Page 74 - Wellness Program 2022

STUDENTS
Physical Education
& Physical Activity Environment &
Nutrition
Social & Emotional Climate EMPLOYEES Engagement Family Physical COORDINATING POLICY, PROCESS, AND PRACTICE Counseling, Social & FAMILIES
Community
Services
Involvement
Psychological
Services
HEALTHY SAFE
CHALLENGED SUPPORTED ENGAGED
Social &
Environment
Emotional
Employee IMPROVING LEARNING AND HEALTH Health Climate
Wellness Education
Health
Services
COMMUNITY
Problem Solving/School Based Teams

Problem Solving/School Based Teams (PS/SBTs)

Problem Solving/School Based Teams (PS/SBTs) are multidisciplinary teams on each school campus tasked
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 a timely manner in order
to address barriers that may exist:

• Re-entry following hospitalization the Florida Mental Health Act
• Level 1, 2, or 3 incidents marked with an * in code of conduct
• Students experiencing homelessness
• Students in foster care
• Re-entry after Department of Juvenile Justice
• Re-entry after Alternative Education placement
• Truancy
• Teen pregnancy
• Prior to Hospital Homebound consideration

Additional referrals to the PS/SBT included those students that may have academic or behavioral barriers to
learning. The PS/SBT reviewed multiple data sources in order to inform their decisions. If interventions are
deemed necessary, they are provided through a continuum of support based on need. All students received
Core (Tier 1) instruction (Academics/Behavior). Some students did not respond to Core instruction and needed
Supplemental (Tier 2) instruction/intervention. A few students did not respond to Core and Supplemental
which required additional Intensive (Tier 3) instruction/intervention. Interventions were monitored to ensure
fidelity through frequent progress monitoring using evidence-based tools to determine student response to
intervention.

74 FY22 Wellness Promotion Policy (WPP) Annual Report BACK to Menu