January, 2010

Volume 1, Issue 2
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About this
Newsletter
In an effort to get the
most information out
to schools about
happenings within
the world of Support
Services, we have
joined together to
create the "Support
Services Newsletter",
which will be
distributed on a bi-
annual basis.
The Divisions that
are included are
Nursing,
Psychological
Services, Pupil
Services and
Attendance and
School Mental
Health.
This newsletter is
intended to provide
general information
on topics presented.
There are situations
related to these
topics that require
specialized
assistance. We are
available to help with
those cases. To
contact us, please e-
mail the newsletter
editor, Virginia
Hernandez at
vrg9876@lausd.net
or the coordinators
for the respective
discipline.
We would also like to
hear your comments
and suggestions
about this newsletter.

It was raining outside and yet it
was a remarkable day for the
students at South Gate Middle
School. On Friday, January 23,
2009 excitement filled the air as
students, families and school staff
gathered in the school auditorium
during lunch to experience a
thriving Health Fair organized by
the School Nurse, Monica Seo.
Among the local agencies who
were delighted to participate were
Firestone Dental Group,
Children's Dental Group,
McDonalds and Local District 6
Nursing Services. This Health fair
was educationally unique because
the enthusiastic health office
service worker students and
various science/health classes
were on the forefront of the
information gathering and
distribution. They diligently worked
together assembling informational
fliers and poster boards about
health related topics which
included Dental Hygiene, Bipolar
Health Fair at South Gate Middle School
'
disorder, Drug Abuse prevention, TUPE,
Nutrition counseling, Asthma, Emergency
Preparedness and First Aid. About 500
students made their way through various
displays, booths and games. This fair was
not only educational but also entertaining as
they enjoyed the Orange peeling/eating
contest, Guess Veggies game and Banana
Eating Contest prepared by the energetic
SGMS Leadership Group. In an effort to
increase awareness about hypertension,
Local District 6 nurses trained reliable
students to check the blood pressure
readings of other students. The school nurse
felt that she could help the school and the
local community by facilitating this
interesting health fair to advocate an
increasing health awareness of students and
inform them as well as their families of
significant health issues. The hope for next
year is involvement from every student
which will substantially increase health
awareness. The health fair was not only an
empowering and interactive learning
experience but it was also fun!




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By: Sylvia Fischer, School Nurse
Support Services Newsletter: Pupil Services and Attendance Page 2




















This school year, Local
District 6 will implement a
Response to Attendance
Intervention (RtI) program
which will focus on creating
and sustaining a school-wide
instructional continuum in
attendance behavior. It
includes school-wide
procedures, and processes
intended for:
¾ ALL students, ALL staff,
and in ALL settings.
¾ Non-classroom settings
within the school
environment.
¾ Individual classrooms
and teachers.
¾ Support for students with
at-risk behaviors.
¾ Individual student
support for high-risk
students who present
the most challenging
behaviors.

Response to intervention
(RtI) is the degree to which a
student who has been
identified as at-risk for
academic or behavior
problems by screening
measures has benefited from
intervention designed to
reduce risk.
Linan-Thompson, Vaughn,
Prater, & Cirino, 2005

The Core Principles of RtI
and Attendance are as
follows:
‡ Attendance is a
behavior
‡ We can teach good
attendance habits
‡ We intervene with
students having
attendance
problems
‡ We monitor
attendance and
need to assess the
effectiveness of our
interventions


Tiered Intervention: A Comprehensive Attendance Approach

'
Universal
(All Students)
School-wide, Culturally Relevant
Systems of Support
(75-85% of students)
Selected
(At-risk Students)
Classroom, Family, & Small
Group Strategies
(10-20% of students)
Targeted/
Intensive
(3-5%)
(High-risk students)
Individual Interventions
3 Tiered
Approach to
Intervention
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*Incentive Programs
*Clear Expectations
*Positive School Climate
*Instructional program
* Asset Building
*Team Meetings (COST)
*Individual Student Plans
*Instructional Supports
*Documentation & Monitoring
*Intensive Interventions
*Increased Frequency and Duration
*SST Meetings
*Additional Follow-up SST Meetings
*Case Management

