tier III: Interim Behavior Response Plan (IBRP)
-The Interim Behavior Response Plan (IBRP) may be familiar to some as a Crisis Plan.

Interim Behavior Response Plan (IBRP)
Used to respond to behaviors that have escalated and present significant safety concerns Describes behavior at each stage in the Escalation Cycle and staff responses Stage 1. Calm Stage 2. Trigger Stage 3. Agitation Stage 4. Acceleration Stage 5. Peak Stage 6. De-escalation Stage 7. Recovery Identifies specific school site personnel responsible for carrying out the plan, and their response roles -This is a TIER III support for students. -Just as the name states, this is an INTERIM plan for preventing and responding to behavior(s). -The IBRP DOES NOT take the place of an FBA or a Behavior Support Plans (BSP).

Three Key Strategies Identify how to intervene early in an escalation.
Identify environmental factors that can be manipulated. Identify replacement behaviors that can be taught to serve a similar function.

Teaching Compliance Students must… Be fluent in expected behavior
Be taught conditions which the expected behavior is required Have multiple opportunities for high rates of successful academic and social engagement Receive or experience frequent & positive acknowledgements when expected behavior is exhibited

Avoid a power struggle…. …don’t pick up the rope
If someone is noncompliant or argues, avoid being pulled into the no-win battle of the power struggle: Step back and listen to the real message being conveyed Redirect the topic Offer choices and options Consider a reasonable middle ground when possible Focus on solutions Crisis Prevention Institute

Escalating Responses (Things to Avoid)
Getting in the child’s face Discrediting the child Nagging or preaching Arguing Engaging in power struggles Tugging or grabbing the child Cornering the child Shouting or raising voice

Restraint Emergency intervention (restraint) is a SAFETY measure of last resort used ONLY when less intrusive methods have not been effective at the moment, and protecting the student or others from serious injury requires their use.

California Education Code 56521.1 Students with Disabilities
(a) Emergency interventions may only be used to control unpredictable, spontaneous behavior that poses clear and present danger of serious physical harm to the individual with exceptional needs, or others, and that cannot be immediately prevented by a response less restrictive than the temporary application of a technique used to contain the behavior. (b) Emergency interventions shall not be used as a substitute for the systematic behavioral intervention plan that is designed to change, replace, modify, or eliminate a targeted behavior. (c) No emergency intervention shall be employed for longer than is necessary to contain the behavior. Adapted from the work of Geoff Colvin, Ph.D.

Ethical? Legal? Justifiable?
If you question whether an emergency intervention is okay, ask yourself this… Would you be comfortable: With the filming of you using this intervention? With it being featured on national television? If someone else used it on your child/niece/nephew?

Final Thought… It is always important to remember that “if you inadvertently assist the child to escalate, do not be concerned; you will get another chance to do it right the next time around.” Geoff Colvin (1989) Managing the Cycle of Acting-Out Behavior in the Classroom

Maral Sousani, Lead PSA Counselor
AB 167/216: Graduation Exemption for Foster/Probation Youth & Partial Credits Maral Sousani, Lead PSA Counselor

Today’s Objectives: Assembly Bill 167/216: Graduation Exemption for Foster/Probation Youth Assembly Bill 490: Partial Credits New Legislation: Homeless Youth New Memorandum: IGP Completion for Foster Youth MiSiS/MyData: How to Identify foster youth at your school site

Assembly Bill (AB) 216: The Law
Approved by the governor of California on September 23, 2013, and effective immediately, refers to California legislation that amended section of the California Education Code (E.C.) to exempt pupils in foster care from school district graduation requirements that exceed state graduation requirements. This assembly bill amends Assembly Bill (AB) 167 that was enacted January 1, 2009. School districts must exempt eligible students from all coursework and other requirements adopted by the governing board of a school district that are in addition to the state coursework requirements for graduation, unless the school district makes a finding that the student is reasonably able to complete the additional requirements in time to graduate from high school.

(All criteria must be met for youth to be eligible for exemption)
AB 167/216: Eligible Youth Eligibility Criteria 1 of 4 (All criteria must be met for youth to be eligible for exemption) The student must be in foster care, or on probation A student is in foster care if they are subject to a Welfare and Institutions Code (WIC) Sections 300 or 309 petition, regardless of where they live. To be considered a probation youth for purposes of AB 167/216 & AB 1806 graduation, the student must be subject to a petition under WIC Section 602, regardless of where they live. A student is considered a WIC 602 youth so long as they are charged with a crime in delinquency court; they do not need to already be found guilty or placed on probation.

