- Slides: 40
THE STUDENT SUPPORT AND PROGRESS TEAM (SSPT) DIVISION OF INSTRUCTION LOS ANGELES UNIFIED SCHOOL DISTRICT Phase II School Implementation Training
Today’s Objectives: You will understand, How to document your SSPT meetings using all attachments for both groups and individual students How the SSPT functions using a “mock” SSPT meeting Features of the SSPT Mi. S module All SSPT training guides, resources & frequently asked questions
Division of Instruction Office of Educational Services Division of Health and Human Services Division of Special Education School Operations
Disproportionality African. American Students = 8. 4% of LAUSD 30. 0% 20. 0% 10. 0% 8. 4% 18. 1% ED OHI 0. 0% LAUSD Caucasian Students = 10. 3% of LAUSD Latino Students = 74% of LAUSD 13. 7% 24. 5% 25. 0% 20. 0% 15. 0% 10. 3% LAUSD AUT 15. 5% 10. 0% 5. 0% 0. 0% ED OHI 80. 5% 82. 0% 79. 5% 77. 0% 74. 5% 74. 1% 72. 0% LAUSD SLD 4
Multi-Tiered System of Support and the Student Support and Progress Team SST COST LAT Student Support and Progress Team
SSPT Members (as staffed at each site) Intervention or Healthy Start Coordinator Instructional Specialists Administrator or Designee SSPT Members Student (when appropriate) Parent EL/Master Plan Expert (Designee) General Education Teacher Related Services Personnel
Multi-Tiered System of Support and the Student Support and Progress Team School-wide Monitoring Follow-up Meeting; Data-Based Decision Making SSPT Referral Process Conduct On-going Progress Monitoring Conduct the SSPT Meeting Implement the Interventions
School-wide Data § The SSPT should begin by creating a calendar of meetings (see Sample Calendar in SSPT Handbook, pgs. 30, 31) § At a minimum, schools should review school-wide data at least four times per year and schedule these dates at important periods, such as right after progress report periods or CELDT data is available) § All schools should be aware of their student performance across a variety of areas, such as DIBELS and which students are intensive, which subgroups need special attention and additional supports, SBAC data, attendance, suspension, reclassification rates, access to AP courses, AP potential rates, AP exam scores, course performance data, etc. § We look at which grade levels and groups of students need additional focus and support and develop targeted supports, as needed.
School-wide Data Where is the data located? § My. Data: Elementary At-risk Report § My. Data: Secondary At-risk Report § My. Data: Attendance/Suspension Reports § Mi. S: English Learner Progress Profile Report, Grades, Progress toward Graduation, Number of students taking AP Courses, Successful Completion of A-G Requirements, etc. § College Board Suite Assessments
Transitioning COST Team Mtgs. § COST teams used to look at “groups” of students and make referrals to District and outside resources. § COST teams also triaged students, recommending some students for an SST, SARB, etc. § The SSPT performs the same functions as the previous COST team and the meetings that look like COST in nature are captured on the SSPT Meeting Log (Attachment B)
The SSPT Meeting Log needs to be uploaded twice a year, in December and June, to the Principals’ Portal, Online Instructional Accountabilities System
Student Support and Progress Team Attachments School Accountability Parent Invitation Letters SSPT Referral Forms 4 Types Reclassification Recommendations
School Accountability Forms The Principal identifies the SSPT members and fills out the SSPT Membership form. The form serves to identify the team composition at each school site. The Principal or EL Designee indicates how often the SSPT meetings are held. The Principal or EL Designee uploads the form to the “Instructional Online Learning System” (Principal’s Portal) within the first six weeks of the school year.
Multi-Tiered System of Support and the Student Support and Progress Team School-wide Monitoring SSPT Referral Process SSPT Referral § A teacher or anyone can make a referral to the SSPT. § The teacher creates an SSPT request in Mi. S or using the hardcopy forms. Right now there must be face to face contact with the Designee to communicate that a referral was made. However, there is an enhancement in Mi. S to create an alert. § In the past, referrals were vague and ambiguous and included information such as the “student is below grade level” or “not working to his/her potential”. § Under the new process, a consultation meeting must occur between the Designee and the teacher to improve the quality of referral information Through that dialogue, the Designee can ask “when you say he’s below grade level, what does that look like? What is the student able do and what would be the next obvious step? What assessment data do you have to evaluate his/her skill levels?
Multi-Tiered System of Support and the Student Support and Progress Team School-wide Monitoring SSPT Referral Process § Together, the teacher (or referring person) and the Designee fill out the “Referral Form” § If a parent is the referring person, the Designee would get input from the teacher(s) and together fill out the referral form. § All of the referral documentation is entered PRIOR to the meeting.
SSPT Responsibilities Setting up Meetings • Establish a calendar of regularly scheduled meeting times • Designate a quiet and confidential meeting place • Develop a system for notifying the parent/caregiver Assigning Roles & Responsibilities • Meeting Facilitator • Time Keeper • Recorder • Case Manager Structuring Time 20 -30 total minute timeframe • Welcome/Intro (2 -3 min) • Student Strengths (2 -3 min) • Problem Identification (4 -5 min) • Goal setting (3 -4 min) • Brainstorm and Select Interventions (6 -8 min) • Intervention Plan (8 -10 min) • Summarize/Closure (2 -3 min)
Parent Invitation Letters Available in five languages: § English § Spanish § Armenian § Chinese § Korean It’s a fillable PDF document and easy to type and save information directly onto the form. Parent has the option to respond: § I will attend § I will need accommodations § Prefer to participate via telephone § I will not attend, but would like contact from the teacher § I would rather come on ___. § Please contact me at ___.
