PROFESSIONAL DEVELOPMENT MEETING
MONDAY, NOVEMBER 16, 2015
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
Responsible for the following:
 Planning, Development, Implementation
Karen Timko, Administrator
Verenisa Alfaro
Rachel Coates - Campbell
Norlon Davis
Francisco Vasquez
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
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. 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 3@San Pedro Clinic; 11am to 12pm
• West – Thursday, December 10@Hyde Park Parent Center;11am – 12pm
• Central – Thursday, December 10@Belmont Wellness Ctr; 11am-12pm
• East – Thursday, December 10@Elizabeth LC Wellness;11:30am-12:15pm
• NW & NE – Thursday, December 17@LD Northwest;11:45am-12:30pm
•
We are participating in the SHHS Integration meetings at the District Level.
• LD Northeast - Thursday, November 19, 2015@Romer Middle School; 1pm – 4pm
• LD East – Tuesday, December 1, 2015@Local District East; 12:30pm – 4pm
• LD Northwest – TBD
• LD West – Tuesday, December 8, 2015 @ 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
•
•
•
Principal Notification of students attending school that may be AB 167/216
eligible
•
•
All PDs have been scheduled
By November 30th
Currently working on a process that would send out email 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
Responsible for the following:
Jenkins, La Shona (Administrator)
 MiSiS (PowerPoints, Handouts and Enhancements)
Armenta, Dianna
 MyData (PowerPoints, Handouts, and Enhancements)
Sousani, Maral
 Welligant (Enhancement)
Cao, Nga
 Summary of Services Logs (SOS logs)
Carvajal, Elba
 Comprehensive Academic Assessments (CAA)
Gonzales, Sagrario
Navarro, Silvia
Paz, Rita
Vasquez, Anabel
Villa, Orlando
 Student Support System (S³)
 Local Control and Accountability Plan (LCAP)
 AB 216
*
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.
*

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.
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 MultiTiered 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).
Adapted from the work of Geoff Colvin, Ph.D.
Adapted from:
Sprague & Walker, 2004
Targeted/
Intensive
(High-risk students)
Individual Interventions
(3-5%)
•
•
•
•
•
•
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
Selected
(At-risk Students)
Classroom & Small
Group Strategies
(10-20% of students)
Universal
(All Students)
School-wide,
Culturally Relevant
Systems of Support
(75-85% 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
•
•
•
•
•
•
•
•
•
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
•
•
•
•
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
Teacher
George, please turn in your
assignment.
The assignment you didn’t
finish during class.
Great, please turn it in now.
You have a choice, turn it in
or do it again.
I guess you’ve made the
choice to do it again.
You are being disrespectful,
go to the office.
Teacher moves toward
George…
George
What assignment?
I finished it.
I don’t have it with me
right now.
You never believe me.
I’d like to see you make
me.
F_____ you!
Stands up, glares, &
raises fist as if to strike…
*
1. To ESCAPE or avoid people,
places, things, or tasks
2. To seek or avoid SENSORY
input that is visual, aural,
or tactile
3. To gain or avoid
ATTENTION from others
4. To engage in behavior to
obtain something
TANGIBLE (computer, video
game, toys)
*
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
*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
The Escalation Cycle
* Identify School-Based and Non-School-Based
Triggers
* 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
*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
The Escalation Cycle
* 3) Agitation: Unfocused and Distracted
*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
The Escalation Cycle
* 4) Acceleration: Engaging to further
increase negative interactions
* 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
The Escalation Cycle
* 5) Peak: Out of Control
*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
The Escalation Cycle
* 6) De-Escalation: Confusion and Lack of
Focus
*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
The Escalation Cycle
* 7) Recovery: Eagerness for Busy Work
and Reluctance to Interact
*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)
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
*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
*
* 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.”
*
Email: [email protected]
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 51225.3 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.
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.
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.
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:
1) Receives a high school diploma by completing only the minimum California
Department of Education (CDE) graduation requirements, including passage of the
CAHSEE.
2) 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;
3) 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
(A) 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)
(B) Two courses in mathematics; (including one course in Algebra 1 (Education Code Section
51224.5), 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.
(D) 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 onesemester course in economics.
(E) One course in visual or performing arts, CTE, or foreign language.
(F) Two courses in physical education, unless the pupil has been exempted pursuant to the
provisions (E.C. 51222)
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 (www.cde.ca.gov/ci/gs/hs/hsgrfaq.asp).
• 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
3 years
English
3 years
4 years
Mathematics
2 years
3 years
Lab Science
2 years
2 years
Visual Performing
Arts/Career Tech. Education
1 year
(or 10 credits of a foreign language)
1 year Visual Performing Arts &
2 years Foreign Language
0
1 year (college prep)
2 years
2 years
Health
0
1 semester
Totals
13 courses
18.5 courses/210 Credits
Electives
PE
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
2) 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)
3) 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.
4) 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
0 - 11
12 -23
24 - 35
36 - 45
46 - 54
55 – 60 or more
5 Credits/Grading Period
0 Credits
1 Credit
2 Credits
3 Credits
4 Credits
5 Credits
New Legislation: Homeless Youth
• As of January 1, 2015, Assembly Bill (AB) 1806 was signed into law, revising section
51255.1 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)202-7581
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 ZTime 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 2014-15 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.
How to Identify Foster Youth: MiSiS
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.
How to Identify Foster Youth: MiSiS
 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
[email protected]
(818)686-4446
Pupil Services Specialized Programs
FOSTER YOUTH ACHIEVEMENT PROGRAM
(213)241-3552
GROUP HOME SCHOLARS PROGRAM
(213)241-3354
CAMP RETURNEE PROGRAM
(213)241-3522
HOMELESS EDUCATION PROGRAM
(213)202-7581
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…
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.
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 changedirected 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
1. Simple Reflection
2. Reflection of Feelings
3. Double-sided Reflection
Reflective Listening exercise #2
Format: dyads
Time allotted: 20 minutes
Instructions:
1.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.
2. The listener should use only reflective statements.
3.Normalize the students’ discomfort, awkwardness with learning
something new.
4.Group Process: How did it feel to be the listener? The one who was
talking?
Thomas Gordon’s Twelve Roadblocks
1) Ordering, directing, or commanding
2) Warning or threatening
3) Giving advice, making suggestions, or providing solutions
4) Persuading with logic, arguing, or lecturing
5) Moralizing, preaching, or telling members what they “should” do
6) Disagreeing, judging, criticizing, or blaming
7) Agreeing, approving, or praising
8) Shaming, ridiculing, or labeling
9) Interpreting or analyzing
10) Reassuring, sympathizing, or consoling
11) Questioning or probing
12) Withdrawing, distracting, humoring, or changing the subject
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
Vivien Villaverde, MS SW, LCSW, PPSC
Clinical Associate Professor
213.821.7068
[email protected]
Amber Ramirez, MSW, LCSW
Clinical Assistant Professor
949.437.0007
[email protected]