S t u n p e p d o u r t t S Services Forms, Policies and Resources
Student Support Services Manual Table of Contents 1.
Safe School Line
2.
MS & HS Youth Risk Behavior Survey (YRBS) Data Middle School Executive Summary High School Executive Summary
3.
Attendance SFUSD Flow Chart of Truancy Procedures School Attendance Review Team (SART) Best Practices Checklist Student Attendance…Tips for Student Support Staff
4.
Positive School Climate
5.
“Creating a Positive School Climate” (binder cover and table of contents) A Start to a Positive School Year: Helpful Tips Responding to Bullying or Name Calling De-Escalation Tip Sheet Responding to Anti-Gay/Homophobic Slurs Cybersafety and Cyberbullying: Tips for Safety on the Internet 10 Easy Tips for Managing a Group of Students
Coordinated Teams Student Assistance Program (SAP) Manual Student Success Team (SST) Manual Student Success Team – Menu of Interventions
6.
Confidentiality and Reporting “Minor Consent, Confidentiality, and Child Abuse Reporting in California” (copied with permission from National Center for Youth Law)
7.
Forms & Tools SFUSD Authorization for Release of Confidential Information (English, Spanish & Chinese) SFUSD Consent for Counseling Services (English, Spanish & Chinese) SFUSD Oath of Confidentiality Optional Tools for Student Intake/Interview and Contact Documentation
8.
Pupil Services
9.
Child Welfare Attendance Referral Form Families & Youth in Transition Program Resources for Transition Students and their Families Gear Up program Pupil Services Staff Roster
Office of School/Family Partnerships
Introduction to School/Family Partnerships Six Types of Family Involvement SFUSD Framework for School/Family Partnership Action Team for Partnership Tip Sheets: How to Improve Parent Involvement Office of School/Family Partnership Staff Roster
10.
School Health Programs Department (SHPD)
11.
Foster Youth Services (FYS)
12.
SHPD Brochure Nurse of the Day (NOD) School Nurse Referral School Nursing Referral Form School Health Center Transition Program documents School Crisis Response SHPD Staff Roster FYS Frequently Asked Questions How to Support Youth in Foster Care Foster Youth Support Organizations and Services Foster Youth Educational Support Contacts for California Colleges Foster Youth Services training presentation
San Francisco Wellness Initiative
Frequently Asked Questions Minimum Standards for High School Program Implementation Wellness Program Policies & Procedures Wellness Program Notice of Privacy Practices Wellness Program Community Partnerships Wellness Coordinator Roster
13.
Referrals to Special Education
14.
Student Intervention Team (SIT) / SB1895 Overview SB1895/AB3632 Referral & Assessment Process SIT (SB1895/AB3632) Confidential Mental Health Service Referral Form SIT Staff Roster
15.
Section 504 SFUSD Section 504 Resource Guide: Overview of Section 504 and the ADA Section 504 training presentation
16.
After School Programs
17.
ExCEL After school Program (ASP) Overview ExCEL After School Programs Brochure ExCEL After School Program Referral Form SAP/SST – After School Invitation School Site Coordinator Roster District Staff Rsoter
Community Based Organizations (CBOs) Memorandum of Understanding for Service Provider Offering Services to SFUSD
18.
Athletics
19.
Translation & Interpretation Unit
20.
Medi-Cal Revenue Unit
21.
Resource Guide 2008-2009
About the YRBS
Middle School Executive Summary Highlights from the 2007 Youth Risk Behavior Survey
In 1990, the Youth Risk Behavior Survey (YRBS) was developed by the Centers for Disease Control and Prevention (CDC) to monitor priority health risk behaviors that contribute to the leading causes of death, disability, and social problems among youth and adults in the United States. These behaviors, often established during childhood and early adolescence, include: Behaviors that contribute to unintentional injuries and violence; Tobacco use; Alcohol and other drug use; Sexual behaviors that contribute to unintended pregnancy and sexually transmitted diseases, including HIV infection; Unhealthy dietary behaviors; and Inadequate physical activity.
The YRBS was designed to: Determine the prevalence of health risk behaviors; Assess whether health risk behaviors increase, decrease, or stay the same over time; Examine the co-occurrence of health risk behaviors; Provide comparable data among subpopulations of youth; and Monitor progress toward achieving the Healthy People 2010 objectives and other program indicators.
The 2007 Middle School YRBS was administered to a random sample of 2,091 students in grades six through eight in 20 public middle schools in San Francisco. The overall response rate was 80%. Based on guidelines from the CDC, response rates of 60% or greater are considered generalizable to the population from which the sample was drawn. Consequently, the results presented in this report can be used to make inferences about the health-risk behaviors of students in grades nine through twelve attending all regular public middle schools in San Francisco. San Francisco Unified School District has taken part in the YRBS since 1991. The district data are used to monitor the health related behaviors of San Francisco’s youth, guide program planning, and evaluate some of the district’s school-based health programs. The YRBS is administered to a random sample of middle school classes every other school year (i.e., the last survey was in 2006/2007, and the next survey will be in 2008/2009).
This executive summary focuses on trends in health risk behaviors over the past ten years as reported by SFUSD middle school students. In 1990, the Youth Risk Behavior Survey (YRBS) was developed by the Centers for Disease Control and Prevention (CDC) to monitor priority health risk behaviors among youth in the United States. The San Francisco Unified School District (SFUSD) has taken part in the YRBS since 1991. The survey is used to monitor health risk behaviors of San Francisco’s youth, guide program planning, and evaluate school-based health programs. For more information about the YRBS, please visit www.cdc.gov/yrbs. For more information about SFUSD School Health Program Department, please visit www.healthiersf.org.
This summary provides highlights of trend data for years in which the survey response was 60% or greater (i.e., 1997, 2001, 2005, and 2007). The summary includes results of observed trends for SFUSD data from the first time point the question was asked (i.e., usually the 1997 result unless otherwise noted) to 2007. The results represent increases or decreases in health risk behaviors that are statistically significant at p<0.05. For more information about the YRBS, please visit SFUSD's School Health Programs Department website at www.healthiersf.org and the CDC’s website at www.cdc.gov/yrbs.
Prepared by Education, Training & Research Associates (www.etr.org)
2007 MS YRBS Results: Executive Summary
Areas of Success +
Middle school students reported several positive trends in health-related risk behaviors over the past ten years (unless noted, comparisons are between 1997 and 2007 results). There were significant positive changes (increases in health-promoting behaviors or decreases in risk behaviors) in the following behavior areas:
2007 Result (%)
Net Change Since 1997 (%)
Fewer student students report carrying a knife or club as a weapon at school.
3.9
-8.1
Physical fighting at school has decreased.
34.0
-19.3
The percentage of students who report ever trying a cigarette has been greatly reduced.
14.3
-22.2
Fewer students report current cigarette smoking.
3.7
-8.0
Current alcohol use has decreased.
12.2
-7.4
2007 MS YRBS Results: Executive Summary
Areas for Development
There were indicators showing no significant change in the following behavior areas:
∆ The percentage of students victimized by a racial slur has not changed (2001 to 2007). Nearly 90% of students report hearing other students using harassing language based on sexual orientation.
2007 Result (%)
Net Change Since 1997 (%)
14.8
No Change*
87.2
N/A (first included in 2007)
The percentage of students who smoke heavily has not changed since 1999.
0.9
No Change*
The percentage of students who report “binge drinking” has not changed.
5.2
No Change*
The percentage of students who report drinking before age 11 has decreased.
14.5
-17.9
The percentage of students who report ever using marijuana has decreased.
7.7
-10.2
The percentage of students who have ever used cocaine has not changed.
4.0
No Change*
Fewer students report huffing (i.e., sniffing glue or inhaling paints or sprays to get high).
11.3
-3.7
The percentage of students who report ever using steroids has not changed.
2.4
No Change*
The percentage of students who report ever having sexual intercourse has decreased.
7.7
-10.2
The percentage of sexually active students who report using a condom during last sexual intercourse has not changed.
61.2
No Change*
10.2
No Change*
76.1
No Change*
The percentage of students who report having sexual intercourse with three or more people has decreased. More students report being physically active for at least one hour per day on five or more of the past 7 days. The number of students who watch three or more hours of television on an average school day has decreased (1999 to 2007).
3.4
-2.8
54.1
+18.4
34.1
-22.5
The percentage of students ever went without eating for 24 hours or more to lose weight has not changed. The percentage of students who ate green salad or cooked vegetables one or more times the day before the survey has not changed since 2006. *Although small increases or decreased were observed, the changes were not statistically-significant.
About the YRBS
High School Executive Summary Highlights from the 2007 Youth Risk Behavior Survey
In 1990, the Youth Risk Behavior Survey (YRBS) was developed by the Centers for Disease Control and Prevention (CDC) to monitor priority health risk behaviors that contribute to the leading causes of death, disability, and social problems among youth and adults in the United States. These behaviors, often established during childhood and early adolescence, include: Behaviors that contribute to unintentional injuries and violence; Tobacco use; Alcohol and other drug use; Sexual behaviors that contribute to unintended pregnancy and sexually transmitted diseases, including HIV infection; Unhealthy dietary behaviors; and Inadequate physical activity.
The YRBS was designed to: Determine the prevalence of health risk behaviors; Assess whether health risk behaviors increase, decrease, or stay the same over time; Examine the co-occurrence of health risk behaviors; Provide comparable data among subpopulations of youth; and Monitor progress toward achieving the Healthy People 2010 objectives and other program indicators.
The 2007 High School YRBS was administered to a random sample of 2,587 students in grades nine through twelve in 14 public high schools in San Francisco. The overall response rate was 77%. Based on guidelines from the CDC, response rates of 60% or greater are considered generalizable to the population from which the sample was drawn. Consequently, the results presented in this report can be used to make inferences about the health-risk behaviors of students in grades nine through twelve attending all regular public high schools in San Francisco. San Francisco Unified School District has taken part in the YRBS since 1991. The district data are used to monitor the health related behaviors of San Francisco’s youth, guide program planning, and evaluate some of the district’s school-based health programs. The YRBS is administered to a random sample of high school classes every other school year (i.e., the last survey was in 2006/2007, and the next survey will be in 2008/2009).
This executive summary focuses on trends in health risk behaviors over the past ten years as reported by SFUSD high school students. In 1990, the Youth Risk Behavior Survey (YRBS) was developed by the Centers for Disease Control and Prevention (CDC) to monitor priority health risk behaviors among youth in the United States. The San Francisco Unified School District (SFUSD) has taken part in the YRBS since 1991. The survey is used to monitor health risk behaviors of San Francisco’s youth, guide program planning, and evaluate school-based health programs. For more information about the YRBS, please visit www.cdc.gov/yrbs. For more information about SFUSD School Health Program Department, please visit www.healthiersf.org.
This summary provides highlights of trend data for years in which the survey response was 60% or greater (i.e., 1997, 2001, 2005, and 2007). The summary includes results of observed trends for SFUSD data from the first time point the question was asked (i.e., usually the 1997 result unless otherwise noted) to 2007. The results represent increases or decreases in health risk behaviors that are statistically significant at p<0.05. For more information about the YRBS, please visit SFUSD's School Health Programs Department website at www.healthiersf.org and the CDC’s website at www.cdc.gov/yrbs.
Prepared by Education, Training & Research Associates (www.etr.org)
2007 HS YRBS Results: Executive Summary
Areas of Success
+
High school students reported several positive trends in health-related risk behaviors over the past ten years (unless noted, comparisons are between 1997 and 2007 results). There were significant positive changes (i.e., increases in health-promoting behaviors or decreases in risk behaviors) in the following behavior areas:
Fewer student students report carrying a gun, knife or club to school.
2007 Result (%)
Net Change Since 1997 (%)
8.6
-5.6
2007 HS YRBS Results: Executive Summary
Areas for Development ∆
There were indicators showing no significant change or significant negative trends (i.e., increases in risk behaviors or decreases in health-promoting behaviors) in the following behavior areas:
2007 Result (%)
Net Change Since 1997 (%)
The percentage of students victimized by a racial slur has not changed (2001 to 2007).
22.5
No Change*
77.2
Physical fighting at school has decreased.
8.1
-3.1
Seventy-seven percent of students report hearing other students using harassing language based on sexual orientation.
Participation in Tobacco Education has increased (2003 to 2007).
19.8
+5.3
The percentage of students who smoke heavily has not changed.
3.1
No Change*
The number of students who report ever trying a cigarette has been greatly reduced.
36.5
-23.5
The percentage of students who smoke under the age of 18 who were able to buy cigarettes at a store has not changed.
28.1
No Change*
Current alcohol use has decreased.
22.3
-5.2
The rate of students riding in a car with a driver that had been drinking has not changed.
18.0
No Change*
The percentage of students who report drinking before age 13 has decreased.
19.7
-8.9
The proportion of students who report drinking on school property has not changed.
4.5
No Change*
The percentage of students who report current marijuana use has decreased.
11.4
-5.7
The percentage of students who tried marijuana for the first time before age 13 has not changed.
5.7
No Change*
Fewer students were offered, sold, or given an illegal drug on school property.
24.9
-12.1
The percentage of students who report ever using methamphetamines has not changed.
3.6
No Change*
More students report using a condom during their last sexual intercourse.
70.8
+13.7
37.1
-16.0
More students report getting their condoms from their school.
The percentage of students who report talking to an adult family member about HIV/AIDS has decreased.
10.8
+4.1
The percentage of students who participate in HIV/AIDS education in school has decreased.
85.5
-6.3
The number of students who report eating fruit at least once per week has increased.
89.7
+3.6
54.2
No Change*
The number of students who watch three or more hours of television on an average school day has decreased (2001 to 2007).
The percentage of students who participate in physical education classes has not changed.
33.2
-11.8
Percentage of students who ate green salad or other vegetables one or more times per day during the past seven days.
34.4
No Change*
*Although small increases or decreased were observed, the changes were not statistically-significant.
N/A (first included in 2007)
CONSEQUENCES OF TRUANCY
SFUSD 1st Unexcused Absence
2nd Unexcused Absence
3rd Unexcused Absence
School staff responsible for following up with truant students: Administrators Counselors & Teachers Attendance Liaisons Attendance Clerks Student Advisors Parent Liaisons Learning Support Professionals
6th Unexcused Absence
10th Unexcused Absence and Attendance does not improve
Attendance does not improve
Flow Chart of Truancy Procedures
School calls student’s home.
School calls student’s home.
School sends a letter home (First Declaration of Truancy) and implements attendance improvement practices: Calls parent/guardian/caregiver at home or work Requests and schedules a parent/student conference Agrees to attendance contract with follow up progress reports Assigns student to an additional support service with in school behavioral health and/or appropriate community-based or faith-based alternative programs.
School calls student’s home and sends a letter home (Second Declaration of Truancy). Refers student to interdisciplinary coordinated care and services team at site (includes Student Success Team (SST), Student Assistance Program (SAP), Student Attendance Review Team (SART) and city/community partner.) Directs parent/guardian/caregiver to attend school assembly or parent workshop with student about improving attendance.
School persistently calls student’s home and sends a letter home (Habitual Truant Notification). School submits a School Attendance Review Board referral to Pupil Services. Pupil Services may choose one of these options: 1. Refers parent/guardian/caretaker to Truancy Mediation Program led by the District Attorney. 2. Continue to explore other educational alternatives. 3. Student/parent may be referred directly to School Attendance Review Board (SARB).
The SARB mediates final contract with student. If parent or student fails to comply within 30 days, SARB refers the case to the District Attorney.
Duration of follow-up from contract: 1 week
Duration of time between interventions: 30 days
If student and family comply with terms of mediation, they will be connected to additional resources, from district, and other city and community agencies.
Duration of time between interventions: 2 weeks
Corrective action is taken.
School Attendance Review Team (SART) Best Practices Checklist Use your attendance data wisely: Our school generates good daily information on who’s not here, who’s tardy, who cuts, who has excused and unexcused absences. All teachers are taking accurate attendance, and posting with school secretary/attendance clerks is done daily. Principal should be informed if inaccurate data is being recorded by individual teachers. SART teams work from a list that can track which truancy letters are sent out, documents when attempts at contact and help are made, prioritizes who are assigned parent/student SART meetings, At least two members of the SART team have access to SIS and are proficient in working with the Truancy Module that produces the truancy letters.
Know who does what on the SART team. Identify specific responsibilities and roles for each SART member: fill in names below [Key SART members: Site Administrator, Attendance Liaison, CWAL, Outreach Consultant, Student Advisor, Head Counselor/Dean, Counselor and other Student Support Staff depending on level or as needed, e.g. LSP, Parent Liaison, School Nurse, Wellness Coordinator] Liaison with teachers/counselors_____________________________ Lead in making frequent contact with student and parent________________________ Person who can collect “rewards” and incentives to acknowledge attendance improvement and “perfect” attendance__________________________ Best keeper of the lists that documents success and identifies need for referral to Pupil Services___________________________________ Liaison with SAP and SST process ______________________________ Knows how to hook up community resources, city support, and can look at site help- after school programs, learning support professionals, school nurse, and parent support___________________ If student is a special education student, have special education staff convene a team meeting of the IEP to address attendance behaviors and supports.
At each SART meeting, review your lists and do an exercise where student names are sorted into four categories:
Emerging Truants (intervene early) Habitual Truants (connect with Student Assistance Program or Student Success Team) Chronic Truants (collaborate with SRO, home visits, parent workshops) Referrals to Pupil Services for SARB or District Attorney Mediation.
Emerging Truancy Option #1: For students with 3-7 days of unexcused absence or for episodes of excessive tardiness or excessive excused absences during semester. Teacher/Counselor, student and parent need to meet. Truancy letter number one initiates this process.
Habitual Truancy Option # 1: For students who attend school but have a pattern of chronic tardiness and some unexcused absences (8-12 days) during semester. Schedule an SST meeting or discuss at SAP meeting. Outcome of such a meeting will be a SART contract with student and parent. Assign daily/weekly progress reports to key SART member to monitor. Habitual Truancy Option # 2: Students who rarely shows up after a period of attendance early in the semester. Schedule a home visit after getting help with most current contact information. Outcome of such a meeting will be a SART contract with student and parent. Assign daily/weekly progress reports to key SART member to monitor. Habitual Truancy Option # 3:Get assistance from a community agency experienced in case management who will help identify underlying community and family factors and provide after school support for students who are missing 12-19 days of school each semester. Habitual Truancy Option # 4: Instead of individual SART and SST meetings, identify parents and students who would benefit from a parent/student workshop on compulsory attendance laws and supports to improve attendance. Hold at least one workshop each semester. For students who have missed more than 20 days during semester: Chronic Truancy Option # 1: The SART team knows other factors are causing truancy and contact with family is very difficult. Work with School Resource Officer Program or district police station to do a team home visit. The police, in partnership with one of school’s SART members, may conduct a “Wellness Check” at the home. Chronic Truancy Option # 2: Invite chronic truant students and their parent/guardian to parent workshop that teaches the consequences of truancy and offers community, city and school support. Chronic Truancy Option # 3: Referrals to Pupil Services for District Attorney Mediation. Families who received truancy letters, and repeated attempts at contact, but show no willingness to meet or have student attend school, should be referred to the District Attorney’s Mediation Program through Pupil Services. Chronic Truancy Option # 4: Refer to Pupil Services for School Attendance Review Board Hearings (SARB) once your school has exhausted all possibilities of support/monitoring for student and family, attendance contracts generated from parent/student meetings (SAP, SST) have not produced any significant improvement in attendance, and reports from city departments and community based agencies confirm similar outcomes. * At a SARB hearing, a representative from the student’s school must present the case to the SARB Board.
Other Effective Practices: Assign a caring adult to students with truancy issues who need more regular support, check-ins, and contact during the school day; start a Student Mentor Program (call SHPD at 242-2615). Each SART team should learn and implement a parent workshop on the consequences of truancy and what help and support is available to parents in need of improving the attendance of their child. Hold these parent workshops or attendance assemblies/summits at least once a semester. Work with your School Climate Committee and/or SAP to develop programs, services and supports to enhance student engagement, school safety, meaningful student participation and a welcoming/caring school environment.
School Attendance Review Team (SART) Best Practices Checklist (continued) What are the strengths of your SART process?
______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ What are some improvements that need to be made?
______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________
SFUSD Student Support Services February 2008
Student Attendance… Making It Happen!
Tips for Student Support Staff Assist with or coordinate the Student Attendance Review Team
(SART) at your school Initiate / participate in an attendance-focused SST Communication / conferences with parents Set up incentive programs to encourage attendance Gather student’s history and provide case management to
address the root causes of truancy Provide parent trainings/workshops Start the Student Mentor Program at your school with a focus on
truant students Teach health education classes (e.g. Open Airways) that may promote attendance (check with your School District Nurse) Start a group for truant students to promote their connection to
school and to support their social-emotional health Collaborate with your After School Program to enhance student
engagement and provide incentives to support daily attendance Collaborate with Community Based Organizations and City
agencies to address issues of truancy/positive connection to school (see Attendance CBO list & SFUSD Approved CBO list) Home visits to outreach to families with school site staff, CBO
partner or SRO Work with your School Climate Committee or Student
Assistance Program (SAP) to continually improve school climate to ensure a welcoming and caring environment for all students Collaborate with your Site Nutrition Coordinator (SNC) to form
a breakfast club (at NEP schools only)
SFUSD SHPD Rev Jan 08
Creating a Positive School Climate 2nd Edition
Tools & strategies to create a positive environment at school, in the classroom, in after school programs and at home. SFUSD Student Support Services Division
Table of Contents A. Positive School Climate: Background & Overview__________________ A-1-2 A-3-4 A-5 A-7-8 A-9-10 A-11 A-13-14 A-15 A-17-22 A-23-24
Background Information for School Climate: Goal IV, Asset Building, Positive Behavior Strategies Overview: Goal 4 of the Academic Site Plan SFUSD Flow Chart for Goal 4 of the Academic Site Plan Frequently Asked Questions: Goal IV, Asset Building, Positive Behavior Strategies California Healthy Kids Survey Overview: External Assets: Caring Relationships, High Expectations, Meaningful Participation Search Institute 40 Developmental Assets Relationship Between Current Educational Issues & Building Developmental Assets The Correlates of Effective Schooling and the Developmental Assets School Wide Behavior Management Systems SFUSD Health Education Curriculum
B. Positive School Climate: Overall Tips & Strategies_________________ B-1 B-3 B-5 B-7 B-9-10 B-11-13 B-14 B-15 B-17 B-19 B-21 B-23 B-25 B-27-28 B-29-30
Start to a Positive School Year Asset Power Asset Building Difference Asset Building Affirmations Best Practices for Asset Building and Youth Development in a School Setting Improving Student Conduct on the School Campus School Rules & Expectations for Common Areas Alternatives to Office Referrals Responding to Bullying or Name Calling: Tips for On-the-Spot Intervention De-Escalation Tips Sheet Responding to Anti-Gay/Homophobic Slurs Cybersafety & Cyberbullying: Tips for Safety on the Internet Celebrate Achievements Student Fish Bowl Focus Group Activity Developmental Assets for Staff Survey
C. Strategies for a Positive Classroom Climate______________________ C-1 C-3 C-5 C-7 C-8-9 C-10 C-11 C-13-14 C-15-17
Forming Respectful, Caring, Genuine Relationships with Young People Ideas for Schools and Teachers to Build Assets An Asset Checklist for Youth Guidelines for Creating a Great Behavior Management System Examples of Rewards and Consequences Alternatives to Referring a Student for Suspension 10 Easy Tips for Managing a Group of Students Student-Led Conferences Best Practices of Turnaround Teachers
SHPD School Climate Guide
D. Creating a Positive After School Program Climate D-1-2 D-3 D-5 D-6 D-7 D-8 D-9 D-10-12 D-13 D-15-16 D-17-18 D-19-20
_____
SHPD ExCEL Best Practices Tip Sheet– Youth Development & Asset Building How to Guides Overview How to Form Respectful, Caring Relationships with Young People 50 Ways to Show Kids You Care How to Use Positive Behavior Management 99 Ways to Tell a Student They Did Something Great How to Develop Youth as Conflict Mediators Conflict Resolution Agreement, Conflict Mediation Process, I-Messages How to Hold A Family Night How to Give Youth Opportunities for Choice & Sample Program Sign-Up How to Create A Student Advisory Group & Program Application How to Foster Youth-Led Service Learning & Service Learning Planning Form
E. Creating a Positive Home Environment__________________________ E-1 E-3-4 E-5-6 E-7 E-9-10
Parents & Caregivers: Contributing Positive Asset Building, Youth Development and Character Education for San Francisco’s Young People Asset Building Ideas for Parents and Guardians Asset Building Ideas for Individuals Recruiting Parent & Family Volunteers Resources for Working with Parents/Caregivers
F. Monthly Health Awareness Asset Focus Activities_________________ F-1 F-3-11 F-13-14 F-15-16 F-17-20 F-21-24 F-25-27 F-29-30 F-31-32 F-33-36 F-37
SHPD Health Awareness Contacts Health Awareness & Asset Focus Year Long Overview September Curriculum Guide & Setting Agreements Activity October Curriculum Guide & Creating Positive Parent & Caregiver Connections November Curriculum Guide & Operation Fight Back Anti-Tobacco Campaign December Curriculum Guide & Smashing Myths about HIV/AIDS Activity January Curriculum Guide & Day of Kindness, No-Name Calling Week Activities February Curriculum Guide & Run California/Run America Activity March Curriculum Guide & Writing a Snack Policy Activity April Curriculum Guide & National Youth Service Day, Day of Silence Activities May Foster Care Month Tips Sheet
G. Tips for Staff Development/Training_____________________________ G-1-12 G-13-14 G-15-44 G-45-75
Monthly Asset Building Activities for Meetings/Classroom use Staff Warm Up Activity: Name Tag Switch & Sharing the Positive SHPD School Climate Training Module SHPD Behavior Management Training Module
H. Resources_____________________________________________________ H-1-4 H-5-7
Resources for Youth Development Getting Results Article SHPD School Climate Guide
B-1
Responding to bullying or name calling: Tips for on-the-spot Intervention Adults play a critical role in helping students who are bullied, ensuring a healthy and safe school climate. Yet, bullying and name-calling occurs everyday in schools. Although we might hear it or see it, we don’t always know how to address the bullying. This uncertainty can keep us from doing anything, which sends the message to students that it is okay to bully and/or use hurtful and damaging language in school. Below are some suggestions for responding to bullying and name-calling: ►Be sure school/classroom rules and SFUSD Anti-Slur Policy are posted and reviewed with students. Work with school colleagues to identify and support enforcement of school wide expectations ► Immediately intervene to stop the bullying: ►Use a “matter of fact” tone and refer to the bullying behavior. For example: “Excuse me, that language is unacceptable.” Or “Calling someone “retarded” is bullying and it’s against our school rules.” ►Teachable moment. If students understand where the word comes from, or why it is hurtful, it can often help avert further offenses. Ask the student if they know what “retarded” means. Tell them it means “slow to learn or to be delayed.” Explain that people learn in different ways, and when you use “retard” as a slur, it is hurtful to those with physical or mental challenges as well as their friends and family. ►If needed, clearly explain why you are calling the incident bullying. Occasionally students don’t realize the prejudice in what they are saying. Use those few moments to explain how what they are saying is name-calling. “Telling someone that they are ‘retarded’ is offensive when using it as a put down. Using it as an insult to mean ‘stupid’, means you are actually saying people with disabilities are stupid. It is not okay to put down retarded people. Furthermore, it’s not okay to call someone stupid.” ►If appropriate, impose immediate consequences for the student who was bullying. See the Parent/Guardian Handbook pps. 60-61 for assistance. ►Follow up privately, if necessary. Check in with the student who was being bullied to make sure s/he is okay, and to let the student know that you care. ►It’s also a good idea to check in with the student doing the bullying. Often times, students who bully are in need of positive role models, including adults and other students. Identify a caring adult for the student. ►See curriculum ideas on the January School Safety/Violence Prevention Month sheet.
SHPD School Climate Guide B-17
De-Escalation Tip Sheet Tips from SHPD Professionals Try to build relationships and rapport before de-escalation is needed Call for assistance prior to a fight Do not block a door Listen to threats Give students a lot of room when agitated Ask agitated students simple questions that require concentration. Ask agitated students open ended questions that need explanations. You want the student to talk so he/she can get back his/her self control. Encourage agitated students to write by completing your school’s version of a “This is what happened” form
Verbal De-escalation ►Center yourself and breathe
►Allow extra physical space between you and the other person ►Listen to and acknowledge feelings ►Avoid becoming defensive ►Lower your voice, tone, pitch and tempo ►Ask questions ►Respond to valid complaints ►Set limits respectfully but firmly ►Know when to terminate the meeting
In the Moment Do Not raise voice Do Not Say “Calm Down!” Do Not Grab Do Not Unnecessarily Touch or Push Do Not give them power by insulting them or making a joke at their expense.
Three Most Important Rules 1. Give the Student an Honorable Way out of the situation. 2. Give the Student an Honorable Way out of the situation. 3. Give the Student an Honorable Way out of the situation
Resources School Health Programs Department 415.242.2615 Nurse of the Day
SHPD School Climate Guide B-19
Responding to Anti-Gay/Homophobic Slurs Homophobic and anti-gay slurs are commonplace on school campuses. Adults can play a critical role in curtailing the use of such slurs and ensuring a healthy and safe school climate. Although we might hear it or see it, we don’t always know how to address the slurs, such as “faggot”, “dyke” or “that’s so gay”. This uncertainty can keep us from doing anything, which sends the message to students that it is okay to use such hurtful and damaging language in school. Below are some suggestions for responding to homophobic bullying and name-calling: ■ Be sure school/classroom rules and SFUSD Anti-Slur Policy are posted and reviewed with students. Work with colleagues to identify and support enforcement of school wide expectations ■ Post the “Safe Space” posters in classrooms and hallways (available from SHPD). ■ Immediately intervene to stop the slurs: ► Use a “matter of fact” tone. “Excuse me, that language is unacceptable and is a put down. It’s against our school rules.” If age appropriate, call it homophobia. If time is available, define homophobia. Explain that homophobia is the hatred or fear of lesbian, gay and bisexual people. ►If needed, clearly explain why you are calling the incident homophobic. Occasionally students don’t realize the prejudice in what they are saying. Take a few moments to explain what they are saying is name-calling. “Telling someone that they are ‘so gay’ is offensive. Although you might mean ‘stupid’, you are actually saying stupid and gay are the same. It is not okay to put down gay people. Furthermore, it’s not okay to call someone stupid.” ►Teachable moment. Ask the student if they know why the teacher found the term offensive. If students understand where the word comes from, or the history of why it is hurtful, it can often help avert further offenses. “The word ‘faggot’ actually means a bundle of sticks used for creating a fire. The term originates as far back as the 15th century, when gay men were forced to collect wood for witch-burning fires during the Spanish Inquisition--and their own bodies were used as fuel when the flames died out.” ►Intervene in gender-based stereotypes Gender stereotypes are simplistic notions held by individuals or groups that expect males and females to fall into predictable roles. Hearing somebody refer to a group of boys as “girls” or calling a boy a “sissy” should also be addressed as bullying behavior. ►If appropriate, impose immediate consequences for the student who wasusing the slurs. (See the Parent/ Guardian Handbook pps. 60-61 for assistance). ►Follow up privately, if necessary. Check in with the student who was called a name to make sure s/he is okay, and to let the student know that you care. ► It’s also a good idea to follow up with the person who used the hurtful language. Often times, students who bully are in need of positive role models.
Resources: Student and Parent/Guardian Handbook (pps.60-61) School Health Program’s Department: Support Services for LGBTQ Youth 242.2615
SHPD School Climate Guide B-21
Cybersafety and Cyberbullying Tips for Safety on the Internet Personal Information ►Don’t share personal information such as your name, age, sex/gender, pictures, location/address, cell phone number or social security number ►Create nicknames that don’t reflect your own name or anything personal ►Never respond to online communication that is inappropriate or makes you feel uncomfortable ►Never agree to meet someone you met online in person ►Always talk with a parent/caregiver or a responsible adult about your online activities
Social Networks ►Never share any information about yourself or your friends ►Be careful about adding strangers to your “friends list” ►Don’t be shy; report inappropriate postings/profiles
Cyberbullying ►Don’t respond to or meet with a cyberbully. It is always better to walk away. ►Save proof of the harassment like e-mail messages, blogs and IM logs. Print them out and show them to an adult you trust, like a parent, school counselor or other adult at school. ►Tell a trusted adult who can: File a complaint with the Internet Service Provider, or the host of the Web site Contact the parent/caregiver of the one who is writing the messages ►Think carefully about what you say online. Make sure it’s not going to hurt or scare someone If you observe someone else being the target of cyberbullying: ►Support the person. Let them know that it’s not their fault ►Go with them to talk to a trusted adult ►Report what you’ve seen to an adult
Resources School Health Programs Department 415.242.2615 Nurse of the Day National Youth Violence Prevention Resource Center www.safeyouth.org 1.866.safeyouth Center for Safe and Responsible Internet Use www.cyberbully.org
SHPD School Climate Guide B-23
10 Easy Tips for Managing a Group of Students 1. Most Important Rule: Catch ‘em being good!!! “Johnny, you are sitting in your chair, good job!” “Marcus is showing me that he read the directions. Good job Marcus!” 2. Be prepared and organized everyday. 3. Use a calm voice, if you shout, students will shout over you. 4. Consistently use a “getting attention” signal. (e.g. raise hand, bell) 5. Give clear, step-by-step directions both verbally and visually. Do not hand things out until you have finished giving directions. 6. If a student is being disruptive: 1. Give them “the look” 2. Walk near them 3. Quietly investigate, clarify, or redirect behavior 7. Have consistent rewards and consequences and focus on the positive. 8. Word directions in the form of a choice. Students can choose their behavior and accept the consequences: “Ashley, do you want to work on the assignment or sit quietly with your head down?” 9. If the group dynamics are ineffective, consider these options: 1. Separate students from each other or the group 2. Move on to something else 3. Take a timeout 10. Make everything as fun as possible! * Adapted by C. Crowe (2003) from multiple sources: H. Wong and R. Wong (1998); Mikus Educational Consulting (1997); D.B. Fink (1995)
SHPD School Climate Guide C-11
Student Assistance Program (SAP) Manual
San Francisco Unified School District Student Support Services Division SFUSD School Health Programs Department, Revised August 2008
Student Assistance Program (SAP)
Table of Contents What is a Student Assistance Program (SAP)?
2
SAP/SST: A Brief Comparison
3
How to Initiate a Student Assistance Program (SAP)
4-5
Request for Assistance (1.0) form
6
SAP Meeting Roles and Responsibilities
7
SAP Flowchart
8
SAP Interventions
9-10
SAP Follow-Up Practices
11
SAP Best Practices Checklist
12-13
What is Facilitation?
