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SWPBIS Training for
SAP Liaisons August - September, 2011
Overview of School-Wide Positive Behavioral Interventions & Supports
Agenda (Part I)
• SAP Interagency/ State update • What is PA Positive Behavior Support Network? • What is School-Wide Positive Behavioral Interventions &
Supports? • What are the benefits of implementing SWPBIS? • How is SWPBIS implemented? • How is data used for problem solving, decision making, and measuring system effectiveness?
SAP INTERAGENCY/ STATE UPDATE
What is PA Positive Behavior Support Network?
“What the Worlds’ Greatest Managers Do Differently”
(Activity)
“What the Worlds’ Greatest Managers Do Differently” -- Buckingham & Coffman 2002,Gallup
1. Know what is expected 2. Have the materials and equipment to do the job correctly 3. Receive recognition each week for good work. 4. Have a supervisor who cares, and pays attention 5. Receive encouragement to contribute and improve 6. Can identify a person at work who is a “best friend.” 7. Feel the mission of the organization makes them feel like their
jobs are important 8. See people around them committed to doing a good job 9. Feel like they are learning new things (getting better) 10. Have the opportunity to do their job well.
6
www.pbis.org
Schools adopting SWPBIS by year
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00 01 02 03 04 05 06 07 08 09 2010 2011
14,325 Schools Adopting School-wide PBIS
Schools use SWPBIS (Feb, 2011)
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Geor
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11 states with over 500 schools
3 states with over 1000 schools Illinois
Florida Texas Maryland
PA PBS Network www.papbs.org
The Pennsylvania Positive Behavior Support Network is a Community of Practice made up of a variety of partners who represent families, advocacy groups, local and state education, and social service agencies.
PA State Leadership Team
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• Allegheny County Department of Human Services
• Bureau of Autism Services • Community Care Behavioral Health • Devereux Center for Effective Schools • Disability Rights Network of Pennsylvania • Education Law Center • Juvenile Court Judge’s Commission • Mental Health Association of Pennsylvania • Office of Child Development and Early
Learning • PA Keys • Pennsylvania Community Care Providers • Pennsylvania Department of Education
o Bureau of Special Education o Bureau of Teaching and Learning
• Pennsylvania Department of Health oBureau of Drug and Alcohol Programs
• Pennsylvania Department of Labor and Industry
oOffice of Vocational Rehabilitation • Pennsylvania Department of Public Welfare
oOffice of Mental Health and Substance Abuse Services
• Pennsylvania Governor’s Commission on Children and Families
• Pennsylvania Intermediate Unit (PAIU) Special Education Directors
• Pennsylvania Network for Student Assistance Services
• Pennsylvania Training and Technical Assistance Network (PaTTAN)
• Pennsylvania Youth Leadership Network • Pennsylvania Association of School Guidance
Counselors • Value Behavioral Health • Youth and Family Training Institute
The state leadership team was founded in 2006 and the following departments, agencies and stakeholder groups represent a partial list…
PA PBS Network Mission
The mission of the Pennsylvania Positive Behavior Support Network (PAPBS Network), through training and technical assistance, is to support early childhood programs, schools and their family and community partners to create and sustain comprehensive, school-based behavioral health support systems in order to promote the academic, social and emotional well-being of all Pennsylvania’s students. The network’s goal is to ensure that all schools have the necessary technical assistance, collaborative opportunities, and evaluative tools needed to overcome non-academic barriers to learning and achieve competence and confidence in advancing academic, social, and emotional success for all students.
National Implementer’s Blueprint
Benefits of Joining the PA PBIS Network for Schools and Agencies
• Enhance school/district image locally and state-wide for its commitment to systems change to improve school climate /culture and student performance
• Availability of a research-supported approach endorsed by the National and State PBIS Network
• A cadre of PA PBIS Network School-Wide Facilitators for provide training and TA
• Access to national on-line data collection and analysis tools (www.pbssurveys.org)
• Fosters partnership between families, agencies, and schools. • Integrates with SAP to provide a structure for community
agencies to collaborate with schools • Consistent use of a 3-Tiered Framework for mental health /
behavioral health supports for all students
What is School-Wide Positive Behavioral Interventions and
Supports?
