Transcript The 2008 Student Assistance Program Conference

Response to
Intervention Symposium
Student Assistance Program
Presenter: Lorraine Brown, Content Specialist
Stan Mantooth, Ventura County Superintendent of Schools, Ventura County
Office of Education
Health and Early Childhood Program
February 2009
1
Student Assistance Programs
Provides a comprehensive approach for student
support services to improve
health and academic success
2
Student Assistance Programs
• Promote Protective Factors:
• support systems, relationships, activities
• Reduce Student Risk Factors:
• truancy, violence, drinking and driving
• Increase Asset Development:
• inner values, leadership skills
3
Student Assistance Program
Nine Components
1.
2.
3.
4.
5.
6.
7.
8.
9.
School Board Policy & Procedures
Staff Development
Program Awareness
Internal Referral Process
Problem Solving Team and Case Management
Student Assistance Program Evaluation
Educational Student Support Groups
Cooperation and Collaboration with Community
Agencies and Resources
Integration with Other School-Based Program
4
School Board Policy
and Procedures
(Component #1)
• Helps to clarify how:
• High risk behaviors, including the use of
alcohol, tobacco and other drugs and
violence, affect Academic Performance
• A code of conduct policy helps to maintain a
Positive School Environment
5
Staff Development
(Component #2)
• Provides all school employees with the
necessary foundation of attitudes and
skills that help to:
• Reduce Risk Factors
• Increase Protective Factors
• Foster Resilience
• Establish specific student and parent
communication strategies
6
Program Awareness
(Component #3)
• Provides information about how Student
Assistance Program Services will:
• Assist and promote resiliency
• Support student academic and life-long success
• Informs parents, students, local agencies
and the community about school policy
on:
• Alcohol, tobacco, and other drugs
• Violence and bullying
• Disruptive and other high risk behaviors
7
Internal Referral Process
(Component #4)
• Staff will be able to identify students with:
• Academic concerns
• Social, emotional and behavioral concerns
AND…
• Staff know how to refer students to a
multi-disciplinary problem solving and case
management team
8
Problem Solving and Case
Management Team
(Component #5)
• Determines how the school can best serve
•
•
students with solution focused strategies
Regular and sufficient meeting times
Member role assignments / responsibilities:
• Team leader
•
• Not a lifetime job, keeps things moving
Recording Secretary
• Writes action plan, meeting minutes, calendar…
• Case manager
• Collects and disseminates pertinent information
9
Evaluation and Accountability
(Component #6)
• Ensures continuous quality improvement
of student services and outcomes
• Team monitors and receives feedback on
school and community resources
10
Educational Student Support
Groups
(Component #7)
• Provides a forum for:
• Sharing of factual information and knowledge
• Establishing caring adult relationships
• Developing social and problem solving skills
• Leadership development
• Opportunities for meaningful participation
• Safe and nurturing environment
11
Cooperation and Collaboration with
Community Agencies / Resources
(Component #8)
• Build bridges
between schools,
parents and
community resources
through:
• Referrals
• Shared Case
Management
12
Integration with Other
School-Based Program
(Component #9)
• Creates a network of support that
connects existing educational programs
and services:
• Science-Based Prevention Programs
• Tobacco Use Prevention Education
• Health Education
• Other Research-Based Activities:
• After School Programs, Service Learning, Conflict
Resolution, Mentoring, Positive Alternatives, Youth
Development
13
How Do Student Assistance
Programs fit Into RtI?
• Universal - Tier 1
• Selective - Tier 2
• Indicated - Tier 3
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Universal – Tier 1
• Focuses on Social and Emotional Learning
• Applying strategies to an entire population,
message and programs increase capacity for
learning, problem solving, and decision
making:
• Science-Based Prevention Programs
• PeaceBuilders, Too Good For Drugs, Project Alert
• Life Skills training programs
• Peer Leadership programs
• Health Education
• Character Education
• National Recognition Awareness activities
15
Selective – Tier 2
• Identifies a subgroup of students with
• similar risk factors
• Works specifically to provide support and
assistance:
• Mentoring Program
• Tutoring Program
• Children of Alcoholics
• Children of Divorce
• Pregnant Minor
16
Indicated – Tier 3
• Focuses on individual strategies
• Identifies students who are exhibiting early
signs of substance abuse and other
problem behaviors:
• Individual Counseling
• Family Assistance
• Educational Support Groups
• Intervention programs
• Mentors
17
Student Assistance
Programs Work !
Thriving Indicators
• School
•
•
•
Success
Informal
Helping
Valuing
Diversity
Maintaining
Good Health
• Exhibiting
•
•
•
Leadership
Resisting
Danger
Impulse
Control
Overcoming
Adversity
18
Chinese Proverb:
“A child’s life is like a piece of paper on
which every person leaves a mark.”
Resource reference: National Assistance Association, 2008
19
Joyce Cooper
Ventura Unified
Student Assistance Program
Counselor
Response To Intervention and
Student Assistance Program
 Getting Results
Reducing Alcohol Abuse
Grant
 Student Assistance
Program Focus
 Collective and
Collaborative Effort
 Common Language
 What is best for kids?
21
Student Assistance
Program Steps
1. Training – Ventura County Office of Education
2. Share information with sites
3. Needs Assessment (site based)
4. Identify and Recruit a CORE TEAM
5. Decide upon the role of Student Assistance Program
with the Student Study Team Process
(work with stakeholders)
6. Intentional, Thoughtful, Strategic Planning
22
Progress Reminders
 As we move through steps (practical
obstacles):
 Consider everyone a critic!
 Everyone is a stakeholder!
 Involve those naysayers!!
 Sell the product!!
 1 year commitment, adjunct duties, etc.
 Inform all parties (staff, students, parents
regarding progress)
23
Goals:
Ventura Unified School District
 1, 2, and 3 year plan for sites
 Provide support, training, resources
 Constant reassessment of site based
programs and services.
 Celebrate any movement towards
providing what is BEST FOR KIDS!!
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“If you can dream it, you can do it.”
Walt Disney
25
Improving Education
for ALL Children!
Response to Intervention
Presenter: Pam Chasse, Ed. D
Principal, Conejo Valley Unified School District
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Sycamore Canyon School


