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Student Assistance Program: Project Highlights and Evaluation Outcomes

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First Steps:

A. Establishment of Stakeholders Group = Core Management Team (CMT)

B. Data Collection, Needs Assessment & Environmental Scan

C. Evaluation of Data & Set priority areas ofneed.

D. Logic Model, Comprehensive Plan, Evaluation Plan

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SECOND STEPS: MISSION AND VISION STATEMENTS

To enhance existing resources, addressgaps/needs by providing programs andservices geared toward the preventionof youth violence, alcohol, tobacco andother drug use and the promotion ofhealthy childhood development andattitudes.

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Vision Statement:

To help all students develop socially, emotionally and academically so that they can succeed in school and life.

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WHAT WE NEEDEDElement One: PAX ProgramElement Two: School Based Mental Health Therapy

Element Three: Youth and Family Involvement & provide

assistance with PBIS district implementation.

Element Four: Substance Abuse and Mental Health 

Prevention

Element Five: Safety and Violence Prevention Services

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SSHS PROGRAM STRUCTURE

Student Assistance Program Model

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STUDENTS ASSISTANCE PROGRAM

Student Assistance Programs have been around since July 1981.

ØOriginally: A student assistance program is a comprehensive and integrated, joint school-community program for providing toALL students prevention, intervention, support, and instructional services for addressing alcohol and other drug-related problems.

ØToday: Expanded to include addition of mental health, social emotional, and safety issues. Provide support services for closing the achievement gap.

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1.PBIS2.Medical Model3.SAMSA Framework Tool = Guiding Principles & Strategic Approaches4.Behavioral Health Prevention & Promotions5.Mental, Emotional, Health, Safety and Spiritual Programs

SAP

SAPUMBRELLA

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WHY DO WE NEED SAP PROFESSIONALS?

Student social and emotional problems have increased over the years.  To address  students mental health, substance abuse and intervention  needs  requires professionally trained staff dedicated to SAP services. 

Guidance Counselors do not have the education or time to provide SAP services.

The effects of poverty, single parent homes, limited social/emotional skills, stress of school & world, all these things and more affect academic success.

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TRUANCY PREVENTION PROGRAMMARK A. SMITH

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SCHOOL BASED MENTAL HEALTHASHLEY DOREN LPCCTIFFANY STOCK LISW

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SCHOOL BASED MENTAL HEALTH SERVICES

• Provide individual, group, and family therapy as needed.

• Diagnose and treat mental and emotional disorders.

• Refer students and families for psychiatric and medical services.

• Consult with teachers to help meet the needs of students with mental health concerns.

• Provide professional development on mental health issues to staff.

• Assisted with creation and implementation of PBIS services.

• Collaborate, educate, and connect parents to support services.

• Create and maintain behavioral interventions and charting on individual basis.

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INDIVIDUAL, GROUP, AND FAMILY THERAPY

Primarily working with individual students between pre-school and sixth grade.

Some families experiencing trauma worked together for a common goal (i.e. reconnecting, supporting each other, and understanding the grief process after the death of their father)

Specific groups each year and as needed

Diagnosis and treatment of mental and emotional disorders:• ADHD, Anxiety, Depression• Trauma• Drug and Alcohol Treatment• Poverty and complications• Broken families

• Incarcerated Parents• Divorce• Death of family member• Raised by grandparents• Foster care and adoption• Domestic Violence• CPS involvement • Drug and Alcohol addiction• Co-dependency

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Drew4th Grader at Harrison East

Elementarypassed away aftera year long battle

with Ewing’s Sarcoma

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Memorial walk, individual sessions, and group sessions were provided for this school wide traumatic event.

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REMOVING STIGMA

SSHS Facebook Page - 757 likes Communication of school happeningsHelpful hintsPictures of student’s participationCommunity opportunities or free eventsInspirational memesArticles:

• Mental health• Parenting• Mind shift • Awareness (mental health, child

abuse)• Reminders for school events• Health and safety alerts• Financial literacy

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CHANGING SCHOOL CLIMATE AND STAFF MINDSET

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YOUTH LEADERSHIP AT HARRISON NORTH ELEMENTARY

Goals: To increase positive youth developmentIncrease school connectednessIncrease social responsibilityRole model leadership and behaviorDecrease bullying and negativityAge appropriate and safe activities Incorporate opportunities for learning:

• Money management/budget• Appropriate meeting skills • Creating group expectations• Problem Solving• Working collaboratively • Creating agenda and keeping records• Organization • Event planning and preparation

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POSITIVE BEHAVIORAL INTERVENTIONS& SUPPORTS (PBIS)

• Noticing and reinforcing the good choices• Teaching behavior we want to see• Bringing in community leaders to support• Increase students feelings of safety• Districtwide expectations

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PBIS EXPECTATIONS

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PBIS FRAMEWORK AT HARRISON HILLS

Tier I - All Students

Public works reporting on positive behaviorSending home positive behavior reports to parentsHanging up positive behavior reports on the boardBehavior Matrix of PBISPosted Rules: halls, classes, cafeteria, bathroomsCafeteria cups in the lunchroomStudent of the MonthCharacter Quote - daily during announcements PAX - signs in the classrooms and common spacesYoga - teachers and education aides are trainedAttendance Incentives - attendanceHusky rewards parties - behavior Honor RollPrincipal’s ListPerfect Attendance

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Tier II - Targeted

Lunch BunchSocial Express 3rd and 4th Child Lures 2nd and 5th Girl's Unlimited program - 6thGrowth Mindset and Goals -6th PAWS Behavior charts in classroomClassroom lessons Cayla

Tier III - Intensive Services

Individual Prevention ServicesIndividual Therapy ServicesReferral for Cluster servicesBehavior plan (after IAT processand RTI has been started)

