1. Culture
1.1. Check yourself
1.2. Implicit Biases: Iceberg
2. Sap Process
2.1. Circular process
2.2. Act 211 Chapter 12
2.2.1. PDE, DDAP, DHS gives funding
2.3. Group project roles: working together can help alleviate issues
2.3.1. Have a diverse team
2.4. Lighthouse
3. Equity
3.1. creating opportunities for all students to benefit
3.2. Every student has access to the educational resources and rigor they need At the right moment in their education Across race, gender, ethnicity, language, disability, sexual orientation, family background and/or family income.
4. Student/Parent relations
4.1. seeing through student eyes
4.2. Empathy
4.3. without parent input, the process ends
5. Ethical
6. Definition:
6.1. The Commonwealth's student assistance program is designed to assist school personnel to identify issues, including alcohol, drugs and others, which pose a barrier to a student's learning and school success. Student assistance is not a treatment program; rather, it is a systematic process using effective and accountable professional techniques to mobilize school resources to remove the barriers to learning, and, where the problem is beyond the scope of the school, to assist the parent and the student with information so they may access services within the community. The student assistance team members do not diagnose, treat or refer for treatment; but they may refer for an assessment for treatment.”
7. Legal
7.1. Protecting your assets
7.1.1. Civil Immunity
7.1.1.1. Protection under scope of official duty
7.1.2. Municipal Tort Liability
7.1.2.1. Financial protection of referrer
7.2. Sap Mandates
7.2.1. 211
7.2.1.1. Access
7.2.2. 55
7.2.2.1. training
7.2.3. Chapter 12
7.2.3.1. must have sap
7.3. Federal Laws
7.3.1. FERPA
7.3.1.1. Records request
7.3.2. PPRA
7.3.2.1. Privacy
7.3.3. IDEIA
7.3.3.1. FAPE for students with disabilities
7.4. Mental Health
7.4.1. 147
7.4.1.1. 14 is consent
7.4.2. 201
7.4.2.1. voluntary
7.4.3. 302
7.4.3.1. involuntary
7.4.4. 77
7.4.4.1. 302 disclosure
7.5. Drug and alcohol
7.5.1. 42 cfr
7.5.1.1. Non-disclosure
7.5.2. 63
7.5.2.1. Confidentiality
7.5.3. 53
7.5.3.1. involuntary commitment for addicted minor
7.6. Tobacco Use and Suicide
7.6.1. 145
7.6.1.1. Tobacco use
7.6.2. 71
7.6.2.1. suicide prevention awareness - training every 5 years
8. Responsibilities
8.1. - Triage referrals, • Communicate and engage with parents, students & colleagues; • Practice cultural humility & sensitivity • Respect confidentiality guidelines • Support all school policies • Handle the student's case (case management) • Identify potential referrals • Contact parents and explain SAP; ask for written consent • Talk with students about their view • Follow Up with students
8.2. Coordinator, Liaison, Team Members
9. Four phases
9.1. Referral
9.1.1. written, response to crisis, previous interventions
9.2. Team Planning
9.2.1. Effective meeting, parent conference and consent, student conference, action planning
9.3. Interventions and recommendations
9.3.1. In-school, out of school
9.4. Follow-up and support
9.4.1. Participation and communication
10. Drug and addiction
10.1. Definition
10.1.1. Dependency, thinking that you need something, changing of reward system, a need that must be met. Compulsive behavior continued even with negative consequences and results in brain changes
10.1.2. Chemical reward for doing something
10.1.3. Enabling, in terms of substance abuse, is negative. Unwittingly encouraging irresponsible or self-destructive behavior.