Kindergarten through 8th Grade School
Established in 2001
27
Response to Intervention (RtI)
“A child
should not
have to fail
before
getting the
help they
need.”
28
Social, Emotional and
Behavioral Interventions




Building a Culture of Prevention
Learning and Behavior are Mutually
Supportive
Proactive versus Reactive
ALL Children “A Promise” not Some
Children “At-Risk”
29
Three Levels of Behavior Support
(developed by the Institute on Violence and Destructive
Behavior, University of Oregon, 1999)
Intensive:
High-risk students
Individual intervention
1-5% of students
 Intensive social skills training
 Individual behavior management plans
 Parent training and collaboration
 Multi-agency collaboration (wrap-around)
services
Targeted:
Classroom and small group strategies
5-10% of students





Intensive social skills training
Self-management programs
Parent training and collaboration
Adult mentors (check-in)
Increased academic support
Universal (all students)
School-wide system of support
80-90% of students






Social skills training
Positive, proactive discipline
Teaching school behavior expectations
Active supervision and monitoring
Positive reinforcement system
Firm, fair, and corrective discipline
30
Tier 1 - Universal Approach

Vision-We Care! We Share! We
Dare!
– “Together We Can!”

LEAD by EXAMPLE
– Student Expectations and Standards for
Behavior

“A Key to A Better Me”
– Character Education

Sycamore Canyon School “Families”
31
Together We Can!
“WE open doors.
WE grow minds.
WE promote
positive Selfworth and
Good Character
Habits1!”
32
Sycamore Canyon School

ABC’s of Sycamore Pride
A= Academic
B = Behavior
C = Clothing

Discipline Strategies
– Talk, Walk, Ignore and Tell
33
Student Expectations and
Standards for Behavior
“Lead by Example”
34
Health Literate
Individuals are:




Critical thinkers and problem solvers
Self-directed learners
Effective Communicators
Responsible and productive citizens