14
Facilitator Self-Assessment Checklist
15
Sample SAP Meeting Agenda #1
16
Sample SAP Meeting Agenda #2
17-18
Sample SAP Meeting Agenda #3
19
Sample SAP Action Plan
20
Sample SAP Case Management/Follow-up Form
21
Sample Parent/Teacher Conference Form
22
SFUSD Oath of Confidentiality
23
SFUSD School Health Programs Department – SAP Manual August 2008
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What is a Student Assistance Program (SAP)? The Student Assistance Program (SAP) is a “learning support” umbrella structure that brings together all support service providers at a school site. The SAP focuses on referred students, and coordinates respective programs and services to promote their academic success. The SAP provides early identification, assessment, referral, support, and service coordination for students experiencing academic, attendance, behavior/social, or health problems that impact school success. In addition, school-wide issues are identified and addressed. At the elementary level it has been most commonly named a Coordinated Services Team (CST) or Care Team.
The SAP process includes:
Who is on the SAP team?
1) Early Identification: Students with academic, attendance, behavior/social, health issues are referred to the SAP team.
2) Assessment: SAP team gathers information regarding the student referred and identifies the student’s strengths and needs. 3) Planning and Support: SAP team identifies and links students with school and community based interventions and resources. 4) Service Coordination: Identified SAP team member follows a student’s progress with recommended interventions and resources. 5) School-wide Assessment & Program Development: Identifying, linking and developing resources—within and outside the school community—that reflect the broad issues/trends identified by the team to support student success (e.g. - support groups, mentoring, positive behavior support, structured before-school and recess activities).
Administrator/Principal Attendance Liaison Dean or Head Counselor Elementary or Middle School Advisors ExCEL After School Program Site Coordinator (ASP) Instructional Reform Facilitator Learning Support Professional (LSP) and/or Wellness Coordinator (WC) Outreach Coordinator Parent Liaison Representative of Community Based Organizations (CBOs) regularly on-site School Counselor School District Nurse (SDN) School Psychologist Site Nutrition Coordinator (SNC) Special Education Representative (e.g. Resource Specialist -RSP teacher) Others, as recommended by Team
A SAP can address students who:
exhibit behavioral/mental health issues face significant illness or disability have chronic attendance problems have difficulty with academics have family or peer issues suffer from trauma associated with exposure to violence use/abuse substances are experiencing sexual health, sexual orientation, pregnancy issues
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SAP and SST: A Brief Comparison The Student Assistance Program (SAP) is a “learning support” umbrella structure that brings together all support service providers at a school site. The SAP develops and monitors programs and resources that enhance prevention and intervention efforts contributing to student success. The SAP focuses on referred students, and coordinates respective programs and services to promote their academic success. At the elementary level it has been most commonly named a Coordinated Services Team (CST) or Care Team.
The Student Success Team (SST) is a problem solving and coordinating structure that assists individual students, families and teachers to seek positive solutions for maximizing student potential. The SST focuses in-depth on one student at a time, and invites the parent/caregiver and student to participate in finding solutions.
SAP
SST
Who: Site administrators, learning support staff Who: Parent/caregiver, student, teachers, and “support service” providers (See administrator, counselor, service/support What is a Student Assistance Program providers at school site, CBOs (SAP)? (pg. 2) working with the student and family, special education representative, and SST Coordinator. Meeting for staff only, no parents or students.
School psychologist is invited to assist as a consultant, if and when available.
Focus: 1) Multiple students with: academic, behavior, attendance, and health/mental health concerns. 2) Link students with site/community resources. 3) Develop and coordinate schoolwide programs reflective of students’ needs.
Focus: 1) One identified student: academic, attendance, behavior, and/or health/mental health concerns. 2) Multidimensional action plan developed. 3) Follow-up meeting involving all stakeholders to review the action plan.
How: 1) Students are ‘case managed’ by the team and followed by one team member to assist with access to resources and supports for positive progress. 2) Develop and implement educational support programs based on identified needs.
How: 1) Team explores strategies to develop an intervention plan involving home, classroom, school, and community. 2) Designated “case manager” helps to oversee implementation of the intervention plan/action items. 3) Spec. Ed. Assessment may be considered an option, following documentation of interventions and student’s response to those Interventions.
When: Weekly meetings of the team.
When: Scheduled meetings called by SST coordinator accommodating schedules of stakeholders.
SFUSD School Health Programs Department – SAP Manual August 2008
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How to Initiate a Student Assistance Program (SAP) 1. Enlist support from the site administrator to implement an effective SAP Commitment/leadership from the site administrator is the key to a successful SAP Meet with the Principal or Assistant Principal to confirm support for developing an effective SAP. Provide administrator with background information about SAPs and the benefits of student support services Useful documents: What is a Student Assistance Program? (pg. 2) SAP and SST: A Brief Comparison (pg. 3) SAP Flow Chart (pg. 8) Identify SAP team members, including who will serve as the SAP Coordinator/Facilitator. See SAP Meeting Roles and Responsibilities (pg. 7) Identify a meeting space that is convenient, private, and available on a weekly basis Agree on a referral process. Use the SAP Flowchart (pg. 8) as a guide
2. Raise staff awareness about SAPs / Get staff commitment Introduce the SAP model to staff at faculty meetings, grade level meetings department meetings and/or other appropriate venues using the following suggested activities: a) Describe benefits to staff of having an SAP program, e.g. one-stop referral process; provision of services to students with severe needs, as well as those at mid-risk; support and follow-through that is coordinated b) Present a case from start to finish; use SAP Flow Chart (pg. 8) c) Review criteria for referral and the referral process, including introduction of the Request for Assistance (1.0) form (pg. 6) Distribute a memo and/or flyer introducing the SAP to all staff Identify allies within the staff and utilize their support to engage others
3. Establish a regular meeting time and structure/agenda for SAP meetings When scheduling meetings, consider days/times when most or all support staff are on site (e.g. School Counselor, Learning Support Professional, School District Nurse, School Psychologist, After School Program Site Coordinator, Parent Liaison, Attendance Liaison, etc.) All team members commit to the regularly scheduled meetings and any roles/responsibilities assigned (e.g. coordinator/facilitator, time keeper, recorder, case manager). See SAP Meeting Roles and Responsibilities (pg. 6) for a clarification of roles.
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How to Initiate a Student Assistance Program (SAP) 4. Collaborate with teachers at grade level planning meetings, during their prep time or other available times to help identify and refer students to the SAP. (At the elementary level, consider the benefits of a Classroom SST to systematically identify and refer students.)
5. Provide feedback to referral sources, monitor action plans and ensure ongoing evaluation of the effectiveness of the SAP meetings. Utilize the SAP Best Practices Check List (pg. 12-13) 6. Address school-wide trends, issues and concerns by developing school-based programs and linkages with community resources to meet students’ needs and improve their success at school. Map current resources on site provided by school staff or through partnerships with community-based organizations (CBOs). See SFUSD approved CBO List at www.healthiersf.org. Based on students’ needs and trends identified through the SAP process, develop programs to enhance school climate and improve student achievement (e.g., groups, mentoring, tutoring, positive behavior incentive program, create student involvement/leadership opportunities, etc.
SFUSD School Health Programs Department – SAP Manual August 2008
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Referral To
Request for Assistance (1.0)
Student Assistance Program (SAP) Student Success Team (SST)
Attach photo of student if available
San Francisco Unified School District School Site: _________________________
--CONFIDENTIAL: please do not leave out for others to read-Student: (Last, First)
Grade
Parent/Caregiver
Home Language
Telephone Number
Name of person Making Request
Your Title
Classroom or Telephone Extension
1. Student’s Strengths
Able to problem solve Articulates feelings/needs Asks for help Attentive in class Cooperates with others Demonstrates sense of humor Enjoys math Enjoys reading Follows instructions Helpful to others Listens well Makes/maintains friendships Negotiates/compromises Participates in class Regular Attendance Other: _____________________
___________________________ ___________________________ ___________________________
Gender
M
F
DOB
Ethnicity
HO#
2. Your Concerns about Student
3. Prior Interventions
Please check and provide additional details:
Academic
_____________________________________ _____________________________________
Attendance
_____________________________________ _____________________________________
Emotional or Behavioral
_____________________________________ _____________________________________
Family/home
_____________________________________ _____________________________________
Physical Health/Medical
_____________________________________ _____________________________________
Other
Behavioral interventions Classroom modifications Instructional modifications Met with student Offered tutoring/after-school program Spoken to/met with parent/caregiver Other:_______________________
Please describe your interventions including length of time tried.
_________________________ _________________________ _________________________ _________________________ _________________________ Response to Intervention (RTI): (For SSTs: attach data across 12 weeks)
____________________________ ____________________________ ____________________________
_____________________________________ _____________________________________ ==================================
Complete if student is referred to SST=================================
4. Student Profile Section (SAP/Counselor/SST Team to complete): STAR 9 (Two previous yrs): Year
Reading
Lang
Math
Health
Most recent Physical Exam: ___________________ Immunizations: Complete Incomplete: _______________ Chronic health conditions?
Support services student is currently receiving: After-School Prog GATE ELD/ELL Tutoring Mentoring Peer Resources IEP 504 Plan Foster Youth Services (FYS) Mental Health Physical Health Other: Screening Date Status –Pass/Fail FU required? Vision Hearing
5. Date family notified re: referral to SST: Results: ==================================Feedback to Referring Person=================================== Date Referral Processed
Primary Contact Person
Action Items Planned 1.
Who Will Follow-up
2. 3. DISTRIBUTION:
ORIGINAL: SAP Binder
SFUSD School Health Programs Department – SAP Manual August 2008
COPIES: Primary Contact Person & Referral Source
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Student Assistance Program (SAP) Meeting Roles and Responsibilities All SAP team members are active contributors. In addition, the process defines special roles that some members of the team must fill to achieve the greatest positive outcome. Meeting roles may be assigned by the coordinator/facilitator, or team members may select to sign up for a particular role. It is important to ensure that during any meeting each team member’s role is clearly defined before the meeting begins and then maintained throughout that meeting.
Coordinator/Facilitator (Permanent position - designated administrator in collaboration with a student support services professional, e.g. LSP, WC, Counselor, SDN)
Based on school issues and SAP referrals received, create a meeting agenda and distribute to all SAP team members at, or prior to, the meeting Bring SAP binder to meeting Ensure that meeting roles are filled (recorder, timekeeper, etc.) Begin the meeting, designate an amount of time for each agenda item, allow time for follow-up discussion, and facilitate the meeting Facilitate but do not dominate the discussion and help to elicit the most helpful contributions of the group and most important, keep a positive tone at the meeting Clarify action items, identify next steps, and ensure that a case manager is assigned to each student discussed Make sure all referral forms, meeting agendas and notes are filed in the SAP binder
Recorder/Note Taker
(may rotate)
Make sure to record day and time of the meeting and who attended Capture key information and clearly delineate all action items (what, who, and by when) Use a laptop and/or a standard meeting notes template to take notes Provide a copy of the SAP meeting notes to all SAP team members in a timely manner
Timekeeper (may rotate) Assist the Coordinator/Facilitator in starting the meeting on time Keep track of time allotted for specific topic discussions and remind the facilitator when discussion time is over Provide Coordinator/Facilitator with a five-minute warning toward the end of the meeting
Team Member An effective team member is a positive contributor to the work of the team. Members come prepared with information about the students discussed and school-wide issues/programs. Contributions that address difficult problem areas are positive, looking at constructive solutions, rather than characterizing, blaming or stereotyping. Interventions are linked to the students’ strengths and programs developed are linked to students’ nee
SFUSD School Health Programs Department – SAP Manual August 2008
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Student Assistance Program (SAP) Flowchart
consults with
Support Staff Counselor Dean LSP Nurse Parent Liaison School - 9 - Psychologist Wellness Coordinator other
Teacher/Staff Member/Parent is concerned about a student because of: academics attendance behavior/emotional issues health
Initial Interventions are Attempted May Include: Student conference Parent conference Tutoring RTI Etc.
if student is a danger to them self or others (behaving unsafely)
DO NOT WAIT! Go directly to administrator for appropriate actions and consequences. Consult w/ the following as needed: Police Child Crisis Child Protective Services LSP/ Wellness Coordinator School Counselor School District Nurse
If initial interventions are unsuccessful or ongoing monitoring is needed, then: Initial crisis resolved
Teacher/Staff Member/ Parent/Student Fills out Request for Assistance Form 1.0 and gives to SAP Coordinator
SAP Coordinator Reviews and Prepares the Following: (may delegate tasks to other SAP members as necessary)
Inform referring party of SAP Meeting and Action Plan
1.0 Request for Assistance Form Attendance Record Cum Folder Grade Report/Report Card/Progress Reports SAP Meeting Agenda
SAP Team Meeting held weekly
SART Meeting
SST Meeting
Follow-up Review action plan Review student progress Brainstorm additional interventions
SFUSD School Health Programs Department – SAP Manual August 2008
Responsibilites of SAP Team Review student history Brainstorm interventions, including referrals to inschool services, CBOs, etc. Develop Action Plan Appoint “Case Manager” or contact person to ensure action plan is implemented Set date for follow-up Analyze student trends/ needs for program development 9
Student Assistance Program (SAP) Interventions SAP Interventions: Student Conduct a more thorough assessment of the student (e.g. review cum folder, meet with teachers, observe student in class) Meet with the student. Get to know him/her. Refer student to an after-school program Initiate a counseling referral Place in a peer or adult mentoring program Have the student come up with his/her own academic and/or behavior goals Work with student on a behavior contract Provide the opportunity for frequent “check-ins”, perhaps by several adults Refer to an appropriate student support group Don’t wait for trouble to call home, call with good news about the student Request that RSP teacher work with students who are academically “at-risk” until further assessment can be done Refer for a SST
SAP Interventions: Parent Contact parent/caregiver – ask about family strengths and concerns regarding student Schedule a parent/teacher conference (See Sample Parent/Teacher Conference Form, pg. 22) Create a ‘parent space/room’ at the school Provide presentations that appeal to parents (e.g. workshops such as “How to talk to your kid so they will listen”, “How to help your child with homework”, “Helping your 6th grader adjust to middle school”, “Making the most of a parent-teacher conference”, etc.)
SAP Interventions: Classroom Explicitly teach and review classroom expectations, including transitions Provide reinforcement/feedback that is specific and unique to students Provide a 4 to1 ratio of positive reinforcement to corrective action to promote expected classroom behavior Catch students being good Utilize a “peace table” or “chill-out” space Use a multi-sensory approach (e.g. using math manipulatives in addition to verbal and written instructions) Incorporate physical/movement activities into academic blocks to provide stress reduction/tension release Assign classroom responsibilities/class jobs that build confidence and self-esteem Physically arrange classroom consistent with level of structure needed Give students choice/options of activities/tasks to increase sense of control and engagement in the classroom Encourage team work to accommodate a variety of learning styles (e.g. a student who is a good note taker can provide them to targeted students) Enhance selection of high interest books for students Break down assignments into smaller sections (Note: It is sometimes helpful for SAP team members to work one-on-one with teachers to support classroom changes necessary for improved student outcomes.) SFUSD School Health Programs Department – SAP Manual August 2008
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Student Assistance Program (SAP) Interventions (continued) SAP Interventions: School Wide
Start a mentoring program Start a peer mediators/peer conflict managers program Increase meaningful involvement and participation in school activities, clubs, and events Develop a peer-tutoring program Enhance student and campus safety/security (e.g. conflict resolution programs) Help create commitment for a school-wide behavior system (e.g. Best Behavior, Caring School Community, Tribes, CHAMPs, IRISE, Omega) Give leadership opportunities to students (e.g. crossing guard, office monitoring, conflict resolution mediator) Establish a drop-in homework center. Support transitions: home, school, and classroom, after-school, vacations Post school rules/norms in classrooms, halls, restrooms, cafeteria and yard Start a positive behavior incentive program (e.g. “caught being good” tickets) Provide opportunities for public recognition (e.g. attendance, positive behavior, “Golden Trash Can” award for cleanest room) Collaborate with After School Program to create a “seamless day” Start a Breakfast Club to reward attendance Promote health & nutrition education & activities
SAP Interventions: Community Invite CBO speakers to your SAP to describe programs and referral procedure Plan and host a health fair Invite your local police (e.g. School Resource Officer, SRO) or fire fighters to shoot hoops/play on the yard with students Collect information on resources and services in the community, including providing information on services that are no-cost, low-cost or based on a sliding scale to families and staff Connect with community centers and city Parks and Recreation facilities Implement business and community mentoring Establish a central location to place community resource information Enlist the resources of the faith community Enlist San Francisco School Volunteers
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Student Assistance Program (SAP) Follow-Up Practices The interventions, actions and modifications discussed at a SAP meeting are only as good as the follow-up practices that ensure their implementation. Steps for follow-up:
1) Case Management A case manager or “contact person” is assigned to each student discussed at the SAP. The case manager’s role is to ensure that the action plan items are implemented. Case manager tasks may include:
Meeting with the student and with the teacher regarding the action plan Making phone calls and/or sending reminder notes to team members regarding action items Contacting parents/caregivers regarding the action plan and to enlist their support Setting up meetings on-site with service providers to help bridge the student/family with a particular program or agency
2) Documentation Action items, or “Action Plans”, are documented for each student and monitored by the SAP. Regardless or the specific method or form used, it is important to document action items/plans and follow-up measures. A SAP binder is a useful tool to maintain a consistent and organized record. Also, see sample SAP agendas, action plan and follow-up form on pages 16-21. The SAP binder should be kept in a confidential location, but known and available to team members.
3) Feedback to the Referral Source The case manager, or another designated person, provides the referral source with feedback in a timely manner after the initial SAP meeting. It is often beneficial to involve the referral source in some ownership of the plan, particularly classroom strategies, modifications and adaptations, especially if the person had not been involved in the actual SAP meeting that was held.
4) Student/Family Participation Working with students and parents/caregivers to commit to the plan and to undertake actions on their own behalf is an important part of the follow-up. The student and parent/caregiver have to feel that they have some control over their own goals and plans, and that school staff are their allies, rather than the ones who have all the control.
5) Follow-Up Discussion Every student discussed at the SAP is reviewed regularly. Many SAP coordinators find it helpful to include a follow-up section on the agenda. During follow-up discussion, the case manager/contact person updates the SAP on the status of the student’s action plan. Additional interventions may be initiated depending on the student’s progress, such as referral for a Student Success Team (SST) or Student Attendance Review Team (SART) meeting, or connection with other school site or community-based resources.
SFUSD School Health Programs Department – SAP Manual August 2008
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Student Assistance Program (SAP) Best Practices Checklist Please rate each item using the following scale: 1= poor 2 = fair/OK 3 = good
4 = excellent
Pre SAP Meeting There is a regular weekly meeting time A consistent location is established for the meeting There is a referral process in place that uses the Request for Referral 1.0 Staff is aware of SAP purpose and there is “buy-in” Each SAP member is committed to providing follow-up activities Agendas are distributed at or prior to the meeting There is a designated SAP coordinator/facilitator Student referrals are elicited from multiple sources, including review of school-wide data: Teachers/Staff Retention Lists
Transition Forms DF/U Lists Students Lacking Mandated Health Screenings
Focal Students SART List Foster Youth Services (FYS) Census
During SAP Meeting At the beginning of the year, Oath of Confidentiality is signed by each member Team members are consistent in attending the entire meeting Please check those that attend: Administrator Attendance Liaison CBO Representative(s) Dean/Head Counselor Elementary/Middle School Advisor ExCEL ASP Instruction Reform Facilitator LSP or Wellness Coordinator
Outreach Coordinator Parent Liaison School Counselor School District Nurse School Psychologist Site Nutrition Coordinator Special Education Representative Others: __________________
Meetings start and end on time There is efficient use of meeting time (e.g. several students are discussed at each meeting, team member discussions remain “on topic”) There are designated staff who fulfill roles during the meeting (e.g. facilitator, note taker, timekeeper, etc.) Action items from previous meeting(s) are reviewed Members participate and share their respective knowledge Student information is available at the meeting (e.g. cum folder, attendance records) The team is able to solve problems and develop action plans for students All team members volunteer to, or are assigned to, follow-up on action items The team discusses program issues/needs of the site to identify service gaps and develop new programs (e.g. mentoring, tutoring)
Post SAP Meeting Meeting notes are distributed after the meeting All Request for Assistance 1.0 Forms, SAP Agendas, and meeting notes are kept by SAP Coordinator/Facilitator in a SAP binder Action items are monitored by the SAP coordinator/facilitator and designated case manager Action items are completed by assigned/designated team member Feedback is provided to the referral source in a timely manner SFUSD School Health Programs Department – SAP Manual August 2008
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Student Assistance Program (SAP) Best Practices Checklist (continued) What are the strengths of your SAP? __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________
What are some improvements that need to be made? __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________
For those schools without an SAP, please list the first steps that you think need to be taken in order to start a team. What will be some of the challenges? Who are other support staff that you need to engage in order to start an effective SAP? __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________
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What is Facilitation? Facilitation is a way of providing leadership without taking the reins. Your job as a facilitator is to get others to assume responsibility and take the lead. Core Practices of Facilitators: Stay neutral on content: Focus on the process. This doesn’t mean that you can’t offer suggestions; it just means that you shouldn’t impose your opinions on the topic to the group. Listen Actively: Look people in the eye, use positive body language, paraphrase. Ask Questions: Test assumptions, invite participation, and gather information. Paraphrase to Clarify: (“Are you saying”, “What I’m hearing you say is…”) Synthesize Ideas: Get people to comment on what others are saying and build on their thoughts. Identify a Scribe: Create a visual action plan/ ‘to do’ list to keep group on task. Stay on Track: Set a time line for the meeting and appoint a time keeper. Use a parking lot to record ideas that are important but not on topic. Label situations if they are sidetracks. Give and Receive Feedback: Call on people that seem to be disengaged from the process; ask members how they feel the meeting is going or if you are making progress; regularly evaluate the effectiveness of the meeting by eliciting feedback from group members. Test Assumptions: Bring assumptions out into the open, clarify them, and challenge them. Collect Ideas: Keep track of emerging ideas and final decisions. Notes should reflect what people actually said and not your interpretation of what was said (see Identify a Scribe). Summarize Clearly: Summarize to revive a discussion that has come to a halt or to end a discussion when things seem to be wrapping up. Identify Next Steps: Identify action items, who is responsible and when tasks are to be accomplished.
Source: Facilitating With Ease, Ingrid Bens © 2000
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Facilitator Self-Assessment Checklist Behaviors that Help
Behaviors that Hinder
__ listens actively __ maintains eye contact __ helps identify needs __ gets buy-in __ surfaces concerns __ defines issues __ brings everyone into the discussion __ uses good body language and intonation __ paraphrases continuously __ provides feedback __ accepts and uses feedback __ checks time and pace __ provides useful feedback __ monitors and adjusts the process __ asks relevant, probing questions __ keeps an open attitude __ stays neutral __ offers suggestions __ is optimistic and positive __ manages conflict well __ takes a problem-solving approach __ stays focused on process __ ping-pongs ideas around __ makes accurate notes that reflect the discussion __ looks calm and pleasant __ is flexible about changing the approach used __ skillfully summarizes what is said __ knows when to stop
__ oblivious to group needs __ no follow-up on concerns __ poor listening __ strays into content __ loses track of key ideas __ makes poor notes __ ignores conflicts __ provides no alternatives for structuring the discussion __ gets defensive __ puts down people __ no paraphrasing __ lets a few people dominate __ never asks "How are we doing?" __ tries to be the center of attention __ lets the group get sidetracked __ projects a poor image __ uses negative or sarcastic tone __ talks too much __ doesn’t know when to stop
Additional Observations: ______________________________ ______________________________ ______________________________ ______________________________ ______________________________
Source: Facilitating With Ease, Ingrid Bens © 2000
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Sample SAP Meeting Agenda #1 Date: ____ / ____ / ____
Attendees: ___________________________________________
NEW SAP REFERRALS: Student
Grade Ref Teacher/ GL Counselor
Reason for Referral/Concerns
Contact Person
Complete SAP Action Plan for each student (see Sample Action Plan, page 20) FOLLOW-UP ON ACTIVE SAP STUDENTS: Student
Grade Ref Teacher/ GL Counselor
Reason for Referral/ Concerns
Updates & Interventions
Contact Person
Review SAP Action Plan for each student SCHOOL-WIDE ISSUES & PROGRAMS: Issue or Program
Updates/Actions
Contact Person
Next Meeting Date: __________________ Adapted from John O’Connell High School SFUSD School Health Programs Department – SAP Manual August 2008
17
Sample SAP Meeting Agenda #2 Sample content in italics.
Date: ________________
Team members present: ________________________________
1. School Attendance Review Team (SART) Review identified students (see attendance log) ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ Student Advisor (logistics & incentives); Parent Liaison (follow-up) Dog tags and certificates for Sep. 06 perfect attendance breakfast on 10/10/06 2. SST & IEP Meetings 10/10 – 7:30 am ____________ 3:00 pm ____________ 10/11 – 7:45 am ____________ 3:00 pm ____________ 10/17 – 3:00 pm ____________ 3:45 pm ____________ School psych. assessments: completed ____________; underway ____________ 3. School-wide Wellness/Planning & Coordination of Programs Mandarin Immersion Mental Health Services & Student Intervention Team (SB1895 Program) Omega Program (Group with Dr. Marshall will be on Tuesdays) Mentor Program (mentor recruitment underway) College Bound / Career Awareness Program (planning underway) School-wide behavior (remind staff to use recognition slips to address common area behavior) “Discipline Gap” – define the issue. Strategies: 1) AA mentors; 2) continue staff discussion; 3) address concerns for identified students; 4) 10/14 lecture by Hilliard
4. Parent Liaison Report PTA Parent Wellness/Education Speakers Series (parents to generate list of ideas) E-script/fundraising (make this a PTA priority) 5. School District Nurse Report Consider “Jump Rope for Heart Program” Status of vision screening follow-up 6. ExCEL After School Program Report Enrollment at: ______ “Lights On” October 12th Behavior concerns: ______________________________________
(Case Management on next page)
SFUSD School Health Programs Department – SAP Manual August 2008
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Sample SAP Meeting Agenda #2 (continued) 7. Case Management
Student
History
New info/updates
A.C.
New kinder. IEP/ADHD with fetal alcohol/drug exposure and Hx of child abuse until age 3. Family Mosaic. Has schoolbased therapist; meds given at school. Family moved to Oakland CPS case still active. Has new therapist. Grief/loss issues. Therapy with intern last year.
Has therapist at Westside Ajani; Afternoon para support; putting together behavior/support plan; IEP 10/11/06
Moved to Valencia Gardens; referred to YMCA site-based therapist. Mentor and behavior plan this year
Z.S.
Grief/loss issues. Therapy with intern last year. Foster care. Has therapist. IEP. Emotional/behavioral issues.
A.S.
IEP; ADHD; retained 2nd gr.
H.F.
Attendance/late arrival issues. Behavior concerns Academic concerns, gets frustrated. Learning and attendance issues Transfer from T.I. Medical and behavior issues Behavior/emotional concerns
J.T.
S.P. D.R. E.W.
D.W. J.L.
G. F. E.U. K.H. D.M.
A.M. S.W.
Significant behavior concerns Mo. Hx of substance abuse; attendance concerns
Recd. Dr. consent to provide meds on site. Contacted therapist and case manager about behavior/med. Rxn? Transferring to East Bay school, when? Court date on 9/12. SST held. Behavior support plan 10/10/06 Moved to Valencia Gardens; refer to YMCA therapist; need to f/u with mother for med. exam
Assigned to intern therapist; mentor program Met with mother; completed consent for Intern/therapy LSP & teacher have spoken with mother; YMCA therapy underway; SST 10/11/06 Scheduled SST 10/17/06 Has glasses; testing underway Referred to Intern; mentor program CPS here today; mother told teacher she would like help; started YMCA therapy; mother connected with Instituto by CPS On SST list Home visits x2; attendance has improved; referred to Intern
Adapted from Starr King Elementary School
SFUSD School Health Programs Department – SAP Manual August 2008
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Sample SAP Meeting Agenda #3 Note: This sample agenda format allows the note-taker to incorporate member attendance, notes about students, new and previously referred, a nd discussion about schoolwide issues. If notes are recorded electronically, the note-taker can sort by student’s last name, by grade, etc. (Sample content in italics)
Meeting Date: _1-7-07_COMPLETED
Chair: _______________________
(note “COMPLETED” when distributed to members as final copy)
Team members: ( names BOLD if present) _________________________________________________________________________________________ Guests:
#
Excused: (members who notified coordinator in advance, of absence)
Student (Last, First)
Gr
----------check all that apply--------------- Acad Attend Beh/E Health Other mot X X (out X X Smit h class) X Jones
1.
N or R R
2.
N
8
3.
R
8
Ramirez
X
X
EF
4.
R
8
Chin
X
X
GH
5.
R
8
Fierro
X
X
JK
6.
R
8
Jackson
X
X
LM
7
Ref by
CP #1
CP #2
ASP
AB CD
Notes
3 Ds, 4 Fs; no Us; SST #1: Dec. __, 06; case discussion at HAC on 1/4/07. Case conf 1/5/07 with Fam Mosaic. 1 D; no Us. Now living w dad, who has rules and sets limits. Is an RSP stu. Needs IEP Addendum. 3 Ds, 1 F; no Us SST #1 10/11/06. Jones created Behav checklist that stu likes. SST #2 to be sched. Move to Smith? 3 Ds, 1 F; 2 Us SST to be sched. Pending counselor w Beacon or Wellness Ctr 6 Fs; 5 Us. Was suspended 1/3/07. To have Cslg Conf on 1/9/07 at 11:30 AM 2 Ds, 4 Fs; 2 Us SST to be sched by Jones. In “Top Ten” list. Mom has knee disability.
NP
QR
ST
Glossary: N = newly referred in school year; R = student was referred this year already; CP = contact person; ASP = after-school program
Agenda/Minutes: We only have 101 days remaining this school year to make a difference for our students Grade level meetings: teachers would like to have admin presence at first half or last half of these meetings…
Beacon: Starr announced that Vanessa xxxxx will be joining us as of Feb 07.
PACT: needs parents to complete Intake forms for their CBO Admin update: Complete documentation of services for students receiving Care Team services by end of January Health update: Hearing/Vision follow-up being done with assistance from site support sub. Good news: xxx will return to full-time status at GRD starting Jan. 29.
School will look at changing breakfast and elective schedules as of second semester. Mtg at 4:15 PM today for staff input. Adapted from Gloria R. Davis Academy SFUSD School Health Programs Department – SAP Manual August 2008
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Sample SAP Action Plan Student’s Name: _______________________________________ Date: _________________ Teacher/Referring Staff: ________________________________ Room: ________________ Case Manager/Contact Person: __________________________________________________
What?
Who?
When?
(Action items)
(Person responsible, e.g. teacher, LSP, SDN, etc.)
(Date to initiate or complete action item)
Academic counseling After School Program Group (e.g. anger management, social skills, grief , etc) Health review & referrals Home visit Mentoring One-to-one counseling/check-ins Parent Teacher Conference (documented) Progress Report (daily or weekly) Tutoring Student Attendance Review Team (SART) Student Success Team (SST) Other: (further interventions based on student’s needs) _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________
Copy to SAP Binder Copy to Case Manager/Contact Person Copy to Teacher / Referral Source SFUSD School Health Programs Department – SAP Manual August 2008
21
Sample SAP Case Management/Follow-up Form School: ___________________________________________
Updated: ____ / ____ / ____
Note: This form is maintained by the SAP Coordinator to document and monitor student concerns, action plans and progress. (Sample content in italics)
Student Name (Grade/ Teacher)
Initial SAP Date
Concerns
Interventions
Follow-up Date
Updates
Additional Intervention s
Result
Jane Doe (6th/Jones)
09/05/06
Behavior
Schedule IEP addendum to include behavior goal – Ms. C Classroom observation – Ms. B Enroll in boys group- Mr. S
09/26/06
Mom has signed consent for counseling w/ Mr. R
IEP scheduled for 9/29/06 to add behavior plan
Followup as needed
John Doe (6th/Dun)
09/05/06
Behavior
Family Mtg. w/ mom re: behavior - Mr. W AB3632 eligible-is mom taking him? – Ms. C
09/26/06
Ms. C met w/mom Ms. C to conduct daily behavior checks and report to mom
Mom signed permission Southeast to serve as AB3632 provider – will receive counseling
Followup as needed
Jessica Doe (6 th/Hop)
09/12/06
Emotional Behavior
Counseling and HV-Mr. S Possibility of nocturnal asthma -Ms. B
10/03/06
Currently seeing Mr. S for individual counseling
Continue w/ counseling Monitor Behavior
Followup as needed
Adapted from Willie L. Brown Jr. College Preparatory Academy
SFUSD School Health Programs Department – SAP Manual August 2008
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Sample Parent / Teacher Conference Form Note: Parent/Teacher conferences may be used as an intervention prior to referral to the SAP or recommended as part of a SAP action plan. This sample form offers a guide through a documented conference discussion.
School Name: _______________________________________
Date: ________________
Student: ____________________________________________
Grade: ________________
Parent/Caregiver: ____________________________________
Language: _____________
Parent Contact Information (telephone #): _____________________________________________ Teacher(s) participating in conference (name and subject taught): 1) ________________________________________________________________________________ 2) _______________________________________________________________________________ 3) _______________________________________________________________________________
Strengths? Asks for help Attends class every day Comes prepared with
materials Comes to class on time Completes homework Does well on tests Gets along with other students Has positive attitude Is respectful towards adults Listens well Participates in class Solves problems Thinks creatively Other: _____________________
Concerns?
Student needs to: Attend school every day Be on time to class Bring all materials Remain seated during class Complete class work Participate appropriately Communicate respectfully Help others as needed Be positive towards learning Pay attention, focus Complete homework Other: ________________________ ________________________ ________________________
Ideas for parent/student?
8-10 hrs of sleep; alarm clock Attend After-School tutorials Check homework log daily Clean up backpack/locker Daily Progress Report Enroll in an after-school program Get health check-up & follow up Get phone #s of study buddies Healthy breakfast & lunch daily Obtain counseling: academic/ social/emotional Obtain/meet with adult mentor Reward small improvements Student Attendance Review Team Student Success Team Weekly Progress Report Other: _______________________________
Comments/Notes
___________________________________________________________________________ ___________________________________________________________________________ Signatures Parent/Caregiver: _______________________________
Teacher(s): ___________________________________
Student: _______________________________________
Date: _______________________________________
Adapted from Gloria R. Davis Academy
SFUSD School Health Programs Department – SAP Manual August 2008
23
San Francisco Unified School District
This document is designed for use by SAP/SST members to remind staff of their obligation to not share confidential information unless given written permission. Each member of a SAP/SST team should sign this Oath of Confidentiality before participating in confidential meetings regarding student(s).
Oath of Confidentiality I, the undersigned, hereby agree not to divulge or share any information or records concerning any San Francisco Unified School District student, other youth, and/or family members of the greater San Francisco community, without the agreement that information shared in the course of my duties be confidential, and shall only be used for the purpose of developing and implementing services to promote the health and development or to reduce the health risks and problems of students in our schools. I recognize that any improper discussion of, or release of information concerning a participant to any unauthorized person is forbidden. During the performance of my assigned duties, I will have access to confidential information required for student and family assessments, interventions, and service coordination. I agree that all discussions, deliberations, records, and information generated and maintained in connection with these activities will not be disclosed to any unauthorized persons. I agree to the above statement regarding confidentiality.