• Children coming to school with skill deficits, learned inappropriate social interaction strategies, lack of opportunity to practice pro-social skills at home and in their communities
• Rates of problem behavior continue to increase
• Educators engage in discipline practices that do not change behavior. “Getting tough” on discipline & “Zero Tolerance” policies (for example)
(Biglan, 1993, 1995; Dishion & Andrews, 1995; Dishion, Patterson, Stoolmiller, & Skinner, 1991; Koop & Lundberg, 1992; Myer, 1995; Meyer & Butterworth, 1997, 1981; Myer, Nafpaktitis, Butterworth, & Hollingsworth, 1987; Patterson, Reid, & Dishion, 1992)
Current Trends
18
19
The Good News…
Research reviews indicate that the most effective responses to school violence and disruptive behavior are: • Social Skills Training • Academic Restructuring • Behavioral Interventions
(e.g., Elliot, Hamburg, & Williams, 1998; Gottfredson, 1997; Lipsey, 1991, 1992)
What is Recommended?
• Integrated systems approach incorporating validated features of effective discipline (Charles, 1995; Colvin et al., 1994; Colvin, Kameenui, & Sugai, 1993; Sprick, Sprick & Garrison, 1992; Wolery et al., 1988)
– School-wide – Specific setting – Classroom – Individual student
20
What is School-Wide Positive Behavioral Interventions
and Supports? • School-Wide PBIS is:
– A systems approach for establishing the social culture and behavioral supports needed for a school to be an effective learning environment for all students.
• Evidence-based features of SWPBIS – Prevention – Define and teach positive social expectations – Acknowledge positive behavior – Arrange consistent consequences for problem behavior – On-going collection and use of data for decision-making – Continuum of intensive, individual intervention supports. – Implementation of the systems that support effective practices
What is SWPBIS? • A team-based process including a broad range of
systemic & individualized strategies for achieving important social & learning outcomes.
• SWPBIS is a proactive approach to teach, monitor, and support appropriate school behavior for ALL students
• A focus on preventing problem behavior and establishing a positive social culture for all students
Establishing a Social Culture
Common Vision/Values
Common Language
Common Experience
MEMBERSHIP
SWPBIS is
Framework for enhancing adoption & implementation of
Continuum of evidence-based interventions to achieve
Academically & behaviorally important outcomes for
ALL students 24
What SWPBS is NOT • A packaged curriculum • A quick fix • Newest, flashiest behavior program • Just about tangible reinforcers • Just about discipline • A special education program • Just for some of the students
25
What are the Benefits of implementing SWPBIS?
What are the Benefits of implementing
SWPBIS?
Schools implementing SWPBIS with fidelity report
• 20-60% reductions in office discipline referrals • Improved faculty/staff satisfaction • Improved administrator and staff perceptions of
school safety (Oregon School Safety survey)
What are the Benefits of implementing SWPBIS?
• Reducing discipline incidents and office discipline referrals promotes safe, productive school environments
• Proactive school environments increase the likelihood of academic success
How is School-Wide Positive Behavioral Interventions and
Supports implemented?
