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Response to Response to Intervention Symposium Intervention Symposium

Student Assistance Student Assistance Program Program

Presenter: Lorraine Brown, Content SpecialistPresenter: Lorraine Brown, Content Specialist

Stan Mantooth, Ventura County Superintendent of Schools, Ventura County Stan Mantooth, Ventura County Superintendent of Schools, Ventura County Office of EducationOffice of Education

Health and Early Childhood ProgramHealth and Early Childhood ProgramFebruary 2009February 2009

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Student Assistance Student Assistance Programs Programs

Provides a comprehensive approach for Provides a comprehensive approach for student support services to improve student support services to improve

health and academic success health and academic success

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Student Assistance Student Assistance ProgramsPrograms

•Promote Protective Factors: Promote Protective Factors: •support systems, relationships, support systems, relationships,

activities activities

•Reduce Student Risk Factors:Reduce Student Risk Factors:•truancy, violence, drinking and drivingtruancy, violence, drinking and driving

•Increase Asset Development:Increase Asset Development:• inner values, leadership skillsinner values, leadership skills

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Student Assistance ProgramStudent Assistance Program Nine ComponentsNine Components

1.1. School Board Policy & ProceduresSchool Board Policy & Procedures2.2. Staff DevelopmentStaff Development3.3. Program AwarenessProgram Awareness4.4. Internal Referral ProcessInternal Referral Process5.5. Problem Solving Team and Case ManagementProblem Solving Team and Case Management6.6. Student Assistance Program EvaluationStudent Assistance Program Evaluation7.7. Educational Student Support GroupsEducational Student Support Groups8.8. Cooperation and Collaboration with Cooperation and Collaboration with

Community Agencies and ResourcesCommunity Agencies and Resources9.9. Integration with Other School-Based ProgramIntegration with Other School-Based Program

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School Board Policy School Board Policy and Procedures and Procedures (Component #1)(Component #1)

• Helps to clarify how: Helps to clarify how: •High risk behaviors, including the use of High risk behaviors, including the use of

alcohol, tobacco and other drugs and alcohol, tobacco and other drugs and violence, affect Academic Performance violence, affect Academic Performance

•A code of conduct policy helps to A code of conduct policy helps to maintain a Positive School Environmentmaintain a Positive School Environment

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Staff Development Staff Development (Component #2)(Component #2)

• Provides all school employees with Provides all school employees with the necessary foundation of attitudes the necessary foundation of attitudes and skills that help to: and skills that help to:

•Reduce Risk FactorsReduce Risk Factors

•Increase Protective FactorsIncrease Protective Factors

•Foster Resilience Foster Resilience

•Establish specific student and parent Establish specific student and parent communication strategiescommunication strategies

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Program Awareness Program Awareness (Component #3)(Component #3)

• Provides information about how Student Provides information about how Student Assistance Program Services will:Assistance Program Services will:

•Assist and promote resiliency Assist and promote resiliency

•Support student academic and life-long successSupport student academic and life-long success

• Informs parents, students, local agencies Informs parents, students, local agencies and the community about school policy on:and the community about school policy on:

•Alcohol, tobacco, and other drugsAlcohol, tobacco, and other drugs

•Violence and bullyingViolence and bullying

•Disruptive and other high risk behaviorsDisruptive and other high risk behaviors

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Internal Referral Process Internal Referral Process (Component #4)(Component #4)

• Staff will be able to identify students Staff will be able to identify students with:with:•Academic concernsAcademic concerns

•Social, emotional and behavioral concernsSocial, emotional and behavioral concerns AND…AND…

• Staff know how to refer students to a Staff know how to refer students to a multi-disciplinary problem solving and multi-disciplinary problem solving and case management teamcase management team

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Problem Solving and Case Problem Solving and Case Management TeamManagement Team (Component #5)(Component #5)

• Determines how the school can best serve Determines how the school can best serve students with solution focused strategiesstudents with solution focused strategies

