Sap County Coordination Update s2

SAP COUNTY COORDINATION UPDATE February, 2015

Prepared by: PA Network for Student Assistance Services (PNSAS) www.sap.state.pa.us

PENNSYLVANIA NETWORK FOR STUDENT ASSISTANCE SERVICES INTERAGENCY UPDATE

INTERAGENCY UPDATE

SAP Liaison Webinar on February 17th The Pennsylvania Network for Student Assistance Services is pleased to announce a free on-line professional development opportunity for SAP liaisons to be held on Tuesday, February 17, 2015 from 2:30 PM- 4:00 PM. It is our pleasure to have Sherry Peters, from the National Technical Assistance Center for Children's Mental Health as our speaker on “Addressing at Risk Behaviors: Could Trauma Be a Factor?” Sherry’s previous work experience was with the Pennsylvania Department of Human Services, Children’s Bureau where she was an active partner in the development and furtherance of SAP in Pennsylvania. If you or your agency has not received the registration announcement please contact your PNSAS regional coordinator. You can find the contact information for your regional coordinator here. Registration is required due to limited slots. Deadline for registering is February 10, 2015. We would like to thank Chester County Intermediate Unit for hosting for this webinar.

SAP Flow Chart The SAP flow chart has been updated and is now available under the “Additional Resources” tab of SAP website.

SAP K-12 Bridge Training Power Points The SAP Bridge Training is no longer available as an on-line training for SAP professionals to receive a K-12 certificate. However, the information could be very helpful as a team maintenance activity so the four module power point presentations are available on our website for your use. The modules were designed to provide updated information that could “bridge” secondary or elementary SAP training into training K-12. Go to “Additional Resources” tab of the SAP website for links to these power points.

The Bridge Training power points consists of:  Module for Standard 1: Foundations of SAP  Module for Standard 2: SAP Team and Process  Module for Standard 3: Working Collaboratively to Engage Families and School/Community Partners in SAP Process  Module for Standard 4: Child and Adolescent Behavioral Health Issues (this has four sections) Section 1 - Resiliency and Trauma Section 2 - Addiction and Substance Abuse Section 3 - Behavioral Health and Observable Behaviors Section 4 - Continuum of Care/Aftercare

1 *Note: These power points are not meant to replace SAP K-12 training and no certificate can be given for their use.

SAP Team Highlights Are looking for some fresh ideas for your SAP team? This section of the SAP County Coordination Update is for you! We want to feature what teams across the Commonwealth are doing in their efforts to reach students and families. What ways do you market your SAP team to students, staff, and the community? Does your SAP team sponsor any events in your school? Have you found an effective and creative way to engage parents and families? Share your ideas with SAP colleagues across Pennsylvania by contacting your regional coordinator (see the regional map and contacts here).

SAP BACK TO BASICS

Maintaining Records: SAP records are part of the student’s educational file; however, they can be maintained in a separate secure location with restricted access. School districts have written records policy/procedures that govern all educational records in their district. The policy/procedures should also specifically address SAP record keeping. SAP records, like all school records, are governed under the Family Education Rights and Privacy Act (FERPA). SAP records are considered “category B" data where only those with an “educational need to know” should be granted access by the principal or his/her designee.

What do I keep in a SAP Record? When in doubt about what should be placed in a student’s SAP record, consider the following suggestions (this list is not all inclusive):

 Referral form with reason for referral (should only include observable behaviors, not opinion and hearsay)  Date and SAP team action  Date and outcome of parental contacts  Student Information Forms (Behavioral Observation Forms)  Written Parent Permission Form  Documentation of parent refusal  Documentation of follow-up contact with parents  Date and SAP team action following parent permission  If applicable, the name of agency and the date the screening or assessment was completed. Do not include dates of Drug & Alcohol Level of Care Assessments in the record without a release signed by the student from the assessment provider.  If applicable, agency and/or district release of information forms  Follow-up action taken by SAP team  Copy of SAP Student Reporting Form (PDE 4092) *It is recommended not to include any written copies of reports from treatment agencies with the SAP record.