31
PRACTICES
Supporting Staff Behavior:
Effective practices are only as good as the systems that
support adults who use them
Supporting Student Behavior
OUTCOMES
Supporting Social Competence & Academic Achievement
Supporting Decision Making
4 PBIS Elements
PATHS Character Ed
Bullying Prevention
32
How this gets done…
Tier 3/Tertiary Interventions 1-5% •Individual students •Assessment-based •High intensity
1-5% Tier 3/Tertiary Interventions •Individual students •Assessment-based •Intense, durable procedures
Tier 2/Secondary Interventions 5-15% •Some students (at-risk) •High efficiency •Rapid response •Small group interventions • Some individualizing
5-15% Tier 2/Secondary Interventions •Some students (at-risk) •High efficiency •Rapid response •Small group interventions •Some individualizing
Tier 1/Universal Interventions 80-90% •All students •Preventive, proactive
80-90% Tier 1/Universal Interventions •All settings, all students •Preventive, proactive
School-Wide Systems for Student Success: A Response to Instruction and Intervention (RtII)
Framework Academic Systems Behavioral Systems
Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBIS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/schoolwide.htm
RTII Integrated Continuum
Mar 10 2010
Academic Continuum
Behavior Continuum
~80% of Students
~15%
~5%
CONTINUUM of SWPBIS
SECONDARY PREVENTION • Check in/out • Targeted social skills instruction • Peer-based supports • Social skills club •
TERTIARY PREVENTION • Function-based support • Wraparound/PCP • Special Education • •
PRIMARY PREVENTION • Teach & encourage positive SW expectations • Proactive SW discipline • Effective instruction • Parent engagement •
Audit 1. Identify existing practices by tier 2.Specify outcome for each effort 3.Evaluate implementation
accuracy & outcome effectiveness
4.Eliminate/integrate based on outcomes
5.Establish decision rules (RtI)
3-Tiered System of Support
Necessary Conversations (Teams)
CICO
SAIG
Group w. individual
feature
Complex FBA/BIP
Problem Solving Team
Tertiary Systems Team
Brief
FBA/BIP
Brief FBA/BIP
WRAP
Secondary Systems Team
Plans SW & Class-wide supports
Uses Process data; determines overall
intervention effectiveness
Standing team; uses FBA/BIP process for one youth at a time
Uses Process data; determines overall
intervention effectiveness
Sept. 1, 2009
Universal Team
Universal Support
Universal
Targeted
Intensive RTII
Continuum of Support for
ALL
Dec 7, 2007
Science
Soc Studies
Reading
Math
Soc skills
Basketball
Spanish
Label behavior…not people
Research to Practice
SCHOOL-WIDE 1. Leadership team
2. Behavior purpose statement
3. Set of positive expectations & behaviors
4. Procedures for teaching SW & classroom-wide expected behavior
5. Continuum of procedures for encouraging expected behavior
6. Continuum of procedures for discouraging rule violations
7. Procedures for on-going data-based monitoring & evaluation
Universal or
Tier 1
EVIDENCE-BASED INTERVENTION
PRACTICES
CLASSROOM 1. All school-wide
2. Maximum structure & predictability in routines & environment
3. Positively stated expectations posted, taught, reviewed, prompted, & supervised.
4. Maximum engagement through high rates of opportunities to respond, delivery of evidence-based instructional curriculum & practices
5. Continuum of strategies to acknowledge displays of appropriate behavior.
6. Continuum of strategies for responding to inappropriate behavior.
INDIVIDUAL STUDENT 1. Behavioral competence at school & district levels
2. Function-based behavior support planning
3. Team- & data-based decision making
4. Comprehensive person-centered planning & wraparound processes
5. Targeted social skills & self-management instruction
6. Individualized instructional & curricular accommodations
NONCLASSROOM 1. Positive expectations & routines
taught & encouraged
2. Active supervision by all staff (scan, move, interact)
3. Pre-corrections & reminders
4. Positive reinforcement
FAMILY ENGAGEMENT 1. Continuum of positive behavior support for all
families
2. Frequent, regular positive contacts, communications, & acknowledgements
3. Formal & active participation & involvement as equal partner
4. Access to system of integrated school & community resources
Elk Valley Expectations: 3 B’s
• Be Safe
• Be Caring
• Be Respectful
41
SWPBIS Video
Interventions for Some Students (10-15%) • Students receive additional academic and behavioral support to successfully engage in the learning process and succeed in the standards-aligned system.
In addition to core social/emotional skill development • Frequent positive monitoring: Check-in/Check-out • Supplemental small group instruction for academic and social skills •Use of standard protocol interventions
• More Frequent Progress Monitoring (every other week) • Simple FBA/PBSP
45
Secondary or
Tier 2
Critical Features of Secondary Group Interventions
• Intervention is continuously available • Rapid access to intervention (72 hr) • Very low effort by teachers • Consistent with school-wide expectations • Implemented by all staff/faculty in a school • Flexible intervention based on assessment
– Functional Assessment • Adequate resources (admin, team)
– weekly meeting, plus 10 hours a week • Continuous monitoring for decision-making Adapted from “How are targeted group interventions implemented?” OSEP Technical Assistance on Positive Behavioral Interventions and Supports. Accessed at http://www.pbis.org
Secondary Group Interventions Group Based Programming Elements
1. Approximately 5-15% of the school population.
2. Small group interventions based on descriptive functional assessment information.
3. Types of intervention strategies include: • Secondary social skills instruction (e.g., problem
solving and conflict management) • Behavioral programming and contracting • Self-management programming, and • Specifically structured opportunities for high rates of
success
Secondary Group Interventions Group Based Programming Elements (continued)
4. Daily student-adult check-in and monitoring.
5. Regular and frequent opportunities for positive
reinforcement.