Eligibility Criteria 2 of 4
AB 167/216: Eligible Youth Eligibility Criteria 2 of 4 Student has completed 2 years (or the equivalent) of high school, whichever makes the student eligible. 4 semesters OR 105 credits (as defined by LAUSD)

AB 167/216: Eligible Youth Eligibility Criteria 3 of 4
Student with an open foster care/probation court case transfers into the District OR Student with an open foster care/probation court case transfers from one high school to any other high school within the District. Note: If a student meets the first 3 criteria, they should receive the AB 167/216 Notification Letter letting them know the eligibility determination made by the school/school district.

Eligibility Criteria 4 of 4
AB 167/216: Eligible Youth Eligibility Criteria 4 of 4 Student would not be reasonably able to complete the additional district graduation requirements within four total years of high school enrollment. What does reasonably mean? No additional courses. Student can complete all requirements within four years without any credit recovery options (i.e. 7th period, adult school, etc.)

AB 216 Prohibits… IMPORTANT: AB 216 prohibits a student in foster care, the school or school district, the person holding the educational rights for the student, the student's social worker, or the student's probation officer from requesting a transfer solely to qualify the student for an exemption.

AB 167/216: Notification Requirement
Within 30 days of enrollment, the school must notify in writing all foster/probation youth who transferred after their second year of high school whether or not they qualify for the exemption The notification must be sent to the following individuals: The eligible youth The Educational Rights Holder (ERH) County Social Worker/Probation Officer A copy of the notification letter, including the sending date, should be retained in the student’s Cum Folder and recorded on MiSiS. Documentation of eligibility will ensure that the student will remain eligible even after the student is no longer in foster care or on probation.

AB 167/216: Notification Requirement
The written notification must also include the following information: The student’s right to attend a 5th year of high school if doing so would allow the student to complete local graduation requirements If any of the requirements that are waived “will affect the pupil’s ability to gain admission to a postsecondary education institution” Information about transfer opportunities available through the California Community Colleges.”

AB 167/216: Length of Eligibility
Once determined eligible, the student remains eligible regardless of any subsequent school transfer, change in residence/home placement (even if the student returns to biological parents), whether they are no longer in foster care or probation case later closes. The student does not need an open foster care/probation case at the time of graduation. If a student is not initially found eligible for graduation under AB 167/216, the student or educational rights holder may ask for a re-evaluation of eligibility at any time. Students that choose to deny the AB 216 exemption should be advised that they may accept the exemption at any time.

AB 167/216: Graduation Options for Eligible Youth
Once determined eligible, the student’s educational rights holder may decide that the student graduate high school with one of the following 3 options: Receives a high school diploma by completing only the minimum California Department of Education (CDE) graduation requirements, including passage of the CAHSEE. Graduate under LAUSD graduation requirements within 5 years of high school. Foster youth or probation youth who could complete all LAUSD graduation requirements within 5 years have the right to remain in their comprehensive high school for a 5th year, even if they turn 19 years old during this additional year; Not request the exemption and continue with the current individualized graduation plan that includes the District graduation requirements.

Graduation with minimum CDE standards An In-Depth Look
Three courses in English (the English course requirements may be satisfied through any English course, including Essential Standards of English and ELD Support classes; Advanced ELD or Literacy & Language) Two courses in mathematics; (including one course in Algebra 1 (Education Code Section ), the second math course can be fulfilled by any Math course (e.g., Essential Standards of Mathematics and Math Support courses). (C) Two courses in science, one year of biological and one year of physical sciences. Three courses in social studies, including United States history and geography; world history, culture, and geography; a one-semester course in American government and civics; and a one-semester course in economics. (E) One course in visual or performing arts, CTE, or foreign language. Two courses in physical education, unless the pupil has been exempted pursuant to the provisions (E.C )