Because RtI is a continuum
systems approach program,
the following 10 core
concepts must be taught and
modeled to all students, their
families and to the
communities in which they
live. All school staff should
be trained to teach and
reinforce the core attendance
concepts. Teaching should
be universal and continual
and should include the
following:
1. Communication of clear
expectations of positive
attendance
(Goal = 96% in-seat
attendance)
2. Communication of
compulsory attendance laws
3. Benefits of good
attendance (Should be
motivational and relevant)
4. Discussion on the school
calendar and schedules
5. Morning routines (importance,
what they should look like, how to
encourage at home)
6. Evening routines (importance,
what they should look like, how to
encourage at home)
7. Plans for coming to school
(people to support you coming to
school)
8. Creating "back-up¨ systems
(others to support you that are
different from those in your
plan)
9. Self-care (best practices for
staying healthy, sleep




requirements, mental health)
10. Consequences of poor
attendance

Some methods for teaching core
attendance concepts include but
are not limited to:

x Use of daily journals or
writing prompts that ask
students about attendance.
x Read the weekly bulletin and
focus on attendance
x Make it a classroom rule
x Integrate into other core
content areas
x Have your own classroom
recognition system

To contact District PSA Services,
call 323-560-4293.

Interns Providing Mental Health Support































"Even in the best of
situations, all children
experience some anxiety
in the form of worry¨
(worrywisekids.org). And
some worry in children's
lives is normal and even
healthy, as it allows
children to learn how to
regulate their feelings and
problem solve. For
example, a student who
worries about an giving an
oral presentation can learn
that his anxiety about
performance is reduced if
he feels confident about
his knowledge on the
subject and/or rehearses
for the presentation.

As school aged children
begin to learn more about
the world, they begin to
When Kids Worry
'
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worry about real things
such as earthquakes,
illnesses, crime, etc. They
may also worry about
making friends, passing
tests, and fitting in. And, it
seems that increasingly,
many of our students also
worry about issues of
personal safety,
community violence, family
discord and economic
stress on their families.

In addition to listening to
students concerns and
teaching simple relaxation
tools, adults can help
students manage their
worries by:
1) helping students
understand that the
feelings of worry and/or
anxiety are not dangerous
and can be coped with.
Being afraid is not the
same as being in danger.
2) encouraging a child to
approach a feared
situation one step at a
time. You can use the
analogy Erma Bombeck
makes when stating that
"Worry is like a rocking
chair: It gives you
something to do, but it
doesn't get you
anywhere.¨ You must do
something to overcome
the worrisome situation.
3) helping students focus
on the aspects of the
situation they have control
over. If they focus on the
issue as a global one, it
will most likely cause them
to feel overwhelmed or
helpless. Yet, if they focus
on the things they can
change, they can in
.

Support Services Newsletter ± School Mental Health Page 3 of 4
By: Virginia G. Hernandez, LCSW
essence get off the rocking
chair and take action, thus
reducing their feelings of
anxiety. For example, they
cannot control the family's
income, but they can take
care of their things so that
parents aren't buying school
supplies every other week.

If you suspect that a students'
worry is affecting his/her day
to day activities and is getting
in the way of academic
progress, you can get help
from School Mental Health
Bell/Cudahy Clinic. Click
here Los Angeles Unified
School District for access to
the SMH webpage for more
information about SMH
services and/or resources. !
A good resource about worry
in children is
www.worrywisekids.org!