6. Home-school strengths-based connection/partnership.
7. Connection to school-wide expectations/rules.
8. Efficient, consistent data collection system. Source: Horner, R.H., Hawken, L. & March, R. (n.d.)
Why do “Secondary Group” Interventions Work?
• Improved structure • Prompts throughout the day for correct behavior. • System for linking student with at least one adult • Student chooses to participate
• Increase in contingent feedback • Feedback occurs more often • Feedback is tied to student behavior • Inappropriate behavior is less likely to be ignored or rewarded
• Elevated reward for appropriate behavior • Adult and peer attention
• Linking school and home support • Organized to morph into a self-management system
Example: Secondary Group Intervention Attendance Incentive Program
• Students were chosen for the incentive program due to high number of absences first through third quarter
• Of the 12 students that participated, 4 pairs are siblings, thus 8 families.
• The principal and social worker did a home visit at each home to address the different “functions” of why students had high numbers of absences
• The school secretary gave baseline data to Secondary team and agreed to record once a week attendance on Secondary students and share with social worker
Example Summary
• Home visit • Alarm clocks • Family incentive • Student incentives • Celebrations with students • Student check-ins • Data review & use • Phase out
•More intensive interventions •Use of standard protocols
interventions •Applied Behavior Analysis for targeted
behaviors • Complex FBA/PBSP
Interventions for a Few Students (1-5%)
52
Tertiary or
Tier 3
•High Fidelity Wrap-around
Support
• Person-centered Planning
• Inter-agency Coordination and Family involvement
• Weekly progress monitoring
In addition to core social / emotional skill development:
Activity:
SWPBIS/RtII in your schools
Tier 3/Tertiary Interventions 1-5% •_____________________ •_____________________ •_____________________
1-5% Tier 3/Tertiary Interventions •___________________________ •___________________________ •___________________________
Tier 2/Secondary Interventions 5-15% •___________________________ •___________________________ •___________________________ •___________________________ •___________________________ •___________________________
5-15% Tier 2/Secondary Interventions •____________________________ •____________________________ •____________________________ •____________________________ •____________________________ •____________________________
Tier 1/Universal Interventions 80-90% •________________________ •________________________ •________________________ •________________________ •________________________ •________________________
80-90% Tier 1/Universal Interventions •____________________________ •____________________________ •____________________________ •____________________________ •____________________________
School-Wide Systems for Student Success: A Response to Instruction and Intervention
(RtII) Model Academic Interventions Behavioral Interventions
Illinois PBSNetwork, Revised May 15, 2008. Adapted from “What is school-wide PBIS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/school-wide.htm
Video
How is data used for problem solving, decision making, and
measuring system effectiveness?
Data Collection Types of Data • Quantitative
– Office discipline reports – Attendance – Suspension/Detention
• Qualitative (SAS, TIC, SSS, BoQ, SET) – Policy and procedures – Reinforcement systems – Instructional environment – Non-classroom systems – Professional development – School climate
WHY COLLECT DATA?
•Understand how students are behaving
•Identify problem behaviors
•Identify routines that are not working
•Evaluate the effectiveness of improvement strategies
Design procedures for on-going monitoring & evaluation
PBIS teams CONSISTENTLY review the following data/graphs (Big Five):
The # of referrals: • Per day per month • By type of behavior • By location • By time • By student PBIS teams always meet with data that are less than 48 hours old.
Trevor Test Middle School 11/01/2007 through 01/31/2008 (last 3 mos.)
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61
What do Teams need?
• A clear model with steps for problem solving
• Access to the right information at the right time in the right format
• A formal process that a group of people can use to build and implement solutions.
