Page 75 - Wellness Promotion Policy Annual Report FY19 & FY20

STUDENTS STUDENTS
Physical Education Physical Education
& Physical Activity Environment & Involvement & Physical Activity Environment &
Social & Emotional Climate EMPLOYEES Engagement COORDINATING POLICY, PROCESS, AND PRACTICE Counseling, Social Services Social & Emotional & FAMILIES Social & Emotional Climate EMPLOYEES Engagement Family Physical COORDINATING POLICY, PROCESS, AND PRACTICE Counseling, Social & FAMILIES
Nutrition
Nutrition
Community
Community
Services
Services
Involvement
Family
Psychological
Psychological
Services
HEALTHY SAFE
HEALTHY SAFE
CHALLENGED SUPPORTED ENGAGED
CHALLENGED SUPPORTED ENGAGED
Social &
Physical
Environment
Environment
Emotional
Employee IMPROVING LEARNING AND HEALTH Health Climate Employee IMPROVING LEARNING AND HEALTH Health Climate
Wellness Education Wellness Education
Health Health
Services Services
COMMUNITY COMMUNITY
Problem Solving/School Based Team (PS/SBTs) The FY19 Problem Solving/School Based Team data was self-reported from 170 schools. The graph shows the
total number of referrals made to PS/SBT, how many plans were developed and how many students showed
Problem Solving/School Based Teams (PS/SBTs) are multidisciplinary teams on each school campus tasked improvement in the areas of academic or behavior.
with problem solving across the Multi-Tiered System of Supports (MTSS) Framework. These teams are in
place in order to support the academic, behavioral and social/emotional needs of all students. The PS/SBT is
a vehicle that ensures a safe and supportive school climate that promotes the social/emotional and academic
development of all students. It is meant to be preventative and proactive. The PS/SBT follows the four step
problem solving process in order to remove barriers to student learning.
The PS/SBT meets weekly, biweekly or sometimes more frequently to address immediate barriers. The
following is a list of cases that are mandatory referrals to PS/SBT and must be met on in a timely manner in
order to address barriers that may exist:
¾ Re-entry following hospitalization under a Baker Act
¾ Level 1, 2, or 3 incidents marked with an * in code of conduct
¾ Students experiencing homelessness
¾ Students in foster care
¾ Re-entry after Department of Juvenile Justice
¾ Re-entry after Alternative Education placement
¾ Truancy
¾ Teen pregnancy
¾ Prior to Hospital Homebound consideration
Additional referrals to the PS/SBT include those students that may have academic or behavioral barriers to
learning. The PS/SBT reviews multiple data sources in order to inform their decisions. If interventions are
deemed necessary, they are provided through a continuum of supports based on need.

All students receive Core (Tier 1) instruction (Academics/Behavior). Some students may not respond to Core
instruction and will need Supplemental (Tier 2) instruction/intervention. A few students may not respond to
Core and Supplemental which will require additional Intensive (Tier 3) instruction/intervention. Interventions
are monitored to ensure fidelity through frequent progress monitoring using evidence based tools in order
to determine student response to intervention.

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