Can SAP school records be kept electronically? Yes, if teams comply with their district electronic media and student record retention/information policies. Also, student information must be protected as per FERPA at all times. In addition compiled data must be accessed by only those with a legitimate educational need to know. Remember that once in cyberspace, always in cyberspace, so information can’t be disposed of in the way paper can.

How long do I keep SAP records?

2 There is not a specific recommended length of time that SAP records are to be kept. It is best practice that the records be maintained during the student’s enrollment in school. Schools need to follow their policy regarding records as well as what is maintained after graduation. It is unacceptable to “shred” all SAP information at the end of each school year or when they move up to a new building within the district. For continuity and on-going support, teams are encouraged to share records with the next building especially since transitions are difficult for many students. You want to maintain consistent support, so the student is successful in the new building or has SAP connections if needed. Sharing information is definitely needed if the team is actively working with the student at the end of the school year. To avoid the student regressing unnecessarily, interventions can be implemented early on in the year.

Some school policies/procedures will state that there should be a periodic review of the SAP records to determine if all items are “educationally relevant”. There might be a few items that the school deems no longer educationally relevant (such as individual Student Information Forms) and they may decide to shred only these items. This should only be done in direct consultation with your building principal in accordance with your school policy and procedures. We know that many of the issues that face our students referred to SAP can re-appear at different stages of their lives. Therefore, it may be important to maintain information to support that student in the future.

Can we transfer SAP records to another school district? As a part of the transfer procedures, schools should have “SAP files” added to the list of educational records on the transfer of educational records form. The parents sign this form and it is sent to the original school to obtain academic and other educational records. Then the SAP educational files should only be shared with SAP certified professionals. Career and Technology Centers (CTC) do not need special written permission to share a student’s SAP records if it is appropriate and helpful to the student. This is due to CTCs and sending schools having signed letters of agreement.

Do parents and students have access to SAP files? Yes, parents have a right to review their child’s records. Schools have procedures on how this is to occur. If the student is under 18, parental permission is required for the student to access their own SAP records. If the student is over 18 and not a Special Education student, parent permission is not required for the student to access their own SAP records.

Many of these issues will be included in the SAP FAQ that is currently being revised. Be looking for this on the SAP website soon. Contact your SAP Regional Coordinator if you have any questions.

RESOURCES

Grief In the Classroom: “Saying Nothing Says A Lot” from NPR Ed HOW LEARNING HAPPENS by Elissa Nadworny January 13, 2015

GrievingStudents.org is a new website that is available to help teachers and school leaders in assisting grieving students. It's a database of fact sheets, advice and videos. The materials were produced by the Coalition to Support Grieving Students, a group including 10 national organizations that represent teachers, school administrators and support staff.

Using census data, the group estimates that 1 in 20 children will lose a parent by the time he or she graduates from high school. That does not include the many more kids who will lose a sibling, grandparent or close friend. Grief is a fact of life in our nation's schools; 7 out of 10 teachers have a student currently in their classroom who is grieving, according to research by the New York Life Foundation and the American Federation of Teachers. "Virtually all children will go through it — but that doesn't mean it's a normalizing experience," says Dr. David Schonfeld, an expert on student grief and a driving force behind the new website. "Even though it's common, it warrants our attention." Schonfeld, who founded the National Center for School Crisis and Bereavement, has seen his share of student grief. He's spent the last decade advising schools on what to do after major tragedies,

3 including Sept. 11 and the mass shootings in Newtown, Conn., and Aurora, Colo. But Schonfeld is quick to point out: Grief does not require a national tragedy. "If the person you care about most in your life is dead, that's huge," he says. "For the individual who has experienced a loss, it's infinite, and we have to have that perspective."