• Regular and sufficient meeting times Regular and sufficient meeting times • Member role assignments / Member role assignments /

responsibilities: responsibilities: • Team leaderTeam leader

• Not a lifetime job, keeps things movingNot a lifetime job, keeps things moving• Recording SecretaryRecording Secretary

• Writes action plan, meeting minutes, calendar…Writes action plan, meeting minutes, calendar…• Case managerCase manager

• Collects and disseminates pertinent informationCollects and disseminates pertinent information

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Evaluation and AccountabilityEvaluation and Accountability(Component #6)(Component #6)

• Ensures continuous quality Ensures continuous quality improvement of student services improvement of student services and outcomesand outcomes

• Team monitors and receives Team monitors and receives feedback on school and community feedback on school and community resources resources

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Educational Student Support Educational Student Support Groups Groups (Component #7)(Component #7)

•Provides a forum for:Provides a forum for:•Sharing of factual information and Sharing of factual information and

knowledge knowledge •Establishing caring adult relationships Establishing caring adult relationships •Developing social and problem solving skillsDeveloping social and problem solving skills•Leadership developmentLeadership development•Opportunities for meaningful participationOpportunities for meaningful participation

•Safe and nurturing environmentSafe and nurturing environment

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Cooperation and Collaboration Cooperation and Collaboration with Community Agencies / with Community Agencies / Resources Resources (Component #8)(Component #8)

• Build bridges Build bridges between schools, between schools, parents and parents and community community resources through:resources through:• ReferralsReferrals

• Shared Case Shared Case ManagementManagement

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Integration with Other Integration with Other School-Based Program School-Based Program (Component #9)(Component #9)

• Creates a network of support that Creates a network of support that connects existing educational programs connects existing educational programs and services: and services:

•Science-Based Prevention ProgramsScience-Based Prevention Programs•Tobacco Use Prevention EducationTobacco Use Prevention Education•Health EducationHealth Education•Other Research-Based Activities:Other Research-Based Activities:

• After School Programs, Service Learning, Conflict After School Programs, Service Learning, Conflict Resolution, Mentoring, Positive Alternatives, Youth Resolution, Mentoring, Positive Alternatives, Youth DevelopmentDevelopment

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How Do Student Assistance How Do Student Assistance Programs fit Into RtI?Programs fit Into RtI?

•Universal - Tier 1Universal - Tier 1

•Selective - Tier 2Selective - Tier 2

•Indicated - Tier 3Indicated - Tier 3

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Universal – Tier 1Universal – Tier 1• Focuses on Social and Emotional Learning Focuses on Social and Emotional Learning

•Applying strategies to an entire Applying strategies to an entire population, message and programs population, message and programs increase capacity for learning, problem increase capacity for learning, problem solving, and decision making:solving, and decision making:•Science-Based Prevention Programs Science-Based Prevention Programs

• PeaceBuilders, Too Good For Drugs, Project PeaceBuilders, Too Good For Drugs, Project AlertAlert

•Life Skills training programsLife Skills training programs

•Peer Leadership programsPeer Leadership programs

•Health EducationHealth Education

•Character EducationCharacter Education

•National Recognition Awareness activitiesNational Recognition Awareness activities

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Selective – Tier 2Selective – Tier 2

• Identifies a subgroup of students withIdentifies a subgroup of students with

• similar risk factorssimilar risk factors•Works specifically to provide support and Works specifically to provide support and

assistance:assistance:•Mentoring ProgramMentoring Program

•Tutoring ProgramTutoring Program

•Children of AlcoholicsChildren of Alcoholics

•Children of DivorceChildren of Divorce

•Pregnant MinorPregnant Minor

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Indicated – Tier 3Indicated – Tier 3

• Focuses on individual strategiesFocuses on individual strategies•Identifies students who are exhibiting Identifies students who are exhibiting

early signs of substance abuse and early signs of substance abuse and other problem behaviors:other problem behaviors:• Individual CounselingIndividual Counseling

•Family AssistanceFamily Assistance

•Educational Support GroupsEducational Support Groups

• Intervention programsIntervention programs

•MentorsMentors

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Student Assistance Student Assistance Programs Work ! Programs Work !