California Department of Education, March
2008
35
Character Education
“A Key
to
A
Better
Me”
36
A - AWARENESS
37
B - BELIEVING
August/September – Respect
THE GOLDEN RULE
Treating others and
ourselves with respect
means that we will
live in a safer and
happier home, school,
neighborhood, and
community!
38
C - CONDUCTING
October - Citizenship
Do your share!
Be a good citizen
and participate by
making things better
for you and
your community.
39
“Families”
40
Tier 2 and Tier 3
Targeted and Intensive

Amanda’s Corner

Social Skills Groups

Collaboration
– Professional Learning Communities
– K-8 Intervention Department
41
Amanda’s Corner
at Sycamore
http://www.theamandamcphersonfoundation.com
42
Amanda’s Corner
example

Who:
– Middle school girls who have been referred for
social skills enhancement

What:
– Small group counseling will assist the
participants to develop positive self-esteem,
identify tools for making and keeping friends,
explore different types of communication,
practice conflict-resolution techniques, and
learn stress management.


Where: Amanda’s Corner
When: Every Tuesday during lunch
43
School Climate
The Hidden Curriculum
There is a direct link between
“the quality of a school’s climate
and its educational outcomes”
44
Effective Culture & Climate
for School-Wide Systems
A culture of care
A culture of support
A culture of belonging/sharing
A culture of high expectations/willingness
A culture of relationship building/collaboration
We Care! We Share! We Dare!
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References and Resources





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


California Department of Education: Character Education
(www.cde.ca.gov)
California Department of Mental Health, “Prevention and Early
Interventions (PEI) Resource Materials (www.dmh.ca.gov)
CalSTAT Technical Assistance and Training, “California Cadre of BEST
Trainers” (www.calstat.org)
Eber, L. with IL PBIS Network, “NASDSE Satellite Conference Series,
May 9, 2007” (www.pbisillinois.org)
Healthy Kids (www.hkresources.org)
Sugai, G., “School-Wide Positive Behavior Support and Response to
Intervention” (RTI Action Network, www.rtinetwork.org)
Ventura County Model for Using Response to Intervention (RtI) for
Special Education Eligibility, DRAFT 3.13.08
Ventura County Office of Education, “Creating Asset Rich
Environments for Children and Youth,” 12/07
Ventura County Office of Education RtI website: vcoe.org/cici
47
What is needed to be
Healthy and Successful?
A Standards-Based
Approach to Health
Education for a strong and
essential foundation
48
Connecting
Health ↔ Achievement
California Department of
Education
http://www.cde.ca.gov/be/st/ss
CDE Press Sales Office
1430 N Street, Suite 3207
Sacramento, CA 95814-5901
1 (800) 995-4099
Modified for Response to Intervention
Symposium: Patty Contini, 2/3/09
49
Goal
Standards-based
Health Instruction
Helps Students
Engage in Healthy
Behaviors
Poster available at:
http://www.toucaned.com/cgibin/keyword_search2/search_en
gine.cgi
50
Principles of StandardsBased Education
1.
2.
3.
4.
Achievement of high standards
is expected of all students.
A clear definition of what is to be
taught and what students should
learn.
Advocates consensus and
sharing of information.
Expanded opportunity is valued.
51
What are Health
Content Standards?

A clear description of what students
should know and be able to do in
health education.

Provide teachers, students, parents,
curriculum designers, assessment
developers, and others with direction.
52
Eight Content Standards
Standard 1: All students will comprehend essential concepts related to enhancing health.
Standard 2: All students will demonstrate the ability to analyze internal and external influences that
affect health.
Standard 3: All students will demonstrate the ability to access and analyze health information,
products, and services.
Standard 4: All students will demonstrate the ability to use interpersonal communication skills to
enhance health.
Standard 5: All students will demonstrate the ability to use decision-making skills to enhance
health.
Standard 6: All students will demonstrate the ability to use goal-setting skills to enhance health.
Standard 7: All students will demonstrate the ability to practice behaviors that reduce risk and
promote health.
Standard 8: All students will demonstrate the ability to promote health for personal, family, and
53
community health
Snapshot of the Standards

