Suppor&ng High Risk Students Through Red Zone Teams
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- Roberta Perry
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1 Suppor&ng High Risk Students Through Red Zone Teams Pam Sturtevant Care Coordinator, LifeWorks Northwest Susan Winterbourne Juvenile Counselor, Washington County Juvenile Department Susan Salkield Safe Schools/Healthy Students Project Director, TTSD Sally Helton EBIS Coordinator Tigard Tualatin School District
2 Objec&ves Present a model for mul&- disciplinary teams serving students at high- risk. Discuss challenges of inter- agency collabora&on and how these can be met. Present data on benefits and outcomes.
3
4 Office Discipline Referrals per 100 Students per Month Tigard- Tuala<n School District ~
5
6 Students at Risk of School Failure May have poor of failing grades. May have high levels of absenteeism. May have high levels of disciplinary referrals or suspensions. May have a mental health problem which may or not exhibit behaviorally but is concerning to school staff. May be involved with or receiving services from mul&ple community agencies.
7 And oten schools alone are not able to meet their needs.
8 Red Zone Teams include: School Principal, Counselor, Psychologist, Learning Specialist Mental Health Care Coordinator Juvenile Counselor at middle and high schools (available to elementary schools on request) School Resource Officers at secondary schools.
9 How are students iden&fied? On the basis of decision rules (ODRs, absences, and suspensions) If teachers, counselors, or administrators are concerned that a student has a mental health problem, students can be referred directly. If a student has a crisis or life event that increases his or her need for service.
10 What interven&ons are available? Mental Health Care Coordina&on Juvenile counseling Individual behavior plans Alterna&ve school programming Early interven&on/family contact by SRO Mentoring rela&onship with teacher or other staff Other individualized interven&ons
11 Mental Health Care Coordina&on
12 Mental Health Care Coordina&on Provides cri&cal support for student progress through: Engagement of family, school, and mental health provider or other community agencies Coordina&on, linkage and joint planning to close gaps between systems Increased communica&on.
13 Student Outcomes: Care Coordina&on Program For cohort of 62 students served by Mental Health Care Coordinators in Fall 2010, from semester of enrollment to two semesters ater enrollment..
14 Student Outcomes: Care Coordina&on Program Percent of students with 10 or more absences increased from 16% to 21%. Percent of students with one or more ODRs decreased from 39% to 35%. Mean ODRs decreased by 47% (from 1.55 to. 84). Percent of students with one or more suspensions decreased from 29% to 18%. Secondary students passing all classes increased by 100% (from 22% to 44%).
15 Challenges School buy- in Consider: best partners to champion need (e.g. school counselors, school psychologists) alternate entry points or referral sources, power of word of mouth. Family reluctance to par<cipate Consider: serve student on their own; Dghter school plans, consultadon with DHS, team up with Juvenile Department, try again later.
16 Challenges (cont.) Feedback and communica<on to referral source and other school staff Consider: regular Red Zone Team updates, status follow- ups with referral source. Parents want student to have treatment but student doesn t Consider: finding creadve ways to engage student, removing barriers. Ambiguous cases should I close it? Consider: about to transidon to next school level (elementary to middle, middle to high), an out of district placement under consideradon,
17 Juvenile Counselor
18 Juvenile Counselor Goal: Increase responsible behavior among youth Focus on our common purpose. Coordinate coopera&on, connec&on and understanding systems. Provide enhanced support towards reducing truancy. Facilitate parental/guardian involvement. Par&cipate in educa&onal mee&ngs and support educa&onal plans.
19 Juvenile System
20 Benefits Coopera&ve focus = beher outcomes and less conflic&ng messages Team approach = more ideas and real solu&ons Increased visibility = opportunity for interven&on/ preven&on
21 Challenges Increased Supervision = Increased Detec<on Consider: levels and types of responses and balance them with posidve behavior acknowledgments. Schedule Conflicts = Increased Academic Interrup<ons Consider: SeSng Dmes and places for juvenile counselors to meet with youth.
22 Challenges con&nued Zero Tolerance = Increased Disconnec<on with Educa<on Consider: finding acdvides to engage youth in school, consequences that keep youth in school, support networks that happen at school. Funding Reduc<ons = Decreased Educa<onal Alterna<ves
23 Student Outcomes: Juvenile Counselor Program For cohort of 21 students on the caseload of the Juvenile Counselor in and fall 2011, from semester of enrollment through one semester ater enrollment:
24 Student Outcomes: Juvenile Counselor Program Percentage of students with 10 or more absences reduced from 63% to 36%. Mean number of ODRs reduced by 3% (from 2.83 to 2.75). Percentage of students with one or more ODRs reduced from 75% to 45%. Percentage of students with one or more suspensions reduced by from 50% to 42%. Percentage of students passing all classes increased from 58% to 66%.
25 Lessons Learned It s a wise man who profits by his own experience, but it s a good deal wiser one who lets the rahlesnake bite the other fellow. By Josh Billings 19 th Century American Humor Writer
26 At the District Level It takes &me. Regular mee&ngs are needed to maintain and strengthen partnerships. It is important to formalize interagency opera&ng agreements (MOUs). Pay ahen&on to FERPA formalize procedures. Support and coach.
27 At the School Level It is cri&cal to meet regularly. Use data to iden&fy the students. But remember data is not always enough. Rela&onships are key. Communica&on loops are vital. Follow up is essen&al.
28 At the Student/ Family Level It is important for the school to prepare the family for contact. Tailor approach to student and family needs. Home visits may be a good op&on. It may not always be possible to engage, but the process leaves the door open
29 Ques&ons?
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