10.1.3.1. Personal Denial
10.1.3.2. Familial Denial
10.1.3.3. Professional Denial
10.2. COBS
10.3. Continuum of Care
10.3.1. Early Intervention
10.3.2. Outpatient
10.3.3. Intensive Outpatient
10.3.4. Residential
10.3.5. Inpatient
10.4. Behavioral Addictions
10.4.1. Gaming
10.4.2. Gambling
10.4.3. Sex
10.4.4. Eating
10.4.5. Internet/Porn
11. Confidentiality
11.1. Records and right to know
11.1.1. Those that carry the details pay the toll for the rest of us.
11.2. Documentation vs. verbal communication
11.3. Parameters surrounding harm/abuse (mandated reporters)
11.4. The more personal it gets, the less the teachers need to know
12. Caregiver Engagement
12.1. As People
12.1.1. PACE
12.1.1.1. Partnership: Collaboration
12.1.1.2. Acceptance: Respect
12.1.1.3. Compassion: Best interest
12.1.1.4. Evocation: Parent input
12.1.2. Who is the family?
12.1.2.1. Roles, situation, biology, educational decision making rights
12.1.3. Stages of Change
12.1.3.1. Pre-Contemplation
12.1.3.1.1. Parents can be here
12.1.3.2. Contemplation
12.1.3.3. Preparation
12.1.3.4. Action
12.1.3.4.1. Teams can start here
12.1.3.5. Maintenance
12.2. As Team Member
12.2.1. RULE: Roll, Understand, Listen, Empower
12.2.2. Motivational Interview
12.2.3. Communication and effective meetings
12.2.3.1. Open Questions
12.2.3.2. Affirmations
12.2.3.3. Reflections
12.2.3.4. Summaries
13. Processing Information
13.1. 7 pieces under no stress
13.2. 3 pieces when you are stressed
13.3. Processing slips 4 grade levels when stressed
13.4. Highly stressed parents operate at a middle school (6-8) grade level
14. This distance needs to be addressed
15. Grief
15.1. Types
15.1.1. Normal
15.1.2. Anticipatory
15.1.3. Complicated
15.1.4. Cumulative
15.1.5. Disenfranchised
15.2. Manifestations
15.2.1. Emotional
15.2.2. Physical
15.2.3. Intellectual
15.2.4. Behavioral
15.2.5. Spiritual
15.3. How to help
15.3.1. Convey Empathy
15.3.2. Address academic and other stressors
15.3.3. Be present, foster connection
15.3.4. Holding space
15.3.4.1. Brene Brown
15.3.4.2. Judgement to Unconditional support
15.3.4.3. Getting back to normal to Empowerment
15.3.4.4. From fixing to asking
15.3.5. Make Referrals
15.4. Self-Care
15.4.1. Universal
15.4.1.1. Water
15.4.1.2. Alcohol = Depressant (Stay away
15.4.1.3. Rest
15.4.1.4. Support/community
15.4.1.5. Routine
15.4.2. Compassion Fatigue
15.4.2.1. Can't stop the shaking, but you can control the response
15.4.2.2. Your oxygen mask first
16. Observing and Documenting Behavior
16.1. COBS
16.1.1. Sleep
16.1.1.1. Essential to functioning
16.1.2. Appetite
16.1.2.1. Changes, weight gain/loss
16.1.3. Activity and interests
16.1.3.1. Sudden shifts
16.1.4. Academics
16.1.4.1. Poor/failing grades, missing class, late
16.1.5. Energy level
16.1.5.1. Too much or too little is problematic
16.1.6. Mood and Affect
16.1.6.1. Outbursts, too much or too little, hair trigger
16.1.7. Social activity
16.1.7.1. Isolation, negativity
16.1.8. Cognition
16.1.8.1. Low confidence, talks of hurting self or others
16.1.9. Physical
16.1.9.1. somatic complaints, low self-esteem, poor hygiene
16.2. Documentation
16.2.1. Frequency
16.2.1.1. How many times did it occur?
16.2.2. Duration
16.2.2.1. For how long did it happen?
16.2.3. Intensity
16.2.3.1. How intense was the behavior?
16.3. Behaviors meaning
16.3.1. FBA
16.3.2. Challenging behavior communicates a need
16.3.3. A by-product, symptom of something else
16.3.4. Regulating Upstairs/Downstairs brain
16.3.5. Fight, Flight, Freeze, Fawn
17. Childhood and Adolescent Development
17.1. Physical
17.1.1. -Body growth -Height and weight changes -Muscle and nerve development -Sexual maturity – puberty -Changes in appearance -Brain growth
17.1.2. Challenges
17.1.2.1. -Developing motor skills -Developing positive self-esteem & body image -Puberty
17.2. Cognitive
17.2.1. -Ability to think concrete, abstractly, and logically -Use of reasoning and logic to solve problems -Less impulsive acts, more forethought -Making good judgements, understanding cause & effect -Dealing with situations, being able to plan ahead, and forecast a future