Attending to student grief isn't just about creating a more compassionate classroom either. "Grief can have a tremendous impact on a student's ability to stay on track, stay focused and stay enthusiastic towards school," says Erin Kimble, a social worker at Indianapolis Metropolitan High School in Indiana. For a grieving student, just showing up at school can be a challenge. And when they do make it to class, Kimble says, some kids' grief can turn to anger, leading to disruptive outbursts. "Teachers really have a major role in the safeguarding of the student," Minaya says. "I don't want to have to depend on the guidance counselor or wait for the social worker who comes once a week."

The Coalition's new site includes lots of guidance for teachers that's refreshingly specific, like this: Avoid comparisons. Saying "my father died, too" shifts attention to a competing loss and away from the grieving student. Also, avoid trying to comfort a student with any sentence that begins with "at least." Educators shouldn't try to make light of the situation or find good in the sad, says Schonfeld. The teacher's goal should be to support grieving students by making clear to them that they are safe and have someone to talk to. And it's a long-term process, not just a one-day or one-month challenge. For educators, these new resources represent a challenge and an opportunity. "Saying nothing says a lot," Schonfeld says, "and that's a message we should never leave a child." For a copy of this article, click here.

Suicide Myths and a New Tool for Suicide Prevention It's a common myth that suicide rates are highest during the holiday season. Suicide rates are actually lowest in December, and rates peak during the spring and fall. However, suicide remains a major public health challenge all year long; more than 40,000 Americans die by suicide every year, and suicide is the 10th leading cause of death in the United States. As the new year approaches, SAMHSA is preparing to release a free mobile app— optimized for tablets—called Suicide Safe, a suicide prevention learning tool for behavioral health and primary care providers. Suicide Safe helps providers integrate suicide prevention strategies into their practice and reduce suicide risk among their patients. SAMHSA's free Suicide Safe app will be available in early 2015 for iOS® and Android™ mobile devices.

Drug-Free Communities Support Program Grant The DFC Program was created by the Drug-Free Communities Act of 1997 (Public Law 105-20). The DFC Support Program has two goals: 1. Establish and strengthen collaboration among communities, public and private non-profit agencies; as well as federal, state, local, and tribal governments to support the efforts of community coalitions working to prevent and reduce substance use among youth*. 2. Reduce substance use among youth and, over time, reduce substance abuse among adults by addressing the factors in a community that increase the risk of substance abuse and promoting the factors that minimize the risk of substance abuse. *For the purposes of this RFA, “youth” is defined as individuals 18 years of age and younger. The goals of this program are to establish and strengthen collaboration among communities and public and private nonprofit agencies, and reduce substance use among youth and adults. The deadline to apply is March 18, 2015. To read more about this grant and eligibility requirements go here.

4 TRAINING OPPORTUNITIES

The 25th Annual PASAP/PAMLE Conference February 22-24, 2015 Penn Stater Conference Center Hotel State College, PA Click here for conference information.

Do Something Remarkable April 8-9, 2015 Sheraton Harrisburg-Hershey Hotel Harrisburg, PA Sponsored by Pennsylvania Council of Children, Youth and Family Services. For further information go to http://pccyfs.org/Spring_Conf.html

New Online Courses Available in School Emergency Management for K-12 Schools and School Districts Five new online courses for practitioners in the field of K–12 school emergency management are now available. These trainings are part of the “School EOPs In-Depth” series, which provide detailed information on specific topics in school emergency management, including the following:  Developing a Bereavement and Loss Annex  Developing a COOP Annex  Developing a Food Contamination Annex  Planning for Infectious Diseases  Planning for Large Events To take a course, visit the TA Center Website, click the Technical Assistance tab in the top navigation bar, and then select Virtual Trainings. You can visit their website, and create an account to register.