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YOGA

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ELEMENTARY PREVENTION SERVICES

CAYLA PIERCE

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ELEMENTARY PREVENTION SERVICES

• The Elementary Positive Youth Development Specialist is responsible for the delivery of prevention services for student populations :• Universal • Selective• Indicative

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ELEMENTARYPREVENTION SERVICES

Harrison East Two days per week•20 individual

students•4 lunch bunches•1 classroom group•2 ISS groups•Character counts

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ELEMENTARY PREVENTION SERVICES

Three days a week•18 students•4 Lunch bunches•Bully blockers•Character counts

Harrison North

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ELEMENTARYPREVENTION SERVICES

Universal (Tier I)• Character Counts• PATHS• Great Kindness

Challenge• Attendance Incentive• Bully Blockers• Behavior Award Party• Positive Behavior

Reports26

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ELEMENTARYPREVENTION SERVICES

Small group (Tier II)•Children of

Incarcerated Parents•Girls Unlimited• Social Skills Lunch

Bunch•Growth Mindset

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ELEMENTARYPREVENTION SERVICES

Individual (Tier II)Students who can’t see SBTCoping skillsSocial skillsBehavior chartingIAT students

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ELEMENTARYPREVENTION SERVICES

Odds and Ends:

Dimes for DrewRonald McDonald HouseIEP MeetingsCreative Options TeamLeading Professional Development

Sessions

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HIGH SCHOOL PREVENTION SERVICESAMY HERCULES

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POSITIVE YOUTH DEVELOPMENT SPECIALIST, HARRISON CAREER CENTER

1.Vocational school consisting of about 100 students2.Students spend ½ day in a lab

a.Hospitalityb.Marketing

c.Visual Graphicsd.Ag Mechanics

e.Welding

f. Connections (freshman only)

g.Occupational Lab (sophomores only)

3.Same academic teachers all four years

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HCC PREVENTION SERVICES

1. Drug and alcohol presentations2. Field trips

a. Youth Leadership Summitb. We are the Majority Rally

3. Groupsa. Girls groupb. Power Source

4. Individual sessions 32

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WE ARE THE MAJORITY RALLY

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INDIVIDUAL SESSIONS1. See roughly 30 students in three days2. Cover various topics

a. Healthy relationshipsb. Cyber bullying and safety on social mediac. Angerd. Anxiety-The C.A.T. Projecte. Making good choices in and out of schoolf. Setting and achieving goalsg. Social skills and communication skills

3. Self Image4. Peer pressure

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STUDENT SUCCESS #11. Started individual services as a freshman2. Background included: divorced parents, no involvement with biological father,

HDHD, strained relationship with parents (especially step-dad), peers, and teachers, poor grades, IEP

3. Main struggles were school behavior and anger4. Used a variety or resources

a.Power Source Groupb.Anger workbook for Teensc.Research on ADHDd.Social Skill lessons

5. Outcomea.Honor rollb.Jobc.4Hd.Relationshipe.Resiliencef. Asks for help

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STUDENT SUCCESS #21. Started individual services as a freshman, one year of services2. Background revealed: gang involvement, abuse, anger, drug addicted parent, divorced parents, poor

grades, incarceration, behavior problems at school3. Main struggles: anger and poor choices at school4. Resources

a. Anger workbook

b. Power Source book

c. Gang violence research

d. The Resilience Breakthrough

5. Outcome

a. Honor Roll

b. Involved in youth activities

c. Fewer disciplinary reports

d. Better communication and relationship with dad

e. Regressed, asked for help, back on track

f. Setting future goals

“I am not what happened to me, I am what I choose to become.”37

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In Conclusion Janet Groome

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ACCOMPLISHMENTS AND LESSONS LEARNED

•Decreased the truancy rate and increased attendance rate district wide.

•Implemented a Student Assistance Program Pre-K through 12.

•Engaged community resources and services to develop a wrap around model to serve students & family needs.

•Developed a database system to track service delivery.

•We have found that regular contact with parents/caregivers is important to reduce stigma and engage them in the therapy process.

•The academic realm although they recognized the need, making time for students to attend services was a struggle at first constant communication is necessary to help change take place.

•It is important to have decision makers, Parents & Students on the CMT .

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District Population 1678 students

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0 50 100 150 200 250

2014‐2015

2015‐2016

Student Assistance Program ‐SAP Services

Truancy Prevention Specialist Student Prevention Specialists

Mental Health Therapists

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15 17

7

68

47

10

10

20

30

40

50

60

70

80

2013‐2014 2014‐2015 2015‐2016

1ST THRU 3RD GRADE STUDENTS

Total N

o. o

f Disciplin

ary Actions

 School Suspensions Demerits/Detentions

1st Year of 

2nd Year of PAX

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WHAT CREATES RESILIENCE?Positive & Trusting Relationships with others

+Relevance (Purpose, Meaning, & Direct Application of

Knowledge)=

ResilienceThe ability to bounce back when they have every

reason to shut down, but they fight on, enabling them to overcome and thrive as they face setbacks,

challenges and fears. They learn that day-to-day challenges and adversity can be motivational to

success.43

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Researchers now realize resilience (Non-cognitive skills) impact students’ long-term successjust as much — or possibly more —than academic skills or IQ.

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Non‐cognitive skills :• curiosity • self‐control• critical thinking skills• problem solving skills• emotional health• social skills• work ethic• community responsibility

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If the job of Education is to prepare students for their future.

and Non-cognitive skills increase student success.

What does this tell us?????

Non-cognitive skills should be of “EQUAL” importance

along with academic education!

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Teaching and Recognizing

Positive Behaviors and

Providing Student Assistance Programs

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REACTING to Problem Behavior