17.2.2. Challenges
17.2.2.1. -Integrating & sharing thoughts with others -Developing a healthy inner-voice -Feeling confident and competent in academics
17.3. Emotional
17.3.1. -Identify feelings in self and others -Express and communicate feelings -Managing complex emotions -Display empathy, care for others
17.3.2. Challenges
17.3.2.1. -Learning to manage complex emotions -Learning to express emotions appropriately -Identifying emotions of others and engaging appropriately
17.4. Social
17.4.1. -Understanding social hierarchy, i.e. adults in charge -Interactions and relationships with others -Friendships, quantity and quality and who we choose to be around
17.4.2. Challenges
17.4.2.1. -Being able to relate to others -Feeling accepted or that you belong -Developing and maintaining friendships
18. Trauma Definition
18.1. Everyone experiences trauma differently
19. Bessel can der Kohl
19.1. The Body Keeps the Score
19.2. Author and trauma writer
20. Nadine Burke Harris
21. Universal Strategies that BUILD Hope
21.1. 1. Treat all of your students as gifted 2. Use daily affirmations – both verbally and posted on walls 3. Tell students specifically what you see in them that can help them succeed 4. Hold a vision for them that they cannot see for themselves 5. Ask to hear students hopes and offer reinforcement of those hopes 6. Avoid complaining about students deficits. If they don’t have it, teach it 7. Tell true stories of hope about people to whom they can relate to 8. Help students mobilize their dreams 9. You aren’t in this alone…footprints
22. Developmental Age is not always chronological age
23. No use
23.1. a conscious choice
23.1.1. Delay, Delay, Delay
24. Use
24.1. Low tolerance
24.1.1. Trust that it makes us feel better
25. Misuse
25.1. Physical, social, academic, consequences
25.1.1. Lies, planning, rituals
26. Addiction
26.1. Major changes
26.1.1. cravings
26.1.1.1. no control
27. Suicide
27.1. Statistics
27.1.1. 2nd and 3rd leading cause of death for student ages
27.1.2. 4x higher for males
27.1.3. American Indian highest
27.1.4. suicide rates are increasing
27.1.5. Black youth suicide rates are increasing at a concerning rate
27.1.6. LGBTQ youth have high rates of suicidal ideation
27.2. Risk Factors (Measurable & objective Do not change You live with these daily Can have more than one A risk factor does not necessarily mean you are currently symptomatic)
27.2.1. History of Mental Illness -Includes Trauma, Depression, Anxiety, ADHD, Bipolar, Psychosis Family History of Suicide -Exposure to suicide places a person at risk; often not discussed or known Past Attempts -Includes verbalizations, past hospitalizations, and past ideation
27.2.2. Substance Abuse (including alcohol) -Could be using to mask an underlying disorder; removes inhibition & increases impulsivity Stressors -Family, relationships, academics, bullying, athletics, detentions & suspensions Firearms -Access to firearms increases risk
27.3. Warning Signs (Happening right now Can be subjective Cause for immediate concern Can be cues to something larger about to happen TRUST YOUR INSTINCTS!)
27.3.1. Talking about suicide -Joking or making off hand remarks -Could be written comments (art work, creative writings) Preoccupation with death -People that have passed away -Book, music, or movies Feeling trapped -Expressing hopelessness, giving up, apathy, pessimistic
27.3.2. Changes in behavior and/or mood -Out of character behavior -Suddenly happier OR more irritable/angry -More calm OR uncaring -Giving away valued possessions Risky behaviors -More than what is typical -Driving faster, dangerous stunts, increased sexual activity, drug use
27.3.3. 4 out of 5 teens who attempt suicide have shown warning signs
27.4. Addressing Suicide
27.4.1. Do's
27.4.1.1. Remain calm and ask: “Are you OK?” -“I’m concerned about you – what’s going on?” Listen and express empathy Reflect and validate their feelings Assure them there is help Take action!