Print Name:
Signature:
Department/School:
Date:
SFUSD School Health Programs Department – SAP Manual August 2008
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Student Success Team (SST) Manual
San Francisco Unified School District Student Support Services Division SFUSD School Health Programs Department, Revised August 2008
Student Success Team (SST)
Table of Contents Student Support Structures
2
What is a Student Success Team (SST)?
3
Request for Assistance (1.0)
4
SST Team Member Roles and Responsibilities
5-6
Helpful Suggestions for Effective SST Meetings
7-8
Sample Interventions
9-10
SST Follow-Up Practices
11
SST Best Practices Checklist
12-13
What is a Classroom SST?
14
Sample Classroom SST Meeting Form
15
SST Meeting Summary Forms (2.0 & 2.0A)
16-17
SAP Flowchart
18
SST Forms
19
SST Resources
20
SST and Special Education Students
21
SFUSD Oath of Confidentiality
22
Effective Facilitation Skills Packet
23-24
SFUSD School Health Programs Department - SST Manual August 2008
2
Student Support Structures The San Francisco Unified School District utilizes two student support structures to maximize student success across all grade levels, K – 12: 1. The Student Assistance Program (SAP) is a ‘learning support’ umbrella structure that brings together all support service providers at a school site to develop and monitor programs and resources that enhance prevention and intervention efforts contributing to student success. The SAP focuses on referred students, and coordinates respective programs and services to promote their academic success. In addition, school-wide issues are identified and addressed. Ideally, SST referrals are processed and prioritized by the SAP team at school sites. 2. The Student Success Team (SST) is a problem solving and coordinating structure that assists students, families and teachers to seek positive solutions for maximizing student potential. The SST focuses in-depth on one student at a time, and invites the parent and student to participate in finding solutions. Additionally, at the elementary level, the Classroom SST provides a structure to review the academic, behavioral and health status of each student in a particular classroom. This process informs individual actions for students, including referral to the formal SST process, and class-wide actions to address issues such as use of class resources, behavior management, classroom modifications, and health education.
Student Success Team (SST) Flow Chart Teacher/Staff Member/Parent is concerned about a student because of: academics health behavior/emotional issues attendance
Teacher/Staff Member/ Parent/Student fills out Request for Assistance Form 1.0 and gives to SAP Coordinator (See SAP Flowchart for detailed description of SAP process, pages 17-18)
If student is a danger to them self or others (behaving unsafely, emotional outburst)
DO NOT WAIT! Go directly to administrator for appropriate actions and consequences. Consult w/ the following as needed:
Police Child Crisis Child Protective Services LSP/ Wellness Coordinator School Counselor School District Nurse
Classroom SST SST Meeting
(elementary only) individual students are identified for SST
SFUSD School Health Programs Department - SST Manual August 2008
3
What is a Student Success Team (SST)? The SST is a problem solving and coordinating structure that assists students, families and teachers to develop positive solutions for maximizing student potential. It provides an opportunity for school staff, family members, community agencies, and other important people to present their concerns about an individual student, and through discussion and study, to plan a positive course of action, assign responsibilities and monitor results for a student/family. The SST focuses in-depth on one student at a time. Asset-based Model: The SST always starts with a discussion of a student’s strengths/assets, and develops solutions that build on these strengths. Problem Solving: The SST gathers background information regarding the student in the areas of school, home/ family and health, and collaboratively brainstorming solutions to address areas of concern. Service Coordination: An action plan is developed of interventions and supports designed to address students needs; team members are assigned responsibility for action items. Monitor Results: Action items are monitored and a follow-up SST meeting is scheduled to review results/outcomes of interventions, make adjustments and continue to strategize positive solutions to ensure student success. Benefits: The coordination of school, home and community interventions improve student learning, and provide focused/positive support to teachers, families and students.
Who is on the SST? Parent/guardian is always invited Students participate as appropriate Administrator (Principal, Assistant Principal of Pupil Services, Dean) Beacon/After School Program Site Coordinator or designee Classroom Teacher(s) Instructional Reform Facilitator Learning Support Professional On-site resource/support staff Parent Liaison Peer Resource Coordinator Principal/Administrator in charge of Pupil Services/Deans Resource Specialist - RSP Teacher School Counselor School District Nurse School Psychologist Student Advisor Wellness Coordinator Others invited as appropriate (e.g. CBO partnership provider, mentor, social worker, etc.)
A SST can help students who are facing significant concerns related to: academics attendance problems behavioral/emotional issues consideration for Special Education disabilities health issues (including substance use/abuse) retention social adjustment
SFUSD School Health Programs Department - SST Manual August 2008
4
Referral To
Request for Assistance (1.0)
Student Assistance Program (SAP) Student Success Team (SST)
Attach student photo if available
San Francisco Unified School District School Site: _________________________
--CONFIDENTIAL: please do not leave out for others to read-Student: (Last, First)
Grade
Parent/Caregiver
Home Language
Telephone Number
Name of Person Making Request
Your Title
Classroom or Telephone Extension
1. Student’s Strengths
Able to problem solve Articulates feelings/needs Asks for help Attentive in class Cooperates with others Demonstrates sense of humor Enjoys math Enjoys reading Follows instructions Helpful to others Listens well Makes/maintains friendships Negotiates/compromises Participates in class Regular Attendance Other: _______________________ _____________________________ _____________________________
Gender
M
F
DOB
Ethnicity
HO#
2. Your Concerns about Student
3. Prior Interventions
Please check and provide additional details:
Academic
_____________________________________________ _____________________________________________
Attendance
_____________________________________________ _____________________________________________
Emotional/Behavioral
_____________________________________________ _____________________________________________
Family/home
_____________________________________________ _____________________________________________
Physical Health/Medical
_____________________________________________ _____________________________________________
Other
_____________________________________________ _____________________________________________
==================================
Behavioral interventions Classroom modifications Instructional modifications Met with student Offered tutoring/after-school program Spoken to/met with parent/caregiver Other:______________________
Please describe your interventions including length of time tried:
_______________________ _______________________ _______________________ _______________________ _______________________ Response to Intervention (RTI):
(For SSTs: attach data across 12 weeks) ________________________ ___________ _______ ____________________________
Complete if student is referred to SST=================================
4. Student Profile Section (SAP/Counselor/SST Team to complete): STAR 9 (Two previous yrs): Year
Reading
Lang
Math
Health
Most recent Physical Exam: ___________________ Immunizations: Complete Incomplete: ________________ Chronic health conditions?
5. Date family notified re: referral to SST: ==================================Feedback
Date Referral Processed
Support services student is currently receiving: After-School Prog GATE ELD/ELL Tutoring Mentoring Peer Resources IEP 504 Plan Foster Youth Services (FYS) Mental Health Physical Health Other: Screening Date Status –Pass/Fail FU required? Vision Hearing
Results: to Referring Person===================================
Primary Contact Person
Action Items Planned 1.
Who Will Follow-up
2. 3. DISTRIBUTION:
ORIGINAL: SAP Binder
COPIES: Primary Contact Person & Referral Source
SFUSD School Health Programs Department - SST Manual August 2008
rev Aug 07
5
Student Success Team (SST) Team Member Roles and Responsibilities All team members are active contributors, and the process defines special roles that some members of the team must fill to achieve the greatest positive outcome. Team members may change roles from one SST meeting to the next. However, during any meeting each team member’s role must be clearly defined before the meeting begins and then maintained throughout that meeting.
Facilitator This person facilitates the working of the team but is not necessarily the SST coordinator/leader. The success of the team depends largely on this person, who guides the flow of the meeting, and coordinates logistics before and after the meeting. The facilitator directs but does not dominate the SST meetings, eliciting the most helpful contributions of the group and, most important, keeping a positive tone at the meeting. The facilitator directs the process with respect for all members and accommodates the needs of the group. The facilitator reassures and supports the efforts of colleagues, parents, and students. (See Effective Facilitation Skills Packet, pages 23-24)
Recorder The recorder is responsible for documenting the SST meeting discussion, including students’ strengths, concerns, interventions, action items and results. The recorder does this by using the SST First Meeting Summary Form (2.0) or the SST Summary Form for Follow-up Meetings (2.0A). (See pages 16-17)
Team Member An effective team member is a positive contributor to the work of the team. The team members participate but do not control the flow of the meeting. Members come prepared with information about the student. Contributions that address difficult problem areas are positive, looking at constructive solutions, rather than characterizing, blaming, or stereotyping. Interventions are linked to the student’s strengths.
Parents/Caregivers as Team Members Parents (including primary caregivers such as custodial parents, foster parents, and legal guardians) are full-fledged members of the SST, and they are always included. At the SST the parent can share the familial perspective and concerns, contribute critical problem-related information from home, and share effective and ineffective home interventions. Many times, the parent can clarify questions for the team and participate in the implementation of strategies developed by the whole team.
Students as Team Members The student is also an essential member of the SST meeting. When the student enters a room and sees that a number of important adults in their life have gathered together on their behalf, a powerful message of caring and a commitment to their success is given. It is important to orient the student to the meeting and explain that they are an equal member of the team and their input is welcomed and important. SFUSD School Health Programs Department - SST Manual August 2008
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Student Success Team (SST) Team Member Roles and Responsibilities Outreach to Parents When connecting with families, care must be taken to ensure the most positive experience possible. Reaching out to and engaging the parent(s) is a key element in making the SST process successful. This effort involves much more than sending a written notice of a meeting or making a simple phone call. It involves extending oneself as a representative of the school and serving as a bridge for the parent to enter the school environment. Parents often resist this engagement. The barriers they present to any involvement may mask deeper fears or concerns. Being a parent of a student with school or social concerns can cause the parent to have feelings of defensiveness or guilt. Many parents may feel they, or their child, will be unfairly attacked or made to feel worse than they already do in an SST meeting. They may have had former experiences with school meetings that were not successful, or they were not kept well informed, and they may be reluctant to trust another meeting at school. At school sites with a Parent Liaison, he/she may be a valuable resource in reaching out to and involving parents in the SST process. The person performing the outreach/engagement role must be sensitive to these issues. Information about the purpose of the meeting must be presented with an emphasis on the shared concerns and responsibilities. An explanation of the SST process must be provided, emphasizing that the process is a collaborative strategy that builds upon the student’s strengths to attain the highest degree of success for the student. The parents must also be given an opportunity to ask any questions or share any concerns they may have with the upcoming appointment. It is often helpful to provide parents with an SST Parent Brochure which explains the purpose and process of the SST in parent friendly language (see SST Resources, pg. 20) Parents may also have time, work, child care, or transportation issues barring their way to participating in the meeting. The SST process must include support to parents to accommodate these very real issues. Any support provided has both symbolic and concrete meaning to parents and contributes to the success of the meeting for both parents and team members.
Involving Younger Children in the SST Process It is perfectly appropriate to include very young children in the SST process. Even young children know when their parents are coming to school. They may wonder or become anxious about what is going to happen in the SST meeting. An easy way to demystify the meeting is to invite the young child in. It is especially important that the child is present during the discussion of their strengths. Even the youngest child is able to share what they like and dislike about school and may be able to express ideas about what would make school more successful for them. At the parents’ or teachers’ discretion, young children may be asked to step outside for part of the meeting if something is being discussed that may be emotionally difficult for them. However, the goal is to keep the child in the meeting. SFUSD School Health Programs Department - SST Manual August 2008
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Helpful Suggestions for Effective SST Meetings Speak with the caregiver in advance to let them know what to expect at an SST meeting Provide the student’s teacher(s) with the “Teacher Preparation Checklist” and encourage them to use it as a guide when preparing for the SST Have appropriate translation when needed Have a separate facilitator and note taker Begin with a positive remark and welcome all participants to the meeting Explain the purpose of the meeting Follow the structure of the SST Meeting Summary Form 2.0 to facilitate a successful meeting Set a positive tone for the SST meeting by recognizing the student’s strengths before listing concerns Use specific samples of the student’s work when explaining any strengths, weaknesses, or means of improvement Specific examples of student’s behavior should also be used to explain his/her level of development, socialization, and personal adjustment Explain any evaluation process including formal and informal Do not use “education” or “mental health” jargon SFUSD School Health Programs Department - SST Manual August 2008
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Helpful Suggestions for Effective SST Meetings (continued)
Suggest, using concrete examples, to parents/caregivers of how they may help/support their child at home Brainstorm strategies and interventions utilizing the SST Menu of Interventions, Pre-Referral Intervention Manual, Behavior Intervention Manual, and Sample SST Interventions
Prioritize concerns and action items; it is better to focus on one problem in depth than to give superficial treatment to many Let parents/caregivers ask questions; they will likely have something specific to discuss with the SST team Have consent for services forms, release of information forms, and community referrals available at the meeting Set a date for a follow-up SST Make parents/caregivers aware of availability of team members End the meeting with a summary of the action plan and a positive comment Thank parents/guardians for participating in the SST meeting Give copies of completed SST meeting summary form to caregiver Try to set appointments (referral to SHPD Clinic) during or immediately following the meeting
SFUSD School Health Programs Department - SST Manual August 2008
9
Sample SST Interventions Attendance Strategies
Alarm clock for parent/caregiver/student Earlier bedtime Give parent/caregiver information re simpler bus route Help parent/caregiver to find better transportation to school Parent/caregiver agrees to bring child to school daily Parent/caregiver will make sure child gets on bus in morning Parent/caregiver will wake up earlier to get child to school on-time Student will wake up earlier Wake -up call for parent/caregiver and/or student
Behavioral Strategies
After-school program (e.g, ExCEL ASP, Beacon, Parks and Recreation) Allow student to draw to calm down in class Allow student to walk around while reading Avoid helping too much (student can "learn helplessness") Build rapport with student (focus on strengths, interests); schedule regular time to talk Call home on a bad day for support Call home on a good day Change antecedent event (event that occurs prior to target behavior) Chart/graph student behavior (assess/determine pattern of behavior) Clarify consequences with student and follow step consistently Class/counselor change recommended Classroom problem-solving sessions Collaboration with outside sources (e.g., therapist, tutor, after-school program) Concentration game Connect family with cultural community center Daily check-in with student Develop behavioral contract Develop/alter classroom rules ("Development of Classroom Rules") Display exemplary student work (classroom, hallway, etc.) Give leadership responsibilities/important jobs Help parent/caregiver set up home reward/management system Ignore negative behavior, if possible Immediately recognize positive behaviors Increased parent/caregiver attention at home Move student's seat (preferential seating) Non-Verbal Signals Between Teacher and Student Offer student choices Pair student with older or younger student for structured academic activity, with emphasis on social skills ("Big Buddies/Little Buddies") Parent/caregiver will call teacher weekly Positive reward system developed at school or home Provide student frequent breaks for relaxation or small-talk Provide student time for physical activities/movement Refer for other services (group/mentor/PIP/counseling/CBO) Relaxation techniques Survey/interview student to determine interests
For additional interventions refer to the SST Menu of Interventions at www.healthiersf.org/Forms/index.html or www.sfusd.edu under Pupil Services and Forms
SFUSD School Health Programs Department - SST Manual August 2008
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Sample SST Interventions Health Strategies
Asthma class/group Collaborate With Primary Medical Provider Dental exam/dental emergencies Fact Sheets on Communicable Diseases and School Age Illnesses Hearing screening/exam Improve hygiene Make sure child wears glasses Medication Administration Obtain glasses for student Refer to School Health Center (SFUSD School Health Programs Dept) Refer to School Nurse or “Nurse Of The Day” (SFUSD School Health Programs Dept) Vision screening/exam
Instructional Strategies and Modifications
Academic contract Allow previewing of content, concepts and vocabulary Allow student to have sample or practice tests Ask parent/caregiver to structure study time (give them information about long-term assignments) Collect homework daily instead of weekly Communicate with after-school program staff (e.g., re: homework help) Communicate with last year’s teacher Complete documentation for a 504 plan Connect student with drop-in tutoring at CBO Consider ELL/bilingual placement Consider retention Cue/maintain eye contact with student when giving directions Individual and/or small group instruction Family will go to library Give student immediate feedback (make sure assignments are started correctly) Give student options for presentation (written/oral or illustration/model) Help parents/caregivers to learn reading strategies Homework checklist or folder Invite parent/caregiver to literacy night at school Make sure student stays for after school program Manipulative and Visual Prompts Move child's seat (preferential seating) Parent/caregiver will ask another family member to give child homework help Principal will check-in with student daily regarding class work Provide printed copy of board work/notes Provide study guides/questions Read aloud to parent/caregiver at home Send home extra work Send home unfinished class work Student will teach/tutor/read to a peer or younger child (e.g., "Big Buddies/Little Buddies") Study Carrel Supply student with samples of work expected
For additional interventions refer to the SST Menu of Interventions at www.healthiersf.org/Forms/index.html or www.sfusd.edu under Pupil Services and Forms
SFUSD School Health Programs Department - SST Manual August 2008
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Student Success Team Follow-up Practices The action plan created at the SST meeting is only as good as the follow-up practices that ensure its implementation. Steps for follow-up:
1) Case Management It is very important to clearly define on the SST Meeting Summary Form 2.0 who is responsible for each “action item” and to designate a contact person or “case manager” to monitor the implementation of the plan. This creates an accountability system that is monitored and reviewed when the team comes together again for the Follow-up SST meeting(s). Case manager tasks may include: Meeting with the student and with the teacher regarding the action plan Making phone calls and/or sending reminder notes to team members regarding action items Contacting parents/caregivers regarding the action plan and to enlist their support Helping families follow through with referrals to on-site and community-based services
2) Feedback to the Referral Source The case manager, or another designated person such as the administrator, provides the referral source with feedback in a timely manner after the initial SST meeting. At the elementary level, the referral source is usually at the SST meeting, but frequently at the secondary level, when the student has 6 or more teachers, the referral source may not be able to attend the meeting. Even when the referral source is unable to attend the SST meeting, it is beneficial to involve them in some ownership of the plan, particularly classroom strategies, modifications and adaptations.
3) Student/Family Support Working with students and parents/caregivers to be a part of the plan and to undertake actions on their own behalf is an important part of the follow-up. The student and parent/caregiver have to feel that they have some control over their own goals and plans, and that school staff are their allies, rather than the ones who have all the control. During the SST meeting the parent is an equal partner in developing the action plan. The assigned case manager or another staff member who has a relationship with the parent may want to check in with the parent periodically to offer support toward implementing action items.
4) Follow-Up SST Meetings / Ongoing monitoring of student progress At the end of every initial SST, a follow-up SST meeting date is set, preferably within 4-6 weeks. At the follow-up SST meeting action items are reviewed and student progress is discussed. The follow-up SST meeting is documented on the SST Summary Form for Follow-up Meetings (2.0A). The action plan may need to be modified and additional interventions added depending on student progress. SFUSD School Health Programs Department - SST Manual August 2008
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Student Success Team (SST) Best Practices Checklist Pre SST Meeting There is a designated person who coordinates the SST process There is a referral process in place that uses the Request for Assistance 1.0 form and SAP process Staff is aware of the SST process and knows the SST Coordinator The parent/caregiver receives a meeting notice letter and an SST Parent Brochure in their home language A point person is designated to make meeting reminder phone calls A system is in place to keep a schedule/calendar of SST meetings At the beginning of the year, and at any time for new members, the SFUSD Oath of Confidentiality form is signed by each team member The teacher receives the Teacher Preparation Checklist prior to the SST meeting and uses it to prepare for the meeting The student receives support to prepare for the SST meeting
During SST Meeting Team members are consistent in attending the meeting Please check those that usually attend Administrator After School Program Coordinator CBO Classroom Teacher(s) Counselor Health Advocate Instructional Reform Facilitator
Learning Support Professional Parent/Guardian Parent Liaison Peer Resource Coordinator RSP Teacher School District Nurse School Psychologist
Student (as appropriate) Student Advisor Wellness Coordinator Other: _____________
Interpreter/translator is provided (when home language is not English) Meetings start and end on time (30 – 60 min. for initial SST, 15-45 min. for follow-up SST) The facilitator welcomes the caregiver, introduces the members of the team, and explains the purpose and process of the SST meeting There are designated people who fulfill roles during the meeting (e.g. facilitator, recorder, team member, etc.) Members participate and share their respective knowledge Student information is available at the meeting (e.g. cum folder, work samples, test data) First Meeting Summary Form 2.0 or Summary Form for Follow-up Meetings 2.0A is used to document the meeting and serves as a guide for meeting discussion (i.e. start with discussion of student’s strengths) The team is able brainstorm a broad range of interventions for each student concern identified An action plan is developed and responsibility for each action item is assigned A follow-up meeting is scheduled at the 1st meeting
Post SST Meeting Meeting notes are copied, using the First Meeting Summary Form 2.0 or Summary Form for Follow-up Meetings 2.0A, and distributed (Distribution: copy for the parent, copy for the teacher, and original for the student’s SST file) Action items are monitored and follow through occurs SST team members and parents/caregivers are reminded of scheduled follow-up meetings SFUSD School Health Programs Department - SST Manual August 2008
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Student Success Team (SST) Best Practices Checklist (continued) What are the strengths of your SST process? _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________
What are some improvements that need to be made? _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________
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What is a Classroom Student Success Team Meeting? A Classroom SST is another type of learning support structure used at the elementary level. Whereas a student SST meeting focuses in depth on one student, the classroom SST reviews each student in a particular class to provide a snap shot of each student across several areas: academics, health, social and emotional development, current resources/services and other areas of concern as indicated. This ‘snap shot’ provides the teacher and school an overview of each student, in addition to key information on the overall functioning and needs of the class as a whole. This process informs individual actions for students, as well as class-wide actions to address issues such as behavior management, health education, use of classroom resources, and modifications that may benefit some or all of the students. Students may also be prioritized for the formal SST process. A Classroom SST may be initiated by a teacher, SAP, or administrator.
Who is present at the classroom SST meeting? The classroom teacher, principal, and support staff, such as the Learning Support Professional, School Counselor, School District Nurse, School Psychologist, Instructional Reform Facilitator (IRF), RSP teacher, Parent Liaison, After School Coordinator, and Student Advisor may participate in the meeting.
How do the SST leader and classroom teacher prepare for the meeting? The SST leader lists all students on a grid (see Sample Classroom SST Form, page 15) with known information, such as: test scores, health concerns, current support services, etc. The teacher brings to the meeting information on the academic progress of each student, concerns, interventions/modifications tried, and any ideas for next steps/new interventions. All classroom SST members are notified about the meeting and bring information they may have about any of the students. Preparation ensures an efficient and useful meeting time.
What happens during the classroom SST meeting? Each classroom SST meeting last approximately 45-60 minutes. Team members spend several minutes sharing information about each student, including academic progress, concerns, and support services the student currently receives, while the recorder documents all information on the classroom SST grid. The teacher may also share about the overall functioning of the classroom and any concerns impacting students. Next, students are prioritized by need (for example: students needing an individual SST meeting, students needing additional support services/resources at school or in the community, and students needing specific academic support in math or language arts). The team may also brainstorm class-wide interventions, modifications and/or resources to address concerns.
What are the benefits of the classroom SST? The classroom SST is a proactive structure to ensure that schools meet the needs of every student. This team approach supports teachers by identifying student needs, developing interventions and action plans to address their needs, and pulling together resources to address concerns. SFUSD School Health Programs Department - SST Manual August 2008
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Sample Classroom SST Form Teacher: ____________________________ Test Scores
Date: ________________________
Support Services (currently receiving)
Student
M/F
Reading Math
Special Ed. Other
Mental Health
ASP
Health Concerns (vision ,hearing)
Comments
Interventions
Class-wide Interventions
Who?
(e.g. motivation program, small instructional groups, community building activities )
(teacher, support staff – e.g. LSP, RSP/Spec. Ed. teacher, IRF, Principal)
1. 2. 3. SFUSD School Health Programs Department - SST Manual August 2008
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SAN FRANCISCO UNIFIED SCHOOL DISTRICT Student Success Team First Meeting Summary Form (2.0) Meeting Date _______________
Student __________________________________ Birthdate _______________ Grade ____________ School ___________________________________ Teacher/Referral Source ____________________
STRENGTHS
KNOWN INFORMATION (Summarize pertinent student information, e.g. health/developmental status, testing data, work samples, etc.)
PRIOR INTERVENTIONS (Include current services, accommodations/ modifications, length of time tried & outcomes; RTI data if indicated)
AREAS OF CONCERN (Prioritize)
BRAINSTORM – STRATEGIES (Consider Classroom, School, Home, and Community Arenas)
DESIRED STUDENT OUTCOMES (Use Menu of
AS EVIDENCED BY (Method of progress monitoring)
Interventions)
SST ACTION PLAN ON BACK
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SAN FRANCISCO UNIFIED SCHOOL DISTRICT Student Success Team Action Plan
Student ______________________________
Meeting Date _______________________
ACTION ITEMS (Refer to SST Manual, Menu of Interventions, Pre-Referral
WHO
WHEN
Intervention Manual, Behavior Intervention Manual)
Follow-up Meeting Date ____________________________ (schedule within 4-8 weeks) I (parent/caregiver) ___________________________________ agree do not agree to this action plan __________ Date
____________________________ ________________________________ ________________________________ Student
Administrator
Referring Teacher
____________________________ ________________________________ ________________________________
Rev August 2008
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SAN FRANCISCO UNIFIED SCHOOL DISTRICT Student Success Team Summary Form for Follow-up Meetings (2.0A)
Student __________________________________ Birthdate __________________Grade _________ School ___________________________________
Date _____________ SST Meeting # ________
Teacher/Referral Source ____________________ st
Previous SST Meeting Dates: 1 _________ 2
PAST ACTION ITEMS
nd
rd
__________ 3 __________
OUTCOMES OF PAST ACTION ITEMS (Were the Desired Student Outcomes achieved?)
NEW INFORMATION
BRAINSTORM – STRATEGIES (Consider Classroom, School, Home, and Community Arenas)
DESIRED STUDENT OUTCOMES (Use Menu of
AS EVIDENCED BY (Method of Progress Monitoring)
Interventions)
SST ACTION PLAN ON BACK
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SAN FRANCISCO UNIFIED SCHOOL DISTRICT Student Success Team Action Plan
Student ________________________________ NEW AND CONTINUING ACTION ITEMS (Refer to SST Manual, Menu of
Meeting Date __________________________ WHO
WHEN
Interventions, Pre-Referral Intervention Manual, Behavior Intervention Manual)
Follow-up Meeting Date ________________________ I (caregiver) ____________________________________ agree do not agree to this action plan ______________ Date
______________________________ _______________________________ ______________________________ Student
Administrator
Referring Teacher
______________________________ _______________________________ ______________________________
Rev. August 2008
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Student Assistance Program (SAP) Flowchart
consults with
Support Staff Counselor Dean LSP Nurse Parent Liaison School - 21 -Psychologist Wellness Coordinator other
Teacher/Staff Member/Parent is concerned about a student because of: academics attendance behavior/emotional issues health
Initial Interventions are Attempted May Include: Student conference Parent conference Tutoring RTI Etc.
if student is a danger to them self or others (behaving unsafely)
DO NOT WAIT! Go directly to administrator for appropriate actions and consequences. Consult w/ the following as needed: Police Child Crisis Child Protective Services LSP/ Wellness Coordinator School Counselor School District Nurse
If initial interventions are unsuccessful or ongoing monitoring is needed, then: Initial crisis resolved
Teacher/Staff Member/ Parent/Student Fills out Request for Assistance Form 1.0 and gives to SAP Coordinator
SAP Coordinator Reviews and Prepares the Following: (may delegate tasks to other SAP members as necessary)
Inform referring party of SAP Meeting and Action Plan
1.0 Request for Assistance Form Attendance Record Cum Folder Grade Report/Report Card/Progress Reports SAP Meeting Agenda
SAP Team Meeting held weekly
SART Meeting Follow-up Review action plan Review student SST Meeting progress Brainstorm additional interventions SFUSD School Health Programs Department - SST Manual August 2008
Responsibilities of SAP Team Review student history Brainstorm interventions, including referrals to inschool services, CBOs, etc. Develop Action Plan Appoint “Case Manager” or contact person to ensure action plan is implemented Set date for follow-up Analyze student trends/ needs for program development 21
Student Success Team (SST) Forms Forms Request for Assistance 1.0 – This form is completed by a teacher, counselor, or other staff
member that has concerns about a student. It is given to the SAP Coordinator, and the SAP team meets to process the request and schedule an SST meeting. (Mandatory) SST Meeting Summary Form 2.0 – Used to document an initial SST Meeting. (Mandatory) SST Follow-up Meeting Summary Form 2.0A – Used to document Follow-up SST Meetings.
(Mandatory) Teacher Input Form 2.1 (secondary) – Used at the secondary level to gather input from
teachers regarding referred student. (Optional, unless student referred for special education assessment, then mandatory) Observation of Learning Environment Form 3.0 –The SST may decide to designate a
person to observe the student in the classroom to gather further information about behavior and/or academic progress to aid in the development of an intervention plan. The student observation is documented on the Observation of Learning Environment Form 3.0. (Optional, unless referred for special education assessment, then mandatory) Development History Form 4.0 – The SST may decide to meet with a family representative
to gather more information about the student’s health and development history as well as family stressors. This meeting is documented on the Development History Form 4.0. (Optional, unless referred for special education assessment, then mandatory) SST Log 5.0 – Used to log all SSTs held at a school site. A copy of this cumulative log is
forwarded to the appropriate Student Support Services division twice a year. (Mandatory) See “Completing the SST Log 5.0” for instructions on how to complete the log. SFUSD Referral for Assessment – Filled out and sent to the Screening and Assessment
Center when referring a student for a special education assessment. Referral for Assessment is usually completed after at least two SSTs have been held, interventions and response to interventions (RTI) have been documented and further assessment and intervention is indicated. (Optional, unless referred for special education assessment, then mandatory) SFUSD Language Survey – Should be filled out and sent with the SFUSD Referral for
Assessment when referring a student who is an English Language Learner (ELL). (Optional) Speech and Language Checklist – Should be filled out, signed by the Speech and
Language Pathologist, and sent with the SFUSD Referral for Assessment if there are speech and language concerns. (Optional)
All forms and resources available for download at www.healthiersf.org/Forms/index.html
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Student Success Team (SST) Resources Resources
SST Parent Brochure – Explains the SST purpose and process in parent friendly language. Should be mailed home or given to the parent prior to the SST Meeting. It is by no means a substitute for personal contact with the family prior to the meeting. The brochure is available in English, Spanish, Chinese, Tagalog and Russian.
Teacher Preparation Checklist for SST Meeting – Provides teachers with information on what types of materials and information to bring to the SST meeting as well as how to discuss a student’s strengths, interests, academic performance and areas of concern.
Menu of Interventions – A thorough list of possible interventions to address a wide variety of student concerns. Helpful to have a copy of the Menu of Interventions at the SST Meeting.
Completing the SST Log 5.0 – Provides detailed instructions on how to complete the SST Log 5.0
Technical Assistance – Contact School Health Programs Department at 242-2615 or Pupil Services for SST assistance at 695-5543 - Professional development/training, resources, and on-site problem solving are available. Also, consult with your Assistant Principal of Pupil Services, Learning Support Professional, School Counselor, School District Nurse, School Psychologist or Wellness Coordinator for assistance and information. All forms and resources available for download at www.healthiersf.org/Forms/index.html
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Student Success Team (SST) and Special Education Students Special Education students may be served by the SST process: Special Education students receive some supportive services that are IEP driven, as stated below. However, they can also benefit from support services that are available to all students, irrespective of their Special Education status. This is consistent with SFUSD’s Inclusive Education philosophy and plan. It is important to involve the Special Education teacher responsible for monitoring the IEP as a participant in any SAP or SST meeting on behalf of a Special Education student. Also, consult your School Psychologist as needed. Student Support Services (Examples)
For All Students (non-IEP driven)
After School Programs/Beacon Centers Athletics CBO referrals Classroom/instructional modifications Incentives and rewards Learning Support Professional services Peer Resource programs SART/Attendance monitoring School Counseling services School District Nursing services School involvement/leadership opportunities School Resource Officer assistance Site Nutrition Coordinator/education services Site tutorial programs Student Assistance Program (SAP) services Student Support Groups Wellness Centers
For Special Education Students Only (IEP-driven)
AB3632 Mental Health Services Adaptive PE, if needed Designated Instructional Services Inclusion Psychological assessment every 3 years Resource Specialist Program (RSP) Special Day Class Specific goals and objectives Student Intervention Team/SB1895 Transportation, if needed
Section 504 and how the SAP/SST is involved: Section 504 of the Rehabilitation Act of 1973 is monitored and enforced by the Federal Office of Civil Rights. There are some students who are not eligible for Special Education services but who nevertheless are deemed “disabled” under Section 504, and to whom the district may therefore have responsibilities. If their “mental or physical impairment” substantially limits one of their major life activities, which includes learning, they may be disabled within the meaning of Section 504, and must be provided the accommodations and special services necessary to benefit from a free and appropriate public education. The district must then develop and implement a plan for the delivery of needed services. Pending approval from the District 504 committee, the SAP and/or SST may serve the function of the 504 team. (Please see the document, SFUSD Section 504 Resource Guide 2002, for a complete overview of Section 504, as well as district procedures and relevant forms. It is available online at the district website [www.sfusd.edu→SFUSD Resources→Forms→Pupil Services]. The District administrator responsible for Section 504 is Ricky Jones, Director of Pupil Services, 555 Portola Drive; Tel: 695-5543.)
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San Francisco Unified School District
This document is designed for use by SAP/SST members to remind staff of their obligation to not share confidential information unless given written permission. Each member of a SAP/SST team should sign this Oath of Confidentiality before participating in confidential meetings regarding student(s).
Oath of Confidentiality I, the undersigned, hereby agree not to divulge or share any information or records concerning any San Francisco Unified School District student, other youth, and/or family members of the greater San Francisco community, without the agreement that information shared in the course of my duties be confidential, and shall only be used for the purpose of developing and implementing services to promote the health and development or to reduce the health risks and problems of students in our schools. I recognize that any improper discussion of, or release of information concerning a participant to any unauthorized person is forbidden. During the performance of my assigned duties, I will have access to confidential information required for student and family assessments, interventions, and service coordination. I agree that all discussions, deliberations, records, and information generated and maintained in connection with these activities will not be disclosed to any unauthorized persons. I agree to the above statement regarding confidentiality.