AB 167/216: CDE vs. LAUSD Graduation Requirements
PROGRAMMING/SCHEDULING CONSIDERATIONS Although LAUSD graduation requirements describe a full year of a course as 2 semesters of the same course (e.g., Geometry A and B), this rule does not apply for CDE’s graduation requirements for AB 167/216 & AB 1806 graduation. Under CDE, two courses within the same subject area (e.g., Geometry A and Algebra 2B) can be combined to satisfy a year-long course ( If a student would complete these courses before the end of 4 years of high school, the school cannot request a student to graduate before they complete 4 years of high school. Schools may require a student to remain in high school until 18 years old. The school should identify the student’s academic deficits or strengths, and schedule the student for courses to meet those needs AB 167/216 also specifies that an eligible student shall not be required to accept the exemption or be denied enrollment in or the ability to complete courses for which he or she is otherwise eligible.

AB 167/216: CDE vs. LAUSD Graduation Requirements
Subject Area California LAUSD (2016) Social Studies 3 years English 4 years Mathematics 2 years Lab Science Visual Performing Arts/Career Tech. Education 1 year (or 10 credits of a foreign language) 1 year Visual Performing Arts & 2 years Foreign Language Electives 1 year (college prep) PE Health 1 semester Totals 13 courses 18.5 courses/210 Credits

AB 167/216: Step-by-Step Guide to determine eligibility
Step 1: Determine if student is in foster care or on probation (contact Foster Youth Achievement Program for assistance) Step 2: Determine completion of second year of high school enrollment Step 3: Determine if school transfer occurred Step 4: Determining whether a Student is “Reasonably Able to Complete the LAUSD Graduation Requirements” Step 5: Notify the Student, Educational Rights Holder, and the County Social Worker/Probation Officer of the Student’s Eligibility for the AB 167/ 216 Graduation Exemption and his Graduation Requirement Options Step 6: Individual Graduation Plan (IGP) Meeting Step 7: A copy of the notification letter must be placed in Cumulative folder and recorded in MiSiS to help ensure that student remains eligible regardless of change in probation or foster care status Step 8: Program student into appropriate classes and consider all possibilities

AB 167/216: Considerations for students with IEPs
Under the Individuals with Disabilities Education Act (IDEA) and California law, a student eligible for special education services is required to have an individualized transitional plan (ITP) upon turning 16 years of age that addresses post-secondary goals, including whether the student will graduate with a high school diploma. LAUSD requires the IEP team to begin the ITP process upon the student turning 14 years of age. If a student is receiving special education services, the applicability of AB 167/216 & AB 1806 exemption should be addressed in the student’s Individualized Education Program (IEP) team meeting.

Assembly Bill (AB) 490: Partial Credits
Awarding Partial Credits Upon Disenrollment 1) Work with Teachers to Gather Check Out Grades When notification is provided that a youth will be transferring schools, a youth withdraws from school, or a youth has been absent from school and the caregiver, ERH or CSW indicates that the youth is no longer at and will not be returning to that placement, the school should gather a list of all classes/courses the youth is/was currently enrolled in and each class’s corresponding graduation requirement.

Assembly Bill (AB) 490: Partial Credits
Awarding Partial Credits Upon Disenrollment (Continued) Verify that each teacher has issued a final grade evaluating the youth’s work while enrolled in the course. Final grades shall be determined as of the youth’s last day of actual in-seat attendance. There shall be no reduction in grades due to absences associated with the youth’s change in placement (e.g., if the youth is not properly withdrawn from school on their last day of in-seat attendance) or verified presence at court hearings or other court-mandated activities. Input the course name, corresponding graduation requirement, and check out grades into the Student Withdrawal Report. Determine Attendance and Length of Class Periods

Calculating Partial Credits
For each class the youth was receiving a passing grade in (D or higher), use the Calculation Table below to determine how many credits were earned based on the number of class periods attended and the length of each class period. A general guide of 12 hours of instruction is equivalent to 1 credit. The number of hours is based on a 60 minute hour. The school site staff shall be cognizant of the instructional hours for each course based on the school’s schedule and calendar (e.g., year–round/multi-track calendar, Copernican schedule, Block schedule) in order to determine the partial credit earned, following the guidelines below: PARTIAL CREDIT FORMULA # of classes attended X length of class period 60 minutes Hours of Instruction # of Credits Earned 5 Credits/Grading Period 0 - 11 0 Credits 12 -23 1 Credit 2 Credits 3 Credits 4 Credits 55 – 60 or more 5 Credits