At a time when resources are
limited and everyone is doing more
with less, the arrival of several
Social Work Interns is like presents
at Christmas. They come from
local universities and colleges
including UCLA, USC, Cal State
LA, Cal State Long Beach and Cal
State Dominguez. Most are 1
st
or
2
nd
year students working toward
their Master's in Social Work
degrees, but some are also BA
level students. LAUSD Psychiatric
Social Workers serve as their Field
Instructors providing clinical
supervision to ensuring the interns
give quality, ethical and culturally
sensitive mental health services to
our district students, while also
meeting their schools practicum
requirements. Psychiatric Social
Workers wishing to take on the
challenge and added work load of
supervising interns for the 2010-
2011 school year, submitted their
applications to School Mental
Health Administrators in December.
Meeting the criteria and being
approved to be a Field Instruction is
only the first step of the structured
process, which includes completing
university coursework (for 1
st
time
Field Instructors), submitting
requests for interns to the
universities, interviewing interns
and signing contracts with the
universities (SMH Administration).
And this is all before the interns
even arrive.
Fortunately, this school year 16
interns are working within local
district 6. Some are assigned to
schools, some to the Bell Cudahy
Clinic, the LD6 Office and the Early
Childhood Education Unit. Field
Instructor, Laura Velez-Garcia,
PSW summarized the many
services the interns are providing
as including: child observations,
conducting psychosocial
assessments, mental health
consultation with staff, direct
interventions with children and
families, case management, crisis
intervention & psychological first
aid, community linkage &
collaboration and resource
development.
As SMH facilitates this learning
process for the university interns,
our district students have increased
access to a much needed resource.

Support Services Newsletter: Pupil Services and Attendance Page 2






























The Role of the AB3632 Prevention and Intervention School Psychologist
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By: Juan Morales and Carlos Guerrero, AB3632 School Psychologists




AB3632 services are mental
health services provided as
part of a child's
Individualized Education
Program (IEP), to ensure
that the child benefits from
his/her education. AB3632
services are "related¨
services which include
individual, group or family
psychotherapy, day
treatment services and
residential placement.
AB3632 services are usually
provided by the County
Department of Mental Health
(DMH).

The AB3632 Prevention and
Intervention Program within the Los Angeles
Unified School District is a newly acquired
program for LAUSD exclusively designed
towards providing mental health services for
secondary high school students in special
education. The primary goals are to avert,
prevent, and/or ensure the appropriateness of
AB3632 referrals for students with special
needs, by offering specific levels of support
regarding students with social-emotional
concerns at the tier 2 level.

Primarily, AB3632 school psychologists will work
on increasing parental awareness of AB3632
services, the referral process, and follow-up
services. Also, to increase parent participation
at IEP meetings and support the achievement of
outcomes 10 and 18 of the Modified Consent
Decree (MCD).
The AB3632 prevention
and intervention school
psychologist for LD6 and
LD8 will ensure the
appropriateness of
AB3632 referrals for
students with special
needs, by offering specific
levels of support
regarding students with
social-emotional concerns
at the tier 2 level.

The AB3632 Prevention
and Intervention School
Psychologist roles and
responsibilities include but
are not limited to:
x assist senior high
students with social
emotional concerns at
tier 2 level who may be
preceding towards
AB3632 referrals
x develop strategies to
identify the needs and
concerns of high
AB3632 referring
schools
x facilitate parent
participation and
involvement at IEP
meetings
x consult and collaborate
with senior high school
site school psychologist
x facilitate school, family
and community
outreach
x data collection and
monitoring of
effectiveness of
prevention and
intervention services.

Increase Parent
awareness of
AB3632 services,
the referral process
& follow-up services
Data collection and
monitoring of
effectiveness of
prevention and
intervention services
Facilitate school,
family and
community outreach
Consult and
collaborate with
senior high school
site school
psychologists
Facilitate parent
participation and
involvement at IEP
meetings
Develop strategies
to identify the needs
and concerns of
high AB3632
referring schools
Assist senior high
students with social
emotional concerns at
Tier 2 who will be
preceding towards
AB3632 referrals
AB3632 Prevention
and Intervention
School Psychologist
LD6 and LD8

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