SSPT Referral Forms Student Support and Progress Team Sign-In Form SSPT Sign-In Form Services as documentation of participants for each meeting. Meeting Purpose: § Initial Meeting § 1 st, 2 nd, or 3 rd Follow-up Meeting § Reclassification Recommendation Meeting If the parent is in attendance, please have parent sign and indicate “Parent” in box titled “Other”.
SSPT Request Form § Available in Mi. S or as a hardcopy. § This is a record of the “initial” request § Provides a general description of the reason for referral § Teachers, parents, and other staff members may request an SSPT meeting. Consultation Meeting § A consultation meeting is subsequently held with the SSPT Designee to refine the reason for referral AND fill out “Referral” documentation.
Page 1 Student Support and Progress Team Referral Form SSPT Referral Form § Available in Mi. S or as a hardcopy. This is a record of the referral documentation § Background Information Attendance, Vision, Hearing § Academic Information § Documentation used to review student data (my. Data, State Assessment, etc. ) This information is filled out PRIOR to the SSPT Meeting.
Page 2 Current EL Information Classroom/Playground Behavior 500 characters Initial Description of Concern § Strengths § Academic/Behavior Concerns § Language Concerns § Are there CA or ELD Standards not being met? § Classroom Interventions and Strategies Implemented
Page 3 Intervention Frequency and Duration Outcomes Additional Relevant Information that was not previously captured. Specifically, what would you like the student to be able to do? Be specific. Indicate the academic and behavioral data that was reviewed as part of the referral.
Multi-Tiered System of Support and the Student Support and Progress Team School-wide Monitoring Follow-up Meeting; Data-Based Decision Making SSPT Referral Process Conduct On-going Progress Monitoring Conduct the Meeting the SSPT Meeting Implement the Interventions
Page 1 Student Support and Progress Team Student Intervention Plan § Three priority goals are identified § What is the student expected to do given his/her grade and level? § What is his/her current performance? § What is the target goal for the next 6 -8 weeks? • Observable • Measureable • Within the student’s level of reach What is the recommended level of tiered instruction?
Page 2 § Identify the interventions and provide a description § Identify the specific academic, linguistic, or behavioral data that will be collected § when, how often, by whom and where will the data be collected Identify a case manager who will follow-up with the Teacher/student and provide support such as coaching, modeling, modifying the goal, recommending intervention strategies/programs, etc. Schedule the next SSPT meeting
Reclassification Recommendation Mtgs. § An SSPT request is made in Mi. S § § “Reclassification” is checked off as the reason for referral § The SSPT Referral form is completed § Reclassification Meeting form is completed § If the recommended student is approved to reclassify by the LD EL Coordinator and MMED office, the process ends and the student is reclassified. o If the student is NOT recommended to reclassify, then a Student Intervention Plan is developed
SSPT Reclassification Recommendation Forms § Available in Mi. S or as a hardcopy. § The appropriate grade level Reclassification form will auto-populate in Mi. S if Reclassification is recommended § SSPT will “print” and provide original signatures § Send the form and supporting documentation to the LD EL Programs Coordinator
SSPT Responsibilities: Previously LAT Monitor appropriate placement, instruction, support and intervention strategies to ensure appropriate linguistic and academic progress. • Review attainment of minimum progress benchmarks for ELs • Review the progress of ELs in meeting the reclassification criteria in grades K-12. • Ensure RFEP students continue to make progress and achieve academic proficiency in all core subject areas based on data, grades, and state test scores after reclassification. • Review student and school data (at least 4 times per year) to ensure the above is documented and monitored accurately. • When appropriate, recommend students for reclassification according to district policy.
SSPT Maintenance of Records Maintain documents of all SSPT forms in a binder at the school site (for a minimum of 5 years) Maintain student specific SSPT forms in the student’s cumulative folders: • SSPT forms for English only (EO), Initially Fluent (IFEP), and Reclassified (RFEP) students are to be maintained in the RED intervention folder • SSPT forms for EL students are to be maintained in the BLUE Master Plan (EL Folder)
SSPT Transition to New Process COST, SST, LAT referrals initiated in the 201516 school year should be transitioned to the new process.
Documentation in Mi. S
Documentation in Mi. S
Documentation in Mi. S Items marked with an asterisk (*) are required items.
Documentation in Mi. Si. S will guide the user through the process
http: //achieve. lausd. net/sspt
“No matter who you are or where you come from, you should dream without limits…. ” Superintendent Michelle King
SSPT Training Activity Mock SSPT Meeting In small groups, take 30 minutes to review the student referral and Comprehensive Student History Report from My. Data Assign various roles (facilitator, time keeper, and recorder) Develop the Student Intervention Plan, and assign a “case manager” as part of the process We will then share out on the process.
Questions and Answers: For additional information, please see the hand-out titled “Frequently Asked Questions” (SSPT Handbook, pgs. 32 and 33)