Print Name:
Signature:
Department/School:
Date:
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What is Facilitation? Facilitation is a way of providing leadership without taking the reins. Your job as a facilitator is to get others to assume responsibility and take the lead. Core Practices of Facilitators: Stay neutral on content: Focus on the process. This doesn’t mean that you can’t offer suggestions; it just means that you shouldn’t impose your opinions on the topic to the group. Listen Actively: Look people in the eye, use positive body language, paraphrase. Ask Questions: Test assumptions, invite participation, and gather information. Paraphrase to Clarify: (“Are you saying”, “What I’m hearing you say is…”) Synthesize Ideas: Get people to comment on what others are saying and build on their thoughts. Identify a Scribe: Create a visual action plan/ ‘to do’ list to keep group on task. Stay on Track: Set a time line for the meeting and appoint a time keeper. Use a parking lot to record ideas that are important but not on topic. Label situations if they are sidetracks. Give and Receive Feedback: Call on people that seem to be disengaged from the process; ask members how they feel the meeting is going or if you are making progress; regularly evaluate the effectiveness of the meeting by eliciting feedback from group members. Test Assumptions: Bring assumptions out into the open, clarify them, and challenge them. Collect Ideas: Keep track of emerging ideas and final decisions. Notes should reflect what people actually said and not your interpretation of what was said (see Identify a Scribe). Summarize Clearly: Summarize to revive a discussion that has come to a halt or to end a discussion when things seem to be wrapping up. Identify Next Steps: Identify action items, who is responsible and when tasks are to be accomplished.
Source: Facilitating With Ease, Ingrid Bens © 2000
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Facilitator Self-Assessment Checklist Behaviors that Help
Behaviors that Hinder
__ listens actively __ maintains eye contact __ helps identify needs __ gets buy-in __ surfaces concerns __ defines issues __ brings everyone into the discussion __ uses good body language and intonation __ paraphrases continuously __ provides feedback __ accepts and uses feedback __ checks time and pace __ provides useful feedback __ monitors and adjusts the process __ asks relevant, probing questions __ keeps an open attitude __ stays neutral __ offers suggestions __ is optimistic and positive __ manages conflict well __ takes a problem-solving approach __ stays focused on process __ ping-pongs ideas around __ makes accurate notes that reflect the discussion __ looks calm and pleasant __ is flexible about changing the approach used __ skillfully summarizes what is said __ knows when to stop
__ oblivious to group needs __ no follow-up on concerns __ poor listening __ strays into content __ loses track of key ideas __ makes poor notes __ ignores conflicts __ provides no alternatives for structuring the discussion __ gets defensive __ puts down people __ no paraphrasing __ lets a few people dominate __ never asks "How are we doing?" __ tries to be the center of attention __ lets the group get sidetracked __ projects a poor image __ uses negative or sarcastic tone __ talks too much __ doesn’t know when to stop Additional Observations: ______________________________ ______________________________ ______________________________ ______________________________ ______________________________
Source: Facilitating With Ease, Ingrid Bens © 2000
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Student Success Team - Menu Of Interventions About this document: Interventions listed below are drawn from a number of sources: input from many Student Success Team (SST) members and other professionals in the district, the major SFUSD sources listed in the legend at the bottom of each page, and from various other documents used in SFUSD in the last 15 years. The interventions include strategies, modifications, adaptations and resources. In the Appendix you will find suggested goals (Desired Student Outcomes) and methods of monitoring progress (As Evidenced By) for each category. This is the first draft of what will be a working document. That is, we will continue to revise and make additions and deletions as needed. Any and all suggestions are welcome.
*************************************
Interventions The name of each intervention is followed by its Code and, if applicable, the SFUSD source from which it was drawn (Codes are for use on the SST Log 5.0 and the ACCESS database). Here is an example: Name of Intervention
Code
SFUSD Source (see legend below)
1. A Calmer Classroom, B12, D
Attendance Strategies Student/Family-Focused 1. Alarm clock for parent/caregiver/student, A1 2. Earlier bedtime, A2 3. Give parent/caregiver information re simpler bus route, A3 4. Help parent/caregiver to find better transportation to school, A4 5. Parent/caregiver agrees to bring child to school daily, A5
6. Parent/caregiver will make sure child gets on bus in morning, A6 7. Parent/caregiver will wake up earlier to get child to school on-time, A7 8. Student will wake up earlier, A8 9. Wake -up call for parent/caregiver and/or student, A9
School-Focused school T-shirt; assist a younger student; special 1. Post the names of perfect attenders in a highly field trips, lunch-time or end-of-school parties; visible place, A10 chance to enter a drawing to win special prizes 2. Ask teachers to telephone absent students to inquire donated by local businesses), A12 about reasons for absence and encourage 4. Calculate and publish the unearned ADA from attendance, A11 unexcused absences, A13 3. Awards/rewards for perfect attenders (e.g.,certificate of recognition; opportunity to opt out of one final exam of student's choice; SFUSD Intervention Sources A. SFUSD Educational Standards and English/Language Arts Core Curriculum (Section3) B. Strategies for Teaching: ELD Curriculum Guide, BELA (Bilingual Education and Language Academy) C. Adapting Curriculum and Modifying Instruction for Students: A Guide for All Educators (SFUSD Special Education Services and the Curriculum Improvement and Professional Development Department) D. SFUSD Web Page: Strategies Data-Base (http://www.sfusd.edu/SST/) E. School Health Programs Department Secretary’s Binder F. School Health Programs Crisis Response Manual SST - Menu of Interventions, 11/01
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Student Success Team - Menu Of Interventions (Attendance Strategies, School-Focused, cont’d)
5. Develop a student-school contract system that requires students to document their classroom achievement, citizenship and promptness, A14 6. Display attendance graphs in faculty room to show current and past school years' attendance patterns , A15 7. Elicit the cooperation of doctors, dentists, and other allied health professionals in scheduling appointments after school, A16 8. Involve high-risk students in career education and guidance programs, A17 9. Involve parent volunteers or school aides in contacting parents/caregivers about absences, using a standardized telephone call format, A18
10. Make home visits re: attendance if parents/caregivers cannot be contacted by telephone, A19 11. Post good attendance banners in grade level classrooms that have had the best attendance, A20 12. Provide tutoring to help truants do better, A21 13. Publicize perfect attendance rewards in the local newspaper, A22 14. Review student attendance records on a weekly basis to catch emerging absence patterns, A23 15. Send commendation letters to students and parents for perfect attendance and improved attendance, A24
Behavioral Strategies 18. Class/counselor change recommended, B29 19. Classroom problem-solving sessions, B30 20. CMHS/District will provide transportation to therapy, B31 21. Collaboration with outside sources (e.g., therapist, tutor, after-school program), B32 22. Concentration game, B33 23. Connect family with cultural community center, B34 24. Connect new learning to previously mastered concepts, B35, C 25. Cooperative Learning Structures, B11, D 26. Create a "risk-free" learning environment in which mistakes are invited, B36, C 27. Daily check-in with student, B37, 28. Develop behavioral contract, B2, D 29. Develop/alter classroom rules ("Development of Classroom Rules"), B10, D 30. Display exemplary student work (classroom, hallway, etc.), B38 31. Earlier bedtime, B39 32. Eat breakfast at school, B40 33. Elementary Advisor will check-in daily, B41 34. Encourage student to ask for help when needed, B42 35. Encourage student to make friends, B43 36. Extra P.E., B44
1. After-school program (e.g, Girl Souts, Boy Scouts, Park and Rec), B12 2. Allow student to draw to calm down in class, B13 3. Allow student to walk around while reading, B14 4. Apply consequences without anger, B15, C 5. Ask counselors to do in-class presentations on selfesteem, B16 6. Ask student to describe/define the consequences of inappropriate behavior (to make sure he/she understands them), B17, C 7. Avoid anything that looks like rejection of the student, B18, C 8. Avoid giving in to power struggles, B19, C 9. Avoid helping too much (student can "learn helplessness"), B20, C 10. Avoid ignoring the student, B21, C 11. Avoid threats, punishment, sarcasm, public teasing or shaming, B22, C 12. Build rapport with student (focus on strengths, interests); schedule regular time to talk, B23 13. Call home on a bad day for support, B24 14. Call home on a good day, B25 15. Call on student to participate more in class, B26 16. Change antecedent event (event that occurs prior to target behavior), B27 17. Chart/graph student behavior (assess/determine pattern of behavior), B28
SFUSD Intervention Sources A. SFUSD Educational Standards and English/Language Arts Core Curriculum (Section3) B. Strategies for Teaching: ELD Curriculum Guide, BELA (Bilingual Education and Language Academy) C. Adapting Curriculum and Modifying Instruction for Students: A Guide for All Educators (SFUSD Special Education Services and the Curriculum Improvement and Professional Development Department) D. SFUSD Web Page: Strategies Data-Base (http://www.sfusd.edu/SST/) E. School Health Programs Department Secretary’s Binder F. School Health Programs Crisis Response Manual SST - Menu of Interventions, 11/01
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Student Success Team - Menu Of Interventions (Behavioral Strategies, cont’d)
37. Follow-up on parent’s request to transfer student, B45 38. Give leadership responsibilities, B46 39. Give student important jobs, B47, C 40. Give student opportunities to show work that he/she is proud of, B48 41. Go out at recess, B49 42. Have a peer model appropriate behavior, B50 43. Help parent/caregiver set up home reward/management system, B51 44. Help student to identify what he/she is feeling, B52 45. Home visit, B53 46. Home/School Communication Book, B6, D 47. Ignore negative behavior, if possible, B54 48. Immediately recognize positive behaviors, B55, C 49. Increased parent/caregiver attention at home, B56 50. Introduce student to School Resource Officer (SRO) for mentoring, B57 51. Lunch time with Principal, B58 52. Match learning tasks with the student's learning style strengths, B59, C 53. Model positive thinking and attribution statements, B60, C 54. Model, teach and reinforce anger control strategies, B61, C 55. Move student's seat (preferential seating), B62 56. Non-Verbal Signals Between Teacher and Student, B63, D 57. Offer student choices, B64 58. Organize playground activities to reduce fighting/inappropriate behavior ("How to Organize Playground Activities"), B8, D 59. Pair student with older or younger student for structured academic activity, with emphasis on social skills ("Big Buddies/Little Budies"), B65, D 60. Para will work with child 1:1, B66 61. Parent/caregiver will call teacher weekly, B67 62. Parent/caregiver will visit or spend time in classroom, B68 63. Post rules in the classroom and review them, B69 64. Praise other students for appropriate behavior, B70 65. Present tasks that are slightly challenging and worth doing, B71, C
66. Provide assignments that match student's instructional level, B72 67. Provide information on gay/lesbian issues ("Resources: Gay/Lesbian: For Parents & Schools"), B73, D 68. Provide student frequent breaks for relaxation or small-talk, B74 69. Provide student time for physical activities/movement, B75 70. Reduce aggressive behavior at home, B76 71. Refer for ADHD evaluation, B77 72. Refer for mental health assessment, B4 73. Refer student/family for counseling at communitybased organization , B3 74. Refer to conflict manager training, B78 75. Refer to Family Mosaic, B79 76. Refer to mentor program, B80 77. Refer to Primary Intervention Program (PIP), B81 78. Refer to school sports program, B82 79. Refer/provide school or district-based counseling for student (including Sand Play therapy), B83 80. Rehearse expected behavior, B84 81. Reinforcers in the classroom/home, B1 82. Relaxation techniques, B85 83. Remind child to use words, not aggression, B86 84. Restrict TV at home, B87 85. Role-play social interactions, B88 86. Self-Esteem Building Techniques, B89, D 87. Showcase student strengths in group learning situations, B90, C 88. Survey/interview student to determine interests, B91 89. Teach student how to set short-term daily goals, B92, C 90. Teach student self-monitoring/self-management ("Inattention: Self-monitoring Technique"), B7, D 91. Teach student self-talk strategies (Self Instruction Training), B93 92. Teach the link between effort and outcomes, B94, C 93. Use classroom-wide anger management strategies ("Anger Management for Children-Classroom"), B5, D
SFUSD Intervention Sources A. SFUSD Educational Standards and English/Language Arts Core Curriculum (Section3) B. Strategies for Teaching: ELD Curriculum Guide, BELA (Bilingual Education and Language Academy) C. Adapting Curriculum and Modifying Instruction for Students: A Guide for All Educators (SFUSD Special Education Services and the Curriculum Improvement and Professional Development Department) D. SFUSD Web Page: Strategies Data-Base (http://www.sfusd.edu/SST/) E. School Health Programs Department Secretary’s Binder F. School Health Programs Crisis Response Manual SST - Menu of Interventions, 11/01
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Student Success Team - Menu Of Interventions (Behavioral Strategies, cont’d)
94. Use game formats to teach needed information, B95, C 95. Use high-interest activities, B96 96. Use music to quiet the class during independent work activities ("A Calmer Classroom"), B97, D 97. Use non-verbal cues to signal recognition of negative behaviors and reinforcement of positive behaviors, B98, C
98. Use time-out ("Time-Out Guidelines for Teachers"), B9, D 99. Utilization of site-team support (e.g., principal, teacher, psychologist, counselor, social worker, student advisor, resource specialist), B99 100. Wake up earlier, B100
Health Strategies 9. 10. 11. 12. 13.
Make sure child wears glasses, H12 Medication Administration, H13, E Obtain glasses for student, H14, D/E Refer to CASARC, H15 Refer to School Health Center (SFUSD School Health Programs Dept), H5, E 14. Refer to School Nurse or “Nurse Of The Day” (SFUSD School Health Programs Dept), H1, E 15. Vision screening/exam, H4, D/E
1. 2. 3. 4. 5. 6.
Asthma class, H6, E Child Abuse Reporting, H7, D/E Collaborate With Primary Medical Provider, H2, E Crisis Response Support Activities, H8, D/F Dental exam/dental emergencies, H9, D/E Fact Sheets on Communicable Diseases and School Age Illnesses, H10, D/E 7. Hearing screening/exam, H3, E 8. Improve hygiene, H11
Instructional Strategies and Modifications 15. Connect student with “Transitions” Program for incoming 6th graders, S21 16. Connect student with drop-in tutoring at CBO, S22 17. Consider ELL/bilingual placement, S23 18. Consider retention, S24 19. Content-Area Logs (reading log, literature log, math journal/log, science log, social science research log), S26 20. Create a blank book for the student to fill in ("A Book About Me"), S27 21. Cue/maintain eye contact with student when giving directions, S28 22. Direct Instruction, S29, D 23. Double Entry Journal, S2 24. Family will go to library, S30 25. Give student immediate feedback (make sure assignments are started correctly), S31, C 26. Give student options for presentation (written/oral or illustration/model), S32 27. Graphic Organizers, S4, C
1. Academic contract, S9 2. Active Note Taking, S1, C 3. Allow previewing of content, concepts and vocabulary, S10 4. Allow student to have sample or practice tests, S11 5. Arrange transportation for attendance at afterschool program, S12 6. Ask parent/caregiver to structure study time (give them information about long-term assignments), S13 7. Ask student to repeat directions before beginning tasks, S14 8. Assess/determine student's instructional level, S15 9. Assignment notebook, S16 10. Check student's work frequently to determine level of understanding, S17 11. Collect homework daily instead of weekly, S18 12. Communicate with after-school program staff (e.g., re: homework help), S19 13. Communicate with last year’s teacher, S20 14. Complete documentation for a 504 plan, S25
SFUSD Intervention Sources A. SFUSD Educational Standards and English/Language Arts Core Curriculum (Section3) B. Strategies for Teaching: ELD Curriculum Guide, BELA (Bilingual Education and Language Academy) C. Adapting Curriculum and Modifying Instruction for Students: A Guide for All Educators (SFUSD Special Education Services and the Curriculum Improvement and Professional Development Department) D. SFUSD Web Page: Strategies Data-Base (http://www.sfusd.edu/SST/) E. School Health Programs Department Secretary’s Binder F. School Health Programs Crisis Response Manual SST - Menu of Interventions, 11/01
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Student Success Team - Menu Of Interventions (Instructional Strategies and Modifications, cont’d)
28. Help parents/caregivers to learn reading strategies, S33 29. Homework checklist or folder, S34, A/C 30. Intersperse brief periods of instruction with supervised practice, S35, A/C 31. Invite parent/caregiver to literacy night at school, S36 32. Make sure student stays for after school program, S37 33. Manipulative and Visual Prompts, S5, C 34. Move child's seat (preferential seating), S38 35. Para will work student 1:1 or in small group, S39, C 36. Parent/caregiver will ask another family member to give child homework help, S40 37. Parent/caregiver will give more homework help, S41 38. Parent/caregiver will look at different middle schools for best ELL support, S42 39. Parent/caregiver will pick up homework when student is absent, S43 40. Principal will check-in with student daily regarding classwork, S44, C 41. Provide frequent feedback and praise, S45 42. Provide opportunity for extra drill before tests, S46 43. Provide printed copy of boardwork/notes, S47 44. Provide study guides/questions, S48 45. Questions First, S6 46. Quick Write, S7
47. Read aloud to parent/caregiver at home, S49, C 48. Reduce classroom distractions and noise, S50, C 49. Review test scores from past 3 years and utilize in instructional planning, S51 50. Send home extra work, S52, C 51. Send home unfinished classwork, S53 52. Simplify instructions/directions (short, specific, direct), S54 53. Student will teach/tutor/read to a peer or younger child (e.g., "Big Buddies/Little Budddies"), S55 54. Study Carrell, S56 55. Summer school, S57, D 56. Supply student with samples of work expected., S58 57. Teach notetaking, S59 58. Teach student problem-solving skills, S60 59. Tutor (Peer, Cross-age, Agency, Parent, etc.), S61 60. Use focused question in reviewing student work ("Focused Question"), S3 61. Use techniques of repetition, review and summarization, S62 62. Use visuals to motivate reading and support understanding of concepts"Visuals"), S8, C 63. Utilization of site-team support (e.g., counselor, elementary advisor, OT/PT specialist, principal, psychologist, resource specialist, speech/language specialist), S63 64. Write assignments on board, S64, C
Math Strategies 3. Send home math flash cards, M3 4. Study math facts at home, M4 5. Teach student to make estimates and choose appropriate strategies ("Estimate This"), M5, D
1. Do informal assessment of student’s math skills, M1 2. Get extra help with math word problems (from peer, volunteer, etc.), M2
Math Adaptations Physical Assistance 1. Adapted materials (e.g., enlarged calculators, pencils) , MA1, C 2. Assist student with proper alignment of problems (e.g., graph paper), MA2, C
3. Color code for different operations (e.g., red for addition problems), MA3, C 4. Use software programs such as Math Pad, MA4, C
SFUSD Intervention Sources A. SFUSD Educational Standards and English/Language Arts Core Curriculum (Section3) B. Strategies for Teaching: ELD Curriculum Guide, BELA (Bilingual Education and Language Academy) C. Adapting Curriculum and Modifying Instruction for Students: A Guide for All Educators (SFUSD Special Education Services and the Curriculum Improvement and Professional Development Department) D. SFUSD Web Page: Strategies Data-Base (http://www.sfusd.edu/SST/) E. School Health Programs Department Secretary’s Binder F. School Health Programs Crisis Response Manual SST - Menu of Interventions, 11/01
5
Student Success Team - Menu Of Interventions Math Adaptations Multi-Level Instruction and Performance Standards 1. Adapted text books (e.g., cut concepts into smaller steps than regular textbooks provide, MA5, C 2. Allow/encourage student to use times tables, MA6 3. Create & illustrate personal word problems relevant to students’ lives, MA7, C 4. Create classroom situations where kids need to use fractions (e.g., dividing treats for a party or art materials for a project), MA8, C 5. Flash cards, MA9, C 6. Have students find examples of fractions used in real life and organize by categories on a chart, MA10, C 7. Have students verbalize the problem step by step to make sure s/he understands each stage, MA11, C
8. Permit student to work out the problem on scrap paper, MA12, C 9. Provide steps necessary to complete problems on tape or study sheet, MA13, C 10. Reduce number of problems (shorten assignments), MA14, C 11. Simplify patterns (e.g., ABAB instead of ABBCD), MA15, C 12. Touch Math program, MA16, C 13. Use calculators instead of performing paper and pencil steps, MA17, C 14. Use manipulatives such as money, clocks, MA18, C
Overlapping Participation 1. Counting objects (e.g., inventory office supplies, lunch count, classroom jobs that require counting), MA19, C
2. Identify numbers on spinner or dice, MA20, C 3. Weighing and measuring related to cooking, MA21
Extension 1. Connect math concepts to careers or personal life, MA22, C 2. Create and play math board games , MA23, C 3. Creating math sheets for other students, MA24, C
4. Peer Tutoring, MA25, C 5. Research mathematicians and/or musicians, MA26, C 6. Write in math journals, MA27, C
Motor Skills Strategies 1. 2. 3. 4.
Color in small areas, MS1 Collaboration with outside sources, MS2 Encourage drawing to develop muscles, MS3 Have student sit in an appropriate size chair for 9090-90 posture, MS4
5. Practice drawing & coloring in simple shapes, MS5 6. Provide parent/caregiver lists of home activities for student, MS6 7. Tracing: write model in pen/pencil, give student felt pen to trace letters, MS7
Motor Skills Adaptations 3. Support wrist and elbow on table, MSA3 4. Use hand over hand to guide movement; gradually fade out as student learns motions, MSA4 5. Utilization of site-team support, MSA5
1. Make a large dot to cue student where to start when tracing letters, MSA1 2. Encourage student to use finger movements (instead of arm movements) while coloring or writing, MSA2
SFUSD Intervention Sources A. SFUSD Educational Standards and English/Language Arts Core Curriculum (Section3) B. Strategies for Teaching: ELD Curriculum Guide, BELA (Bilingual Education and Language Academy) C. Adapting Curriculum and Modifying Instruction for Students: A Guide for All Educators (SFUSD Special Education Services and the Curriculum Improvement and Professional Development Department) D. SFUSD Web Page: Strategies Data-Base (http://www.sfusd.edu/SST/) E. School Health Programs Department Secretary’s Binder F. School Health Programs Crisis Response Manual SST - Menu of Interventions, 11/01
6
Student Success Team - Menu Of Interventions Oral Language Strategies 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11.
12. Knowledge Chart (KWL), O4, B/C 13. Lindamood , O19 14. Parent/caregiver will encourage student to speak more in class, O20 15. Reading the Picture, O7, B 16. Roundtable, O1, B 17. Silent Dialogue, O11, B 18. Story Board, O12, B 19. Sunshine Interview, O3, B 20. Think-Pair-Share, O6, B/C
Brainstorm and Cluster Maps , O5, B/C Carousel, O10, B Debate, O9, B Expert Group, O16, C Four Corners, O17, C Gallery Walk, O8, B Give One, Get One, O14, C Group Investigation Model, O15, C Hot Seat (Character Analysis), O13, B Increase oral language opportunities, O18 Inside-Outside Circle, O2, B
Oral Language Adaptations Physical Assistance 1. Allow all students time for oral expression, OA1, C OA2, C 2. Deliver oral reports/presentations using high or 3. Point to pictures to cue or illicit speech from low-tech augmentative communication device, student or communication device, OA3, C Multi-Level Instruction and Performance Standards choose one , OA8, C 1. Add gestures or agreed upon visual cues, OA4, C 6. Teacher asks student a direct question - comes back 2. Ask some yes/no questions, OA5, C for answer, OA9, C 3. Give student choices for answers, OA6, C 4. Give student opportunity to preview questions prior 7. Teacher or peer models turn taking, OA10, C 8. Utilize choral speech, plays, role modeling, OA11, to activity, OA7, C 5. Present student with two answers and let child C Overlapping Participation 1. Establish and maintain eye contact, OA12, C 2. Peer or teacher reads student's passage during round robin, OA13, C 3. Peers or teacher reads student's work out loud,
OA14, C 4. Reinforce classroom etiquette (e.g.: raising hand), OA15, C
Extension 1. Adjust volume, tone, phrasing & pace of speaking for various situations/audiences, OA16, C 2. Make presentations to other classes, organizations, OA17, C 3. Records other student’s written work, OA18, C
4. Student writes and/or records simplified versions of text, OA19, C 5. Students writes a play for peers to perform, OA20, C 6. Use eye contact, posture and gesture to engage audience, OA21, C
SFUSD Intervention Sources A. SFUSD Educational Standards and English/Language Arts Core Curriculum (Section3) B. Strategies for Teaching: ELD Curriculum Guide, BELA (Bilingual Education and Language Academy) C. Adapting Curriculum and Modifying Instruction for Students: A Guide for All Educators (SFUSD Special Education Services and the Curriculum Improvement and Professional Development Department) D. SFUSD Web Page: Strategies Data-Base (http://www.sfusd.edu/SST/) E. School Health Programs Department Secretary’s Binder F. School Health Programs Crisis Response Manual SST - Menu of Interventions, 11/01
7
Student Success Team - Menu Of Interventions Reading Strategies 36. Provide partial outlines of chapters, study guides, and testing outlines, R48 37. Quaker Reading, R49, D 38. Read & Retell, R9, B 39. Reader’s Theater, R10, A/B/D 40. Reading Environmental Print, R50, B 41. Reciprocal Reading, R17, B 42. Reciprocal Teaching, R51 43. Refer for Reading Recovery (including literacy group), R52 44. Refer parent/caregiv to ELL class, R53, D 45. Relic Box, R18, C 46. Repeated Reading, R54, D 47. Segment sentences on flash cards, R55 48. Send home books, R56 49. Send home word games, R57, D 50. Shared Reading across Genre of texts, R2, B 51. Shared Reading of Poetry & Song, R4, D 52. Shared Reading With Predictable Texts, R3, A/D 53. Sight-Word Bingo, R58, D 54. Simplify complex directions, R59 55. Sing, Speak, Spell, R60 56. Small group reading, R61, D 57. Sociogram, R11, B 58. Special Delivery, R62, B 59. SQ3R (Survey, Question, Read, Recite & Review), R63, B 60. Stories With Friends, R64, D 61. Story Sequencing for Reading, R12, B 62. Story Sidewalk, R65, D 63. Story Squares, R66, D 64. Storyboard, R20, C 65. Student creates a poetry word bank ("Creating a Poetry Word Bank"), R67, D 66. Student fills in a (student or teacher-created) book for sounds or for reference ("ABC Student Book"), R68, D 67. Student identifies number of pages to be read and uses post-its … ("Bookmark Strategy"), R69, D 68. Student prepares a grocery list; looks for environmental print ("A Shopping Trip"), R70, D 69. Student will go to library with teacher, R71 70. Student will read books in primary language, R72, B/D
1. Accept some homework papers typed or dictated by student, R23 2. Alternate Reading, R5, B 3. Brainstorming, R24, C 4. Choral Reading, R6, B 5. Class illustrates a big book ("Creating Your Own Big Book"), R25, D 6. Collaborate with Reading Recovery Teacher, R26 7. DEAR (Drop Everything and Read) Time, R13, A 8. Directed Reading-Thinking Activity (DR-TA), R27, B 9. Echo Reading, R7, B 10. Family will borrow books from library in student’s primary language, R28 11. Guided Reading, R8, A/B 12. Hooked on Phonics, R29 13. Jigsaw Reading, R21, B 14. Label (Labeling), R30, B 15. Language Experience Approach (LEA), R31, B 16. Leveled reading groups, R32 17. Literature Study Circles, R14, A/C 18. Loan student books to family in student’s primary language, R33, D 19. Matching Picures, R34, B/D 20. Model the thinking processes a good reader engages in when reading ("Think Aloud"), R35, C 21. Modeled Reading Aloud, R36, D 22. My Book Chart, R37, D 23. My Neighborhood Map, R38, D 24. On-Site Reading Team, R39, B 25. Parent/caregiver will have child cut out pictures that start with a chosen letter ("Letters And Pictures"), R40, D 26. Parent/caregiver will write letters to student ("Family Letters"), R41, D 27. Patterned Reading, R42, D 28. Phonics Treasure Hunt, R43, D 29. Phonics Videos, R44, D 30. Plan, Do and Review, R15, A 31. Pocket Chart Reading W/ Predictable Texts, R16, A 32. Poetry In the Classroom, R45, B 33. Popcorn Reading/Break-In Reading, R46 34. Primary Phonics, R47, B 35. Project Cube, R22, C
SFUSD Intervention Sources A. SFUSD Educational Standards and English/Language Arts Core Curriculum (Section3) B. Strategies for Teaching: ELD Curriculum Guide, BELA (Bilingual Education and Language Academy) C. Adapting Curriculum and Modifying Instruction for Students: A Guide for All Educators (SFUSD Special Education Services and the Curriculum Improvement and Professional Development Department) D. SFUSD Web Page: Strategies Data-Base (http://www.sfusd.edu/SST/) E. School Health Programs Department Secretary’s Binder F. School Health Programs Crisis Response Manual SST - Menu of Interventions, 11/01
8
Student Success Team - Menu Of Interventions (Reading Strategies, cont’d)
71. 72. 73. 74. 75. 76.
Sustained Silent Reading (SSR), R73, D Teacher Read-Aloud, R1, A/B The Breakfast Club, R74, D The Name Game, R75, D The Name List, R76, C Transitional Reading Strategies (Spanish to English), R77, D
77. Use "Bulletin Board Stories" , R78, D 78. Using The Newspaper To Improve Reading Skills , R79, D 79. Word Making, R80, D 80. Word Necklaces, R81, D 81. Word Walls, R19, A/B/D
Reading Adaptations Physical Assistance 1. Enlarge print, RA1, C 2. Have student use bookmarks for tracking, RA2, C 3. Use augmentative communication devices, RA3, C 4. Use book stand, RA4, C
5. Use books on tape, RA5, C 6. Use Braille, RA6, C 7. Use computers, RA7, C
Multi-Level Instruction and Performance Standards 1. Color code textbook, highlighting important sentences, phrases, vocabulary, RA8, C 2. Create interest for material to be read by bringing in items that will stimulate discussion about a topic, RA9, C 3. Do not force student to read orally; encourage peer tutoring and have pairs take turns reading together orally to group, RA10, C 4. Do not require lengthy outside reading assignments, RA34 5. Have student be responsible for one main idea, RA11, C 6. Have student draw a picture, RA12, C 7. Have student fill in the blanks, RA13, C 8. Have student hold prop that is related to story (e.g., puppet), RA14, C 9. Have student match text to pictures, RA15, C 10. Pre-teach vocabulary, RA16, C 11. Provide photocopies of teacher's notes, RA35 12. Provide supplementary materials that student can read, RA36 13. Reduce workload, RA17, C 14. Review words periodically, RA18, C
15. Substitute symbols for written text, RA19, C 16. Use books on tape/"Talking Books for the Blind", RA20, C 17. Use character web, RA21, C 18. Use collage, RA22, C 19. Use computer software, RA23, C 20. Use graphic organizer, RA24, C 21. Use images on overhead, RA25, C 22. Use modified text or assign a smaller portion, RA26, C 23. Use music-related stories, RA27, C 24. Use peer or community volunteer tutors, RA28, C 25. Use pictures/symbols, RA29, C 26. Use props (e.g., puppet, magnets on cookie sheet, felt board), RA30, C 27. Use small group settings or pairs and assign various paragraphs; put a good average reader with a less able reader; encourage discussion of material read and sharing to the whole class, RA31, C 28. Use storyboard sequencing, RA32, C 29. Use video or film strips to supplement text, RA33, C
SFUSD Intervention Sources A. SFUSD Educational Standards and English/Language Arts Core Curriculum (Section3) B. Strategies for Teaching: ELD Curriculum Guide, BELA (Bilingual Education and Language Academy) C. Adapting Curriculum and Modifying Instruction for Students: A Guide for All Educators (SFUSD Special Education Services and the Curriculum Improvement and Professional Development Department) D. SFUSD Web Page: Strategies Data-Base (http://www.sfusd.edu/SST/) E. School Health Programs Department Secretary’s Binder F. School Health Programs Crisis Response Manual SST - Menu of Interventions, 11/01
9
Student Success Team - Menu Of Interventions Reading Adaptations Overlapping Participation 1. Art project related to story, i.e. collage, a story board, RA37, C 2. Categorize, RA38, C 3. Demonstrate appropriate listening behav., RA39, C 4. Get books, hand out and put away, RA40, C 5. Hold book in front of class for teacher, RA41, C 6. Identify sight words, pictures, etc., RA42, C 7. Pointing to picture related to story to test Extension 1. Find vocabulary words in the newspaper or magazine, RA48, C 2. Have student connect stories to background knowledge or experience, RA49, C 3. Have student create story map, RA50, C 4. Have student create story timelines , RA51, C 5. Have student design a comic book about the story; other students can color the characters or write/copy the sentences, RA52, C
comprehension, RA43, C 8. Practice letter recognition, RA44, C 9. Practice writing or copying words on topic, RA45, C 10. Retell story to younger kids, RA46, C 11. Turning the page appropriately at correct time, RA47, C
6. Have student write a play for the story that other students can act out, RA53, C 7. Have student write a song about the story (e.g., tap song and other kids participate), RA54, C 8. Read other books by the same author, RA55, C 9. Read the story to students who cannot read, RA56, C
Writing Strategies 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.
ABC Wall Chart or Class Book, W1, A Author’s Chair, W2, A/C Buddy Journals, W3, B Content Area Logs, W4, B Copying , W14, B Creating Texts for Wordless Books, W5, A Dialectic (Response) Journal, W6, B Guided Writing Activities, W7, B Interactive Journals, W8, A/B/C Interactive Writing, W9, AB Letter Writing, W10, B Metacognitive Journal, W12, B
13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23.