27.4.2. Don'ts
27.4.2.1. Don’t attempt to problem solve Don’t minimize – “I had that same problem and you’ll be just fine.” Don’t promise confidentiality – “Don’t worry, I won’t tell anyone.” Don’t leave them alone
27.5. Contagion
27.5.1. When a single suicide leads to another – a ‘copycat’ effect The effect is real and has been documented for hundreds of years Can be a suicide of a celebrity, in the community, school, or family Responsible media coverage and proper postvention has been shown to decrease this effect
27.5.2. Suicide should never be presented as an option. That’s a formula for potential contagion.” -Christine Moutier Chief Medical Officer – American Foundation for Suicide
27.6. Postvention
27.6.1. Postvention is not simply the act of responding to the crisis, but how you respond after the crisis Minimizes the effect of an incident (contagion) Return students to baseline as quickly as possible Connects those who need it to help and resources HABITS CAN HELP US!
28. What to do
28.1. Learn and Teach the Science
28.2. Mitigate risk
28.3. Learn and Connect
28.4. Training the brain takes time
29. Listening
29.1. Come from a place of love
29.2. balance consequences and positive encouragement
29.3. look for the teachable moments
30. What drugs are students using?
30.1. Trends
30.1.1. Poly drug use
30.1.2. Stronger drugs
30.1.3. Synthetic drugs
30.1.4. New delivery devices
30.1.5. Accurate scientific information is difficult to find
30.2. Drugs
30.2.1. Alcohol
30.2.1.1. Harder to determine what is alcohol
30.2.1.2. Is a depressant
30.2.2. Opiates/depressants
30.2.2.1. Need to have education every year
30.2.2.2. One pill can kill
30.2.3. vape
30.2.3.1. Easy to hide
30.2.3.2. difficult to tell what is in it
30.2.3.3. nicotine, adderall, THC
30.2.4. Stimulants
30.2.5. Hallucinogens
30.2.6. Marijuana
30.3. COB
30.3.1. Aggression, sudden changes in behavior, difficulty with authority figures
30.4. Master Settlement Agreement
30.4.1. agreement made between Pennsylvania and 45 other states across the country and the tobacco industry. The money earned from this agreement is meant for cessation and prevention programs like TRU. Less than 5% goes toward prevention
30.5. Cessation options
30.5.1. Cessation Stats: • Self-quit = 3-5% maintain a 30-day and at 7 months • Quitline = 42% maintain a 30-day and at 7 months • In-person cessation counseling = 36% to 42% maintain a 30- day and at 7 months
30.5.2. Voluntary Cessation
30.5.2.1. NOT
30.5.3. Alternatives to Suspension
30.5.3.1. My Life My Quit
30.5.3.1.1. The My Life, My Quit specially trained coaches listen and understand teens, provide personalized support, and build relationships that promote quitting tobacco. Coaches emphasize that the decision to stop is personal, and provide information to help cope with stress, navigate social situations, and support developing a tobacco-free identity.
30.5.3.2. In Depth
30.5.3.2.1. American Lung Association, Trained adults deliver, Understanding and Identifying cravings and urges, how do we avoid using