New Legislation: Homeless Youth
As of January 1, 2015, Assembly Bill (AB) 1806 was signed into law, revising section of the Education Code, extending these same provisions to homeless youth. AB 1806 has the same qualifications and guidelines as AB 167/216 and AB 490 (Partial Credits) but applies to homeless youth Please refer all questions to the Homeless Education Program: (213)

New Memorandum Title: Allocation of Z-Time for Secondary Counselors to Support Completion of Individual Graduation Plans for Foster Youth Secondary schools that have foster youth enrolled will receive a funding allocation for Z-Time using the following methodology: 10 hours of Z-Time per foster youth based on the average number of foster youth enrolled The average number of foster youth is calculated by reviewing the number of foster youth enrolled monthly during the school year Funds will be transferred from Student Health and Human Services to schools Unused funds may be taken back and redistributed as necessary Allocated funds may only be used to pay Secondary Counselors (0533) Z-Time to provide direct services to foster youth.

New Memorandum Allocated funds may only be used to pay Secondary Counselors (0533) Z-Time to provide direct services to foster youth. Determine eligibility of identified foster youth for AB 167/216 graduation Complete and send the mandated AB 216 notification letter to foster youth, educational rights holder (ERH), and county social worker and/or probation officer within 30 days of enrollment Ensure foster youth’s academic records are up to date Complete an analysis of records and prepare an IGP for all foster youth Calculate partial credits, as needed Ensure a minimum of 2 IGP meetings are held annually for all foster youth Complete appropriate documentation of IGP in MiSiS for all foster youth Utilize any remaining Z-time hours to provide additional guidance and to complete additional support activities as outlined in Memorandum (i.e. tutoring referrals, college/career counseling, etc)

How to Identify Foster Youth: MiSiS
Using MiSiS explorer: 1) The Out of Home Care Field is found under “Demographics” 2) Click on the “+” box next to the word “Special Programs” 3) Click on the box/es that you would like to have on your “out- of- home care placement ” excel report.

1)At the bottom of the screen click tab Export Data Excel sheet will open up with the fields you selected from MiSiS. * List shows ALL students attending that school. * Filter by Out-of-Home Care Placement.

You can also reach out to your Foster Youth Counselors and the Group Home Scholars Program to help determine who foster youth are at your school site MiSiS and MyData have all foster youth; including closed cases Does not include probation and non-county foster youth Case Start and End Dates can be found on MiSiS in the student profile:

Foster Youth Counselors: Our Role
Our Counselors can help with the following: Identifying social worker’s name and contact information Identifying education rights’ holder and contact information Coordinate with the Department of Children and Family Services, Department of Probation, group homes, and community agencies, as needed to facilitate the sharing of information Provide Comprehensive Academic Assessment to the assigned Secondary Counselor Identify foster youth who may be eligible for the AB 167/216 graduation exemption

Our Contact Information Maral Mary Sousani, Lead PSA Counselor, LD Northeast Foster Youth Achievement Program (818)

Pupil Services Specialized Programs
FOSTER YOUTH ACHIEVEMENT PROGRAM (213) GROUP HOME SCHOLARS PROGRAM (213) CAMP RETURNEE PROGRAM (213) HOMELESS EDUCATION PROGRAM (213)

THANK YOU 

Verenisa Alfaro: Winter Camp

Lunch Time

Effecting Change through the use of Motivational Interviewing
Vivien Villaverde, MS SW, LCSW, PPSC Amber Ramirez, MSW, LCSW (Special thanks to Jeanne L. Obert, MFT, MSM John Brekke, Ph.D, and Betsy Philips, Ph.D)

What has occurred… What causes positive change to occur?
The field of addictions has provided a natural arena to study the process of change. What causes positive change to occur? How does the process unfold? Is it possible to facilitate the process? What is the best way to do that?

Another Way of Thinking… AMBIVALENCE is the key issue to be
resolved for change to occur. Lack of motivation can be viewed as unresolved ambivalence.

People become stuck when they feel two ways about a situation.
Motivational Interviewing operates under the premise that ambivalence is a normal state that affects many areas of one’s life. People become stuck when they feel two ways about a situation.

