This Power Point is not intended to take the place of the actual MMSAP training program. It may be used as a starting point in the development of a staff in-service or as a reminder of the points covered during the training.
If we can be of any assistance in helping you plan for your
staff in-service or you are interested in us doing the in-service please contact us directly at 760-247-5596.
Thanks for all you do to help our children!
“Teachers are expected to reach unattainable goals with inadequate tools. The miracle is that at times they accomplish this impossible task.”
5 children die from abuse or neglect 2058 children are confirmed as abused or neglected 8 children or teens are killed by firearms 32 children or teens die from accidents 27 children die of poverty 5 children or teens commit suicide 1115 adolescents have abortions 1204 adolescents give birth to their first child 40 young women under 18 give birth to their 3rd child 186 children arrested for violent crimes 368 children arrested for drug offenses 18,493 public school students are suspended
Overview of the Masonic Student Assistance Model
• A “Core Team” approach • Requires total team involvement
1-2 teachers (incl. a spec. educ. teacher) 1-2 Counselors Nurse Specialist - OT, PT. Reading, etc. Administrator (could be “ad hoc”) Social Worker (could be “ad hoc”) School Psychologist (could be “ad hoc”) Other – Classroom aide, secretary, custodian, etc.
Limited exclusively to school issues Is not a special education screening process Is not primarily focused on academic instructional strategies
School-Based, School-Focused Issues ► Behavior ► Academics ► Health ► Attendance
Identification and Assessment
■ Staff Referrals (All)
■ Parent and Student Referrals
■ Comprehensive Collection of Information
Identification ► Specific ► Observable ► Descriptive Non-Special Education Issues
Reduces “Non-Educational” Barriers to learning
Provides in-school and out-of-school resources
A Strength-Based Intervention Approach
Focused on “Asset Building”, increasing “Life
Skills”
“Who dares to teach must never cease to learn.”
External --
“Protective Factors”: Support systems, relationships,
activities
Internal –
“Resiliency Skills”: Inner values, beliefs, skills and
talents
% 0f Assets for Young People Today 0 – 10 15% 11 – 20 41% 21 – 30 35% 31 – 40 9%
Assets by Gender Female 20.7 Male 17.8
Grade 6 23.0 Grade 7 20.2 Grade 8 18.7 Grade 9 17.7 Grade 10 17.6 Grade 11 17.6 Grade 12 17.8
Alcohol use Binge drinking Smoking Smokeless tobacco Inhalants Marijuana Other illicit drugs Drinking and driving Sexual intercourse Shoplifting Vandalism Trouble with police Use of a weapon
Riding with someone who’s been drinking
Hitting someone Hurting someone Group fighting Carrying a weapon for
protection Threatening physical
harm Skipping school Gambling Eating disorders Depression Attempted suicide
0-10 9.8 11-20 6.3 21-30 3.1 31-40 1.1
0-10 11-20 21-30 31-40 Alcohol 49% 27% 11% 3% Violence 61% 38% 19% 7% Drugs 39% 18% 6% 1% Sexual 32% 21% 11% 3% Activity
Positive Behaviors
0-10 11-20 21-30 31-40
Leadership Skills 50% 65% 77% 85%
Valuing Diversity 36% 57% 74% 88%
Succeeds in School 8% 17% 30% 47%
School Success Informal Helping Valuing Diversity Maintaining Good Health Exhibiting Leadership Resisting Danger Impulse Control Overcoming Adversity
0-10 2.7 11-20 4.0 21-30 4.9 31-40 6.1
School engagement Achievement motivation Positive peer influence Youth programs Safety Bonding to school Service to others School boundaries Homework Peaceful conflict resolution Creative activities
Interpersonal competence Other adult relationships High expectations Resistance skills Parent involvement in
schooling Planning and decision
making Adult role models Caring school climate Youth as resources Reading for pleasure Community values youth
Relationships provide a foundation for learning Emotions affect how and what we learn Relevant skills can be taught SEL has positive effects on academic performance, health,
relationships and citizenship Demanded by employers Essential for lifelong success A coordinating framework to overcome fragmentation of
prevention and youth development programs
Satisfying the social and emotional needs of students does more than prepare them to learn:
- It increases their capacity for learning - Increases mastery of subject material - Increases motivation to learn - Increases commitment to school - Increases time devoted to schoolwork - Improves attendance, graduation rates, prospects
for constructive employment - Reduces suspensions, expulsions, grade retentions
Self-Awareness
Self-Management
Social Awareness
Relationship Skills
Responsible Decision Making
I hear I forget. I see I remember.