Modeled Writing (Aloud), W15, A/B Patterned Writing With Predictable Text, W16, A/D Personal Dictionaries, W11, B Plan, Do and Review , W17, A Practice writing daily, W18, Real-Life Writing Activities, W19, B Story Sequencing For Writing, W20, B Storyboarding, W21, B Student will write in cursive all the time, W22 Student will write in daily home journal, W23 Writer’s Workshop, W13, A
SFUSD Intervention Sources A. SFUSD Educational Standards and English/Language Arts Core Curriculum (Section3) B. Strategies for Teaching: ELD Curriculum Guide, BELA (Bilingual Education and Language Academy) C. Adapting Curriculum and Modifying Instruction for Students: A Guide for All Educators (SFUSD Special Education Services and the Curriculum Improvement and Professional Development Department) D. SFUSD Web Page: Strategies Data-Base (http://www.sfusd.edu/SST/) E. School Health Programs Department Secretary’s Binder F. School Health Programs Crisis Response Manual SST - Menu of Interventions, 11/01
10
Student Success Team - Menu Of Interventions Writing Adaptations Physical Assistance 1. Adapted keyboard, WA1 2. Adaptive writing materials (e.g., pencil grip, larger felt pen), WA2, C 3. Computer/typing on keyboard, WA3 4. Dictate to a peer, WA4, C 5. Give student oral examinations and quizzes, WA5 6. Substitute oral reports/projects for writing, WA6, C 7. Tape paper to desk, WA7, C 8. Use adaptive paper (e.g., lines, larger lines, lined columns), WA8, C 9. Use assistive technology device that allows student Multi-Level Instruction and Performance Standards 1. Complete one part of assignment, WA15, C 2. Create and use personal dictionary, WA16, C 3. Organize pictures to tell story, WA17 4. Pictorial collage, WA18, C 5. Provide sentence or paragraph starters, WA19, C 6. Shorten assignment, WA20, C 7. Trace or copy dictated answers, WA21, C 8. Utilize Spelling Styles and Vocabulary Attributes
10. 11. 12. 13. 14.
to orally dictate writing and/or with voice output, WA9, C Use physical and verbal prompts for placement of fingers on pencil and wrist on table, WA10 Use stencils, WA11 Use tape recorder to dictate, WA12 Write on a vertical/slanted surface (e.g., chalkboard), WA13 Write on top of a textured surface (e.g., sandpaper), WA14
charts, WA22, C 9. Use editing checklist (caps, periods, commas, etc.), WA23, AC 10. Use graphic organizers, WA24, C 11. Use stamps, WA25, 12. Use word bank, WA26, C 13. Use word prediction and other writing software, WA27
Overlapping Participation 1. Match pictures to words, WA28, C 2. Pass out materials for writing assignment, WA29, C 3. Practice copying, WA30, C 4. Trace other students' writing, WA31, C 5. Use communication device, WA32, C
6. Use storyboard, WA33, C 7. Write down key words (i.e., personal vocabulary list), WA34, C 8. Write name, heading and date on top of paper, WA35, C
Extension 1. Incorporate features such as italics, footnotes and bibliography into writing, WA36, C 2. Peer uses rubric to check work, WA37, C 3. Put words to peers picture collage, WA38, C
4. Use dictionary or spell check tools to edit work, WA39, C 5. Write from a peer's dictation, WA40, C
SFUSD Intervention Sources A. SFUSD Educational Standards and English/Language Arts Core Curriculum (Section3) B. Strategies for Teaching: ELD Curriculum Guide, BELA (Bilingual Education and Language Academy) C. Adapting Curriculum and Modifying Instruction for Students: A Guide for All Educators (SFUSD Special Education Services and the Curriculum Improvement and Professional Development Department) D. SFUSD Web Page: Strategies Data-Base (http://www.sfusd.edu/SST/) E. School Health Programs Department Secretary’s Binder F. School Health Programs Crisis Response Manual SST - Menu of Interventions, 11/01
11
Student Success Team - Menu Of Interventions APPENDIX Attendance Desired Student Outcome 1. Arrives at school on time except for excusable reasons, A1 2. Attends school every day except for excusable absence, A2 3. Improved attendance , A3 4. Improved punctuality, A4 As Evidenced By 1. Attendance record, A1 2. Community agency reports, A2 3. Teacher/staff observation/report (e.g., checklist), A3
Behavior/Social-Emotional Desired Student Outcome 1. Attend/concentrate adequately in school environment, B1 2. Decreased incidences of verbally aggressive behaviors, B2 3. Diminished impact of loss or event on academic performance, B3 4. Follows school and classroom rules, B4 5. Improved classroom behavior, B5 6. Improved self- esteem, B6
7. Improved socialization skills/peer relationships, B7 8. Increased ability to follow routines/transitions in and out of classroom, B8 9. Increased use of positive statements, B9 10. Maintains relationships to successfully function in school, B10 11. No incidences of physically aggressive behaviors, B11 12. No incidences of verbally aggressive behaviors, B
As Evidenced By 1. Behavior checklist, B1 2. Classperiod count, B2 3. Community agency reports, B3 4. Daily count, B4 5. Health report, B5 6. Hourly count, B6
7. 8. 9. 10.
Parent/caregiver report/ checklist, B7 Report from home visit, B8 Student self-report checklist, B9 Teacher/staff observation/report (e.g., checklist), B10 11. Weekly count, B11
Health Desired Student Outcome 1. Comes to school clean and free of odor, H1 2. Has a plan of action for chronic health condition, H2 3. Has adequate meals throughout the day, H3 4. Has adequate sleep each night, H4 5. Healthy enough to attend school daily, H5
6. Improved health, H6 7. Lives in a safe environment free of abuse/neglect, H7 8. Stays awake in class, H8 9. Visual acuity is adequate for school functioning, H9
SFUSD Intervention Sources M. SFUSD Educational Standards and English/Language Arts Core Curriculum (Section3) N. Strategies for Teaching: ELD Curriculum Guide, BELA (Bilingual Education and Language Academy) O. Adapting Curriculum and Modifying Instruction for Students: A Guide for All Educators (SFUSD Special Education Services and the Curriculum Improvement and Professional Development Department) P. SFUSD Web Page: Strategies Data-Base (http://www.sfusd.edu/SST/) Q. School Health Programs Department Secretary’s Binder R. School Health Programs Crisis Response Manual SST - Menu of Interventions 11/01
A
Student Success Team - Menu Of Interventions APPENDIX Health As Evidenced By 1. Behavior checklist, H1 2. Community agency reports, H2 3. Exam/screening results, H3 4. Health report from primary medical provider, H4
5. Parent/caregiver report/checklist, H5 6. Report from home visit, H6 7. Teacher/staff observation/report (e.g., checklist), H7
Math Desired Student Outcome 1. Improved addition skills, MA1 2. Improved application skills, MA2 3. Improved division skills, MA3 4. Improved measurement skills, MA4 5. Improved multiplication skills, MA5 6. Improved subtraction skills, MA6 7. Student demonstrates understanding of concept of addition, MA7 8. Student demonstrates understanding of concept of division, MA8 9. Student demonstrates understanding of concept of
multiplication, MA9 10. Student demonstrates understanding of concept of subtraction, MA10 11. Student demonstrates understanding of place value, MA11 12. Student matches numeral with collection of objects, MA12 13. Student recognizes numerals to ___, MA13 14. Student rote counts to _____, MA14 15. Students demonstrates one-to-one correspondence, MA15
As Evidenced By 1. Basic Math Skills Test, MA1 2. Curriculum-Based Measurement – Math Computation, MA2 3. Functional Skills Analysis, MA3 4. Mathland Assessments, MA4 5. Other SFUSD Performance Standards, MA5 6. Portfolio Review, MA6 7. SFUSD Mathematics Performance Assessment, MA7 8. Student counting by rote, MA8
9. 10. 11. 12. 13.
Student counting objects, MA9 Student making a pattern, MA10 Student matching a pattern, MA11 Student reading numerals, MA12 Student reading numerals and building sets with objects, MA13 14. Student writing numerals to name sets, MA14 15. Teacher-designed test, MA15 16. Touch Math, MA16
Motor Skills Desired Student Outcome 1. Improved fine motor skills, MS1 2. Improved gross motor skills, MS2
3. Improved perceptual motor skills, MS3 4. Uses appropriate assistance device, MS4
As Evidenced By 1. Parent/caregiver report/ checklist, MS1 2. Student self-report checklist, MS2
3. Teacher/staff observation/report (e.g., checklist), MS3
SFUSD Intervention Sources M. SFUSD Educational Standards and English/Language Arts Core Curriculum (Section3) N. Strategies for Teaching: ELD Curriculum Guide, BELA (Bilingual Education and Language Academy) O. Adapting Curriculum and Modifying Instruction for Students: A Guide for All Educators (SFUSD Special Education Services and the Curriculum Improvement and Professional Development Department) P. SFUSD Web Page: Strategies Data-Base (http://www.sfusd.edu/SST/) Q. School Health Programs Department Secretary’s Binder R. School Health Programs Crisis Response Manual SST - Menu of Interventions 11/01
B
Student Success Team - Menu Of Interventions APPENDIX Oral Language Desired Student Outcome 1. Improved oral expression, O1 2. Asks for clarifications in different situations., O2 3. Begins to speak to peers in some small group situations, O3 4. Contributes to classroom discussions/responds to questions/debates issues, O4 5. Dramatizes/gestures/draws pictures to show comprehension/needs, O5 6. Expresses responses in phrases/simple sentences, O6
7. Improved listening comprehension/receptive language , O7 8. Produces a full range of grade-appropriate grammatical structures/vocabulary in unfamiliar situations, O8 9. Responds to simple commands/questions through actions or one/two-word phrases, O9 10. Speaks comfortably with peers in small groups, O10 11. Use age-appropriate vocabulary, O11
Oral Language As Evidenced By 1. California English Language Development Test (CELDT), L1 2. Into English – Student Progress Form, L2 3. LALAR (Language & Literacy Assessment Rubric), L3
4. LAS (Language Assessment Scale), L4 5. Pre-LAS, L5 6. Teacher/staff observation/report (e.g., checklist), L6
Reading Desired Student Outcome 1. Demonstrates book sense (tracking; locating cover, author, title; matching pictures to words), R1 2. Follows along in text as story is read aloud, R2 3. Has mastered skills at the early fluency level, R3 4. Has mastered skills at the emergent level, R4 5. Has mastered skills at the fluency level, R5 6. Identifies/associates written symols; recognizes/identifies letters, R6 7. Improved comprehension/ comprehension strategies, R7
8. Improved reading fluency, R8 9. Reads across variety of genres; identifies features of different reading materials, R9 10. Reads familiar words and phrases aloud, R10 11. Reads independently; chooses increasingly difficult texts; makes predictions/inferences about readings, R11 12. Reads/comprehends grade-level text with complex language/vocabulary, R12 13. Reads/follows simple written directions, R13
As Evidenced By 1. A Continuum of Reading Growth in the Primary Grades, R1, A 2. Anecdotal Record Log, R2, A 3. Audiotape Reading Survey – Child, R3, A 4. Background Survey on Reading (Primary), R4, A 5. California English Language Development Test (CELDT), R5
6. Child Interest Inventory – Grades 1 to 5, R6, A 7. Curriculum-Based Measurement – Reading Fluency, R7 8. DIBELS (Dynamic Indicators of Basic Early Literacy Skills, R8 9. Dolch word list - graded lists, R9 10. Entry Survey “Getting To Know Me”, R10, A
SFUSD Intervention Sources M. SFUSD Educational Standards and English/Language Arts Core Curriculum (Section3) N. Strategies for Teaching: ELD Curriculum Guide, BELA (Bilingual Education and Language Academy) O. Adapting Curriculum and Modifying Instruction for Students: A Guide for All Educators (SFUSD Special Education Services and the Curriculum Improvement and Professional Development Department) P. SFUSD Web Page: Strategies Data-Base (http://www.sfusd.edu/SST/) Q. School Health Programs Department Secretary’s Binder R. School Health Programs Crisis Response Manual SST - Menu of Interventions 11/01
C
Student Success Team - Menu Of Interventions APPENDIX (Reading As Evidenced By, cont’d)
11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28.
Feb/March Reading Evaluation Survey, R11, A First Grade Instant Words, R12, A Fry’s Oral Reading Test, R13 Fry’s Silent Reading Comprehension Test, R14, A Graded spelling lists , R15 Initial Sounds assessment, R16, A LALAR (Language & Literacy Assessment Rubric), R17 Letter/Sound Identification, R18, A Literature Logs, R19 Miscue Analysis (Record Form, Inventory), R20, A Observation Survey, R21 Phonemic Awareness Assessment (Yopp-Singer), R22, A Phonics Test Pt. 1, R23, A Phonics Test Pt. 2 (Blending Words), R24, A Phono-Graphix Pre and Post Tests, R25 Phonological Awareness Profile, R26 Reading Checks - Early, R27, A Reading Checks - Emergent, R28, A
29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44.
Reading Checks - Fluent, R29, A Reading Experience and Interest Survey, R30, A Reading Inventory Summary Sheet, R31 Reading Self-Evaluation Survey, R32 Reading Strategies Intermediate Survey, R33, A RESULTS assessments, R34 Running Record, R35, A Scholastic end of unit assessments, R36 Second Grade Instant Words, R37, A Self-Eval Checklist for Lit Responses, R38, A SFUSD ABC, R39 Strategies That Help Me Understand A Story (Primary), R40, A Student Profile of Print Concepts, R41, A TAAS (Jerome Rosner’s Test of Auditory Skills), R42, A Third Grade Instant Words, R43, A Yopp-Singer Test of Phoneme Segmentation (Phonemic Awareness Assessment), R21, A
Written Expression Desired Student Outcome 1. Applies the steps in the writing process to writing tasks, W1 2. Experiments with variety of writing styles/genres, W2 3. Generates ideas for simple stories with awareness of sequence/detail, W3 4. Improved conventions of written language, W4 5. Improved organization of thoughts/information, W5 6. Participates in revising/editing own work, W6
7. Uses invented spelling and familiar words or short phrases, W7 8. Uses some conventions of print including spacing between words, names and letters, W8 9. Uses writing to get and give information, W9 10. Writes from various points of view, W10 11. Writes on all topics normally required for grade level, W11 12. Writes to describe a drawing or illustration, W12
As Evidenced By 1. Analytic Writing Assessment Guide, W1, A 2. California English Language Development Test (CELDT), W2 3. Continuum of Written Language Development, W3, A 4. Curriculum-Based Measurement – Spelling, W4
5. Curriculum-Based Measurement – Written Expression, W5 6. Grade 4 Informative Writing Rubric, W6, A 7. Grade 4 Narrative Writing Rubric, W7, A 8. Grade 4 Persuasive Writing Rubric, W8, A 9. Grade 4 Writing Rubric, W9, A
SFUSD Intervention Sources M. SFUSD Educational Standards and English/Language Arts Core Curriculum (Section3) N. Strategies for Teaching: ELD Curriculum Guide, BELA (Bilingual Education and Language Academy) O. Adapting Curriculum and Modifying Instruction for Students: A Guide for All Educators (SFUSD Special Education Services and the Curriculum Improvement and Professional Development Department) P. SFUSD Web Page: Strategies Data-Base (http://www.sfusd.edu/SST/) Q. School Health Programs Department Secretary’s Binder R. School Health Programs Crisis Response Manual SST - Menu of Interventions 11/01
D
Student Success Team - Menu Of Interventions APPENDIX (Written Expression As Evidenced By, cont’d)
10. Interactive Journal Assessment, W10, A 11. K-2 Writing Rubric, W11, A 12. LALAR (Language & Literacy Assessment Rubric), W12 13. Literature Logs, W13 14. Observation Survey, W14 15. OLE Criteria for Evaluation in Writer’s Workshop, W15 16. Phonetic Spelling Test, W16 17. Phonological Awareness Profile - Invented Spelling, W17 18. Portfolio Conference, W18, A 19. Project Evaluation Form (Teacher), W19, A
20. Project Self-Evaluation (Student), W20, A 21. RESULTS assessments, W21 22. Rigby’s Continuum of Written Lang Development, W22, A 23. 24. 25. 26. 27. 28. 29. 30.
Scholastic End of Unit Assessments, W23 School-based Math Program, W24 School-based Reading Program, W25 SFUSD ABC, W26 SFUSD ALAS Rubric, W27 SFUSD IWA, W28 Teacher-designed test, W29 Writer’s Workshop Assessments, W30
Misc Desired Student Outcome 1. Improved academic performance, M1 2. Increase in acquired credits, M2 3. No decrease in academic performance, M3 As Evidenced By 1. Community agency reports, M1 2. Parent/caregiver report/ checklist, M2 3. Student self-report checklist, M3 4. Teacher/staff observation/report (e.g., checklist), M4
SFUSD Intervention Sources M. SFUSD Educational Standards and English/Language Arts Core Curriculum (Section3) N. Strategies for Teaching: ELD Curriculum Guide, BELA (Bilingual Education and Language Academy) O. Adapting Curriculum and Modifying Instruction for Students: A Guide for All Educators (SFUSD Special Education Services and the Curriculum Improvement and Professional Development Department) P. SFUSD Web Page: Strategies Data-Base (http://www.sfusd.edu/SST/) Q. School Health Programs Department Secretary’s Binder R. School Health Programs Crisis Response Manual SST - Menu of Interventions 11/01
E
Minor Consent, Confidentiality, and Child Abuse Reporting in California
National Center for Youth Law
Minor Consent, Confidentiality, and Child Abuse Reporting in California Prepared by Rebecca Gudeman, J.D., M.P.A
October 2006
National Center for Youth Law 405 14th St., 15th Floor Oakland, CA 94612 www.youthlaw.org www.teenhealthrights.org © National Center for Youth Law
This publication was created by the National Center for Youth Law as part of it’s Teen Health Rights Initiative, which provides information and resources to California providers of adolescent reproductive health services. Funding for this initiative is provided by the Richard and Rhoda Goldman Fund. National Center for Youth Law 405 14th St., 15th Floor Oakland, CA 94612 www.youthlaw.org www.teenhealthrights.org © National Center for Youth Law The National Center for Youth Law (NCYL) is a national, non-profit organization that uses the law to improve the lives of poor children. NCYL works to ensure that low-income children have the resources, support, and opportunities they need for a healthy and productive future. Much of NCYL’s work is focused on poor children who are additionally challenged by abuse and neglect, disability, or other disadvantage. NCYL focuses its work in four areas: • Safety, Stability, and Well-Being of Abused and Neglected Children • Access to Quality Health and Mental Health Care • Financial Stability for Low-Income Families and Children • Juvenile Justice Disclaimer: This manual provides information. It does not constitute legal advice or representation. For legal advice, readers should consult their own counsel. This manual presents the state of the law as of October 2006. While we have attempted to assure the information included is accurate as of this date, laws do change, and we cannot guarantee the accuracy of the contents after publication. All rights reserved. No part of this document may be reproduced or transmitted in any form without prior permission. Photography by Harry Cutting and Marlene Desautels. Cover: Harry Cutting (left and center); Marlene Desautels (right). Inside: Marlene Desautels, photos (top to bottom) 2, 3, 6; Harry Cutting, photos (1, 4, 5, 7, 8)
\Table of Contents I. MINOR CONSENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 What is the age of majority? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 What is the age of consent for sexual activity? . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Who generally consents for health care for minors? . . . . . . . . . . . . . . . . . . . . . . . . 1 What exceptions allow minors or others to consent for minors’ health care? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Consent by others . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Minor consent based on minor’s status. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Minor consent based on services sought. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
II. CONFIDENTIALITY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Who controls access to medical information? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 What exceptions impact parent access to medical information about minors? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Exceptions based on minor’s status. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Exceptions based on services provided. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 In what situations might I be allowed or required to give others access to a minor’s medical information? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Can individuals be held liable for revealing confidential information outside the exceptions listed in federal or state law? . . . . . . . . . . . . . . . . . . . . . . 13
III. CHILD ABUSE REPORTING REQUIREMENTS . . . . . . . . . . . . . . . . . . . . . . . . 14 n
Am I a Mandated Reporter? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Who is a mandated reporter? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 May I report child abuse even if I am not a mandated reporter? . . . . . . . . . . . . 16
n When
is a Mandated Reporter Required to Submit a Report? . . 16
When must I report abuse? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 What if I am not sure that abuse has occurred? . . . . . . . . . . . . . . . . . . . . . . . . . 16 n Is
This a Type of Activity That Must be Reported? . . . . . . . . . . . . . . 17
What constitutes abuse or neglect? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 n What
Sexual Activity Must be Reported? . . . . . . . . . . . . . . . . . . . . . . 18
What sexual activity am I mandated to report? . . . . . . . . . . . . . . . . . . . . . . . . . 18
Minor Consent, Confidentiality, and Child Abuse Reporting in California
iii
I know I need to report certain violations of “lewd and lascivious acts,” but what are “lewd and lascivious acts?” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 What “lewd and lascivious acts” must I report as child abuse? . . . . . . . . . . . . . 19 I know I need to report certain “statutory rape” violations, but what is “statutory rape?” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 What “statutory rape” violations must I report? . . . . . . . . . . . . . . . . . . . . . . . . 20 Should intercourse be reported based on ages of patient and partner alone?. . . 20 I know I need to report any nonconsensual sexual activity with a minor and even some instances of consensual sexual activity with a minor. What sexual activity with a minor should not be reported? . . . . . . . . . . . . . . . . 21 For the purposes of child abuse reporting, does a mandated reporter have a legal duty to try to ascertain the ages of the minor’s partners? . . . . . . . . . . . 21 How do I know if my client’s sexual activity truly was consensual? . . . . . . . . . . 22 Does pregnancy or a sexually transmitted disease automatically require an abuse report? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Do I have to make a report if my client was the “abuser” rather than the victim? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Do I have to make a report if the abuse happened a long time ago? . . . . . . . . 23 n How
Does Reporting Work? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
To whom should reports be made? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 If I have a client from another county or state, do I have to file my report with an agency in the county or state in which she resides? . . . . . . . . . . . . . . . 23 Can an agency refuse to accept my report and tell me to file it with a different agency? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 How do I make a report? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 What information must I include in my report? . . . . . . . . . . . . . . . . . . . . . . . . . 24 If I don’t have all the necessary information, is a report still required? . . . . . . . 24 May we establish internal procedures to streamline reporting in our clinic? . . . 24 Will a report to my director or administrator suffice? . . . . . . . . . . . . . . . . . . . . 25 n What
are the Consequences of My Reporting Decision? . . . . . . . 25
What will Child Protective Services do after I make my report? . . . . . . . . . . . . . . . 25 Will my identity and my report be confidential? . . . . . . . . . . . . . . . . . . . . . . . . . 26 Will I find out what happened with my report? . . . . . . . . . . . . . . . . . . . . . . . . . 26 Can individuals be held liable for making reports? . . . . . . . . . . . . . . . . . . . . . . . 26 Can individuals be held liable for not making reports? . . . . . . . . . . . . . . . . . . . 27
iv
Minor Consent, Confidentiality, and Child Abuse Reporting in California
n Do
Medical Records Remain Confidential in Cases of Alleged Abuse? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 When must confidential medical information be shared with CPS or the police? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Do the medical records I provide CPS or the police remain confidential? . . . . . 27 How should a subpoena or other legal request for confidential information be handled? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 What are the Potential Criminal Charges Arising Out of Abuse Reports? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 n
Will the police be informed of any child abuse reports I make? . . . . . . . . . . . . 28 In addition to being used as indicators of abuse or neglect for child welfare purposes, will sexual activity uncovered during an abuse/neglect investigation be prosecuted? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 In a case involving consensual sexual activity between minors uncovered during an abuse/neglect investigation, who, if anyone, may be prosecuted? . . . . 28 In a criminal case involving sexual acts, will the offender be required to register as a sex offender? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Minor Consent, Confidentiality, and Child Abuse Reporting in California
I. Minor Consent What is the age of majority? A minor legally becomes an adult at 18 years old in California. Cal. Family Code § 6500.
What is the age of consent for sexual activity? While no statute specifically establishes an age at which a minor legally may consent to sexual activity, there are criminal penalties for consensual sexual activity with a minor who is under 18 years of age. See, e.g. Cal. Penal Code § 261.5 (prohibiting “unlawful sexual intercourse” with a minor under 18, not the spouse of the perpetrator).
Who generally consents for health care for minors? Generally, a parent or guardian must consent for health care on behalf of a minor. However, there are exceptions to this rule.
What exceptions allow minors or others to consent for minors’ health care? n Consent by others s Consent by Court Upon application by a minor, a court may grant consent for medical or dental care for the minor if: 1. The minor is 16 years old or older and resides in this state; and 2. The consent of a parent or guardian is necessary to permit the medical care or dental care or both, and the minor has no parent or guardian available to give the consent. Cal. Family Code § 6911(a).
s Letter from Parents, Guardian, or Caretaker A parent, guardian, or related caregiver may authorize an adult into whose care a minor has been entrusted to consent to medical or dental care for the minor. The authorization must be in writing. Cal. Family Code § 6910.
A related caregiver means a related caregiver who has signed a caregiver consent affidavit. See “Minor Living with Related Caregiver,” infra.
Minor Consent, Confidentiality, and Child Abuse Reporting in California
s Minor Living with Related Caregiver A caregiver who is a relative and who completes a caregiver consent affidavit has the same rights to authorize medical, dental, and mental health care for the minor that are given to parents, except: • If the minor is 14 years of age or older, no surgery may be performed upon the minor without either (1) the consent of both the minor and the caregiver; or (2) a court order, unless it is an emergency; • The caregiver cannot consent to sterilization; • The caregiver cannot consent to involuntary placement in a mental health institution; • The caregiver cannot consent to experimental mental health drugs; and • The caregiver cannot consent to convulsive treatment.
When Minors or Others May Consent for Minors’ Health Care n CONSENT
by others s Consent by court s Letter from parents,
guardian, or caretaker
Cal. Family Code § 6550; Cal. Probate Code §§ 2353, 2356.
s Minor Living with Non-related Caregiver A non-related caregiver who completes a caregiver consent affidavit may consent to school-related medical care on behalf of a minor. School-related medical care means medical care required by state or local governmental authority as a condition for school enrollment, including immunizations, physical examinations, and medical examinations conducted in schools for pupils. Cal. Family Code § 6550.
s Caregiver who
completes consent affidavit n Status
EXCEPTIONS
s Emancipated Minor
n Minor consent based on status
s Minor living
Minors satisfying the following conditions may consent for their own care:
separate from parents
s Emancipated Minor An emancipated minor shall be considered an adult for the purpose of consent to medical, dental, or psychiatric care. Cal. Family Code § 7050(e)(1).
(cont. next page)
A minor is emancipated if: • The minor has entered into a valid marriage, whether or not the marriage has been dissolved; • The minor is on active duty with the armed forces of the United States; or • The minor has received a “declaration of emancipation” from a court. Cal. Family Code §§ 7002. “Relative caregiver” includes: “spouse, parent, stepparent, brother, sister, stepbrother, stepsister, halfbrother, half-sister, uncle, aunt, niece, nephew, first cousin, or any person denoted by the prefix “grand” or “great” or the spouse of any of the persons specified in this definition, even after the marriage has been terminated by death or dissolution.” Cal. Family Code § 6550. A form prescribed by Cal. Family Code § 6552. See www.teenhealthrights.org for example. A court will emancipate a minor if the minor meets the criteria set out in Family code section 7120 and the court determines that emancipation would not be contrary to the minor’s best interests. See Cal. Family Code §§ 7120,7122.
Minor Consent, Confidentiality, and Child Abuse Reporting in California
s Minor Living Separate and Apart from Parents A minor may consent for his or her medical or dental care if he or she meets the following three requirements: 1. The minor is 15 years of age or older; 2. The minor is living separate and apart from her parents or guardian, whether with or without the consent of a parent or guardian, and regardless of the duration of this separation; and 3. The minor is managing the minor’s own financial affairs, regardless of the source of the minor’s income.
When Minors or Others May Consent for Minors’ Health Care (cont. from previous page)
Cal. Family Code § 6922(a).
n service EXCEPTIONS
n Minor Consent based on services sought
s Abortion
Minors seeking services for the following conditions may consent for their own care as described below:
s Drug and alcohol
s Abortion
s Family planning
abuse (Title X-funded)
Minors of any age may consent for the performance of an abortion. American Academy of Pediatrics v. Lundgren, 16 Cal.4th 307, 383 (1997).
s Family planning
services
s Drug- and Alcohol-Related Problems
s HIV/AIDS
“A minor who is 12 years of age or older may consent to medical care and counseling relating to the diagnosis and treatment of a drug- or alcohol-related problem.” Cal. Family Code § 6929(b). However, this statute does not authorize a minor to consent to replacement narcotic abuse treatment. Cal. Family Code § 6929(e).
s
Infectious contagious diseases (reportable)
s Mental health care s Pregnancy s Rape, sexual assault
Consent Note: State law allows a parent or guardian to consent to medical care and counseling for a drug- or alcohol-related problem of a minor when the minor does not consent to the care. Cal. Family Code § 6929(f).
treatment s Sexually transmitted
diseases
s Family Planning (Title X-Funded)
s Suspected child
Federal regulations establish special access rules for family planning services funded through Title X. Providers delivering services funded in full or in part with Title X monies must comply with the federal regulations.
abuse victims
Federal law requires that Title X funded services be available to all adolescents, regardless of their age, without the need for parental consent. 42 C.F.R. 59.5(a)(4). This regulation supersedes any state law to the contrary. Planned Parenthood Assoc. of Utah v. Matheson, 582 F. Supp. 1001, 1006 (D. Utah 1983); see Does 1-4 v. Utah Dept. of Health, 776 F.2d 253 (10th Cir. 1985); Doe v. Pickett, 480 F. Supp. 1218, 1220-1221 (D.W.Va. 1979). Thus, minors of any age may consent to family planning services when those services are funded in full or in part by Title X monies. For family planning services not funded by Title X, state consent law applies. Minor Consent, Confidentiality, and Child Abuse Reporting in California
s Family Planning, Including Contraception A minor of any age may consent to medical care related to the prevention or treatment of pregnancy. This includes contraception. It does not allow a minor to consent to sterilization. Cal. Family Code § 6925.
s HIV/AIDS To the extent that HIV/AIDS services are funded in full or in part by Title X, minors of any age may consent. See “Title X Family Planning” supra. In other cases, state law applies. California state law provides that minors 12 and older are able to consent to HIV testing and treatment. Cal. Health & Safety Code § 121020; Cal. Family Code § 6926(a).
s Infectious, Contagious, or Communicable Diseases (Reportable) “A minor who is 12 years of age or older and who may have come into contact with an infectious, contagious, or communicable disease may consent to medical care related to the diagnosis or treatment of the disease, if the disease or condition is one that is required by law or regulation adopted pursuant to law to be reported to the local health officer, or is a related sexually transmitted disease, as may be determined by the State Director of Health Services.” Cal. Family Code § 6926(a).
s Mental Health Treatment and Counseling “A minor who is 12 years of age or older may consent to mental health treatment or counseling on an outpatient basis, or to residential shelter services, if both of the following requirements are satisfied: 1. The minor, in the opinion of the attending professional person, is mature enough to participate intelligently in the outpatient services or residential shelter services. 2. The minor (a) would present a danger of serious physical or mental harm to self or to others without the mental health treatment or counseling or residential shelter services, or (b) is the alleged victim of incest or child abuse.” Cal. Family Code § 6924(b). This statute does not authorize a minor to consent to convulsive therapy, psychosurgery, or psychotropic drugs. Cal. Family Code § 6924(f).
s Pregnancy A minor of any age may consent to medical care related to the prevention or treatment of pregnancy. This law does not allow a minor to consent to sterilization. Cal. Family Code § 6925.
Minor Consent, Confidentiality, and Child Abuse Reporting in California
s Rape Treatment For minors 12 years of age or older: “A minor who is 12 years of age or older and who is alleged to have been raped may consent to medical care related to the diagnosis or treatment of the condition and the collection of medical evidence with regard to the alleged rape.” Cal. Family Code § 6927.
For minors less than 12 years of age: “A minor who is alleged to have been sexually assaulted may consent to medical care related to the diagnosis and treatment of the condition, and the collection of medical evidence with regard to the alleged sexual assault.” Cal. Family Code § 6928(b).
s Sexual Assault Treatment “A minor of any age who is alleged to have been sexually assaulted may consent to medical care related to the diagnosis and treatment of the condition, and the collection of medical evidence with regard to the alleged sexual assault.” Cal. Family Code § 6928(b).
s Sexually Transmitted Diseases To the extent that STD services are funded in full or in part by Title X, minors of any age may consent. See “Title X Family Planning” supra. In other cases, state law applies: “A minor who is 12 years of age or older and who may have come into contact with an infectious, contagious, or communicable disease may consent to medical care related to the diagnosis or treatment of the disease, if the disease or condition is one that is required by law or regulation adopted pursuant to law to be reported to the local health officer, or is a related sexually transmitted disease, as may be determined by the State Director of Health Services.” Cal. Family Code § 6926(a).
s Suspected Child Abuse Victims “A physician and surgeon or dentist or their agents and by their direction may take skeletal X-rays of a child without the consent of the child’s parent or guardian, but only for purposes of diagnosing the case as one of possible child abuse or neglect and determining the extent of the child abuse or neglect.” Cal. Penal Code § 11171.2(a). In addition, “if a peace officer, in the course of an investigation of child abuse or neglect, has reasonable cause to believe that a child has been the victim of physical abuse, the officer may apply to a magistrate for an order directing that the victim be X-rayed without parental consent. Any X-ray taken pursuant to this subdivision shall be administered by a physician and surgeon or dentist or their agents.” Cal. Penal Code § 11171.5(a).
Minor Consent, Confidentiality, and Child Abuse Reporting in California
II. Confidentiality Who controls access to medical information? Generally, health care providers cannot share or release individual medical information without written permission. The permission must be signed by the minor if she consented or could have consented to care under law.
California’s Confidentiality of Medical Information Act (CMIA) regulates the disclosure of most health care records. It states that, in general, health care providers cannot share or release individual medical information without written authorization. Cal. Civil Code § 56.10(a). The authorization must be signed by a parent or guardian when the parent or guardian consented for the minor’s health care. Conversely, the authorization must be signed by the minor when the minor consented for health care or could have consented to the care under law. Cal. Civil Code § 56.11(c)(1)&(2). There are exceptions. State law allows certain persons to inspect records without the need for an authorization. For example, minors have the right to inspect their own records when the records pertain to health care for which the minor consented or could have consented. Cal. Health & Safety Code § 123110(a). And parents and guardians have the right to inspect their children’s records, as long as the records do not pertain to care for which the minor consented or could have consented. Cal. Civil Code § 56.10(b)(7); Cal. Health & Safety Code §§ 123110(a), 123115(a)(1). Federal regulations also address access to medical records. Federal HIPAA regulations generally restate California law — establishing that when a parent consents for an unemancipated minor’s health care, that parent generally has a right to control access to the minor’s medical information. The HIPAA regulations also honor a minor’s right under state law to control access to her own records when the minor consented for that care. 45 C.F.R. §§ 164.502(a)(1)(i)&(iv); (a)(2)(i); (g)(1); (g)(3)(i). CMIA and HIPAA establish certain general rules about access to medical information; however, there are exceptions to both the federal and state laws that change access rights in some instances.
What exceptions impact parent access to medical information about minors? s When Access Will Have A Detrimental Effect Under state law, providers may refuse to provide parents or guardians access to a minor’s medical records when “the health care provider determines that access to the patient records requested by the [parent or guardian] would have
The CMIA applies to most but not all medical records. For example, it does not apply to certain mental health and drug treatment records. Other statutes protect the confidentiality of these records. See Cal. Civil Code § 56.30 for complete CMIA coverage list.
Minor Consent, Confidentiality, and Child Abuse Reporting in California
a detrimental effect on the provider’s professional relationship with the minor patient or the minor’s physical safety or psychological well-being.” Cal. Health & Safety Code § 123115(a)(2). Providers applying this exception in good faith to limit parent access to records shall not be liable for their refusal to share records. Cal. Health & Safety Code § 123115(a)(2).
n EXCEPTIONS based on minor’s status The following confidentiality rules apply when minors satisfy these status conditions:
s Emancipated Minor When an emancipated minor consents for care, a health care provider is not permitted to share information or records with a parent without the minor’s written authorization. Cal. Civil Code §§ 56.10, 56.11; Cal. Health & Safety Code §§ 123110(a), 123115(a)(1).
s Minor Living Separate and Apart from Parents When a minor consents for care under this section, “A physician and surgeon or dentist may, with or without the consent of the minor patient, advise the minor’s parent or guardian of the treatment given or needed if the physician and surgeon or dentist has reason to know, on the basis of the information given by the minor, the whereabouts of the parent or guardian.” Cal. Family Code § 6922(c).
n EXCEPTIONS based on services PROVIDED The following confidentiality rules apply when minors receive these services:
s Abortion A health care provider is not permitted to share information or records regarding abortion services with a parent or legal guardian without the minor’s written authorization. Cal. Civil Code §§ 56.10, 56.11; Cal. Health & Safety Code §§ 123110(a), 123115(a)(1).
s Drug- and Alcohol-Related Problems Federal regulations establish special protections for substance abuse treatment records. Providers who meet certain criteria must follow the federal rule. (For criteria, see footnote six below.)