People who are ambivalent may not respond in predictable ways.
Increasing the negative consequences does not always decrease the attractiveness of the behavior. In fact, coercion, persuasion, the use of threats, and confrontation have been found to inhibit intrinsic motivation.

Ways people manifest their ambivalence
They engage in a lot of talk, but no action. This tends to frustrate the therapist. They commit to an action, but don’t do it. They become passive and don’t commit to anything. They become aggressive, blaming others for their inaction. They passive-aggressively sabotage their opportunities to change.

Why do people change? Constructive behavior change comes from connecting with something valued, cherished, and important.

Facilitating factors:
People change when they believe they can. People change when their counselors believe they can. People change when given the opportunity to talk about change. Intrinsic motivation for change comes out of an accepting, empowering, safe atmosphere where the painful present can be challenged.

Change is Natural Positive change often occurs without formal treatment. Treatment can be viewed as facilitating what is a natural process of change.

Beyond the Initial Session in Treatment
What factors influence whether a client stays in treatment and does well following treatment? The factor that seems to make the biggest difference is the professional to whom the client is assigned.

Some things we’ve learned…
Caregiver empathy can be a significant determinant of a person’s response to treatment. Directive, confrontational counseling styles increase client resistance. Empathic counseling styles facilitate change.

More things we’ve learned…
Level of MOTIVATION is often a good predictor of outcome. MOTIVATION can be influenced by naturally occurring factors and by specific interventions.

What Causes a Person to be Judged “Motivated”?
The person agrees with us. Is willing to comply with our recommendations and treatment prescriptions. States desire for help.

The probability that a person will enter into and continue with change- directed behavior.

A client-centered disciplined method for enhancing intrinsic motivation to change by exploring and resolving ambivalence.

The 5 principles of Motivational Interviewing (page 8)
D: Develop Discrepancy E: Express Empathy A: Avoid Argumentation R: Roll with Resistance S: Support Self-efficacy

The 5 skills of Motivational Interviewing (page 9)
A: Affirmations R: Reflective Listening* O: Open-ended Questions S: Summarization* E: Eliciting Change Talk*

Reflective Listening Simple Reflection Reflection of Feelings
Double-sided Reflection

Reflective Listening exercise #2 Format: dyads
Time allotted: 20 minutes Instructions: The students pair up and take turns talking about something they have some ambivalence about. The listener only makes reflective statements. The challenge for the students is to avoid giving advice or trying in any way to fix the problem. The listener should use only reflective statements. Normalize the students’ discomfort, awkwardness with learning something new. Group Process: How did it feel to be the listener? The one who was talking?

Thomas Gordon’s Twelve Roadblocks
Ordering, directing, or commanding Warning or threatening Giving advice, making suggestions, or providing solutions Persuading with logic, arguing, or lecturing Moralizing, preaching, or telling members what they “should” do Disagreeing, judging, criticizing, or blaming Agreeing, approving, or praising Shaming, ridiculing, or labeling Interpreting or analyzing Reassuring, sympathizing, or consoling Questioning or probing Withdrawing, distracting, humoring, or changing the subject

Rolling with Resistance
& Rolling with Resistance

Transitional Summary & Major Summary

Eliciting Change Talk Ask evocative questions.
In what ways has this been a problem for you? What’s the downside to not working? In what ways has this bothered you? What do you think will happen if you don’t make a change? Explore pros and cons. What are some of the good things about using crack? What are some of the not-so-good things? What worries you about your drug use? What worries you about quitting? Ask for elaboration. Can you tell me more about this? When was the last time this happened? Can you give me an example?

Eliciting Change Talk Imagining extremes
If you were to make the decision to go back to work, what’s the worst that could happen? What’s the best thing that could happen? Looking forward What would you like your life to look like in three years? What would be the advantages of making a change? Looking backward Before you began drinking, what was your life like? Going back to your childhood, or a time in your life before this became a problem for you, tell me a story about what you wanted, hoped, or expected your life to be like.

Closing & Questions

Amber Ramirez, MSW, LCSW Clinical Assistant Professor 949.437.0007
Vivien Villaverde, MS SW, LCSW, PPSC Clinical Associate Professor Amber Ramirez, MSW, LCSW Clinical Assistant Professor

La Shona Jenkins, LCSW FYAP Coordinator

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