I do and I understand.
◦ Team Roles ◦ Confidentiality ◦ Meeting Calendar ◦ Average Case Load
◦ Triage
Initial referral ● What does it look like? ● Where do you get one? ● How do you fill it out? ● Where do you put it?
Assign Advocate ● everyone takes a turn ● rotating basis ● primary tasks: 1) gather, compile, organize data 2) present data at the meeting 3) follow up, follow progress
Gather information: (Academic, Behavior, Health, Attendance) ● all teachers ● counselor ● nurse ● administrator ● other school personnel
(color code your forms)
Interview: Referring staff member, parent(s)/guardian, student For parents and student:
● Who knows them well enough?
● Who do they trust?
● Who has the time?
● What is your back-up plan?
Compile information (Advocate) ● complete the Teacher Data Summary Form ● complete the Case Summary Form
Present information (Advocate and referring staff member) ● If case file is ready prior to the meeting, notify team members ● Make copies for meeting ● Hold all questions until the end of data presentation
Develop a 2-4 week Action Plan Brainstorm, select, operationalize Clear, specific, objective Realistic and attainable Plan should include:
Recontact parents to share plan Meet with student to discuss plan, if
appropriate Fill in other teachers/staff on a “need to
know” basis
Implement and evaluate ● evaluate team process ● notify all those to be involved ● monitor student’s progress
Student placed back on the agenda at the appropriate time
● Choices?
“I’ve come to the frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates the climate. It’s my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or de-humanized.”
Life Skills / Life Skills Deficiencies +
Assets +
Life Crisis =
Specific, Descriptive, Observable Behavior(s)
Problem Solving Decision-Making Creativity: Thinking “Out of the Box” Flexibility, Adaptability Handling Stress Asking for Help
“The last of the human freedoms is to determine one’s attitude in any given set of circumstances – to choose one’s own way. It is not what is done to us that matters, but how we take what is done to us. You are in charge of your own attitude.”
“The greatest problem with communication is the illusion that it has been accomplished.”
wants to be in control, in charge; results oriented; fast paced, no nonsense, hates wasting time; wants to understand details, wants to be sure all details are
accounted for; drives large, expensive, dark vehicles, wears dark
conservative clothing believes any problem is your fault; suggest he/she may be
part of the problem will get confrontational. Says: “Alright, now that you’ve told me what the problem is,
what are you going to do about it?”
praise or express appreciation for their ideas and opinions; let them save face: provide an “exit” for them that lets them
look good; argue facts, not feelings or opinions; keep meetings, and your relationship, very businesslike; provide alternatives, with probabilities of their success.
loves detailed information, needs to know how things work; slow paced, hates excitement, loves order; has difficulty tolerating mistakes; is slow to forgive; drives a Volvo (safety first!); wears nice, neat, conservative
clothes wants you to prove your facts with backup information
before cooperating. Says: “I’ll need proof that what you say is true, before I’ll
agree, or become involved, or commit to anything.”
list advantages/disadvantages when proposing plans;
offer ample time for them to verify your words and actions;
avoid strategies, gimmicks that might produce a fast decision;
assure them that their actions will not backfire; allow sufficient time for their decision-making
process.
into prestige and status; egocentric; unconcerned with details, leaves detailed tasks to others; does not recognize own mistakes; drives more flashy, sporty cars; impeccably dressed, red or
gold power ties; will find a way to manipulate you into doing the work for
him/her, if he/she can get away with it. Says: “Of course, what you’ve told me is a problem, but I’m
sure we can figure some way to work things out for everyone.”
easier to gain agreement if you let them look good; support their opinions, hopes, ideas; avoid arguments by exploring shared solutions; agree on specifics, and summarize agreement in
writing; offer positive feedback and praise for participation.
very caring, understanding, sensitive and forgiving;
wants peaceful resolutions; afraid to say no; drives gray Nissan Sentra; wears nondescript
clothing, minimal color; will agree to anything today, but will back out
tomorrow; will promise to do whatever you agree to, and then
will disappear to avoid conflict. Says: “I agree with you that we need to reach an
agreement. What do you think we should do?”
