Choosing the Appropriate Choosing the Appropriate Student Assistance Program Student Assistance Program

(SAP) Model in the (SAP) Model in the K-12 EnvironmentK-12 Environment

Cynthia Peck, BA, Four Wings Inc.Cynthia Peck, BA, Four Wings Inc.Charity Cason, MS, WestEdCharity Cason, MS, WestEd

Overview of this PaperOverview of this PaperBrief history on the development and evolution of Brief history on the development and evolution of SAPs in schools todaySAPs in schools today

What are the influences supporting the expansion of What are the influences supporting the expansion of SAPs in schools SAPs in schools

Provide a working definition for SAPProvide a working definition for SAP

How that definition plays out in different How that definition plays out in different implementation modelsimplementation models

What variables influence SAP constructionWhat variables influence SAP construction

How do these affect staffing, training & resourcesHow do these affect staffing, training & resources

Some promising findings and SAP resourcesSome promising findings and SAP resources

Evolution of SAPsEvolution of SAPs

identification identification objective documentation objective documentation confidential communications confidential communications referrals and advocacy for health and referrals and advocacy for health and community services community services ongoing support in the workplaceongoing support in the workplace

1980s- SAPs were modeled after EAP’s1980s- SAPs were modeled after EAP’s

1980-19901980-1990

Adolescent treatment facilities train school Adolescent treatment facilities train school personnelpersonnelChildren of Alcoholics (COAs) Movement gained Children of Alcoholics (COAs) Movement gained momentummomentum Book by Gary Anderson – Book by Gary Anderson – When Chemicals When Chemicals Come to SchoolCome to School (1987) typifies SAP (1987) typifies SAPNational Student Assistance OrganizationNational Student Assistance OrganizationFederal Anti-Drug Omnibus Act funds schools– Federal Anti-Drug Omnibus Act funds schools– Safe and Drug Free Schools & CommunitiesSafe and Drug Free Schools & Communities

Students affected by alcohol and drug use – theirs Students affected by alcohol and drug use – theirs or someone else’s, were now served in integrated or someone else’s, were now served in integrated school counseling services with community school counseling services with community referral networks referral networks

(Emert, 1988) (Emert, 1988)

SAPs develop structure for SAPs develop structure for addressing non-academic concernsaddressing non-academic concerns

identificationidentification

referralreferral

servicesservices

follow-upfollow-up

(case management in many cases) (case management in many cases)

Counselors and non-counselor staffed Counselors and non-counselor staffed schools are able to address student schools are able to address student mental health needs and behaviors of mental health needs and behaviors of concern outside of disciplinary responses.concern outside of disciplinary responses.

SAP staffing varies widely from individuals SAP staffing varies widely from individuals to multidisciplinary teamsto multidisciplinary teams

1990-2000 1990-2000 Expanding beyond AOD interventionsExpanding beyond AOD interventions

Alcohol and Drug Use

Behaviors of Concern

Elementary High School

Individual

School

Family

Peer/Community

Domains of InfluenceDomains of Influence

Factors Impacting School FailureFactors Impacting School FailureInterpersonal and relational experiences with peers Interpersonal and relational experiences with peers and teachers and teachers (Marsh & Yeung, 1997; Wentzel & Caldewell, 1997)(Marsh & Yeung, 1997; Wentzel & Caldewell, 1997)

Motivation Motivation (Kaplan, Peck & Kaplan, 1997)(Kaplan, Peck & Kaplan, 1997)

Beliefs about importance of school Beliefs about importance of school (Hilty, 1998; House, 1999)(Hilty, 1998; House, 1999)

Early academic failure Early academic failure (Hawkins, et.al, 1997)(Hawkins, et.al, 1997)

High levels of interpersonal conflict High levels of interpersonal conflict (Altenbaugh, 1998)(Altenbaugh, 1998)

Factors Impacting School FailureFactors Impacting School Failure

Lack of prosocial behavior in elementary school Lack of prosocial behavior in elementary school (Wentzel & Caldwell, 1997)(Wentzel & Caldwell, 1997)

Learning disabilities, behavior difficulties, Learning disabilities, behavior difficulties, attention deficit disorders, mental health attention deficit disorders, mental health problems problems (Deschenes et al., 2001)(Deschenes et al., 2001)

Belief about their abilities Belief about their abilities (Marsh, 1987)(Marsh, 1987)