SAVE THE DATE

Youth Mental Health First Aid Training The Pennsylvania Department of Education, Bureau of Special Education is pleased to announce the following training dates: PaTTAN King of Prussia - March 6, 2015 (8:00 am - 5:00 pm) PaTTAN Pittsburgh - April 22 & 23, 2015 (9:00 am - 1:30 pm - both days) PaTTAN Harrisburg - May 5 & 6, 2015 (9:00 am - 1:30 pm - both days)

Youth mental health first aid is an 8 hour training designed to teach people methods of assisting a young person who may be in the early stages of developing a mental health problem or in a mental crisis. This training event is being offered to school and/or agency teams to ensure ample support is available to students. Suggested team members are listed below. Prior to the training, teams will be required to watch an introductory webinar. Information pertaining to the recorded webinar will be provided upon registration. Target Audience: School and/or agency teams which may include: educators, administrators, social services staff and volunteers, substance abuse professionals, social workers, school psychologists, guidance counselors, counselors, family members, college/university leaders, nurses, physician assistants, primary care workers, & policymakers Please register online at PaTTAN. For questions regarding registration, contact: King of Prussia - Delores Lawson, [email protected] 800-441-3215 x7216 Pittsburgh - Kristen Olszyk, [email protected] 412-826-6848

5 Harrisburg - Wendy Weary, [email protected] 717-901-2273

Difficult Behavior in Young Children May Point to Later Problems It's normal for a very young child to have tantrums and be otherwise disruptive, but researchers have found that if such behavior is prolonged or especially intense, the child may have conduct disorder. Researchers at Washington University School of Medicine in St. Louis found that certain symptoms of conduct disorder indicate problems are likely to continue as kids reach school age. They recommend that children who exhibit these symptoms -- among them, high-intensity defiant behavior, aggression and destruction of property -- be referred to mental health professionals for evaluation and possible intervention. Their findings are published Jan. 15 in The Journal of Pediatrics.

"Previously, we did not understand the empirical differences between normal disruptive behaviors in preschoolers -- like temper tantrums, for example -- and behaviors that signal problems," said senior investigator Joan L. Luby, MD, professor of child psychiatry. "If you went to your pediatrician and said, 'My 3-year-old is having tantrums,' the pediatrician wouldn't tell you to see a psychiatrist."

Although there was overlap between healthy young children and their peers who had conduct disorder, the researchers found that those who exhibited high-intensity defiant behavior, aggression toward people or animals, high-intensity destruction of property, peer problems and deceitfulness, including stealing, were likely to have conduct disorder. Having those symptoms also made it more likely they would carry the disorder into elementary school.

"Children who had high-intensity symptoms as preschoolers were likely to have conduct disorder," said first author Ji Su Hong, MD, who now works as a mental health provider for children treated at Grace Hill Health Centers in St. Louis. "And those symptoms also tended to predict conduct disorder when they reached school age."

Kids with conduct disorder often have other disadvantages, too. Many children with school-age conduct disorder in the study were from homes with low incomes, with almost half from families with incomes of $20,000 a year or less. Further, about half had a history of abuse or neglect; 43 percent came from intact families, meaning more than half were either from single-parent homes or didn't live with either parent; and more than half had been diagnosed with preschool depression.

Hong and Luby believe that the best chance young children have to avoid recurring problems is early diagnosis and treatment. Click here to read more.

Suicidal Behavior and Mental Disorders in Adolescents The "vast majority of youth with suicidal behaviors [i.e. ideation, making a suicide plan, and attempting suicide] have preexisting mental disorders" according to the authors of a study of more than 10,000 adolescents in the United States. However, the mental disorders most strongly associated with ideation are different from those associated with moving from ideation to plans, or with planned and unplanned suicide attempts. The authors therefore conclude that "distinct prediction and prevention strategies are needed for ideation, [suicide] plans among ideators, planned attempts, and unplanned attempts."

This summary is based on: Nock, M.K., Green, J.G., Hwang, I., McLaughlin, K.A., Sampson, N.A., Zaslavsky, A.M., & Kessler, R.C. (2013). Prevalence, correlates, and treatment of lifetime suicidal behavior among adolescents: Results from the National Comorbidity Survey Replication Adolescent Supplement. JAMA Psychiatry 70(3): 300- 310. Read more here.