Federal confidentiality law applies to any individual, program, or facility that meets the following two criteria: 1. The individual, program, or facility is federally assisted. (Federally assisted means authorized, certified, licensed or funded in whole or in part by any department of the federal government. Examples include
Minor Consent, Confidentiality, and Child Abuse Reporting in California
When Parents May Be Denied Access to Child’s Medical Information s Access will have
detrimental effect n Status EXCEPTIONS s Emancipated minor s Minor living
separate from parents (cont. next page)
For those providers who must comply with federal rules, the federal regulations prohibit disclosing any information to parents without a minor’s written consent if the minor acting alone under applicable state law has the legal capacity to apply for and obtain alcohol or drug abuse treatment. 42 C.F.R. § 2.14. However, a provider or program may share with parents if the individual or program director (if it is a program) determines the following three conditions are met: (1) that the minor’s situation poses a substantial threat to the life or physical well-being of the minor or another; (2) that this threat may be reduced by communicating relevant facts to the minor’s parents; and (3) that the minor lacks the capacity because of extreme youth or a mental or physical condition to make a rational decision on whether to disclose to her parents. 42 C.F.R. §2.14. For providers who do not have to follow the federal rules, state law applies. Under state law, if a parent or guardian consents for a minor’s drug or alcohol treatment, “the physician [must] disclose medical information concerning the care to the minor’s parent or legal guardian upon his or her request, even if the minor child does not consent to disclosure, without liability for the disclosure.” Cal. Family Code § 6929(g). State law says that when a minor consents for her own drug or alcohol treatment, a health care provider is not permitted to share records with a parent or legal guardian without the minor’s written authorization. Cal. Civil Code §§ 56.10(a), 56.11(c); Cal. Health & Safety Code §§ 123110(a), 123115(a)(1). At the same time, state law requires health care providers to involve the minor’s parent or guardian in the treatment plan, if appropriate, as determined by the professional person or treatment facility treating the minor. The professional person providing care to the minor must state in the minor’s treatment record whether and when the professional attempted to contact the minor’s parent or guardian, and whether the attempt was successful, or the reason why, in the opinion of the professional person, it would not be appropriate to contact the minor’s parent or guardian. Cal. Family Code § 6929(c). Involving parents in treatment will necessitate sharing certain otherwise confidential information; however, having them participate does not mean parents have a right to access all confidential records. Providers should attempt
programs that are: tax exempt; receiving tax-deductible donations; receiving any federal operating funds; or registered with Medicare.) 42 C.F.R. §2.12; And: 2. The individual or program: 1. Is an individual or program that holds itself out as providing alcohol or drug abuse diagnosis, treatment, or referral; OR 2. Is a staff member at a general medical facility whose primary function is, and who is identified as, a provider of alcohol or drug abuse diagnosis, treatment or referral; OR 3. Is a unit at a general medical facility that holds itself out as providing alcohol or drug abuse diagnosis, treatment or referral. 42 C.F.R. § 2.11; 42 C.F.R. § 2.12.
Minor Consent, Confidentiality, and Child Abuse Reporting in California
to honor the minor’s right to confidentiality to the extent possible while still involving parents in treatment.
s Family Planning (Title X-Funded) Federal regulations establish special confidentiality protections for family planning information gathered during a Title X funded service. Providers delivering services funded in full or in part with Title X monies must comply with the federal regulations.
When Parents May Be Denied Access to Child’s Medical Information (cont.
For agencies delivering services funded in full or in part by Title X, federal law mandates that “[a]ll information as to personal facts and circumstances obtained by the project staff about individuals receiving services must be held confidential and must not be disclosed without the individual’s documented consent, except as may be necessary to provide services to the patient or as required by law, with appropriate safeguards for confidentiality.” 42 C.F.R. 59.11. This regulation supersedes any state law to the contrary.
from previous page) n SERVICE EXCEPTIONS s Abortion s Drug and alcohol
Thus, if a minor receives Title X funded services, the records cannot be disclosed to parents without obtaining the minor’s documented consent.
abuse s Family planning
s Family Planning, Including Contraception
(Title X-funded) s Family planning
For agencies delivering services funded in full or in part by Title X, federal law mandates that “[a]ll information as to personal facts and circumstances obtained by the project staff about individuals receiving services must be held confidential and must not be disclosed without the individual’s documented consent, except as may be necessary to provide services to the patient or as required by law, with appropriate safeguards for confidentiality.” 42 C.F.R. § 59.11.
services s HIV/AIDS s
Infectious contagious diseases (reportable)
s
Mental health care
s Preganancy
For all other services, state law applies. California law says that a health care provider is not permitted to share information or records regarding the prevention or treatment of a minor’s pregnancy with a parent or legal guardian without the minor’s written authorization. Cal. Civil Code §§ 56.10(a), 56.11(c); Cal. Health & Safety Code §§ 123110(a), 123115(a)(1).
s Rape, sexual
assault treatment s Sexually transmitted
diseases s Suspected child
s HIV/AIDS
abuse victims
For agencies delivering services funded in full or in part by Title X, federal law mandates that “[a]ll information as to personal facts and circumstances obtained by the project staff about individuals receiving services must be held confidential and must not be disclosed without the individual’s documented consent, except as may be necessary to provide services to the patient or as required by law, with appropriate safeguards for confidentiality.” 42 C.F.R. § 59.11. For all other services, state law applies. California law says that a health care provider is not permitted to share information or records regarding a minor’s
Minor Consent, Confidentiality, and Child Abuse Reporting in California
HIV/AIDS services with a parent or legal guardian without the minor’s written authorization. Cal. Civil Code §§ 56.10(a), 56.11(c); Cal. Health & Safety Code §§ 123110(a), 123115(a)(1).
s Infectious, Contagious, or Communicable Diseases (Reportable) A health care provider is not permitted to share information or records regarding a minor’s treatment for reportable diseases with a parent or legal guardian without the minor’s written authorization. Cal. Civil Code §§ 56.10, 56.11; Cal. Health & Safety Code §§ 123110(a), 123115(a)(1).
s Mental Health Treatment and Counseling A health care provider is not permitted to share records regarding minor consent mental health care with a parent or legal guardian without the minor’s authorization. Cal. Civil Code §§ 56.10(a), 56.11(c); Cal. Health & Safety Code §§ 123110(a), 123115(a)(1). At the same time, state law requires health care providers to involve a parent or guardian in the minor’s treatment unless, in the opinion of the professional person who is treating the minor, the involvement would be inappropriate. The professional must state in the client record whether and when the professional attempted to contact the minor’s parent or guardian, and whether the attempt was successful, or the reason why, in the professional person’s opinion, it would be inappropriate to contact the minor’s parent or guardian. Cal. Family Code § 6924(d). Involving parents in treatment will necessitate sharing certain otherwise confidential information; however, having them participate does not mean parents have a right to access all confidential records. Providers should attempt to honor the minor’s right to confidentiality to the extent possible while still involving parents in treatment.
s Pregnancy For agencies delivering services funded in full or in part by Title X, federal law mandates that “[a]ll information as to personal facts and circumstances obtained by the project staff about individuals receiving services must be held confidential and must not be disclosed without the individual’s documented consent, except as may be necessary to provide services to the patient or as required by law, with appropriate safeguards for confidentiality.” 42 C.F.R. § 59.11. For all other services, state law applies. California law says that a health care provider is not permitted to share information or records regarding the prevention or treatment of a minor’s pregnancy with a parent or legal guardian without the minor’s written authorization. Cal. Civil Code §§ 56.10(a), 56.11(c); Cal. Health & Safety Code §§ 123110(a), 123115(a)(1).
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Minor Consent, Confidentiality, and Child Abuse Reporting in California
s Rape Treatment For minors 12 and older: A health care provider is not permitted to share information or records about rape treatment with a parent or legal guardian without the minor’s written authorization. Cal. Civil Code §§ 56.10, 56.11; Cal. Health & Safety Code §§ 123110(a), 123115(a)(1).
For minors under 12 years of age: The health care provider must attempt to contact the minor’s parent or guardian and must note in the minor’s rape treatment record the date and time of the attempted contact and whether it was successful. This provision does not apply if the treating professional reasonably believes that the parent or guardian committed the sexual assault. Cal. Family Code § 6928(c).
s Sexual Assault Treatment The health care provider must attempt to contact the minor’s parent or guardian and must note in the minor’s sexual assault treatment record the date and time of the attempted contact and whether it was successful. This provision does not apply if the treating professional reasonably believes that the parent or guardian committed the sexual assault. Cal. Family Code § 6928(c).
s Sexually Transmitted Diseases For agencies delivering services funded in full or in part by Title X, federal law mandates that “[a]ll information as to personal facts and circumstances obtained by the project staff about individuals receiving services must be held confidential and must not be disclosed without the individual’s documented consent, except as may be necessary to provide services to the patient or as required by law, with appropriate safeguards for confidentiality.” 42 C.F.R. § 59.11. For all other services, state law applies. California law says that a health care provider is not permitted to share information or records regarding a minor’s STD services with a parent or legal guardian without the minor’s written authorization. Cal. Civil Code §§ 56.10(a), 56.11(c); Cal. Health & Safety Code §§ 123110(a), 123115(a)(1).
s Suspected Child Abuse Victims Neither the physician-patient privilege nor the psychotherapist-patient privilege applies to information reported pursuant to this law in any court proceeding. Cal. Penal Code § 11171.2(b).
Minor Consent, Confidentiality, and Child Abuse Reporting in California
11
In what situations might I be allowed or required to give others access to a minor’s medical information?
Can a provider/ clinic require a minor to waive her confidentiality rights as a condition of receiving health care?
State and federal confidentiality laws contain many exceptions that allow or require providers to share medical information, whether or not they have parent or minor authorization. Examples include:
s Reporting Certain Diseases and Conditions to Health Authority “It shall be the duty of every health care provider, knowing of or in attendance on a case or suspected case of any of the diseases or conditions listed [in the regulations], to report to the local health officer for the jurisdiction where the patient resides as required . . . .” 17 C.C.R. § 2500(b).
s Sharing For Treatment Purposes No, a provider/clinic may not require any patient to waive confidentiality as a condition of providing treatment. However, a health care service plan or disability insurer may require relevant medical information as a condition of the underwriting process. Cal. Civil Code § 56.37.
The CMIA permits, but does not require, a health care provider to furnish medical information, without need of an authorization, to providers of health care, health care service plans, contracts, or other health care professionals or facilities for purposes of diagnosis or treatment of the patient. Cal. Civil Code § 56.10(c)(1). However, a recipient of medical information pursuant to this exception may not further disclose that medical information --except with an authorization signed by the patient or the patient representative, or as otherwise required or permitted by law. Cal. Civil Code § 56.13.
s Sharing For Payment Purposes The CMIA permits, but does not require, a health care provider to disclose health information, without need of an authorization, to an insurer, employer, health care service plan, hospital service plan, employee benefit plan, governmental authority, contractor, or any other person or entity responsible for paying for health care services rendered to the patient, to the extent necessary to allow responsibility for payment to be determined and payment to be made. Cal. Civil Code § 56.10(c)(2). However, a recipient of medical information pursuant to this exception may not further disclose that medical information -— except with an authorization signed by the patient or the patient representative, or as otherwise required or permitted by law. Cal. Civil Code § 56.13.
s Reporting Child Abuse Mandated reporters of child abuse must make a child abuse report whenever they have knowledge of or observe a child whom they know or reasonably suspect has been the victim of child abuse or neglect. Cal. Penal Code §§ 11165.7, 11166.
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Minor Consent, Confidentiality, and Child Abuse Reporting in California
To the extent that this reporting requirement conflicts with CMIA, the reporting requirement prevails. People ex rel. Eicheberger v. Stockton Pregnancy Control Medical Clinic, Inc., 249 Cal. Rptr. 762, 768 (3rd Dist. Ct. App. 1988).
Can individuals be held liable for revealing confidential information outside the exceptions listed in federal or state law? Providers can only share information without client authorization if an exception in state or federal law specifically allows the release. If no exception applies that would allow a provider to share information, providers who reveal confidential information without authorization may be held liable. For example, providers who reveal confidential information in violation of California’s Confidentiality of Medical Information Act can be held criminally and civilly liable. Cal. Civil Code §§ 56.35, 56.36. In addition, the Department of Health and Human Services has the authority to enforce HIPAA confidentiality regulations and to impose sanctions on providers who breach those rules. See 42 U.S.C. 1320d-6; 45 C.F.R. § 160, Subpart C. Beyond criminal and civil sanction, professionals who violate confidentiality also put their medical license at risk. For example, certain health care providers who “willfully” fail to respect the laws related to patient access to health records (Health and Safety Code sections 123110 et seq.) are guilty of “unprofessional conduct.” State law requires the state agency, board or commission that issued the providers’ professional license to consider such a violation as grounds for disciplinary action, including suspension or revocation of the license. Cal. Health & Safety Code § 123110(i).
Minor Consent, Confidentiality, and Child Abuse Reporting in California
Providers who reveal confidential information in violation of California’s Confidentiality of Medical Information Act can be held criminally and civilly liable, and put their medical license at risk.
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III. Child Abuse Reporting Requirements n Am I a Mandated Reporter?
Who is a mandated reporter? Mandated reporters include all of the following: (Reporters in the health care professions are highlighted in bold.) 1. A teacher. 2. An instructional aide. 3. A teacher’s aide or teacher’s assistant employed by any public or private school. 4. A classified employee of any public school. 5. An administrative officer or supervisor of child welfare and attendance, or a certificated pupil personnel employee of any public or private school. 6. An administrator of a public or private day camp. 7. An administrator or employee of a public or private youth center, youth recreation program, or youth organization. 8. An administrator or employee of a public or private organization whose duties require direct contact and supervision of children. 9. Any employee of a county office of education or the California Department of Education, whose duties bring the employee into contact with children on a regular basis. 10. A licensee, an administrator, or an employee of a licensed community care or child day care facility. 11. A Head Start program teacher. 12. A licensing worker or licensing evaluator employed by a licensing agency as defined in Section 11165.11. 13. A public assistance worker. 14. An employee of a child care institution, including, but not limited to, foster parents, group home personnel, and personnel of residential care facilities. 15. A social worker, probation officer, or parole officer. 16. An employee of a school district police or security department. 17. Any person who is an administrator or presenter of, or a counselor in, a child abuse prevention program in any public or private school. 18. A district attorney investigator, inspector, or local child support agency caseworker unless the investigator, inspector, or caseworker is working with
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Minor Consent, Confidentiality, and Child Abuse Reporting in California
an attorney appointed pursuant to Section 317 of the Welfare and Institutions Code to represent a minor. 19. A peace officer, as defined in Chapter 4.5 (commencing with Section 830) of Title 3 of Part 2, who is not otherwise described in this section. 20. A firefighter, except for volunteer firefighters. 21. A physician, surgeon, psychiatrist, psychologist, dentist, resident, intern, podiatrist, chiropractor, licensed nurse, dental hygienist, optometrist, marriage, family, and child counselor, clinical social worker, or any other person who is currently licensed under Division 2 (commencing with Section 500) of the Business and Professions Code. 22. Any emergency medical technician I or II, paramedic, or other person certified pursuant to Division 2.5 (commencing with Section 1797) of the Health and Safety Code. 23. A psychological assistant registered pursuant to Section 2913 of the Business and Professions Code. 24. A marriage, family, and child therapist trainee, as defined in subdivision (c) of Section 4980.03 of the Business and Professions Code. 25. An unlicensed marriage, family, and child therapist intern registered under Section 4980.44 of the Business and Professions Code. 26. A state or county public health employee who treats a minor for venereal disease or any other condition. 27. A coroner. 28. A medical examiner, or any other person who performs autopsies. 29. A commercial film and photographic print processor, as specified in subdivision (d) of Section 11166. As used in this article, “commercial film and photographic print processor” means any person who develops exposed photographic film into negatives, slides, or prints, or who makes prints from negatives or slides, for compensation. The term includes any employee of such a person; it does not include a person who develops film or makes prints for a public agency. 30. A child visitation monitor. As used in this article, “child visitation monitor” means any person who, for financial compensation, acts as monitor of a visit between a child and any other person when the monitoring of that visit has been ordered by a court of law. 31. An animal control officer or humane society officer. For the purposes of this article, the following terms have the following meanings: a. “Animal control officer” means any person employed by a city, county, or city and county for the purpose of enforcing animal control laws or regulations.
Minor Consent, Confidentiality, and Child Abuse Reporting in California
15
b. “Humane society officer” means any person appointed or employed by a public or private entity as a humane officer who is qualified pursuant to Section 14502 or 14503 of the Corporations Code. 32. A clergy member, as specified in subdivision (c) of Section 11166. As used in this article, “clergy member” means a priest, minister, rabbi, religious practitioner, or similar functionary of a church, temple, or recognized denomination or organization. 33. Any custodian of records of a clergy member, as specified in this section and subdivision (c) of Section 11166. 34. Any employee of any police department, county sheriff’s department, county probation department, or county welfare department. 35. An employee or volunteer of a Court Appointed Special Advocate program, as defined in Rule 1424 of the California Rules of Court. 36. A custodial officer as defined in Section 831.5. 37. Any person providing services to a minor child under Section 12300 or 12300.1 of the Welfare and Institutions Code. Cal. Penal Code § 11165.7.
May I report child abuse even if I am not a mandated reporter? Any person who has knowledge of or observes a child whom he or she knows or reasonably suspects has been a victim of child abuse or neglect may report the known or suspected instance of child abuse or neglect. Cal. Penal Code § 11166(g).
n When is a Mandated Reporter Required to Submit a Report?
When must I report abuse? “A mandated reporter shall make a report . . . whenever the mandated reporter, in his or her professional capacity or within the scope of his or her employment, has knowledge of or observes a child whom the mandated reporter knows or reasonably suspects has been the victim of child abuse or neglect.” Cal. Penal Code § 11166(a).
What if I am not sure that abuse has occurred? Confirmation of abuse is not required. Reporters must report whenever they have “reasonable suspicion” that abuse has occurred. “Reasonable suspicion” means “that it is objectively reasonable for a person to entertain a suspicion, based upon facts that could cause a reasonable person in a
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Minor Consent, Confidentiality, and Child Abuse Reporting in California
like position, drawing, when appropriate, on his or her training and experience, to suspect child abuse or neglect.” Cal. Penal Code § 11166(a)(1).
n Is This a Type of Activity That Must Be Reported?
What constitutes abuse or neglect? The Child Abuse and Neglect Reporting Act (CANRA) defines “child abuse or neglect” to include: • physical injury inflicted by other than accidental means upon a child by another person; • sexual abuse (as defined in Penal Code section 11165.1); • neglect (as defined in Penal Code section 11165.2); • the willful harming or injuring of a child or the endangering of the person or health of a child (as defined in Penal Code section 11165.3); and • unlawful corporal punishment or injury (as defined in Penal Code section 11165.4.)10 Cal. Penal Code § 11165.6.
See “What Sexual Activity Must be Reported,” infra. Cal. Penal Code § 11165.2 (“As used in this article, “neglect” means the negligent treatment or the maltreatment of a child by a person responsible for the child’s welfare under circumstances indicating harm or threatened harm to the child’s health or welfare. The term includes both acts and omissions on the part of the responsible person. (a) “Severe neglect” means the negligent failure of a person having the care or custody of a child to protect the child from severe malnutrition or medically diagnosed nonorganic failure to thrive. “Severe neglect” also means those situations of neglect where any person having the care or custody of a child willfully causes or permits the person or health of the child to be placed in a situation such that his or her person or health is endangered, as proscribed by Section 11165.3, including the intentional failure to provide adequate food, clothing, shelter, or medical care. (b) “General neglect” means the negligent failure of a person having the care or custody of a child to provide adequate food, clothing, shelter, medical care, or supervision where no physical injury to the child has occurred. For the purposes of this chapter, a child receiving treatment by spiritual means as provided in Section 16509.1 of the Welfare and Institutions Code or not receiving specified medical treatment for religious reasons, shall not for that reason alone be considered a neglected child. An informed and appropriate medical decision made by parent or guardian after consultation with a physician or physicians who have examined the minor does not constitute neglect.”) Cal. Penal Code § 11165.3 (“As used in this article, “the willful harming or injuring of a child or the endangering of the person or health of a child,” means a situation in which any person willfully causes or permits any child to suffer, or inflicts thereon, unjustifiable physical pain or mental suffering, or having the care or custody of any child, willfully causes or permits the person or health of the child to be placed in a situation in which his or her person or health is endangered.”) 10 Cal. Penal Code § 11165.4 (“As used in this article, “unlawful corporal punishment or injury” means a situation where any person willfully inflicts upon any child any cruel or inhuman corporal punishment or injury resulting in a traumatic condition. It does not include an amount of force that is reasonable and necessary for a person employed by or engaged in a public school to quell a disturbance threatening physical injury to person or damage to property, for purposes of self-defense, or to obtain possession of weapons or other dangerous objects within the control of the pupil, as authorized by Section 49001 of the Education Code. It also does not include the exercise of the degree of physical control authorized by Section 44807 of the Education Code. It also does not include an injury caused by reasonable and necessary force used by a peace officer acting within the course and scope of his or her employment as a peace officer.”)
Minor Consent, Confidentiality, and Child Abuse Reporting in California
17
In addition, mandated reporters may, but are not required to, report “serious emotional damage.”11 Cal. Penal Code § 11166.05.
n What Sexual Activity Must Be Reported?
What sexual activity am I mandated to report? Mandated reporters must report sexual abuse. California law defines sexual abuse as “sexual assault” or “sexual exploitation.” Cal. Penal Code § 11165.1. The law in turn defines these terms. Specifically, it states that conduct in violation of any of the following statutes is “sexual assault” or “sexual exploitation” and is reportable: • Penal Code section 261 (Rape); • Penal Code section 264.1 (Rape in Concert); • Penal Code section 285 (Incest); • Penal Code section 289 (Sexual Penetration); • Penal Code section 647.6 (Child Molestation); • Penal Code section 286 (Sodomy); • Penal Code section 288a (Oral Copulation); • Penal Code section 288(a), 288(b), or 288(c)(1) (certain violations of Lewd or Lascivious Acts upon a Child); • Penal Code section 261.5(d) (certain violations of Statutory Rape); • Conduct involving matter depicting a minor engaged in obscene acts in violation of Penal Code section 311.2 (Preparing, selling, or distributing obscene matter); or • Penal Code section 311.4(a) (Employment of minor to perform obscene acts). Reports also are mandated for many prostitution and pornography related offenses.12 Cal. Penal Code § 11165.1.
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Cal. Penal Code § 11166.05 (“Any mandated reporter who has knowledge of or who reasonably suspects that a child is suffering serious emotional damage or is at a substantial risk of suffering serious emotional damage, evidenced by states of being or behavior, including, but not limited to, severe anxiety, depression, withdrawal, or untoward aggressive behavior toward self or others, may make a report to an agency specified in Section 11165.9.”) Specifically, reports are required about: • Any person who knowingly promotes, aids, or assists, employs, uses, persuades, induces, or coerces a child, or any person responsible for a child’s welfare, who knowingly permits or encourages a child to engage in, or assist others to engage in, prostitution or a live performance involving obscene sexual conduct, or to either pose or model alone or with others for purposes of preparing a film, photograph, negative, slide, drawing, painting, or other pictorial depiction, involving obscene sexual conduct. For the purpose of this section, “person responsible for a child’s welfare” means a parent, guardian, foster parent, or a licensed administrator or employee of a public or private residential home, residential school, or other residential institution.
Minor Consent, Confidentiality, and Child Abuse Reporting in California
I know I need to report certain violations of “lewd and lascivious acts,” but what are “lewd and lascivious acts?” A “lewd and lascivious act” is an intentional touching of the body, or any part or member thereof, of a child, “with the intent of arousing, appealing to, or gratifying the lust, passions or sexual desires of that person or the child.” Cal. Penal Code § 288; see People v. Martinez, 45 Cal. Rptr.2d 905 (1995). Generally, charges brought under this section involve severely exploitative behavior. For example, prosecutors often use the statute to prosecute adults who have molested very young children. See e.g., Shumante v. Newland, 75 F. Supp.2d 1076 (N.D. Cal. 1999) (kindergarten teacher convicted of lewd and lascivious acts for molesting 16 children).
What “lewd and lascivious acts” must I report as child abuse? Reporters must report: • Any lewd and lascivious touching of a minor accomplished with the use of force, violence, duress, menace or fear of immediate and unlawful bodily injury to the victim or another. • Any lewd and lascivious touching of a child under 14 years old, if the other person is 14 years old or older, irrespective of consent. • Any lewd and lascivious touching of a child 14 years old, if the other person is 24 years old or older, irrespective of consent.* • Any lewd and lascivious touching of a child 15 years old, if the other person is 25 years old or older, irrespective of consent.* Cal. Penal Code §§ 288, 11165.1; People ex rel. ���������������������������������� Eicheberger v. Stockton Pregnancy Control Medical Clinic, Inc., 249 Cal. Rptr. 762, 769 (3rd Dist. Ct. App. 1989); Planned Parenthood Affiliates of California v. Van De Kamp, 226 Cal. Rptr. 361, 381 (1st Dist. Ct. App. 1986).
I know I need to report certain “statutory rape” violations, but what is “statutory rape?” California Penal Code section 261.5 makes it illegal to have sexual intercourse13 with a minor under 18 years old who is not the spouse of the perpetrator, irrespective of consent. There is a graduated scale of penalties for violations of this statute, with the severity of the penalty dependant on the age difference between the two partners. Colloquially known as “statutory rape,” this statute in fact is
* Reportable if the other person is at least 10 years older, measuring from the birth date of the person to the birth date of the child. Cal. Penal Code § 288(c). 13 While the term “sexual intercourse” is not defined in this statute, the California Supreme Court has stated that in the context of rape, the term “sexual intercourse” refers to vaginal penetration. People v. Stitely, 35 Cal.4th 514, 554 (2005); People v. Holt, 15 Cal.4th 619, 676, 63 Cal.Rptr.2d 782 (1997).
Minor Consent, Confidentiality, and Child Abuse Reporting in California
19
entitled “unlawful sexual intercourse with a person under 18.” Cal. Penal Code § 261.5.
What “statutory rape” violations must I report? Reporters do not have to report all instances of “unlawful sexual intercourse” (statutory rape). CANRA requires reporters to report: • Sexual intercourse with a minor accomplished with the use of force, violence, duress, menace or fear of immediate and unlawful bodily injury to the victim or another, or intercourse accomplished in any other way without consent. • Sexual intercourse between a minor who is under 14 years old and a partner 14 years old or older, irrespective of consent. • Sexual intercourse between a minor who is 14 or 15 years old and a partner 21 years old or older, irrespective of consent. Cal. Penal Code §§ 11165.1, 261.5; Stockton, 249 Cal. Rptr. at 769; Planned Parenthood, 226 Cal. Rptr. at 381.
Should intercourse be reported based on ages of patient and partner alone?
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Minor Consent, Confidentiality, and Child Abuse Reporting in California
I know I need to report any nonconsensual sexual activity with a minor and even some instances of consensual sexual activity with a minor. What sexual activity with a minor should not be reported? Because both state and federal law protect the confidentiality of information received in the course of providing care, if a child abuse report is not required by state law, and a provider has no other reason to suspect abuse, any information a provider learns about a minor’s sexual activity while providing her health care is protected by confidentiality rules, and mandated reporters cannot share it with CPS or the police without the minor’s consent.
Mandated Reporters Should Not Report Consensual Intercourse When There Are No Other Indications of Abuse and:
With this in mind, mandated reporters should not report consensual intercourse when there are no other indications of abuse and: • A minor is under 14 years old and his or her partner is under 14 years old. • A minor is 14 or 15 years old and his or her partner is over 14 years old but under 21 years old. • A minor is 16 years old or older and his or her partner is 16 or older.
• A minor and her
partner are both under age 14
Cal. Penal Code §§ 11165.1, 261.5; Stockton, 249 Cal. Rptr. at 769; Planned Parenthood, 226 Cal. Rptr. at 381.
• A minor is age 14
or 15 and her partner is over 14 but under 21
Mandated reporters also should not report consensual touching that otherwise may be deemed a ‘lewd and lascivious act’ when there are no other indications of abuse and: • A minor is under 14 years old and his or her partner is under 14 years old. • A minor is 14 years old and his or her partner is under 24 years old. • A minor is 15 years old and his or her partner is under 25 years old.
• A minor and her
partner are both 16 or older
Cal. Penal Code §§ 11165.1, 288; Stockton, 249 Cal. Rptr. at 769; Planned Parenthood, 226 Cal. Rptr. at 381.
For the purposes of child abuse reporting, does a mandated reporter have a legal duty to try to ascertain the ages of the minor’s partners? No. No statute or case obligates providers to ask their minor patients about the age of the minors’ sexual partners for the purpose of reporting abuse. In response to this question, a California court said: “Nothing in the [Child Abuse Reporting] Act requires . . . health care practitioners to obtain information they would not ordinarily obtain in the course of providing care and treatment . . . according to standards prevailing in the medical profession.” Stockton, 249 Cal. Rptr. at 769. With this in mind, an individual health care provider’s practice in eliciting information that is relevant to child abuse reporting issues should be shaped by his or her professional judgment. In addition, the provider’s practice may be directed by the policies and protocols of the particular family planning clinic or other site in which the provider works. Health care providers are encouraged to consult with
Minor Consent, Confidentiality, and Child Abuse Reporting in California
21
their own clinics and institutions, including legal counsel for those institutions, in determining the scope of questions to ask.
How do I know if my client’s sexual activity truly was consensual? Many providers are concerned that sexual activity described as consensual sometimes may not be consensual in fact. For example, providers may suspect coercion based on additional facts they have learned about the activity or its context. In determining whether an act truly was consensual, treating professionals should “evaluate facts known to them in light of their training and experience to determine whether they have an objectively reasonable suspicion of child abuse.” People ex rel. Eicheberger v. Stockton Pregnancy Control Medical Clinic, Inc., 249 Cal. Rptr. 762, 769 (3rd Dist. Ct. App. 1988). If providers have a reasonable suspicion sexual activity was coerced, they should make a child abuse report, irrespective of claimed consent by their client.
Does pregnancy or a sexually transmitted disease automatically require an abuse report? No. Pregnancy or evidence of a sexually transmitted disease does not, in and of itself, constitute sufficient evidence to establish a reasonable suspicion of sexual abuse. Cal. Penal Code § 11166(a)(1); Stockton, 249 Cal. Rptr. at 769. This means it should not be reported absent other evidence of abuse. However, pregnancy or an STD, when combined with additional information, may present a reasonable suspicion that child abuse has occurred. Stockton at 767. For this reason, treating professionals “must evaluate facts known to them in light of their training and experience to determine whether they have an objectively reasonable suspicion of child abuse.” Id. at 769.
Do I have to make a report if my client was the “abuser” rather than the victim? Yes. A mandated reporter must report child abuse “whenever the mandated reporter . . . has knowledge of . . . a child whom the mandated reporter knows or reasonably suspects has been the victim of child abuse or neglect.” Cal. Penal Code § 11166(a). Reporters do not have to know the victim personally. As long as they have facts sufficient to create an objectively reasonable suspicion of abuse, they must report.
22
Minor Consent, Confidentiality, and Child Abuse Reporting in California
Do I have to make a report if the abuse happened a long time ago? Yes. CANRA requires mandated reporters to report abuse of minors. It does not relieve reporters of their reporting duty simply because acts occurred several years ago. (This contrasts with reporting statutes in some other states.)14 Requiring reports of abuse, even if the abuse occurred long ago, makes some sense. While the victim of long ago abuse may no longer be at risk, the abuser may still be abusing other children. For the same reason, many believe mandated reporters should report when an adult reveals past child abuse.
n How Does Reporting Work?
To whom should reports be made? Reports of suspected child abuse or neglect should be made to any one of the following: • any police department or sheriff’s department, not including a school district police or security department; • the county probation department, if designated by the county to receive mandated reports; or • the county welfare department (often referred to as CWA or CPS). Cal. Penal Code § 11165.9.
If I have a client from another county or state, do I have to file my report with an agency in the county or state in which she resides? No. California law obligates the police, CPS, and the other agencies responsible for receiving child abuse reports to accept every child abuse report made to them, even if the agency lacks jurisdiction over the case. If the agency does not have jurisdiction over a particular case, the agency is obligated to immediately refer the case to the proper authorities. The only exception to this rule is that an agency may refuse a report if the agency can immediately electronically transfer the reporter’s call to an agency with proper jurisdiction. Cal. Penal Code § 11165.9.
Can an agency refuse to accept my report and tell me to file it with a different agency? No. Agencies required to receive child abuse reports “may not refuse to accept a report” for jurisdictional reasons “unless the agency can immediately electronically transfer the call to an agency with proper jurisdiction.” Cal. Penal Code § 11165.9.
14
For example, in Minnesota, mandated reporters must report only children who have been abused “within the preceding three years.” Minn. Stat. § 626.556.
Minor Consent, Confidentiality, and Child Abuse Reporting in California
23
How do I make a report? “A mandated reporter must make an initial report immediately or as soon as is practicably possible by telephone. The mandated reporter then must prepare and send, fax, or electronically transmit a written follow-up report thereof within 36 hours of receiving the information concerning the incident. The mandated reporter may include with the report any nonprivileged documentary evidence the mandated reporter possesses relating to the incident.” Cal. Penal Code § 11166(a).
What information must I include in my report? Mandated reports of child abuse or neglect must include: • the name, business address, and telephone number of the mandated reporter; • the capacity that makes the person a mandated reporter; and • the information that gave rise to the reasonable suspicion of child abuse or neglect and the source or sources of that information. If a report is made, the following information, if known, also must be included in the report: • the child’s name; • the child’s address; • present location; and • if applicable, school, grade, and class; • the names, addresses, and telephone numbers of the child’s parents or guardians; and • the name, address, telephone number, and other relevant personal information about the person or persons who might have abused or neglected the child. Cal. Penal Code § 11167(a).
If I don’t have all the necessary information, is a report still required? Yes. “The mandated reporter shall make a report even if some of the above information is not known or is uncertain to him or her.” Cal. Penal Code § 11167(a).
May we establish internal procedures to streamline reporting in our clinic? Yes. “Internal procedures to facilitate reporting and apprise supervisors and administrators of reports may be established provided that they are not inconsistent with this article.” Cal. Penal Code § 11166(i). “However, the internal procedures shall not require any employee required to make reports pursuant to this article to disclose his or her identity to the employer.” Cal. Penal Code § 11166(i).
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Minor Consent, Confidentiality, and Child Abuse Reporting in California
In addition, the internal procedures cannot require sharing confidential information where no exception in state or federal law would allow that sharing. For example, the internal procedure in a medical clinic cannot streamline reports through a staff member who otherwise would not have a legal right to see the confidential medical information being reported.