Self concept and self-esteem Self concept and self-esteem (Marsh & Parker, 1984)(Marsh & Parker, 1984)

SAPs Expand Mental Health SAPs Expand Mental Health Services in SchoolsServices in Schools

Higher utilization rate of school based mental Higher utilization rate of school based mental health services than national figures for use of health services than national figures for use of hospital and clinic services hospital and clinic services (Anglien, et.al. 1996)(Anglien, et.al. 1996)

Minority children perceived them more Minority children perceived them more acceptable acceptable (Armbruster et.al. 1997)(Armbruster et.al. 1997)

SAP may be a more acceptable term than SAP may be a more acceptable term than mental health clinic among parents and school mental health clinic among parents and school boardsboards

Special Education AssessmentsSpecial Education Assessments

Mandated by law, Multidisciplinary Teams Mandated by law, Multidisciplinary Teams (MDTs) must assess student’s referred for (MDTs) must assess student’s referred for assessment within specific time frames, with assessment within specific time frames, with appropriate documentation to determine what if appropriate documentation to determine what if any special education services should be any special education services should be provided.provided.

Multidisciplinary Teams for Special Multidisciplinary Teams for Special Education AssessmentEducation Assessment

A student’s problems in the classroom lead to a A student’s problems in the classroom lead to a teacher’s initial referral to a “prereferral team”teacher’s initial referral to a “prereferral team”

The team tries to understand the student’s The team tries to understand the student’s functioning and suggests interventions.functioning and suggests interventions.

If the classroom interventions don’t work, the If the classroom interventions don’t work, the student is then referred for special education student is then referred for special education assessment.assessment.

SAPs Could Address SAPs Could Address Problems for MDTsProblems for MDTs

With no other referral source to access teachers With no other referral source to access teachers over utilize the MDTs.over utilize the MDTs.The literature clearly documents referral bias of The literature clearly documents referral bias of student’s who “bother” the teacher.Their student’s who “bother” the teacher.Their concerns thus support their subjective concerns thus support their subjective perceptions perceptions (Gerber & Semmel, 1984).(Gerber & Semmel, 1984).

Students are not recommended for special Students are not recommended for special education assessment or placement until the education assessment or placement until the conclusion of the pre-referral process and conclusion of the pre-referral process and documentation of previously tried strategiesdocumentation of previously tried strategies

Definition of SAP Definition of SAP

““A process by which students who exhibit A process by which students who exhibit behaviors of concern are identified, behaviors of concern are identified, referred for assessment and/or services, referred for assessment and/or services, and followed up”.and followed up”.

Referral

Service InterventionService Intervention

Initiating Referral

Service InterventionsService Interventions

AssessmentAssessment

Ref

erra

l

School Policy School Policy

Influenced by state and federal Influenced by state and federal mandatesmandatesIDEAIDEAPublic Law 94.142Public Law 94.142State Education CodeState Education CodeTitle IV Zero ToleranceTitle IV Zero Tolerance

Categorical Problem-Driven ApproachCategorical Problem-Driven Approach

Coordinator

Strategy

Coordinator

Strategy

Coordinator

Strategy

Discipline Issues

AOD Issues

Dropout Prevention Issues

Special Education Issues

Coordinator

Strategy

Student-Focused ApproachStudent-Focused Approach

Behavior or Issue of Concern

Follow-up SAP Meeting

School Based Services Services Services Community Based

Student Assistance Program

Discipline Educational Dropout Prevention AOD PreventionStrategies Strategies Strategies Health Promotion

Strategies

Philosophical Variables Philosophical Variables Defining an SAPDefining an SAP

Voluntary Mandated

ResourceDriven

Need Driven

Whole School

Targeted

Academic Social Emotional

Philosophy Often Dictates SAP Philosophy Often Dictates SAP StructureStructure

Prevention Treatment

Proactive Reactive

Minimal Parent/ Student

Involvement

High Parent/ Student

Involvement

Philosophy Often Dictates SAP Philosophy Often Dictates SAP StructureStructure

The philosophy of the SAP determines many The philosophy of the SAP determines many of the program operationsof the program operations

Program OperationsProgram Operations

Operational QuestionsOperational Questions

What will be the referral sources?What will be the referral sources?

What will be the SAP team structure?What will be the SAP team structure?

Who will be included in staff development Who will be included in staff development activities?activities?