30.5.3.3. CATCH my breath
31. Behavioral Health Concerns
31.1. Common Concerns
31.1.1. Is the child able to do what they need to do?
31.1.2. Types
31.1.2.1. ADHD
31.1.2.1.1. ▪Hyperactivity ▪Fidgety ▪Moving around a lot ▪Talking/blurting out ▪Impulsivity ▪Acting without thinking or processing consequences ▪Jumping to conclusions ▪Problems managing emotions ▪Inattention ▪Poor retention ▪Appears to be “daydreaming” ▪Blank expression
31.1.2.1.2. ▪Utilize classroom rules and structure to maximize student success ▪Praise for appropriate behaviors ▪Offer choices ▪Chunk assignments ▪Place desk near you ▪Behavior plans & reward systems ▪Establish goals
31.1.2.2. Depression
31.1.2.2.1. Disturbance in mood (irritable, angry, crying) ▪ Changes in sleep & appetite ▪ Loss of interest ▪ Low energy ▪ Low self-esteem ▪ Isolating ▪ Self-injury or suicidal or homicidal ideation
31.1.2.2.2. ▪Identify someone in the school who is a good support person ▪Integrate movement into the day ▪Integrate relaxation activities into the day (mindfulness, yoga, mediation, etc.) ▪Be flexible with work completion and deadlines ▪Model how to re-frame mistakes ▪Frequent breaks ▪Extended time
31.1.2.3. Anxiety
31.1.2.3.1. ▪Fixation on the future – trying to predict what will happen ▪Poor concentration ▪Difficulty sitting still ▪Overly talkative ▪Changes in seep an appetite ▪Frequent sweating ▪Somatic complaints – stomach aches & headaches ▪Racing heart ▪Frequent urination ▪Withdrawing or shutting down
31.1.2.3.2. ▪Break down assignments ▪Integrate movement into the day ▪Integrate relaxation activities into the day (mindfulness, yoga, mediation, etc.) ▪Frequent breaks ▪Help student start assignments ▪Give student helping tasks ▪Chunk assignments ▪Make checklists
31.1.2.4. Self-Harm
31.1.2.4.1. ▪Frequent/constant intentional cuts, burns, bites, and/or scratches on skin ▪Coveting razor blades, pens/pencils, or other sharp objects ▪Making excuses for unusual marks and cuts ▪Always wearing clothes to cover cuts or wounds, even in warm weather ▪Proudly displaying cuts, wounds, or characters on skin ▪Daily writing on arms ▪Multiple/long trips to the bathroom
31.1.2.4.2. ▪Distraction/keep busy ▪Identify positive support person in the school ▪Teach healthy coping skills ▪Peer support groups (but be careful – contagion can be present with SI just as with suicide) ▪Identify positive skills of the student and give opportunities to accentuate them
31.1.2.5. ODD
31.1.2.5.1. ▪Frequent and persistent patterns of anger & irritability ▪Arguing ▪Defiance to authority figures ▪Deliberately refusing to follow directions ▪Blames others for mistakes ▪Deliberately looks to hurt or bother others
31.1.2.5.2. ▪Establish good relationship & rapport ▪Don’t argue or engage in conflict – avoid power struggles ▪Behavioral plans ▪Accent strengths of the student ▪Give helping tasks or errands ▪Acknowledge/reward positive behavior ▪Give choices ▪Use calm/neutral tone
31.2. In the School
31.3. Strategies
31.4. What does the Mental Health System look like
31.4.1. Least Restrictive
31.4.1.1. Outpatient
31.4.1.1.1. • Meet at a clinic, or inside the school • Often once or twice a week • Individual or family therapy
31.4.2. Restrictive
31.4.2.1. Partial Hospitalization Program
31.4.2.1.1. Day program; School + group treatment; Short-term (about 2 weeks); Transition back to school
31.4.2.2. Family Based Therapy
31.4.2.2.1. In-home individual & family therapy; Last 9 months – intensive; Provide case management & crisis services
31.4.2.3. Behavior Specialist/Therapeutic Staff Support
31.4.2.3.1. Provide support & teaches skills; On-site – in home or school; For younger or children with special needs
31.4.2.4. Case Manager/Resource Coordinator
31.4.2.4.1. In-home manager to link family/child to resources; Required to see client at least once/month; Does not deliver treatment
31.4.3. Most Restrictive
31.4.3.1. Inpatient Hospitalization
31.4.3.1.1. Acute care; Short term (about 2 weeks); Voluntary/involuntary
31.4.3.2. Residential Treatment Facility
31.4.3.2.1. Long term treatment (6 months to a year); All other treatments failed; Group treatment
31.4.3.3. Inpatient Drug & Alcohol
31.4.3.3.1. Treatment specifically for D&A; Involuntary – Act 53 (decided by a judge); Ages 13-18
32. https://www.pbisworld.com/
33. Trauma
33.1. Basic
33.1.1. The 3 Es
33.1.1.1. Event
33.1.1.1.1. Single
33.1.1.1.2. Series
33.1.1.1.3. Circumstances
33.1.1.2. Experience
33.1.1.2.1. Physical
33.1.1.2.2. Social
33.1.1.2.3. Emotional
33.1.1.2.4. Loss of control
33.1.1.3. Effects
33.1.1.3.1. Lasting
33.1.1.3.2. Adverse
33.1.2. Types
33.1.2.1. Acute
33.1.2.1.1. one and done
33.1.2.2. Chronic
33.1.2.2.1. continued, repetitive
33.1.2.3. Complex
33.1.2.3.1. Abuses and neglect (committed by those who are supposed to take care of us)
33.1.2.3.2. Historical/systemic
33.1.2.4. H
33.1.3. Prevalence
33.1.3.1. Groups at increased risk of exposure to trauma: • Youth of COLOR ages 12 to 19 • AFRICAN AMERICAN youth living in urban, low-income communities • AMERICAN INDIAN Alaska Native (AI/AN) children and youth • Children and youth with DISABILITIES • Youth who are HOMELESS and living in POVERTY • LGBTQ youth
33.1.4. Teaching Styles
33.1.4.1. Trauma informed
33.1.4.1.1. can be implemented in any type of service setting or organization RECOGNIZE EDUCATE, RESPECT
33.1.4.2. Trauma specific
33.1.4.2.1. are designed specifically to address the consequences of trauma and to facilitate healing.