External: 1. Family support 2. Positive family communication 11. Family boundaries 15. Positive peer influence 18. Youth programs 19. Religious community
Internal: 30. Responsibility 31. Restraint 32. Planning and decision-
making 35. Resistance skills 37. Personal power 39. Sense of purpose
43% of students avoid restrooms 45% of students avoid school grounds 37% of students don’t feel safe 26% of girls, 49% of boys report physical abuse 81% of students say they would be happier if their school
was safer
Bullies can’t always be identified by what they look like, but they can be identified by what they act like.
Bullying is conscious,willful,repeated and deliberate Bullying is intended to harm,induce fear,and implies further
aggression Bullying is about contempt,the target feels a sense of
worthlessness and inferiority
Focus on the TOTAL school environment – social
norms, school-wide culture
Assess nature and prevalence of violence
Build support from staff, parents
Central Team to coordinate prevention efforts
Train staff in bullying prevention
Establish and Enforce school rules, policies
Increase adult supervision at “hot spots”
Intervene immediately, consistently and appropriately
Devote specific, regular class time to discuss issues
Work to create a healthy classroom community
External: 3. Other adult relationships 5. Caring school climate 10. Safety 12. School boundaries 14. Adult role models 18. Youth programs
Internal: 26. Caring 27. Equality and social
justice 28. Integrity 33. Interpersonal
competence 34. Cultural competence 36. Peaceful conflict
resolution
“I shall remember forever and will never forget Monday: My money was taken Tuesday: Names called Wednesday: My uniform torn Thursday: My body pouring with blood Friday: It’s ended Saturday: Freedom”
Are you Prepared?
Are your Students in-serviced?
Is all Staff in-serviced?
Do you have emergency procedures?
Do you have a Postvention plan?
External: 1. Family support 3. Other adult relationships 5. Caring school climate 14. Adult role models 15. Positive peer influence 19. Religious community
Internal: 29. Honesty 32. Planning and decision-
making 37. Personal power 38. Self-esteem 39. Sense of purpose
“A hundred years from now it will not matter what my bank account was, the sort of house I lived in, or the kind of car I drove, but the world may be different because I was important in the life of a child.”
First Two Weeks: 1. Debrief Administration Central Office Building Level Commitment Participation Support
Obtaining Administrative Support:
1. Compared to how you currently help at-risk students, what are the strengths of the MMSAP?
2. What recommendations would you make? 3. a) What steps would need to take place? b) By
whom? c) By when?
First Two Weeks: 2. Appoint a Team Leader 3. Establish a Meeting Schedule 4. Secure a Time and a Place to Meet 5. Form Building-Level Core Team: Administrator Counselor Nurse Regular Educator Special Educator Others
First Month: 1. Complete this Action Plan 2. Obtain Locking File Cabinet 3. Conduct Staff In-Service: Key to Successful
Implementation
In-Servicing the staff:
a. What would you want staff to understand? b. What would you want staff to learn to do? c. What would have to be done to make this in-service
happen?
First Month 4. Establish Meeting and Team Protocol: - Develop Internal Referral Process - Establish a Problem-Solving Core Team Utilizing a
Case Management System
First Three Months: 1. Program Awareness for Parents and Students Your Goal: Every parent and student will know about
the MMSAP and how it can help - How many ways can you get the word out to parents? - How would students become informed?
First Three Months 2. Integration with Other School-based Programs and
Resources 3. Issue Press Release
Ongoing: 1. Create Mission Statement and Guiding Principles 2. Present to Board of Education 3. Review Appropriate Policies 4. Review and Revise Forms 5. Plan Team Wellness Time
Ongoing: 6. Coordinate with Drug and Alcohol, Mental Health,
Children/Youth and Family Services, and Law Enforcement
7. Attend Other Trainings 8. Establish Student Support Groups 9. Visit Treatment Agencies 10. Visit 12 Step Programs
Ongoing: 11. Program Evaluation 12. Coordinate with Local Service Organizations 13. Coordinate with Business and Industry
For further information or to plan a customized staff in-service program contact: Larry Newman 760-247-5596 [email protected] newmanstecher.net