What will be the tracking system for identification, What will be the tracking system for identification, referral, service provision and follow up?referral, service provision and follow up?

Will there be community links to the SAP?Will there be community links to the SAP?

What will be the role of non and referred SAP What will be the role of non and referred SAP students?students?

Resources Available Often Dictate Resources Available Often Dictate SAP Program OperationsSAP Program Operations

School Based

Community Based

Single Exposure

Multiple Exposure

Single Intervention

Multiple Interventions

Community Based ResourcesCommunity Based Resources

Medical / Children’s Health InsuranceMedical / Children’s Health Insurance

Legal / VocationalLegal / Vocational

Mental Health/ Substance Abuse Mental Health/ Substance Abuse TreatmentTreatment

Family ResourcesFamily Resources

Temporary Emergency AssistanceTemporary Emergency Assistance

School Based Resources School Based Resources

Academic SupportAcademic Support

Assessments and PlacementsAssessments and Placements

Categorical ProgramsCategorical Programs

Classroom StrategiesClassroom Strategies

Increasing SAP ResourcesIncreasing SAP Resources Asset SurveysAsset Surveys

Cross TrainingsCross Trainings

Joining Community PartnershipsJoining Community Partnerships

UCLA Center for Mental Health in Schools UCLA Center for Mental Health in Schools http://smhp.psych.ucla.edu/temphome.htmhttp://smhp.psych.ucla.edu/temphome.htm

National Student Assistance Association National Student Assistance Association http://www.NASAP.orghttp://www.NASAP.org

WestEd WestEd http://wested.orghttp://wested.org

SAMSHA – Decision Support System SAMSHA – Decision Support System http://www.SAMHSA.govhttp://www.SAMHSA.gov

SAP …..as a process……….SAP …..as a process……….

Promote individual, family & school wide Promote individual, family & school wide awareness of health and wellness promoting awareness of health and wellness promoting behaviorsbehaviors

To link students to effective interventionsTo link students to effective interventions

-Interventions should be science based-Interventions should be science based

-Implemented with fidelity-Implemented with fidelity

-Linked to student achievement data-Linked to student achievement data

Common SAP interventionsCommon SAP interventionsAcademic Interventions (tutoring, assessments, Academic Interventions (tutoring, assessments, classroom strategies, other)classroom strategies, other) Life SkillsLife Skills

Individual and Group CounselingIndividual and Group Counseling

Drug EducationDrug Education

Parent/Student/SAP Team ConferencesParent/Student/SAP Team Conferences

Conflict ResolutionConflict Resolution

Crisis InterventionCrisis Intervention

Selection of SAP InterventionsSelection of SAP Interventions

Data Driven Data Driven DecisionsDecisions

Resource Driven Resource Driven DecisionsDecisions

Sources of DataSources of Data

student surveys (CHKS)student surveys (CHKS)

teacher surveysteacher surveys

parent surveys, focus groupsparent surveys, focus groups

school dataschool data

community datacommunity data

Promising Findings on Promising Findings on SAP as processSAP as process

Figure 7: Difference in likelihood of school problems

0

0.5

1

1.5

2

2.5

3

Suspension Absences Tardiness UnexcusedAbsences

UnexcusedTardiness

Like

lihoo

d

Treatment Comparison

Figure 6: Change in Peer and Family ATOD Precursors (Exp - Cont)

-0.10

0.10.20.30.4

Peerdiscouragement

Peerencouragement

Familydiscouragement

Family cares Family bondingnet d

ifferen

ce

Figure 8: Net change (exp-cont) in academic performance

0

0.05

0.1

0.15

0.2

0.25

0.3

SAT-9 Total SAT-9 Reading SAT-9 Language SAT-9 Math

net d

iffer

ence

Change (exp-cont)

Contact InformationContact Information

Cynthia PeckCynthia Peckcpeck@wested.orgcpeck@wested.org

Charity CasonCharity CasonCcason@wested.orgCcason@wested.org

801 North Parkcenter Drive Suite A7801 North Parkcenter Drive Suite A7Santa Ana, California 92705Santa Ana, California 92705

714-972-5900714-972-5900

Presentation HandoutsPresentation Handouts

Available on APHA conference websiteAvailable on APHA conference website

WestEd Exhibitors BoothWestEd Exhibitors Booth

# 1055# 1055