• School School SuccessSuccess

• Informal Informal HelpingHelping

• Valuing Valuing DiversityDiversity

• Maintaining Maintaining Good HealthGood Health

• Exhibiting Exhibiting LeadershipLeadership

• Resisting Resisting DangerDanger

• Impulse Impulse ControlControl

• Overcoming Overcoming AdversityAdversity

Thriving Thriving IndicatorsIndicators

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“A child’s life is like a piece of paper on which every person leaves a mark.”

Resource reference: National Assistance Association, 2008

Chinese Proverb:

Joyce CooperVentura Unified

Student Assistance Program Counselor

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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?

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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 TEAM5. Decide upon the role of Student Assistance Program

with the Student Study Team Process (work with stakeholders)

6. Intentional, Thoughtful, Strategic Planning

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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)

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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

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Improving Education Improving Education for ALL Children! for ALL Children!

Response to InterventionResponse to Intervention

Presenter: Pam Chasse, Ed. DPresenter: Pam Chasse, Ed. D

Principal, Conejo Valley Unified School DistrictPrincipal, Conejo Valley Unified School District

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Sycamore Canyon Sycamore Canyon SchoolSchool

Kindergarten through 8Kindergarten through 8thth Grade School Grade School Established in 2001Established in 2001

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Response to Intervention Response to Intervention (RtI)(RtI)

““A child A child should should not have not have to fail to fail before before getting getting the help the help they they needneed.”.”

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Building a Culture of PreventionBuilding a Culture of Prevention Learning and Behavior are Learning and Behavior are

Mutually SupportiveMutually Supportive Proactive versus ReactiveProactive versus Reactive ALL Children “A Promise” not ALL Children “A Promise” not

Some Children “At-Risk”Some Children “At-Risk”

Social, Emotional and Social, Emotional and Behavioral InterventionsBehavioral Interventions

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Three Levels of Behavior Three Levels of Behavior SupportSupport

(developed by the Institute on Violence and Destructive (developed by the Institute on Violence and Destructive Behavior, University of Oregon, 1999)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

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Tier 1 - Universal Tier 1 - Universal ApproachApproach

Vision-We Care! We Share! We Vision-We Care! We Share! We Dare!Dare! – ““Together We Can!”Together We Can!”

LEAD by EXAMPLELEAD by EXAMPLE – Student Expectations and Standards for Student Expectations and Standards for

BehaviorBehavior ““A Key to A Better Me”A Key to A Better Me”

– Character EducationCharacter Education Sycamore Canyon School “Sycamore Canyon School “Families”Families”

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Together We Can!

  ““WE open doors. WE open doors.

WE grow minds. WE grow minds.

WE promote WE promote positive Self-positive Self-worth and Good worth and Good Character Character Habits1!”Habits1!”

  

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Sycamore Canyon School Sycamore Canyon School

ABC’s of Sycamore PrideABC’s of Sycamore PrideA= AcademicA= Academic

B = BehaviorB = Behavior

C = ClothingC = Clothing

Discipline StrategiesDiscipline Strategies– Talk, Walk, Ignore and TellTalk, Walk, Ignore and Tell

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Student Expectations Student Expectations and Standards for and Standards for

BehaviorBehavior

““Lead by Example”Lead by Example”

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Health Literate Health Literate Individuals are: Individuals are:

Critical thinkers and problem Critical thinkers and problem solverssolvers

Self-directed learners Self-directed learners Effective CommunicatorsEffective Communicators Responsible and productive citizensResponsible and productive citizens

California Department of Education, March California Department of Education, March 20082008

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Character EducationCharacter Education

““A Key A Key

to to

AA

Better Better

Me”Me”

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A - AWARENESS

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August/September – August/September – Respect Respect

THE GOLDEN RULETHE GOLDEN RULE

Treating others and Treating others and ourselves with ourselves with respect means that respect means that we will live in a we will live in a safer and happier safer and happier home, school, home, school, neighborhood, and neighborhood, and community!community!