Team Initiated Problem-Solving (TIPS Model)
• Provides tools to define a system for effective meetings, roles, responsibilities, materials, accountability and procedures
• Steps of effective problem solving including a strategy for assessing, monitoring, and evaluating the implementation and results of solutions
• Can be used with other data sets
Collect and Use
Data
Review Status and
Identify Problems
Develop and Refine
Hypotheses
Discuss and Select
Solutions
Develop and Implement Action Plan
Evaluate and Revise
Action Plan
Problem Solving Meeting Foundations
Team Initiated Problem Solving (TIPS) Model
TIPS Model
Team Meeting – Use of electronic meeting minute system – Formal roles – Specific expectations – Access and use of data – Projected meeting minutes
SYSTEMS
PRACTICES
DATA
Supporting Staff & Student Behavior and Decision Making
Building Capacity and Sustainability
OUTCOMES
For Social Competence, Academic Achievement, and Safety
SWIS or other data collection
and reporting
system
Electronic Meeting Minutes
Form
*Meeting time
*Support *Report to
Faculty
What does a SWPBIS School look like? • 80% of students can state the school rules & give
behavioral example
• Positive adult-to-student interactions exceed negative
• Ongoing data collection & team-based planning & implementation
• Administrators are active participants.
• Continuum of behavior support is available to all students
The idea that people are not isolated from one
another, but that mankind is interconnected…
No Man Is an Island ------Joan Baez No man is an island, No man stands alone, Each man's joy is joy to me, Each man's grief is my own. We need one another, So I will defend, Each man as my brother, Each man as my friend. I saw the people gather, I heard the music start, The song that they were singing, Is ringing in my heart. No man is an island, Way out in the blue, We all look to the one above, For our strength to renew. When I help my brother, Then I know that I, Plant the seed of friendship, That will never die. ©
Afternoon Agenda (Part II)
• Practical Guidance for SAP Teams in schools implementing SWPBIS
• Utilizing SAP at each Tier • Considering the Role of SAP Liaisons in the SWPBIS
process
CAUTION……… As we go through this afternoon’s presentation
keep in mind… • The role of SAP liaison varies across the state • Information shared includes a range of ideas on
SWPBIS and SAP • SAP Liaison Provider agencies have to decide for
themselves if and how they become involved with SWPBIS
Similarities of SAP and SWPBIS • Both use a team-based process with specific
team composition • Both utilize a problem-solving approach • Both are driven by a data based decision
making process • Both focus on removing barriers to support
academic achievement
SAP TEAMS • The core of the Student Assistance Program is a team of
school employees, Mental Health, and Drug and Alcohol SAP Liaison staff who have received specialized training from a Commonwealth Approved SAP Training Provider. This team is often called the “core team” or the “SAP team.”
• Members of the team may include: teachers, administrators, guidance counselors, school
nurses, school psychologists, and mental health/drug and alcohol agency liaisons.
Practical Guidance for SAP Teams in schools
implementing SWPBIS
Purpose for the Guidance Document
• Offer basic guidance, suggestions, and activities
• Help schools utilize their SAP teams when new initiatives have similar purposes
• Utilize your SAP Regional Coordinators and/or SWPBIS facilitators as you develop your process
Practical guidance document
• Overview of SAP and SWPBIS • Considerations/Suggestions for Teams • Practical Tips/ Ideas • Team Implementation examples
• Nine attachments - “SAP Team Readiness Checklist” - “PA SAP Components and Indicators Checklist” - “Working Smarter”
PLUS • Activities to help SAP teams look at their current
structure • Activities to help make the decision around
integrating teams
Attachments
Can SAP teams be used as SWPBIS teams?
YES!!!
So What’s Next ?
• Do we combine our teams?
• Do we keep them separate?
• Do we use only one of the teams and combine it with SAP?
• Do we do something totally new?
SAP at Tier 1
Tier 1 – Universal Team
Prevention / Baseline Interventions School & Community programs and
supports available to all students establishing a positive learning environment.