What if Child Protective Services or the police will not accept my report of abuse over the telephone?
Will a report to my director or administrator suffice? It depends. The law allows a clinic to establish an internal procedure that streamlines reports through a director or administrator. Where no internal procedure exists, the law says that in a situation in which “two or more persons who are required to report jointly have knowledge of a known or suspected instance of child abuse or neglect, and when there is agreement among them, the telephone report may be made by a member of the team selected by mutual agreement and a single report may be made and signed by the selected member of the reporting team. Any member who has knowledge that the member designated to report has failed to do so shall thereafter make the report.” Cal. Penal Code § 11166(h).
If a mandated reporter is unable to submit an initial report by phone, he or she must immediately fax or email a written report on the form prescribed by the Department of Justice, and must be available to respond to a follow-up call by the agency that received the report. Mandated reporters should use this medium only after attempts to make the report through normal channels have failed.
Ultimately, though, reporting duties are individual. While the law allows for some flexibility to facilitate reporting, absent an internal procedure that allows for it, “[r]eporting child abuse or neglect to an employer, supervisor, school principal, school counselor, coworker, or other person shall not be a substitute for making a mandated report to an agency.” Cal. Penal Code § 11166(i)(3).
n What are the Consequences of My Reporting Decision?
What will Child Protective Services do after I make my report? The agency that received your report is required to immediately cross-report to the other reporting agencies as well as to the district attorney. Cal. Penal Code § 11166(j)&(k). Upon receiving your phone call and written report, CPS will do a risk assessment and decide whether the report warrants investigation. If investigated, CPS will determine whether the report is: “unfounded,” “substantiated,” or “inconclusive.”15 How CPS proceeds from there will depend on this evaluation. Cal. Penal Code § 11165.12.
15
“(a) “Unfounded report” means a report that is determined by the investigator who conducted the investigation to be false, to be inherently improbable, to involve an accidental injury, or not to constitute child abuse or neglect, as defined in Section 11165.6. (b) “ Substantiated report” means a report that is determined by the investigator who conducted the investigation to constitute child abuse or neglect, as defined in Section 11165.6, based upon evidence that makes it more likely than not that child abuse or neglect, as defined, occurred.
Minor Consent, Confidentiality, and Child Abuse Reporting in California
25
The response to child abuse reports varies greatly by location. In some places, providers feel that CPS rarely follows up on any abuse reports, particularly those regarding adolescents. In others, providers feel that CPS and the police investigate everything, even groundless reports. Providers are encouraged to consult with their local CPS, police, and district attorneys for insight into their policies and practice. This will allow providers to better inform clients about possible outcomes when abuse reports are made.
Will my identity and my report be confidential? The identity of all persons who report under CANRA shall be confidential and disclosed only: • among agencies receiving or investigating mandated reports; • to counsel in certain cases arising out of a report; • to a licensing agency when abuse or neglect in out-of-home care is reasonably suspected; • when those persons waive confidentiality; or • by court order. Cal. Penal Code § 11167(d)(1). In addition, the reports themselves are confidential and may only be disclosed in limited contexts. Cal. Penal Code § 11167.5. For the most part, the law only allows these reports to be shared with other agencies involved in investigating, prosecuting, or tracking child abuse, or treating the child victim. Even in these situations, information in the reports cannot be shared “if the disclosure would be prohibited by any other provisions of state or federal law applicable to the reports or records relevant to the reports of child abuse or neglect.” Cal. Penal Code § 11167.5.
Will I find out what happened with my report? “When a report is made . . . , the investigating agency, upon completion of the investigation or after there has been a final disposition in the matter, shall inform the person required to report of the results of the investigation and of any action the agency is taking with regard to the child or family.” Cal. Penal Code § 11170(b)(2).
Can individuals be held liable for making reports? It depends on whether the reporter was a mandated reporter or not. Mandated reporters are protected by law from civil and criminal liability. However, non-
26
(c) “Inconclusive report” means a report that is determined by the investigator who conducted the investigation not to be unfounded, but the findings are inconclusive and there is insufficient evidence to determine whether child abuse or neglect, as defined in Section 11165.6, has occurred.” Cal. Penal Code § 11165.12.
Minor Consent, Confidentiality, and Child Abuse Reporting in California
mandated reporters (a.k.a. voluntary reporters) can be held liable for filing a false report if “it can be proven that a false report was made and the person knew that the report was false or . . . made [it] with reckless disregard of the truth or falsity of the report.” Cal. Penal Code § 11172(a).
Can individuals be held liable for not making reports? Yes. “Any mandated reporter who fails to report an incident of known or reasonably suspected child abuse or neglect . . . is guilty of a misdemeanor punishable by up to six months confinement in a county jail or by a fine of one thousand dollars ($1,000) or by both that imprisonment and fine.” Cal. Penal Code § 11166(c).
n Do Medical Records Remain Confidential in Cases of Alleged Abuse?
When must confidential medical information be shared with CPS or the police? A California appellate court ruled that to the extent child abuse reporting requirements conflict with confidentiality rules in California law, the reporting requirements prevail. Stockton, 249 Cal. Rptr. at 768. This means mandated reporters must share medical information relevant to the abuse report with CPS or the police. This does not mean that a minor’s complete medical file loses confidentiality; rather, the provider should use his or her discretion to decide what and how much should be shared.
Do the medical records I provide CPS or the police remain confidential? For the most part, yes. The records you provide become part of the child abuse report and file. Child abuse reports and child abuse investigative reports are confidential and may only be disclosed in limited circumstances. The law only allows these reports and their related attachments to be shared with a limited number of other agencies, primarily other agencies involved in investigating or tracking child abuse. Even in these situations, information in the reports cannot be shared “if the disclosure would be prohibited by any other provisions of state or federal law applicable to the reports or records relevant to the reports of child abuse or neglect.” Cal. Penal Code § 11167.5(e).
How should a subpoena or other legal request for confidential information be handled? While both federal and state law allow providers to release health information in some circumstances when subpoenaed, there are procedural and substantive standards that must be met before a subpoena is valid. Many subpoenas will not
Minor Consent, Confidentiality, and Child Abuse Reporting in California
27
withstand legal challenge. For this reason, when presented with a subpoena, it is always advisable to seek legal counsel before releasing any information.
n What are the Potential Criminal Charges Arising Out of Abuse
Reports? Will the police be informed of any child abuse reports I make? Yes. CPS is mandated to cross-report child abuse to the law enforcement agency having jurisdiction over the case. Cal. Penal Code § 11166(j).
In addition to being used as indicators of abuse or neglect for child welfare purposes, will sexual activity uncovered during an abuse/neglect investigation be prosecuted? Perhaps. The police and prosecutor will decide how best to investigate and possibly prosecute criminal incidents. Some counties may have policies that outline the types of cases they are most likely to prosecute. Because the prosecutor has some discretion, it is helpful to speak to your local welfare, police, and prosecutor’s office about local practice if you have questions about how such charges are handled in your jurisdiction.
In a case involving consensual sexual activity between minors uncovered during an abuse/neglect investigation, who, if anyone, may be prosecuted? The minor’s partner may be prosecuted. In some cases, both the minor and her partner may be prosecuted if they each can be charged with a sexual crime against the other. The police and prosecutor’s office will decide who to charge and with what. Because the prosecutor has some discretion, it is helpful to speak to your local welfare, police, and prosecutor’s office about local practice if you have questions about how such charges are handled in your jurisdiction.
In a criminal case involving sexual acts, will the offender be required to register as a sex offender? Persons convicted of certain offenses must register as sex offenders under California law. Minors convicted of certain crimes also must register as sex offenders. Qualifying offenses include, but are not limited to, violations of Penal Code sections 264.1; 288; 289; 261(a)(1)(2)(3)(4) or (6); 264.1; 266c; and 288.5. Cal. Penal Code § 290(d).
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Minor Consent, Confidentiality, and Child Abuse Reporting in California
In addition, a court may order a person convicted of another offense to register as a sex offender if the court finds that at the time of conviction or sentencing, the person committed the offense “as a result of sexual compulsion or for purposes of sexual gratification.” Cal. Penal Code § 290(a)(2)(E).
Minor Consent, Confidentiality, and Child Abuse Reporting in California
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San Francisco Unified School District Authorization for Release of Confidential Information
Student's Name: _______________________________________ Date of Birth: ____/_____/____ School/Dept: __________________________________ Address: _________________________ Contact Person: ___________________ Title: _______________ Telephone: ________________ I authorize the exchange of information described below between the San Francisco Unified School District and the following agency(s) and/or individual(s): Healthcare provider(s)________________________________________________ (name) Agency(s) _________________________________________________________ (name) Parent/ legal guardian (if minor consented to care) _________________________ (name) Other __________________________________________________________________ This authorization applies to the following information: (check each line that applies) _____ Educational Data/IEP
_____ Social/Developmental
_____ Psychological
_____ Vision
_____ Speech/Language
_____ Audiological
_____ Medical
_____ Other ___________________________________
Expiration: This authorization expires (date or event): _____________________________________ Restrictions: Providers who receive this information may not release it to someone else unless another authorization form is signed. Your Rights: You may refuse to sign this form. You may cancel it at any time by informing the San Francisco Unified School District in writing. If you cancel your permission to allow the release of information about you/your child, it will go into effect immediately (unless someone already released information). You have a right to receive a copy of this Authorization. Signature __________________________________________
Date ____________________
Indicate relationship to student:parent legal guardian: ______________________________ See other side for Screening and Assessment Use
Authorization for Release of Confidential Information *** For Screening and Assessment Use ***
AGENCIES, CHILDREN CENTERS AND HOSPITALS AGENCIES
CHILDREN CENTERS
__Golden Gate Regional Center 120 Howard St. 3rd Floor
San Francisco, CA 94105
__California Children Services 30 Van Ness Ave., Suite #210
San Francisco, CA 94102
HOSPITALS __CA Pacific Medical Center Child Development Center
3700 California St. San Francisco, CA 94118 Tel. 750-6200
__SF Department of Human Services P.O. Box 7988 San Francisco, CA 94105
__Chinatown Child Dev. Ctr. Infant Development Program 720 Sacramento St. San Francisco, CA 94108
__ Kaiser Permanente Medical Correspondence 350 Street Joseph Street San Francisco, CA 94115 Fax 833-3071
__S.F. Easter Seal Society Attn: Early Intervention 95 Hawthorme, SF. CA 94105
__Infant Parent Program SFGH Building #9 2550-23 rd Street, Rm. #130 San Francisco, CA 94110
__S.F. General Hospital Attn: Medical Records Dept. 1001 Potrero Ave. San Francisco, CA 94110
__S.F. Hearing & Speech Center 1234 Divisadero Street San Francisco, CA 94115
__Family Developmental Center Attn: Early Intervention 2730 Bryant Street San Francisco, CA 94110
__St. Luke’s Hospital Attn: Medical Records Dept. 3555 Cesar Chavez San Francisco, CA 94110
Childcare/School Principal/Teacher
Social Worker
Address_______________________
Address___________________
City/Zip_______________________
City/Zip___________________
Tel.
Tel.
_______________________
____________________
Physicians
Others
Name _______________________
Name ____________________
Address______________________
Address____________________
City/Zip______________________
City/Zip____________________
Tel.
Tel.
______________________
__UCSF Hospital Attn: Medical Records Dept 400 Parnassus Ave., Rm. A-67 San Francisco, CA 94143 Physicians/Clinics/Specialist Schools
_____________________
San Francisco Unified School District Consent for Counseling Services
Dear Parent/Guardian: School can be both a rewarding and challenging experience for students. At times, social/emotional issues may affect your child’s performance in school. Many children benefit from individual and/or group counseling services, which are available on the school site, at no cost to you. Counseling services may be provided by a SFUSD clinical staff member or a mental health trainee under the direct supervision of a SFUSD clinical supervisor. Information shared in the counseling sessions is confidential. You must give written permission before we can release information about you or your child. State and federal laws state the following exceptions to the confidentiality policy: Suspected child abuse, court orders, and when a child poses an imminent threat to him/herself or another person. A Notice of Privacy Practices will be provided upon request per adherence to HIPAA/FERPA requirements. In order for your child to receive individual and/or group counseling services we need to obtain parental or guardian permission. If you have questions, please contact the contact person listed below. Please sign this form and return it to school as soon as possible. A copy of this consent is available upon request.
School/Dept: Contact Person:
Address: Title:
Telephone:
Parent/Guardian Consent For Counseling Services
I have read the Confidentiality Policy above and I permit my child, _______________________ (student name) to receive individual and/or group counseling services. I permit the counselor to consult with school staff as appropriate to learn more about my child’s specific needs. Signature of Parent/Guardian:
Telephone:
Date:
Best time(s) to be reached:
I permit sessions to be audio recorded, with the understanding that this information will only be shared with the supervisor for training purposes: ☐Yes ☐No
Distrito Escolar Unificado de San Francisco Autorización para que se reciban los Servicios de Orientación Escolar
Estimado padre de familia o encargado: La escuela puede ser para los estudiantes una experiencia llena de desafíos y de recompensas. A menudo, los aspectos sociales o emocionales pueden afectar el comportamiento de los estudiantes en la escuela. Muchos se benefician de los servicios de orientación escolar individual o en grupos. Estos servicios se ofrecen en la escuela gratuitamente y los puede proporcionar un miembro del personal médico del Distrito o una persona capacitada en salud mental bajo la supervisión directa del encargado de la salud escolar del SFUSD. La información que se comparte en las sesiones es confidencial. Usted debe de autorizar por escrito antes de que se comparta su información o la de su hijo/a. Las leyes federales y estatales establecen las excepciones siguientes: si se sospecha de abuso infantil, por orden judicial y cuando el alumno representa una amenaza para sí mismo u a otra persona. Se le proporcionará un aviso relacionado con los derechos de su privacidad cuando sea necesario, tal como exigen los requisitos de las leyes HIPAA/FERPA. Para que el estudiante reciba los servicios de orientación escolar individual o en grupo necesitamos obtener el permiso por escrito del padre de familia o encargado. Si tiene preguntas, comuníquese con las personas que se que están anotadas abajo. Por favor, firme este formulario y devuélvalo a la escuela lo más pronto posible. Se le enviará una copia de esta autorización, si así lo solicita.
Escuela/ Departamento:
Dirección:
Nombre de la persona con que puede comunicarse: ______________________ Teléfono: ___________________________________
Posición:
-------------------------------------------------------------------------------------------------------------------------------------------Autorización del padre de familia o encargado para que se proporcionen servicios de orientación escolar al estudiante Leí la política de privacidad que se explica en la parte de arriba y doy autorización para que mi hijo/a, _____ ____________________________reciba los servicios de orientación escolar de manera individual o en grupo. (Nombre del estudiante)
Doy mi autorización para que el orientador escolar consulte con el personal de la escuela, cuando sea apropiado para que sepa más sobre las necesidades específicas de mi hijo/a Firma del padre de familia o encargado: Fecha: Teléfono: Hora en que podemos comunicarnos con usted: Doy permiso para que graben las sesiones en audio, con el entendimiento de que la información sólo se compartirá con el supervisor para que la utilice como material de capacitación Sí ☐ No
Translation Provided by SFUSD Translation Department
Distrito Escolar Unificado de San Francisco Autorización para que se comparta la información confidencial
Nombre del estudiante: ______________________________________ Fecha de nacimiento: ____/_____/____ mes
día
año
Escuela/Departamento: __________________________________ Dirección: ________________________ Persona con quién comunicarse: ______________________Posición: ____________Teléfono: _______________
Autorizo al Distrito Escolar Unificado de San Francisco y a la(s) institución(es) siguiente(s) o persona(s) para que intercambien la información que se describe a continuación: Nombre del médico ____________________________________________________________________________ Nombre de la institución ________________________________________________________________________ Nombre del padre de familia/encargado (si se autorizó el cuidado del menor de edad) ________________________ Otro _______________________________________________________________
Esta autorización se aplica a la información siguiente: (Marque con una “x” al lado de cada línea que aplique a su caso). _____Datos educativos/IEP
_____ Desarrollo social
_____ Psicológica
_____Visión
_____ Habla/lenguaje
_____ Auditiva
_____ Médica
_____ Otro ___________________________________
Expira: esta autorización expira (fecha o evento): _____________________________________ Restricciones: los proveedores de servicios que reciben esta información no pueden compartirla con ninguna persona, al menos que se firme otro formulario de autorización por separado. Sus derechos: como padre de familia/encargado, puede negarse a firmar esta solicitud. Si decide firmarla puede cancelarla en cualquier momento informando por escrito al Distrito Escolar Unificado de San Francisco. Si cancela la autorización para compartir la información acerca de usted/estudiante, ésta se cancelará inmediatamente (a menos que alguien la haya distribuido). Además, tiene derecho de recibir una copia de esta autorización. . Firma __________________________________________ Indique que parentesco tiene con el estudiante:
Fecha ____________________
Padre de familia
encargado legal: ___________________
Translation Provided by SFUSD Translation Department
Autorización para que se comparta la información confidencial ***Para que se investigue y evalúe*** INSTITUCIONES, HOSPITALES Y CENTROS DE SERVICIOS PARA NIÑOS INSTITUCIONES
CENTROS DE SERVICIOS PARA NIÑOS
__Golden Gate Regional Center 120 Howard St. 3rd Floor
__California Children Services 30 Van Ness Ave., Suite #210
San Francisco, CA 94105
HOSPITALES __CA Pacific Medical Center Child Development Center
San Francisco, CA 94102
3700 California St. San Francisco, CA 94118 Tel. 750-6200
__SF Department of Human Services P.O. Box 7988 San Francisco, CA 94105
__Chinatown Child Dev. Ctr. Infant Development Program 720 Sacramento St. San Francisco, CA 94108
__ Kaiser Permanente Medical Correspondence 350 Street Joseph Street San Francisco, CA 94115 Fax 833-3071
__S.F. Easter Seal Society Attn: Early Intervention 95 Hawthorme, SF. CA 94105
__Infant Parent Program SFGH Building #9 2550-23rd Street, Rm. #130 San Francisco, CA 94110
__S.F. General Hospital Attn: Medical Records Dept. 1001 Potrero Ave. San Francisco, CA 94110
__S.F. Hearing & Speech Center 1234 Divisadero Street San Francisco, CA 94115
__Family Developmental Center Attn: Early Intervention 2730 Bryant Street San Francisco, CA 94110
__St. Luke’s Hospital Attn: Medical Records Dept. 3555 Cesar Chavez San Francisco, CA 94110 __UCSF Hospital Attn: Medical Records Dept 400 Parnassus Ave., Rm. A-67 San Francisco, CA 94143 Especialistas/Doctores/ Clínica
Centro de Desarrollo Infantil/Director de la Escuela/Profesor
Trabajador social
Dirección______________________________ Ciudad/Código Postal___________________ Teléfono ______________________________
Dirección______________________ Ciudad/Código Postal___________ Teléfono __________________
Doctores
Otros
Nombre ________________________ Dirección_______________________ Ciudad_________________________ Código Postal____________________ Teléfono________________________
Nombre _____________________ Dirección_____________________ Ciudad_______________________ Código Postal_________________ Teléfono _____________________
三藩市聯合校區 學生接受輔導同意書
親愛的家長/監護人： 如大家所知，學生在求學時期難免會有與成長相伴的問題出現，如社交或情緒問題，這些都會影 響學生在校的表現。學校提供的免費個別及/或小組輔導服務，讓許多學生受益。輔導服務可能由 三藩市聯合校區醫務人員或一位精神健康受訓人員（在三藩市聯合校區醫務主管的直接督導下） 提供。 輔導過程所得資料會受到保密。未經閣下書面許可，我們絕不會披露有關閣下或閣下子女的個人 資料。根據州及聯邦保密法，閣下所提供的個人資料，除在下列特殊情況外，將予以保密：懷疑 兒童受到虐待，法庭頒下命令，以及當孩子即將對自身或他人安全構成威脅。依照健保可攜性與 負責法(HIPAA)及隱私法(FERPA)規定，閣下有權獲得一份隱私保護細則通告（Notice of Privacy Practices）之複本。 未經家長或監護人同意，我們不能讓閣下的子女接受個別及/或小組輔導服務。若閣下有任何疑 問，請與下列人士聯繫。請閣下儘快簽署本同意書並交回學校。同意書之複本可供索取。 學校/部門： 聯絡人：
地址； 職銜：
電話：
家長/監護人同意書 本人已閲讀上述保密政策，並允許子女，_______________________接受個別及/或小組輔導服 (學生姓名) 務。本人允許輔導員在適當時，向學校教師查詢更多有關本人子女之特別需要的資料。
家長/監護人簽名：
電話：
日期：
最佳聯絡時間：
本人在明白資料是供訓練用途和只與主管人士分享的前提下，允許輔導過程被錄音： 允許 不允許
Translation Provided by SFUSD Translation Department
三藩市聯合校區 披露個人資料授權表格
學生姓名： _______________________________________ 出生日期： ____/_____/____ 學校/部門： __________________________________ 地址：_________________________ 聯絡人： ________________職銜： ____________________ 電話： _____________________ 本人授權三藩市聯合校區與下列機構及/或個人交換下述資料： 醫生 ____________________________________________________________ (名) 機構 ____________________________________________________________ (名) 家長/合法監護人 (如未成年子女同意接受服務)________________________ (名) 其他_________________________________________________________________ 本授權表格適用於以下資料：（請在適當橫線上加3） _____教育資料/ 個別教育計劃
_____社交/成長
_____心理
_____ 視力
_____ 語言
_____聽力
_____ 醫療
_____ 其他 ________________________________
期滿：授權期滿（日期或活動）： ___________________________________________ 規定：除非另一授權表格有閣下的簽名，否則服務提供者不得把上述資料披露給其他人。 閣下的權利：閣下有權拒絕簽署本授權表格，並可隨時以書面通知三藩市聯合校區終止此授權。本 授權表格在閣下要求終止授權時即時生效（除非資料已被披露）。閣下有權獲得本授權表格之副 本。 簽名 _________________________________ 與學生的關係：
家長
日期 ___________________
合法監護人： _______________________________________
甄別與評測，請見另頁。 Translation Provided by SFUSD Translation Department
披露個人資料授權表格 *** 供甄別與評測用***
機構、兒童中心及醫院 機構
兒童中心
__Golden Gate Regional Center 120 Howard St. 3rd Floor
San Francisco, CA 94105
醫院
__California Children Services 30 Van Ness Ave., Suite #210
__CA Pacific Medical Center Child Development Center
San Francisco, CA 94102
3700 California St. San Francisco, CA 94118 Tel. 750-6200
__SF Department of Human Services P.O. Box 7988 San Francisco, CA 94105
__Chinatown Child Dev. Ctr. Infant Development Program 720 Sacramento St. San Francisco, CA 94108
__ Kaiser Permanente Medical Correspondence 350 Street Joseph Street San Francisco, CA 94115 Fax 833-3071
__S.F. Easter Seal Society Attn: Early Intervention 95 Hawthorme, SF. CA 94105
__Infant Parent Program SFGH Building #9 2550-23rd Street, Rm. #130 San Francisco, CA 94110
__S.F. General Hospital Attn: Medical Records Dept. 1001 Potrero Ave. San Francisco, CA 94110
__S.F. Hearing & Speech Center 1234 Divisadero Street San Francisco, CA 94115
__Family Developmental Center Attn: Early Intervention 2730 Bryant Street San Francisco, CA 94110
__St. Luke’s Hospital Attn: Medical Records Dept. 3555 Cesar Chavez San Francisco, CA 94110
地址__________________________
__UCSF Hospital Attn: Medical Records Dept 400 Parnassus Ave., Rm. A-67 社工 San Francisco, CA 94143 Physicians/Clinics/Specialist 地址__________________________ Schools
城市/郵區號碼__________________
城市/郵區號碼__________________
托兒中心/校長/教師
電話
_______________________
電話
_______________________
醫生
其它
姓名 _________________________
姓名_________________________
地址___________________________
地址 _________________________
城市/郵區號碼__________________
城市/郵區號碼_________________
電話
______________________
電話
_____________________
Translation Provided by SFUSD Translation Department
San Francisco Unified School District
This document is designed for use by SAP/SST members to remind staff of their obligation to not share confidential information unless given written permission. Each member of a SAP/SST team should sign this Oath of Confidentiality before participating in confidential meetings regarding student(s).
Oath of Confidentiality I, the undersigned, hereby agree not to divulge or share any information or records concerning any San Francisco Unified School District student, other youth, and/or family members of the greater San Francisco community, without the agreement that information shared in the course of my duties be confidential, and shall only be used for the purpose of developing and implementing services to promote the health and development or to reduce the health risks and problems of students in our schools. I recognize that any improper discussion of, or release of information concerning a participant to any unauthorized person is forbidden. During the performance of my assigned duties, I will have access to confidential information required for student and family assessments, interventions, and service coordination. I agree that all discussions, deliberations, records, and information generated and maintained in connection with these activities will not be disclosed to any unauthorized persons. I agree to the above statement regarding confidentiality.
Print Name:
Signature:
Department/School:
Date:
San Francisco Unified School District Student Support Services Optional Tools for Student Intake/Interview and Contact Documentation
These “optional tools” are for Student Support Services Staff to document their work with individual students. Intake Interview ¾ What are the different types? Student Support Services staff may choose to use the case management intake/interview document best suited to their preference: Case Management Intake (Checklist format) Case Management Intake (Narrative format) HEAADSSS Interview/Assessment ¾ Who should use the intake/interview tools? Learning Support Professionals, School Counselors, School District Nurses, Wellness Coordinators and other professional Student Support Services staff. ¾ When is an intake/interview tool used? These forms are used in cases where Student Support Services staff are taking on a primary role with a student as a “case manager” or “counselor/therapist.” Examples may include: Middle School Safe Passages LSPs providing “intensive case management” services to ten identified students at their respective schools sites; Wellness Coordinators providing initial intakes for referred students; School District Nurses providing initial interviews for students referred for sensitive services or medical case management. Contact Log ¾ What is it? The Contact Log is a form to document direct, phone or email contacts with students, parents, teachers, referral agencies, etc related to case management or therapeutic services with a student. ¾ When is the Contact Log used? In addition to completing the initial intake/interview with a student, ongoing documentation of student and collateral contacts are done using the contact log. Also note that the Contact Log may be used as a “best practice” for documenting all student/collateral contacts, not just those of students with a Case Management Intake or HEAADSSS Interview/Assessment on file. School Health Programs Department, August 08
CONFIDENTIAL Not for student’s cumulative file; to be kept in locked file cabinet.
San Francisco Unified School District Student Support Services Case Management Intake
Student Name:
DOB:
HO#:
Caregiver:
Sex:
Grade:
Support Service Staff: NOTE: Please be specific and circle item(s) divided by backslash. e.g. Academic/Attendance: 5+ absences per month
Reason(s) for Referral: Academic/Attendance:
Medical:
Behavioral:
Socio-Emotional/Psychosocial:
Family:
Other:
History of Interventions/Adjunct Procedures: After-school Program/Beacon:
Mentoring:
Behavior Plan:
Parent Conference/Support:
CBO Referral:
Retention:
Classroom/Academic Modifications:
SAP/SST:
Suspension/Expulsion:
SART/SARB:
Foster Care:
School Transfer:
IEP:
Tutoring:
Individual/Group Counseling:
Other:
Juvenile Justice:
Student’s Areas of Strength: Caring Adult/Peer:
Leadership Skills:
Employed:
Listens Well/Follows Directions:
Extracurricular Activities:
Makes/Maintains Friendships:
Future Oriented:
Regular Attendance:
Involved in Academics:
Supportive Home Environment:
Interpersonal Skills:
Other:
Developmental History: Complicated Pregnancy/Delivery:
Poor Pre/Post-natal Maternal Health:
Delayed/Problematic Milestones:
Other:
Maternal Substance Use during Pregnancy:
Case Management Intake
Student Name:
Family History/Current Status: Family Relationship Difficulties:
Past/Current Mental Health Difficulties:
Poverty/Lack of Basic Needs:
Past/Current Substance Abuse:
Past/Current Family Treatment:
Past/Current System Involvement:
Past/Current Family Violence:
Significant Transitions/Changes:
Past/Current Medical Difficulties:
Other:
Educational History/Current Status: Core Subject Failure:
Special Education Qualification:
ESL:
Truancy:
Placement Transitions:
Other:
Poor Standardized Test Scores:
Medical History/Current Status: Acute/Chronic Illness:
Physical/Somatic Complaints:
Allergies:
Poor Diet/Obesity:
Hospitalizations:
Pregnancy/Parenting:
Injury/Trauma:
Sleeping Difficulties:
Lack of Immunizations:
STIs:
Lack of Insurance:
Tics/Seizures:
Medical Noncompliance:
Vision/Hearing/Dental:
Medications:
Other:
Psychosocial History/Current Status: Anger Management/Fighting:
Medications:
Depression/Anxiety:
Neighborhood Difficulties:
Eating Disorder:
Newcomer:
Financial Stress/Housing:
Past/Current Treatment/Diagnosis:
Gang Involvement/Association:
Peer Conflicts/Bullied/Bullies:
Grief/Loss:
Significant Transitions:
Hallucinations/Voices:
Substance Use:
Harm to Self/Harm to Others:
System(s) Involvement:
Hospitalizations:
Trauma:
Isolation:
Other:
Case Management Intake
Student Name:
Needs: Academic Tutoring:
Individual/Group Counseling:
Basic Needs:
Legal:
Behavioral Plan
Medical/Sensitive Services:
Classroom/Academic Modifications:
Mentoring:
Conflict Mediation:
Psych Assessment:
Employment/Extracurricular:
SAP/SST
Family Conference/Support:
Special Education Assessment:
Health Education:
Other:
School District Referrals: After-school Program:
SB1895/AB3632:
CWAL/SART/SARB (attendance):
School Health Center (elementary level):
Families in Transition (homeless services):
SPED (special education):
Foster Youth Services:
504 (medical needs):
Nursing Referral:
Other:
SAP/SST:
Community Referrals/Consultations: Child Crisis:
Juvenile Probation:
CPS/HSA:
Medi-Cal/SF Health Plan:
District Attorney:
SFGH/CASARC:
DPH/CBHS:
Other:
Case Plan: Goals:
Interventions:
Timeline:
School Health Programs Department, Aug 08
San Francisco Unified School District Student Support Services
Case Management Intake: Narrative Instructions Reason(s) for Referral: For example, Academic/School-Based, Behavioral. Socio-Emotional/Psychosocial, Medical, Family, etc. Recent History of Presenting Problem: For example, Duration, Antecedents, Response of Others, etc. History of Interventions/Adjunct Procedures: For example, IEP, SAP/SST, Parent Conferences, Disciplinary Actions, Suspension/Expulsion, SART/SARB, Retention, Community Referrals, System Involvement, Classroom/Academic Modifications, Behavioral Modifications, Conflict Mediation, Individual/Group Counseling, etc. Student’s Areas of Strength: For example, Makes/Maintains Friendships, Listens Well/Follows Directions, Communicates Well, Interpersonal Skills, Leadership Skills, Caring Adult, Supportive Home Environment, Extracurricular Activities, Future Oriented, Regular Attendance, Involved in Academic, Community Involvement, Employment Developmental History: For example, Length of Pregnancy (in months), Mother’s Age at child’s birth, Mother’s Pre/Post-Natal \Health, Place of Birth, Complications or Unusual Circumstances Surrounding Birth, Type of Delivery, Birth Weight, Health in First Months, Age Walked, Age of First Words, Unusual or Delayed Development, etc. Family History/Current Status: For example, Family Genogram, Relationships, Separations or estrangements, Family Transitions and Changes, Financial Status, Living Arrangements, Significant Family Events, Immigration/Migration Patterns, Medical, Mental Health, Substance Use, Violence, System(s) Involvement, etc. Educational History/Current Status: For example, Psycho-educational Testing, Special Education Services, Core Subject Failure, Placement Transitions, Attendance, ESL, etc. Medical History/Current Status: For example, Acute/Chronic Illness, Physical/Somatic Complaints, Injury/trauma, Immunizations, Insurance, Loss of Consciousness, Tics/seizures, Sleeping/snoring patterns, Sensitive Services, Hospitalizations, Medications, Allergies, Poor Nutrition/Obesity, Vision, Hearing, Dental, etc. Psychosocial History/Current Status: For example, Past/Current Treatment/Diagnosis/Symptoms, Medications, Hospitalizations, Harm to Self/Harm to Others, Anger Management, Violence History, Substance Use, Support System, Trauma, Grief/Loss, Peer Relationships, Neighborhood, Significant Transitions, Financial Stress/Housing, System(s) Involvement, Newcomer, etc. Needs: For example, Individual/Group Counseling, SAP/SST, Psych Assessment, Special Education Assessment, Conflict Mediation, Classroom /Academic Modifications, Behavior Plan, Academic Tutoring, Mentoring, Family Conference/Support, Basic Needs, Legal, Employment/Extracurricular, Medical/Sensitive Services, Health Education, etc. School District Referrals: For example, After-school Program, SAP/SST, SPED (special education), 504 (medical needs), SB1895/AB3632, Families in Transition (homeless services): CWAL/SART/SARB (attendance), Nursing Referral, School Health Center (elementary level), Foster Youth Services, etc. Community Referrals/Consultations: For example, CPS/HSA, Juvenile Probation, District Attorney, Child Crisis, SFGH/CASARC, DPH/CBHS, Medi-Cal/SF Health Plan, etc. School Health Programs Department, Aug 08
CONFIDENTIAL Not for student’s cumulative file; to be kept in locked file cabinet.
San Francisco Unified School District Student Support Services
Case Management Intake (Narrative) Student Name:
DOB:
HO#
Caregiver:
Sex:
Grade:
Support Services Staff: Reason(s) for Referral:
Recent History of Presenting Problem:
History of Interventions/Adjunct Procedures:
Student’s Areas of Strength:
School Health Programs Department, Aug 08
Case Management Intake
Student Name:
Developmental History:
Family History/Current Status:
Educational History/Current Status:
Medical History/Current Status:
Psychosocial History/Current Status:
School Health Programs Department, Aug 08
Case Management Intake
Student Name:
Needs:
School District Referrals:
Community Referrals/Consultations:
Case Plan: Goals:
Interventions:
Timeline:
School Health Programs Department, Aug 08
San Francisco Unified School District Student Support Services
CONFIDENTIAL Not for student’s cumulative file; to be kept in locked file cabinet.
HEAADSSS Interview Guide Student Name:
DOB:
HO#
Support Services Staff:
Sex:
Grade:
Domain
Home
Education
Activities
Alcohol, Tobacco, and Other Drugs
Issues
Feedback
Follow-Up/ Needs
Where live? Type of dwelling? Caregiver/guardian? Members of household? Relationship with them? Working utilities? Food? Water? Heat? Clothes? Hygiene supplies? Family activities?
Like/dislike about school? Most/least favorite classes? Grades? Attendance? Special Ed? Future school plans?
Do for fun? After school? Employment? Sports/clubs? Friends? Exercise?
Use ATOD? Ever tried? Thought about it? What? How often? Where used? How used? Want to quit? Need help? Friends use?