33.1.5. ACES
33.1.5.1. Score of 4 or more is like playing chess in a hurricane
33.1.5.2. Adverse Childhood Experiences Study
33.1.5.2.1. Childhood trauma affects health
33.2. School
33.2.1. Performance
33.2.1.1. truancy
33.2.1.2. suspension
33.2.1.3. decreased reading ability
33.2.2. Learning
33.2.2.1. jumpiness, intrusive thoughts, interrupted sleep/ nightmares, anger and moodiness, and/or social withdrawal—any of which can interfere with concentration and memory
33.2.3. Triggers (Activators)
33.2.3.1. Startle Vision Sound Smell (Closely Tied to Memory) Taste Touch Anything Linked to the Traumatic Event
33.2.4. Behaviors
33.2.4.1. Externalizing
33.2.4.1.1. • Irritability • Outbursts of anger and frustration – tantrums and meltdowns • School refusal • Re-enactments • Inappropriate acting out • Hyper-vigilant always on guard, watching others • Sweating, flushed, breathing fast and shallow
33.2.4.2. Internalizing
33.2.4.2.1. extreme withdrawal • emotional numbing or “flatness” • irrational fears • somatic (physical) complaints • depression • anxiety- fears of leaving parents, teachers • guilt • inability to pay attention • other regressive behaviors, including sleep problems and nightmares
33.3. SAP
33.3.1. 4 R's
33.3.1.1. Realize
33.3.1.2. Respond
33.3.1.3. Recognize
33.3.1.4. Resist Retraumatization
33.3.2. 3 A's
33.3.2.1. Warn of changes in routine
33.3.2.2. Anticipate difficult times
33.3.2.3. Help by preparing student
33.3.3. Refer for Screening
33.3.3.1. Severe reactions
33.3.3.2. More than 2 weeks
33.3.3.3. Interferes with functioning
33.3.4. Classroom Interventions
33.3.4.1. Shorten assignments
33.3.4.2. Extended time
33.3.4.3. Coping Pass
33.3.4.4. Executive Functioning support
33.3.5. Self-Care plans
33.3.5.1. SLOW DOWN – take a deep breath. Put the brakes on inside my mind ORIENT – Look around, notice where I am right now-focus. Listen to my breathing. Wiggle my fingers and toes SELF-CHECK – Use my inside mirror. “How am I doing?” Notice how I am feeling in my body, on my feelings thermometer and what's in my mind RELAX - What three (3) things help me most when I need to relax
34. Behavioral Health Best Practices
34.1. 1. Offer a study-buddy 2. Position desk up front 3. Chunk assignments 4. Use a soft voice 5. Help to make friends 6. Leave class early 7. Pair with stronger student 8. Make them a helper 9. Use verbal praise 10. Be concrete 11. Don’t preach 12. Meet with them privately 13. Give prompts 14. Social stories 15. Practice social skills 16. Use humor, make jokes 17. Help them set goals 18. Organize their work 19. Offer assistance 20. Setup a behavior plan 21. Stand near the student 22. Don’t be harsh 23. Redirect with reason 24. Offer study aids 25. Be a mentor
35. Three Steps to the SAP Process
35.1. Running and Effective Meeting
35.1.1. Liaison: Obtain parental consent for you to work with/screen the student • Ask for a summary of teacher, parent, student, administrator, counselor feedback – without it, you will not be able to do a thorough screening without it • Motivate team to follow the process and not take short cuts
35.1.2. Agenda
35.1.2.1. Organizing Template
35.1.2.2. Dividing the Labor
35.1.2.2.1. TimeKeeper, Facilitator, Recorder, Communication Chair, Case Manager
35.1.2.3. Define roles and Responsibilities
35.1.2.4. Time Frames
35.1.2.5. Framework for solving problems
35.1.2.6. Record important information and events
35.2. Providing Awesome Case Management
35.2.1. Q-Tip (Quit Taking it Personally)
35.2.2. Review Global Data, Summarize, Maintain Case File, Parent Conference and Consent, Student Conference, Follow-up and Support
35.2.3. Keeping the SAP file