B - BELIEVING

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October - CitizenshipOctober - Citizenship

Do your share!

Be a good citizen and participate by

making things better for you and

your community.

C - CONDUCTING

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“ “Families”Families”

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Amanda’s CornerAmanda’s Corner

Social SkillsSocial Skills Groups Groups

Collaboration Collaboration – Professional Learning CommunitiesProfessional Learning Communities– K-8 Intervention DepartmentK-8 Intervention Department

Tier 2Tier 2 and and Tier 3Tier 3Targeted and IntensiveTargeted and Intensive

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Amanda’s Corner Amanda’s Corner at Sycamoreat Sycamore

http://www.theamandamcphersonfoundation.com

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Who:Who:– Middle school girls who have been Middle school girls who have been

referred for social skills enhancementreferred for social skills enhancement What:What:

– Small group counseling will assist the Small group counseling will assist the participants to develop positive self-participants to develop positive self-esteem, identify tools for making and esteem, identify tools for making and keeping friends, explore different types of keeping friends, explore different types of communication, practice conflict-communication, practice conflict-resolution techniques, and learn stress resolution techniques, and learn stress management.management.

Where: Where: Amanda’s CornerAmanda’s Corner When: When: Every Tuesday during lunchEvery Tuesday during lunch

Amanda’s CornerAmanda’s Cornerexampleexample

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School Climate School Climate The Hidden CurriculumThe Hidden Curriculum

There is a direct link betweenThere is a direct link between““the quality of a school’s climatethe quality of a school’s climate

and its educational outcomes”and its educational outcomes”

C.D.JeraldC.D.Jerald

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A culture of careA culture of careA culture of supportA culture of support

A culture of belonging/sharingA culture of belonging/sharingA culture of high expectations/willingnessA culture of high expectations/willingness

A culture of relationship A culture of relationship building/collaborationbuilding/collaboration

We Care! We Share! We Dare!We Care! We Share! We Dare!

Effective Culture & Effective Culture & Climate for School-Wide Climate for School-Wide

Systems Systems

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References and ResourcesReferences and Resources

California Department of Education: Character Education (California Department of Education: Character Education (www.cde.ca.govwww.cde.ca.gov))

California Department of Mental Health, “Prevention and California Department of Mental Health, “Prevention and Early Interventions (PEI) Resource Materials (Early Interventions (PEI) Resource Materials (www.dmh.ca.govwww.dmh.ca.gov))

CalSTAT Technical Assistance and Training, “California Cadre CalSTAT Technical Assistance and Training, “California Cadre of BEST Trainers” (of BEST Trainers” (www.calstat.orgwww.calstat.org))

Eber, L. with IL PBIS Network, “NASDSE Satellite Conference Eber, L. with IL PBIS Network, “NASDSE Satellite Conference Series, May 9, 2007” (Series, May 9, 2007” (www.pbisillinois.orgwww.pbisillinois.org))

Healthy Kids (Healthy Kids (www.hkresources.orgwww.hkresources.org)) Sugai, G., “School-Wide Positive Behavior Support and Sugai, G., “School-Wide Positive Behavior Support and

Response to Intervention” (RTI Action Network, Response to Intervention” (RTI Action Network, www.rtinetwork.orgwww.rtinetwork.org))

Ventura County Model for Using Response to Intervention Ventura County Model for Using Response to Intervention (RtI) for Special Education Eligibility, DRAFT 3.13.08(RtI) for Special Education Eligibility, DRAFT 3.13.08

Ventura County Office of Education, “Creating Asset Rich Ventura County Office of Education, “Creating Asset Rich Environments for Children and Youth,” 12/07Environments for Children and Youth,” 12/07

Ventura County Office of Education RtI website: Ventura County Office of Education RtI website: vcoe.org/cicivcoe.org/cici

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What is needed to be Healthy and Successful?