Standard 1: Essential Concepts

Standard 2: Analyzing Influences

Standard 3: Accessing Valid Information

Standard 4: Interpersonal Communication

Standard 5: Decision Making

Standard 6: Goal Setting

Standard 7: Practicing Health-Enhancing Behaviors

Standard 8: Health Promotion
54
Content Areas


Alcohol, Tobacco, & Other Drugs
Growth, Development & Sexual Health


Injury Prevention & Safety




Including sexually transmitted diseases and HIV
Including violence prevention
Mental, Emotional, & Social Health
Nutrition & Physical Activity
Personal & Community Health

Including disease prevention & management, hygiene, chronic disease
maintenance, consumer and environmental health
55
Content Areas:
Grade Level Emphasis
Grade Level
Emphasis
Kindergarten
Alcohol,
Tobacco
& Other
Drugs
(ATOD)

Grade 1
Grade 2
Sexual
Health
(GDSH)

Nutrition
&
Physical
Activity
(NPA)
Mental,
Emotional,
& Social
Health
(MESH)
Personal &
Community
Health
(PCH)
Injury
Prevention
& Safety
(INJ)








Grade 3
Grade 4
Growth,
Development
and




Grade 5








Grade 6

Grade 7/8







High
School









56
A Closer Look at the
Health Standards

Standard 1: Knowledge of core health
concepts and underlying principles of health
promotion and disease prevention.

Standards 2-8: Identify key processes and
skills that are applicable to healthy living.
57
California Health Education
Content Standards
58
Building Personal and
Social Competence
1.
2.
3.
4.
5.
Discussing the importance of the skill, its
relevance, and relationship to other learned
skills.
Presenting steps for developing the skill.
Modeling the skill.
Practicing and rehearsing the skill by using
real-life scenarios.
Providing feedback and reinforcement.
59
California Health Education
Content Standards
Learning functional essential – core knowledge
Analyze the influence of family,
peers, culture, media,
technology, and other factors
on health behaviors
60
California Health Education
Content Standards
Ability to access valid
information and products and
services to enhance health
Ability to use Interpersonal
Communication skills to
enhance health and avoid or
reduce health risks
61
California Health Education
Content Standards
Ability to use decision
making skills to
enhance health
Ability to use goal-setting
skills to enhance health
62
California Health Education
Content Standards
Ability to practice health
enhancing behaviors and
avoid or reduce risks
Ability to promote
Personal, Family, and
Community Health
63
Health Education
Supports All Tier Levels






Safe school environment
Violence Prevention
Youth Development
Drug Prevention
Positive Healthy Interpersonal
Communication
Social, Emotional, Health

Anger Management
64
Showing the Connections:
Standards ↔ Behaviors
Build Knowledge & Skills
Through Teaching Health
Education Standards
1.
2.
3.
4.
5.
6.
7.
8.
Essential Knowledge
Analyze Influences
Accessing Valid Health
Information
Interpersonal
Communication
Decision Making
Goal Setting
Practicing HealthEnhancing Behaviors
Health Promotion
Help Students Adopt and
Maintain Healthy Behaviors
1.
2.
3.
4.
5.
6.
7.
8.
Promote mental and emotional health
Promote healthy eating and physical
activity
Promote personal health and wellness
Promote safety and prevent
unintentional injury
Prevent violence
Promote tobacco-free lifestyle
Promote an alcohol and other drugfree lifestyle
Promote sexual health and
responsibility
65
Relationship of the Content
Standards to the Skills
Analyzing Health
Influences
Accessing Valid
Information
Health Promotion
Content Areas
Practicing Health
Enhancing Behaviors
Growth, Development & Sexual Health
Personal & Community Health
Nutrition & Physical Activity
Mental, Emotional, & Social Health
Injury Prevention & Safety
Alcohol, Tobacco, Other Drugs
Goal Setting
Interpersonal
Communication
Decision
Making
66
Reaching
the Goal
How could any of
us want less for our
students or
ourselves?
Poster available at:
http://www.toucaned.com/cgibin/keyword_search2/search_e
ngine.cgi
67
Knowledge + Skill =
Healthy Behaviors and
Academic Achievement
California Department of Education
http://www.cde.ca.gov/be/st/ss
(Practicing Health Enhancing
Behaviors Posters, CDE 2008)
CDE Press Sales Office
1430 N Street, Suite 3207
Sacramento, CA 95814-5901
1 (800) 995-4099
68