35.2.3.1. • Referral Form • Date and SAP team action • Date and outcome of parental contacts • Teacher checklist (SIF’s) • Parent Consent Form • Parent Refusal Form • Date and SAP team actions following parent permission • Screening Consent or Refusal for Screening Form • Date and name of person doing the screening/assessment • Releases of Information • Follow-up actions of the SAP team • SAP Student Reporting Form (PDE 4092)
35.2.4. Conferences
35.2.4.1. Parent
35.2.4.1.1. -No one knows your child better than you do -We are all on the same side and that’s your child’s -We can’t move forward without you
35.2.4.1.2. Parent Checklist/Interview Questions • Letter explaining SAP • Brochure about SAP • Consent Form for SAP Services • ***If you are certain that the student will need a screening/assessment with the SAP Liaison, send home a separate consent for SAP Screening/Assessment ***
35.2.4.2. Student
35.2.4.2.1. Conversation Starters- use a structured interview • What do you like about school, like to do for fun? • What don’t you like about school? this class? What are you having trouble with? • What do YOU WANT to see happen? Answers may lead to such questions as: • When did this begin? • What do you think makes this happen? • How often does it happen? • What keeps this happening?
35.3. Delivering Empowering Follow-up
36. Evaluating SAP and Team Building
36.1. Tuckman Model (Forming, Storming, Norming, Performing)
36.2. Teams are not groups
36.2.1. Fully contribute versus task oriented • Groups have finite tasks, and leadership is carried by one. • Team members work with each other, disagree openly, and depend upon other’s contributions. Leadership is shared.
36.3. Skills Essential for Teamwork
36.3.1. Contributor: Task Oriented
36.3.1.1. Source of good information Does homework, pushes team to high standards Good mentor, dependable, organized efficient Can become overwhelmed with info in attempt to be thorough Perfectionistic Irritated by climate issues Cautious
36.3.2. Collaborator: Goal Oriented
36.3.2.1. Motivated by the vision or mission of the team Able to work outside of defined roles Flexible Cooperative Forward-thinking May not know when to back off/Can be too direct with feedback Can appear arrogant, aggressive, unyielding May push team to unreasonable risks
36.3.3. Communicator:People Oriented
36.3.3.1. Good listener Non-judgmental Facilitates communication Creates open & relaxed climate Builds morale Fosters participation Works so hard at climate that tasks may be overlooked May overcompensate with humor, etc.. May not see the bottom line May seem vague, impractical or manipulative
36.3.4. Creator/Challenger: Idea Oriented
36.3.4.1. Creative thinker Questions process, goals, methods, ethics of team High principles Assertive Candidly shares views, logic, processes Can miss individual needs May not know when to back off when views are not accepted May miss details when looking at big picture May appear unrealistic or a dreamer
36.4. Dynamics
36.4.1. Task
36.4.1.1. Behaviors that help the group fulfill its goals and responsibilities
36.4.1.1.1. Initiator – Informer – Clarifier – Summarizer – Expeditor – Reality Tester
36.4.2. Climate
36.4.2.1. Behaviors that help to keep the team in good working order; builds good relationships permitting maximum use of member’s talents & abilities
36.4.2.1.1. – Process Observer – Harmonizer – Gatekeeper – Encourager – Compromiser – Stress Reducer
36.5. Team Maintenance
36.5.1. Once or twice a year
36.5.2. Trust, Impact, Structure Norms, Meaning, Psychological Safety
36.5.3. Nudging the team
36.5.3.1. Engage, Show and Tell, Ask Questions, Identify Strengths and Challenges