TIER 1 80-90 %
Tier 1/Universal level team SWPBIS team • Commits to meet at least
twice a month, during their first year of implementation
• Analyze school wide behavioral and academic data
• Use data in the problem-solving process
SAP team • SAP Teams meet routinely
• Behavioral Observations
and other data collected • Utilize data to plan for
students
TIER 1: School-wide Behavior/Social-Emotional Strategies and Interventions
School-Based Behavioral Health:
School-Wide Positive Behavioral Intervention and Supports Effective Instruction Classroom Group Contingencies I Can Problem Solve (Shure) Promoting Alternative Thinking Strategies (Greenberg) Bullying Prevention (Olweus) Community Programs Parent Involvement
…This is not an all inclusive list of examples www.casel.org > SEL ~ 5 Big Ideas: Self-awareness Social awareness Self-management Responsible decision-making Relationship skills
SAP at Tier 2
Tier 2 Targeted Interventions School & Community resources
for students who have been identified as in need of additional support
TIER 2 5-15%
Tier 2/Secondary level team SWPBIS team • Commits to meet at
least twice a month • Develop, monitor, and
revise tier 2 interventions
SAP team • SAP Teams meet
routinely • SAP Liaisons • Develop monitor and
revise interventions
School-based Behavioral Health: SWPBIS: Check-in/Check-out
Peer/Adult Mentoring
Peer/Adult Mediation
Strategic Behavioral Interventions (Response-Cost, Group Contingencies,
Cognitive-Behavioral Strategies, Preliminary functional assessments, etc.)
Small group skill training (socialization, aggression, attention, self-
management, Parent Training, etc.)
Special situation groups (divorce, D&A, anxiety, depression) …This is not an all inclusive list of examples
TIER 2: Strategic Behavior/Social-Emotional Intervention
SAP at Tier 3
Tier 3 Intensive Interventions
School & Community resources for students who did not respond to Tier II interventions.
TIER 3 1-5%
Tier 3/Tertiary level team SWPBIS Team • Commits to meet monthly to
discuss data, systems, and practices and will meet on individual students as needed
• Develop and implement
comprehensive intervention plans for students with the most significant academic/behavioral/ emotional challenges
SAP TEAM • SAP team meets routinely
• Assist with transitions of
individual students
• Continued development of intervention plans/ follow-up
• All services and supports offered
at Tier 2
School-Based Behavioral Health:
Individual Counseling/Behavior Therapy (Relaxation Therapy, Desensitization,
Cognitive-Behavioral Strategies, etc) Behavioral Health Services: MT, TSS, BC SDI w/FBA & BIP Multi-systemic Family Therapy (MSFT) Day Treatment Family Therapy Community Service Transition Services Hi-Fidelity Wrap-Around Continuum of Care Programming …This is not an all inclusive list of examples
TIER 3: Intensive Behavior/Social-Emotional Intervention
88 88
Addressing Barriers to Learning Through Tiered Prevention & Intervention: A Student Assistance Core Team Approach
Tier III: Intensive Interventions School & Community resources for students who did not respond to Tier II interventions. Research predicts approximately 5% of GSP will be served in Tier III.
Tier II: Targeted Interventions School & Community Resources for students who have been identified as in need of support. At least two-thirds of students referred to Tier II are expected to respond well. Research predicts approximately 15% of GSP will be served in Tier II.
Tier I: Prevention / Baseline Interventions School & Community programs and supports available to all students, specifically students across all socio-economic, cultural, and gender groups establishing a positive learning environment. Research predicts approximately 80% of general student population (GSP) will be served in Tier I.
Assessment Supports
Collaborative Problem Solving: Data based problem solving is on-going
with team membership that is responsive to individual student need.
Examples: •Frequent Progress
Monitoring •Referrals to Multi-
Disciplinary Evaluation Examples: •SAP CORE TEAM •Strengths-Based Needs •Curriculum-Based •Progress Monitoring Examples: •Required Health Screens •Academic Data / Benchmarking •Attendance / Behavioral
Data •Universal Academic
Screening •Standardized Tests
Examples: •Relevant Special Ed. •Systems of Care •Linked Support Services Examples: •Small Group Instruction •Educational Support Groups •Parent Consultation •Individual / Group Counseling Examples: •General Ed. Curriculum •Extra-Curricular
Activities •Developmental
Guidance •Prevention & Incentive
Programs •Community Programs
Reference: Adapted from the US Office of Special Education Programs—PBIS
Needs Assessment—School & community data collection to identify needs and resources
As a SAP Liaison what is my role in the SAP process ?