A Standards-Based Approach to HealthEducation for a strong and essential foundation

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Connecting Health ↔ Achievement

California Department of Educationhttp://www.cde.ca.gov/be/st/ss

CDE Press Sales Office1430 N Street, Suite 3207Sacramento, CA 95814-5901

1 (800) 995-4099

Modified for Response to Intervention Symposium: Patty Contini, 2/3/09

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Standards-basedHealth InstructionHelps StudentsEngage in HealthyBehaviors

Poster available at: http://www.toucaned.com/cgi-bin/keyword_search2/search_engine.cgi

Goal

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Principles of Standards- Based Education

1. Achievement of high standards is expected of all students.

2. A clear definition of what is to be taught and what students should learn.

3. Advocates consensus and sharing of information.

4. Expanded opportunity is valued.

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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.

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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 community health

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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

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Content Areas

Alcohol, Tobacco, & Other Drugs Growth, Development & Sexual Health

Including sexually transmitted diseases and HIV

Injury Prevention & Safety 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

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Grade Level Emphasis

Alcohol, Tobacco & Other Drugs (ATOD)

Growth, Development and

Sexual Health (GDSH)

Nutrition & Physical Activity(NPA)

Mental, Emotional, & Social Health (MESH)

Personal & Community Health (PCH)

Injury Prevention & Safety (INJ)

Kindergarten

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6

Grade 7/8

High School

Content Areas:Grade Level Emphasis

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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.

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California Health Education Content Standards

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Building Personal and Social Competence

1. Discussing the importance of the skill, its relevance, and relationship to other learned skills.

2. Presenting steps for developing the skill.

3. Modeling the skill.

4. Practicing and rehearsing the skill by using real-life scenarios.

5. Providing feedback and reinforcement.

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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

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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

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California Health Education Content Standards

Ability to use decision making skills to enhance health

Ability to use goal-setting skills to enhance health

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California Health Education Content Standards

Ability to practice health enhancing behaviors and avoid or reduce risks

Ability to promote Personal, Family, and Community Health

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Health EducationSupports All Tier Levels

Safe school environment Violence Prevention Youth Development Drug Prevention Positive Healthy Interpersonal

Communication Social, Emotional, Health

Anger Management

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Showing the Connections: Standards ↔ BehaviorsBuild Knowledge & Skills

Through Teaching Health

Education Standards1. Essential Knowledge

2. Analyze Influences

3. Accessing Valid Health Information

4. Interpersonal Communication

5. Decision Making

6. Goal Setting

7. Practicing Health-Enhancing Behaviors

8. Health Promotion

Help Students Adopt and

Maintain Healthy Behaviors

1. Promote mental and emotional health

2. Promote healthy eating and physical activity

3. Promote personal health and wellness

4. Promote safety and prevent unintentional injury

5. Prevent violence

6. Promote tobacco-free lifestyle

7. Promote an alcohol and other drug-free lifestyle

8. Promote sexual health and responsibility

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Relationship of the ContentStandards to the Skills

Health Promotion

Practicing HealthEnhancing Behaviors

Goal SettingDecisionMaking

InterpersonalCommunication

Accessing ValidInformation

Analyzing HealthInfluences

Content AreasGrowth, Development & Sexual Health

Personal & Community HealthNutrition & Physical Activity

Mental, Emotional, & Social HealthInjury Prevention & Safety

Alcohol, Tobacco, Other Drugs

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Reaching the Goal

How could any of us want less for our students or ourselves?

Poster available at: http://www.toucaned.com/cgi-bin/keyword_search2/search_engine.cgi

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Knowledge + Skill = Healthy Behaviors and Academic Achievement

California Department of Educationhttp://www.cde.ca.gov/be/st/ss(Practicing Health Enhancing Behaviors Posters, CDE 2008)

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