• Letters of Agreement outline the scope of the services to be delivered, as well as the limits of confidentiality
• Attend SAP team meetings on a regular basis (may be twice per month in some areas) to consult with team on referrals and recommendations
• Provide assessment or screening to students at school, with informed parental consent
(guidelines can be found on www.sap.pa.us)
Guidelines for D&A and MH Liaisons
• Provide crisis response and postvention services to schools after a tragic death or suicide
• Offer skill-development groups to students on a variety of topics
• SAP does link with site-based mental health treatment in some areas of the State, but SAP itself is not a treatment program
Guidelines for D&A and MH Liaisons
Confidentiality
Need to discuss and consider - Confidentiality between teams - How communication will occur between teams - What about record keeping - How will treatment professionals communicate
information to teams - What confidential information can be shared
with or without parental permission
Protection of Pupil Rights Act (PPRA) It seeks to ensure that schools and contractors obtain written parental consent before
minor students are required to participate in any ED-funded survey, analysis, or evaluation that reveals information concerning: – Political affiliations; – Mental and psychological problems potentially embarrassing to the student
and his/her family; – Sex behavior and attitudes; – Illegal, anti-social, self-incriminating and demeaning behavior; – Critical appraisals of other individuals with whom respondents have close
family relationships; – Legally recognized privileged or analogous relationships, such as those of
lawyers, physicians, and ministers; or – Income (other than that required by law to determine eligibility for
participation in a program or for receiving financial assistance under such program)
– Religious practices, affiliations, or beliefs of the student or student’s parent(s)
Parent Involvement
• Parents viewed as partners – an integral part of the team
• Parental consent required for student to be involved with SAP, screenings/assessments, and groups
Data Reporting
• PDE 4092 • Quarterly MH/ MR Data reporting
• PBPS - Performance-Based Prevention System
Letters of agreement At a minimum, the letter of agreement should include the following: • a designated contact person for the school and agency; • the frequency of attendance for liaisons at SAP core team meetings; • the role of the liaisons in the school SAP process; • referral procedures; • school and agency responsibilities and expectations; • a list of services to be provided and their accompanying cost, if any, to the
school; • record-keeping requirements; • a procedure for conflict resolution; and, • confidentiality requirements.
Letters of agreement They may also include: • the name of the liaison assigned to each core team • referral for assessment procedures • consultation/education services • emergency crisis assistance/postvention procedures • the relationship of all services provided by the agency to the SAP • this is where you would add your involvement in SWPBIS Letters of agreement: • are signed by agency/provider, school district representative • Copies are made available to liaisons and core teams
Provide Team Support and Maintenance
• Have SAP teams evaluate where they are as a team
• Use the 9 Components and Indicators exercise
( 2 versions in the packet)
• Have them consider questions on Page 7 & 8
• To participate and attend trainings with the school
• To assist with integration or blending of teams • Ask to be a part of the SWPBIS District and/or
school leadership team • Offer to do presentations to the SWPBIS
district team on SAP and how SAP can assist in the initiative
Integration opportunities with schools
implementing SWPBIS
• Team consultation • Research-based program implementation
Integration opportunities at Tier 1: Universal level
• Team consultation • Skill groups • Support and psycho educational groups • Screenings • Assist with other Tier 2 interventions: Check in
and Check out and Check and Connect • Progress monitoring • Data collection/ review /planning
Integration opportunities at Tier II: Secondary level
• Consultation • Treatment/ intensive interventions (if within
your role) • Assist families to negotiate community
services
Integration opportunities at Tier III: Tertiary Level
As a Liaison what is my role in the SWPBIS process?
Ultimately…..
“If everyone is moving forward together, then success takes care of itself.”
“Coming together is a beginning. Keeping together is progress. Working together is success.”
Henry Ford
Website Resources • www.papbs.org • www.sap.state.pa.us • www.pbis.org • www.pbisassessment.org • www.pbisillinois.org • http://flpbs.fmhi.usf.edu
Presenter Contacts:
Feedback requested
“ Practical Guidance for SAP Teams document”
Feedback, comments, suggestions for next revision can be emailed to : Marie Bozelli [email protected]