School Health Programs Department, Aug 08
Depression
Sexuality
Safety
Self-Care
Support system? Any counseling? Have you ever been so upset you thought about hurting yourself? Have you ever been so upset you thought about hurting someone else? This week or today? Family history of depression or suicide?
Attracted to boys, girls, both, neither, not sure? In a relationship? How is it? Ever had sex? How was it? Use/need contraception? Are/have been pregnant? Parenting? Are you or have you ever been touched in a sexual way when you didn’t want to be?
Have you ever been in a fight? Where/what happened? Gang involvement/ association? Do you feel safe: In/around SF? Home? School? On way to school? Bus? How are you disciplined at home? Are you or have you ever been in danger from anyone?
Health insurance? What? Doctor/dentist/gynecologist? Who/where? Last time visited? Health problems? Hearing/vision problems? Immunizations? Medications? Hospitalizations? Daily foods? Exercise? How do you relieve stress?
School Health Programs Department, Aug 08
CONFIDENTIAL Not for student’s cumulative file; to be kept in locked file cabinet.
San Francisco Unified School District Student support Services
Contact Log Student Name:
Phone #
Caregiver:
Phone #:
Support Services Staff: Date & Time
Type of Contact
Contact Person(s)
Comments/Follow-Up
School Health Programs Department, Aug 08
SAN FRANCISCO UNIFIED SCHOOL DISTRICT - PUPIL SERVICES 555 PORTOLA DRIVE SAN FRANCISCO, CA 94131 (415) 695-5543
CHILD WELFARE ATTENDANCE REFERRAL FORM Three Digit School ID Number
Date
REQUEST FOR REVIEW (Check one only):
Student's Name H0 Number
Counseling Conference
Address Date of Birth Ethnicity
School Type of School:
SARB
Gender
Grade Elementary
General Ed. Student
Zip Code
K-8
Telephone Check here if parent/guardian needs an interpreter
Parent/Guardian
Probation Officer Middle
Primary Language Spoken at Home High
Special Ed. Student – Specify Program: Section 504 Student Please attach a current (less than 11 months old) Individual Education Program (IEP) for Special Education student request. For Section 504 students, please attach the current Service/Accommodation Plan. Referrals submitted without a current IEP or Service/Accommodation Plan will be denied and returned to the referring school.
Is student currently enrolled in a bilingual/ESL program?
Yes
No
Was the student assigned to your school by Pupil Services?
Yes
No
Reason for previous referral Was parent/guardian notified of this referral?
Yes
No (date)
REASONS FOR REQUEST:
Recommendation by SST or SAP Team:
(CWA Referral Form 8/07)
Safety Transfer
Page 1 of 2
(school designee)
List Other Interventions attempted with student/family (i.e. group counseling, tutoring, referral to CBO, etc.) and attach any supporting documents:
Please describe this student’s strengths and weaknesses as you have observed him/her in the following area: Family problems, relations with other student, and behavior:
Instructions: A.
Safety transfers must be accompanied by a police report in addition to items checked in B below.
B.
The following must be attached to this referral: Incident Report (when appropriate) Witness/Victim Statements (when appropriate) Suspension Notice (when appropriate) SIS Counseling Anecdotal Report Attendance records for the semester Most recent report card or progress report Transcript Test Scores Evidence of student participation in SST or SAP (Student Assistance Program) Current Individualized Education Program (IEP) - for Special Ed Student only Current Service/Accommodation Plan - for Section 504 Student only
C.
For Attendance referrals, attach copy of contract and copies of Notification of Truancy letters.
D.
Please fill in all applicable areas and attach supporting documents so that this form will be the cover for the entire referral. PLEASE SUBMIT ALL PARTS OF THE REFERRAL IN TRIPLICATE (ORIGINAL PLUS TWO COPIES).
This referral is requested by: ______________________________________ School Principal Signature
Name and title of person preparing referral
(CWA Referral Form 8/07)
Page 2 of 2
You Can Enroll in School! SFUSD Families & Youth in Transition Program Even if you have: Uncertain housing A temporary address No permanent physical address
Parents’ responsibilities are to:
You are guaranteed enrollment in a school by the federal McKinney-Vento Act and California State law if you live:
Make sure your child attends school regularly and completes homework and projects on time. Attend parent/teacher conferences, Back-to-School Nights, and other school-related activities. Stay informed of school rules, regulations, and activities. Participate in school advisory/decision-making activities.
In a shelter (family, domestic violence, youth shelter, or transitional living program) In a motel, hotel, or weekly-rate housing In a house or apartment with more than one family because of economic hardship of loss In an abandoned building, a car, at a campground, or on the street In temporary foster care or with an adult who is not your parent or guardian In substandard housing (without electricity, water, or heat) With friends or family because you are a runaway or an unaccompanied youth
To enroll in or attend school if you live under any of these conditions, you do NOT need to immediately provide:
Proof of residency Immunization records or tuberculosis skin test results School records Legal guardianship papers
You may:
Participate fully in all school activities and programs for which you are eligible. Continue to attend the school in which you were last enrolled even if you have moved away from that school’s attendance zone or district. Receive transportation from current residence back to your school of origin. Qualify automatically for child nutrition programs (free and reduced-price lunches and other district food programs). Contact the district liaison to resolve any disputes that arise during the enrollment process.
For questions about enrolling in school or for assistance with school services, contact:
Your SFUSD enrollment liaison for the homeless: Dolores Abeyta SFUSD-Educational Placement Center 555 Franklin Street, Room 100 San Francisco, CA 94102 Phone: (415) 241-6136x13115 Fax: (415) 241-6087 Email: abeyta.sfusd.edu
Your SFUSD & SF County liaison for the homeless: Tatum Wilson SFUSD-Pupil Services 555 Portola Drive, Bungalow 2 San Francisco, CA 94131 Phone: (415) 695-5501x13004 Fax: (415) 695-5522 Email:
[email protected]
Your state coordinator for the homeless: Leanne Wheeler CA Department of Education 1430 N Street, Suite 6208 Sacramento, CA 95814 Phone: 1-866-856-8214 Email:
[email protected]
_________________________California Department of Education_______________________
San Francisco Unified School District Resources for Transition Students and their Families In 1990, the Families & Youth in Transition Education Program was created by the McKinney-Vento Act to eliminate barriers to enrollment, attendance, and success in school for transition youth. San Francisco Unified District (SFUSD) has a Families & Youth in Transition Liaison to identify, enroll, and offer equitable services for the transition youth to succeed in school. The following services are offered by SFUSD: Immediate Enrollment and Placement: Educational Placement Center (EPC), 555 Franklin St. Room 100, San Francisco, CA. (415) 241-6136. (No records necessary). Transportation: The student receives monthly Muni fast passes when needed and requested. Uniforms and Book packs: One uniform is issued to those youth attending schools that require uniforms. Backpacks are given when needed and requested. Tutoring Services: SFUSD has a contract with a vendor to provide assessment and tutoring services to the homeless youth. Family on the verge of homeless- Eviction Prevention & Rental Assistance services: back rent assistance, tenant education and legal services, housing stabilization, and case management. Eviction Defense Collaborative (EDC) (415) 947-0797. Catholic Charities Rental Assistant Programs (415) 972-1301. Family is homeless and needs shelterConnecting Point is the centralized in-take agency for families accessing city-funded family shelters. CP operates a toll-free hotline and provides crisis counseling, information referral, dropin services, and manages the wait list for family shelter. CP serves more than 1,000 families annually. (415) 442-5130. www.compass-sf.org. 995 Market Street 6th Floor, San Francisco, CA. Hamilton Family Emergency Center has 1-60 day emergency shelter beds. Call @ 11a.m.or 5p.m. (415) 292-5228 for availability. www.myhousing.org – excellent website for families to find community resources & housing in SF, Alameda, and Contra Costa County. www.homelesssresouce.net- Information regarding shelters, food, and services in Marin County. Family is fleeing Domestic ViolenceRiley Center offers safe & confidential services for women in abusive relationship and their children at Brennan House & Rosalie House. 24 hr Crisis Hotline (415) 255-0165. WOMAN Inc (Woman Organized to Make Abuse Nonexistent) serving battered women in San Francisco and the Bay Area since 1978. (415) 864-4722 or 1-877-384-3578. La Casa De Las Madre offers emergency shelter and community based services for abused women, teen, and their children. Adult line- 1-877-503-1850. Teen Line-1-877-923-0700. Other Resources: Larkin Street Youth Services – Serving unaccompanied youth by offering the following services: health services, education & employment, and housing. 701 Sutter St. Suite 700, San Francisco, CA. (415) 673-0911. Homeless Pre-Natal Program- Provide services for low-income families and homeless families with assisting in accessing housing/shelter, prenatal and parenting programs, mental health services, substance abuse services, immigration services, domestic violence services, and computer and ESL classes. 2500 18th St. San Francisco, CA 94110. (415) 546-6756. Huckleberry Youth Programs- Offers continuous 24-hour crisis services and emergency
shelter to high-risk youth between the ages of 11 and 17. (415) 668-2622. www.huckleberryyouth.org If you need any assistance with accessing services for transition youth, please feel free to contact: Tatum Wilson, Families & Youth in Transition Liaison for San Francisco Unified School District (415) 695-5501x13004.
[email protected].
SAN FRANCISCO UNIFIED SCHOOL DISTRICT GEAR UP CONSORTIUM “GEARed Up to Prepare Students for a College Career”
Gear Up (Gaining Early Awareness and Readiness for Undergraduate Programs) is a federally funded US Department of Education program. The basic objectives of the program are to promote equal access to education and educational excellence through partnerships with colleges and universities, organizations, and the community. As recipients of this grant, our goal centers on the need to create both systemic and sustainable school improvements that leads to increase college preparedness and participation rates for low-income and under-represented students and to educate their parents and guardians about the college process. Over the next five years, The San Francisco Unified School District Gear Up Consortium seeks to strengthen and support a college-going culture in a school environment by providing services such as academic tutoring, homework clubs, college tours, job shadowing and internships, student and parent college readiness workshops, and other services to nine middle schools and four high schools. The first year of the SFUSD GEAR UP Consortium (2007-08) began with a cohort that included all sixth and seventh graders attending Francisco, James Lick, and Dr. Martin Luther King middle schools. In the 2008-09 school year, SFUSD GEAR UP will provide services to seventh and eighth grade students at all nine middle schools. As these cohorts of students are promoted from middle school to high school, SFUSD GEAR UP will continue to provide services to these students at four high schools (to be identified soon). Nine Identified Middle Schools: Everett Francisco James Denman James Lick Horace Mann Marina Martin Luther King Visitation Valley Willie Brown Academy
The project will focus on overcoming major risk factors these students face such as 1) low academic achievement; 2) high truancy rates; 3) high grade retention rates; and 4) low high school graduation rates, all of which result in a lack of preparation for postsecondary education. Program Information: School-based programs for 3000 students at nine middle schools (2008-09 sy) and four high schools (2009-10 sy) Services will be provided during school hours, after school, weekends, and during the summer. Parent/Guardian educational component. Professional development program for school site staff. Targeted Student Population: Educationally disadvantaged Under-represented Non-English and Limited-English proficient
Program Goals: Increase the number of students of students who enroll, complete and score higher in collegeprep courses each year Increase the number of students who pass the California High School Exit Exam beginning in 10th grade. Increase the rate of high school graduation and participation in post-secondary education for Gear Up students. Increase Gear Up student’s and their families’ knowledge of post-secondary education options, preparation and financing. Program Services: Academic enrichment, Social, and Cultural Services Student population will receive academic tutoring, academic counseling and advising, enrichment courses in science, mentoring, social skills development, college/career and financial aid counseling, college presentations, visits and summer camps. Parents/Guardians will be provided with on-going information about graduation and college planning, support in literacy issues, basic computer skills, and college-to-career opportunities. Teacher Professional Development will be provided in school wide positive behavior supports, strengthen teaching skills in science and math, and assist teachers in ensuring that students have the skills necessary to engage in college level work. Community involvement in the establishment of a closer linkage between the neighborhood businesses, and post-secondary institutions, schools and families in an effort to enhance and sustain communication and education in the community. Primary Program Partners: San Francisco State University University of California, Berkeley City College of San Francisco California Academy of Science Junior Achievement of the Bay Area Inc. San Francisco Education Fund, Peer Resources
San Francisco State University California Academy of SCIENCES
University of California at Berkeley Junior Achievement of the Bay Area, Inc.
City College of San Francisco San Francisco Education Fund
The San Francisco Unified School District Gear Up Consortium 555 Portola Drive, Bungalow 1 San Francisco, CA 94131 415.695.5543 x13055 Fax: 415.695.5565
Websites for Preparing for College College Tools and Resources www.californiacolleges.edu This site provides invaluable information about all aspects of California colleges and universities including admissions, financial aid, contact information, and career opportunities. Figure out which college or university you want to attend, determine which careers best match your skills and interests. www.csumentor.org CSUMentor is an online resource designed to help students and their families learn about the California State University system, select a CSU campus to attend, plan to finance higher education, and apply for admission. Personal data entered by the user is not released without the user's express consent and direction. Data inputted by students in a planner can be transferred easily to an online application for admission. CSUMentor is free to use. The student will only pay the application fee charged directly by the CSU campus when an application for admission is submitted. CSUMentor is the preferred method of application. www.universityofcalifornia.edu http://universityofcalifornia.edu/collegeprep/campuseo.html http://www.universityofcalifornia.edu/educators/counselors/adminfo/programs.html The University of California's pre-college academic preparation and educational partnership efforts seek to raise student achievement levels generally and to close achievement gaps between groups of students throughout K-20 schools. www.cccco.edu The California Community Colleges is the largest higher educational system in the nation comprised of 72 districts and 109 colleges with more than 2.5 million students per year. Community colleges supply workforce training and basic skills education, prepare students for transfer to four-year institutions and offer opportunities for personal enrichment and lifelong learning. www.aiccu.edu The Association of Independent California Colleges and Universities (AICCU) is the unified statewide voice of California's private WASC accredited colleges and universities for state and federal policy issues. AICCU provides guides and information to counselors, students, and parents about private, non-profit education in California. www.hbcumentor.org HBCUMentor offers access to information and admissions applications for statewide and independent colleges and universities within Historically Black Colleges and Universities. The student is responsible for the standard fee charged by a college or university upon submitting an application for admission, but otherwise, Mentor systems are provided free of charge. www.assist.org ASSIST is an online student-transfer information system that shows how course credits earned at one public California college or university can be applied when transferred to another. ASSIST is the official repository of articulation for California’s public colleges and universities and provides the most accurate and up-to-date information about student transfer in California.
Website resources compiled by San Francisco Unified School District GEAR UP Consortium
www.ucop.edu/doorways The University of California's new expanded Doorways web site, allows easy access to the three UC sites related to the "a-g" subject area requirements: (1) the course list site, (2) the a-g guide site, and (3) the online update site. Search the doorways database for your school’s list of a-g approved courses. www.pactinc.org PACT, Inc. is a private, non-profit California Corporation, which provides services to the San Francisco Bay Area since 1963. The visionary founders, Mr. Everett Brandon and Dr. Henry Lucas, saw the wisdom of creating a structure for many different programs in response to the needs of the African American community and other underrepresented groups in education, business and employment. Our mission is to promote community empowerment by increasing access to higher education for low income youth and young adults by impacting the school graduation, drop-out and college going rates. www.knowhow2gocalifornia.org The campaign reaches out to young people, their parents and their mentors with television, radio and outdoor public service advertising, an interactive website and through local events and activities coordinated with grassroots partners. www.ncaa.org/wps/portal This site gives complete information about initial eligibility at NCAA Division I and II college and universities. www.aaceupwardbound.org Upward Bound @ San Francisco State University. In 1995, the U.S. Department of Education awarded a TRIO Upward Bound grant to the Japanese Community Youth Council (JCYC) to implement the AACE Upward Bound program to serve students in the San Francisco Unified School District (SFUSD). AACE Upward Bound has the unique distinction of being one of the few Upward Bound programs in California (and the nation) to be located at a non-profit, community agency. www.usfca.edu/upwardbound Upward Bound @ University of San Francisco. The purpose of the program was to identify high school students from low-income backgrounds, who were under achieving, and to motivate and prepare them to pursue a college education. The USF Upward Bound project selects students in the 9th and 10th grades. Applications for admission are accepted from students attending any high school in the city and county of San Francisco; however priority status is given to the comprehensive public high schools: Galileo, Mission, Balboa, ISA, Burton, Marshall, O'Connell, Wallenberg, Washington, and Lincoln. www.collegeaccess.org/ncan The National College Access Network is dedicated to assisting local communities all over the country initiate, develop and sustain their own college access programs. Collectively our member organizations have helped over 4 million students continue their education beyond high school. And, we're just getting started. The opportunities to make a difference are unlimited. www.collegesummit.org Over the past decade, College Summit has worked in partnership with schools, school districts and colleges to develop a sustainable model for raising college enrollment rates community-wide. Find Out More about College Summit's approach to raising college enrollment rates community-wide. College Summit builds the capacity of schools to dramatically increase college-going school- and district- wide. www.collegecampaign.org The Campaign for College Opportunity is a nonprofit 501 (c) (3) organization solely devoted to ensuring that the next generation of college-age students in California has the chance to go to college as promised by the state 1960 Master Plan for Higher Education. The co-founders of the CCO are the California Business Roundtable, the Mexican
Website resources compiled by San Francisco Unified School District GEAR UP Consortium
American Legal Defense and Educational Fund and the Community College League of California. www.cvc.edu The California Virtual Campus offers extensive information about courses and programs that are available online at community colleges and public and private colleges and universities throughout California. www.nces.ed.gov/collegenavigator A U.S. Department of Education site on finding the “right college for you.”
Publications www.edfund.org EDFUND was organized as a 501(c)(3) public benefit corporation pursuant to legislation authorizing the Commission to establish a nonprofit auxiliary to administer all activities associated with its participation in the federal student loan program. EdFund provides publications such as workbooks, brochures, book markers, FAFSA instructional video tapes, etc. www.csac.ca.gov California Student Aid Commission Vision: Toward a California that invests in educational opportunity, fosters an active, effective citizenry, and provides a higher quality of social and economic life for its citizens. Mission:Making education beyond high school financially accessible to all Californians. CSAC provides publications for students, parents, and educators. www.certicc.org California Education Round Table Intersegmental Coordinating Committee. The Intersegmental Coordinating Committee (ICC) has responsibility for fostering collaboration within California's educational community at all levels through conducting activities and supporting strategies that link the public schools, community colleges, and baccalaureate-granting colleges and universities. Within this site, you will find links to other major sources of information on education in California, Round Table-sponsored initiatives, policy issues under review, materials to assist parents and students prepare for college attendance, and new publications.
College Entrance Exams www.collegeboard.com The College Board is a not-for-profit membership association whose mission is to connect students to college success and opportunity. The association is composed of more than 5,400 schools, colleges, universities, and other educational organizations Among its best-known programs are the SAT®, the PSAT/NMSQT®, and the Advanced Placement Program® (AP®). www.act.org ACT The American College Testing website includes registration information, test prep tips, sample questions and score information. ACT is an independent, not-for-profit organization that provides more than a hundred assessment, research, information, and program management services in the broad areas of education and workforce development.
Website resources compiled by San Francisco Unified School District GEAR UP Consortium
Financial Aid and Scholarships www.fafsa.ed.gov This website will help you fill out the Free Application for Federal
Student Aid (FAFSA). It gives directions, deadlines, and discusses Federal student aid programs worth over $33 billion a year. www.fafsa4caster.ed.gov This online calculator will assist families in financial planning for federal student aid. www.fastweb.com Fastweb is the largest source of free scholarship assistance. Over 1.3 million scholarships are featured (worth over $3 billion). It is based on a questionnaire that students fill out about themselves. www.finaid.com This is the most comprehensive “how to” site for getting financial assistance, including a Expected Family Contribution Calculator. www.uncf.org United Negro College Fund (UNCF) was founded in 1944. UNCF plays a critical role in enabling more than 65,000 students each year to attend college and get the education they want and deserve. To close the educational attainment gap between African Americans and the majority population, UNCF helps promising students attend college and graduate. www.maldef.org This is the official website for the Mexican American Legal Defense and Educational Fund and contains information about AB 540, immigration, citizenship, and voting rights. www.hsf.net The Hispanic Scholarship Fund (HSF) is the nation's leading organization supporting Hispanic higher education. Founded in 1975 as a 501(c)(3) not-for-profit organization, HSF's vision is to strengthen the country by advancing college education among Hispanic Americans. HSF provides the Latino community more college scholarships and educational outreach support than any other organization in the country.
Students with Special Needs www.cccco.edu/divisions/ss/disabled/ The primary goal of the Student Services and Special Programs Division is to ensure that all students have equal access to, and support in college courses needed to achieve their educational objectives. www.cde.ca.gov/sp/sr/fp/ California Department of Education-Family Involvement & Partnerships. Resources and support for parents, guardians, and families of children with disabilities. Provides technical assistance information and resources for parents, school districts, advocates, agencies and others of procedural safeguards regarding students between ages 3 and 21 with disabilities and their educational rights. www.disabilityinfo.gov DisabilityInfo.gov provides quick and easy access to comprehensive information about disability programs, educational programs, services, laws and benefits.
Website resources compiled by San Francisco Unified School District GEAR UP Consortium
Other Services www.chspe.net/ The California High School Exit Exam website gives information about the content of the exam and requirements to earn your high school diploma. www.whytry.org The WhyTry Program was created to provide simple, hands-on solutions
for: Dropout Prevention, Violence Prevention, Drug and Alcohol Prevention, Truancy Reduction, Increasing Academic Success
Website resources compiled by San Francisco Unified School District GEAR UP Consortium
Pupil Services Staff Roster 555 Portola Drive, SF, CA 94131 Telephone: 415-695-5543
Rickey Jones, Director, x13012 Tyler O’Brien, Executive Assistant, x13012 Sylvia Romano, Office Manager, x13043 Eddie Chung, Information System Administrator, x13042 Ivan Yee, Child Welfare and Attendance Administrator, x13009 Nancy Evangelho, Child Welfare and Attendance Administrator, x13008 Barklish Robinson, Child Welfare and Attendance Liaison, x13010 Louisa Song, Child Welfare and Attendance Liaison, x13006 O’Korie Clark, Child Welfare and Attendance Liaison, x13002 Nelson Cabrera, Child Welfare and Attendance Liaison, x13018 Joanne Lake, Office Manager, 13036 Renee Vargas, Office Manager, 13005 Maria Ruiz, Office Manager, 13007 Teri Gee, Head Counselor, x13004 Tim Reidy, Counseling Content Specialist, x13039 Ana Georgiou, Home-Based Education Teacher, x13029 Tatum Wilson, Families in Transition Coordinator, x13010 Diane Gray, GEAR-UP District Coordinator, x13055 Jeanne Osbay-Bell, Project Achieve Program Administrator, x13030 Maricela Tufo, Transcripts, x13001 Pearl Allen, Work Permits, x13052 Daniel Riswain, Counseling Center Counselor, 415-695-2481 Lynn Luong, Counseling Center Paraprofessional, 415-659-2481
School/Family Partnerships In this section, you will find the following documents: 1. Framework for School Family Partnership o The “6 types of parent involvement,” draft parent involvement standards, and examples of best practices for each standard. 2. Forming an Action Team for Partnership o Information on how to form an Action Team for Partnership, a researchbased model to build capacity at your school to ensure that family engagement activities are implemented effectively. 3. Research on parent involvement o Some quick tips on ways to rethink our relationships with parents The office of School/Family Partnerships (formerly Parent Relations) has some new resources for your use: Parent Education: The district’s new nine week parent education curriculum entitled “I Am Here and Ready to Learn!” helps parents foster academic success in their children. Topics include effective communication, raising children who want to learn and home strategies to support learning. Contact the Office of School/Family Partnerships (241-6185) for information on presenting the curriculum at your school. Standards at Home activities: For many of our students, a little extra practice is all they need to improve their performance in a specific content area. Parents are often willing to support their child’s learning at home. All they need are quick and easy activities that will help their children master the content standards. From playing card games to reinforce number sense, multiplication songs, comparing shapes at home, interviewing family members -- simple activities at home, on the bus, or walking down the street extend learning time and give children real-life experience using what was learned in the classroom. These activities also serve to empower parents to help their children learn to read or master early math concepts. Other translated documents for parents: http://sfportal.sfusd.edu/sites/translation/archive/default.aspx or contact the Office of School/Family Partnerships or the Translation Department
SFUSD Office of School/Family Partnerships Director: Deena Zacharin,
[email protected] (415)241-6185
Six Types of Family Involvement The Office of School/Family Partnership (formerly Parent Relations) encourages schools to use the framework of “six types” of family involvement developed by the National Network of Partnership Schools at Johns Hopkins University1. This framework helps schools develop comprehensive programs of school-family-community partnerships. Each type of involvement includes many different practices of partnership. Each type has particular challenges that must be met in order to involve all families, and each type requires redefinitions of some basic principles of involvement. Finally, each type leads to different results for students, families, and teachers.2 The attached Framework for Family Involvement self-assessment recommends minimum best practices that will help achieve important goals and meet the needs of your school’s students and families. TYPE 1— PARENTING Assist families with parenting and child-rearing skills, understanding child and adolescent development, and setting home conditions that support children as students at each age and grade level. Assist schools in understanding families. Redefinition: "Workshop" is not only a meeting on a topic held at the school building at a particular time, but also the content of a topic to be viewed, heard, or read at convenient times and varied locations. TYPE 2—COMMUNICATING Communicate with families about school programs and student progress through effective school-to-home and home-to-school communications. Redefinition: "Communications about school programs and student progress" are not only from schoolto-home but also include two-way, three-way, and many-way channels of communication connect schools, families, students, and the community.
1
Epstein, J.L., Coates, L., Salinas, K.C., Sanders, M.G., & Simon, B.S. (1997). School, Family, and Community Partnerships: Your Handbook for Action. Thousand Oaks, CA: Corwin Press. 2
http://www.csos.jhu.edu/p2000/nnps_model/school/sixtypes/type1.htm
SFUSD Office of School/Family Partnerships 415-241-6185
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TYPE 3—VOLUNTEERING Improve recruitment, training, work, and schedules to involve families as volunteers and audiences at the school or in other locations to support students and school programs. Redefinition: "Volunteer" not only means those who come to school during the day, but also those who support school goals and children's learning in any way, at any place, and at any time. TYPE 4--LEARNING AT HOME Involve families with their children in learning activities at home, including homework and other curriculum-linked activities and decisions. Redefinitions: "Homework" not only means work that students do alone, but also interactive activities that students share with others at home or in the community, linking schoolwork to real life. "Help" at home means how families encourage, listen, react, praise, guide, monitor, and discuss schoolwork with their children, not how they "teach" children school skills. TYPE 5--DECISION MAKING Include families as participants in school decisions, governance, and advocacy through PTA/PTO, school councils, committees, and other parent organizations. Redefinitions: "Decision making" means a process of partnership, of shared views and actions toward shared goals, not just a power struggle between conflicting ideas. Parent "leader" means a representative who shares information with and obtains ideas from other families and community members, not just a parent who attends school meetings. TYPE 6--COLLABORATING WITH THE COMMUNITY Coordinate resources and services for families, students, and the school with businesses, agencies, and other groups, and provide services to the community. Redefinitions: "Community" means not only the neighborhoods where students' homes and schools are located, but also all neighborhoods or locations that influence their learning and development. "Community" is rated not only by low or high social or economic qualities, but also by strengths and talents available to support students, families, and schools. "Community" includes not only families with children in the schools, but also all who are interested in and affected by the quality of education.
SFUSD Office of School/Family Partnerships 415-241-6185
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SFUSD Framework for School/Family Partnership LEGEND 1. Our school has done no work in this area 2. Our school has done some work in this area 3. Our school has achieved consistency and proficiency in this area, which is observable and can be demonstrated to others 4. NA – non applicable
Standards for School/Family Partnerships
1
2
3
4
No work in this area
Some work in this area
Achieved consistency & proficiency
N/A
TYPE 1--PARENTING: Assist families with parenting and child-rearing skills, understanding child and adolescent development, and setting home conditions that support children as students at each age and grade level. Assist schools in understanding families. 1.1. With parent leaders, provide staff information on working with parents as equal partners, including about mutual respect and understanding poverty, how to be effective with English learners and how to be better communicators with their parents. Examples of best practices: Parent leaders will regularly attend faculty meetings to share information about parent events and concerns. Staff professional development on cultural competency and communication with parents. 1.2 Assess what parents want to learn. Build programs around parents concerns. Examples of best practices: Surveys Principal chats One-on-one contacts Phone calls SFUSD Office of School/Family Partnerships 415-241-6185 7/24/2008
1
Standards for School/Family Partnerships
1
2
3
4
No work in this area
Some work in this area
Achieved consistency & proficiency
N/A
TYPE 2--COMMUNICATING: Communicate with families about school programs and student progress through effective school-to-home and home-to-school communications. 2.1 Develop welcoming environment for parents. Examples of best practices: welcoming signage in appropriate languages bulletin board on-site parent resource center (including internet access on public computer) friendly front office foster cross-cultural relationships, provide cultural competency training 2.2 Have systems in place to communicate with parents in a format and language parents understand and hold meetings at places and times convenient to parents. Examples of best practices: use varied communication methods, such as: newsletter (minimum monthly) telephone (& autodialer) email bulletin board hold meetings when appropriate in the families' communities translate and interpret as appropriate all materials and meetings involve parents in creating communication plan use parent-friendly materials
SFUSD Office of School/Family Partnerships 415-241-6185 7/24/2008
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1 No work in this area
Standards for School/Family Partnerships
2.3 Identify resources currently available to implement parent involvement activities. Examples of best practices: draft budget for annual calendar of partnership activities collaborate with DCYF’s Community Convenor program collaborate with SFSV and parent organizations 2.4 Provide information on district and school issues including expectations for student behavior and achievement standards. Examples of best practices: Workshops Principal chats Newsletter 2.5 Parents are encouraged by principal, teacher and school staff to regularly meet with them to discuss classroom issues which concern them and any ideas they may have to improve their children’s learning. Examples of best practices: Parent/teacher conferences Principal chats Post information on principal and staff contact info and availability Create easy ways for parents to speak to principal and teachers
SFUSD Office of School/Family Partnerships 415-241-6185 7/24/2008
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2 Some work in this area
3 Achieved consistency & proficiency
4 N/A
1 No work in this area
Standards for School/Family Partnerships
2 Some work in this area
3 Achieved consistency & proficiency
TYPE 3--VOLUNTEERING: Improve recruitment, training, work, and schedules to involve families as volunteers and audiences at the school or in other locations to support students and school programs. 3.1 Provide volunteer opportunities for a variety of skills, interests, languages, abilities and schedules. Develop culturally appropriate outreach to recruit parent volunteers representing schools diversity. Examples of best practices: Collaborate with SF School Volunteers to recruit and train volunteers 3.2 Parents, staff and volunteers who are effective in building a family/school/community partnership are celebrated for their contributions. Examples of best practices: end of year volunteer celebration recognition of school’s volunteers by Office of School/Family Partnerships (Parent Relations)
TYPE 4--LEARNING AT HOME: Involve families with their children in learning activities at home, including homework and other curriculum-linked activities and decisions. 4.1 Provide information to families on effective home learning approaches for student success. Examples of best practices: Workshops Newsletters Principal Chats Present district’s parent education curriculum (contact Office of School/Family Partnerships) Use the SFUSD Standards at Home strategies (contact Office of School/Family Partnerships) Provide English language acquisition classes for limited English proficient parents
SFUSD Office of School/Family Partnerships 415-241-6185 7/24/2008
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4 N/A
1 No work in this area
Standards for School/Family Partnerships
2 Some work in this area
3 Achieved consistency & proficiency
4 N/A
4.2 Jointly develop with parents a school-parent compact that outlines how parents, staff and students will share the responsibility for improved student academic achievement. Examples of best practices: Discuss Home/school Compact template at parent meeting to get input to customize for school's use (translated template available at Office of School/Family Partnership) TYPE 5--DECISION MAKING: Include families as participants in school decisions, governance, and advocacy through PTA/PTO, school councils, committees, and other parent organizations. 5.1 Parents are involved in the development and annual evaluation of the content and effectiveness of the school’s parent involvement activities. Examples of best practices: Develop Action Team for Partnership to enable staff and parents to work together to implement parent involvement strategies. Ensure ELAC gives input on site plan and participates in annual review Plan parent activities in advance for the year 5.2 Ensure development of, and broadly recruit parents to serve on task forces, advisory committees, and other participatory activities. Provide a regular, accessible, well-published process. Train & support parents who serve on school and district committees. Examples of best practices: Calls to parent members prior to meetings Debrief calls with parent members Training where needed Ensure childcare, translation for meetings SFUSD Office of School/Family Partnerships 415-241-6185 7/24/2008
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1 No work in this area
Standards for School/Family Partnerships
2 Some work in this area
3 Achieved consistency & proficiency
4 N/A
5.2 Support development and sustainability of parent organization. Examples of best practices: membership drive officer elections encourage officers and other parent leaders to participate in SF PTA leadership trainings. join PTA TYPE 6--COLLABORATING WITH THE COMMUNITY: Coordinate resources and services for families, students, and the school with businesses, agencies, and other groups, and provide services to the community. 6.1 Analyze the needs of the school community for community based support services. Examples of best practices: assess family needs through surveys, principal chats, one-on-one discussions, etc. utilize DCYF Community Convenors identify internal and external resources in staff/volunteers, CBOs, etc. 6.2 Partner with other groups and entities to support school/family/community partnerships and effective two-way communication. Examples of best practices: develop translation volunteer pool provide individual services to families. provide workshops for families. utilize CBO contacts to help accomplish goals
SFUSD Office of School/Family Partnerships 415-241-6185 7/24/2008
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Action Team for Partnership We are asking schools to develop Action Teams for Partnership (ATP), a successful 1 practice developed by the National Network of Partnership Schools . The ATP assists with assessing present parent involvement practices, implementing activities, evaluating next steps, and continuing to improve and coordinate practices for all types of involvement. We believe these teams (made up of 1-2 teachers and/or other staff, 2-3 parents, students in High Schools, and the parent liaison) will build capacity in the school to sustain parent involvement into the future. This team could be a committee of the PTA, a subcommittee of the SSC, or a group that may already exist that helps out with parent activities, but just hasn’t been formalized yet.
Sustain Your Action Team – One Step at a Time The beginning of the school year is exciting and often filled with many activities. It is important for the Action Team for Partnership to pace itself for the year, set goals and create a system for partnerships.
Step 1: Make sure you have a complete list of the members of the Action Team for Partnership (ATP) and that everyone is committed to working together this year.
Step 2: Schedule a meeting with your Action Team and synchronize your calendars. Block off at least two hours with your Action Team for Partnership, serve refreshments and reacquaint yourselves with one another and with your school’s parent involvement efforts. Agree on a date and time for each month’s meeting and how each meeting will be organized (location, topics, etc.)
Step 3: Review the Academic Plan’s Goal 5 for the 2008-2009 school year (in conjunction with the STAR/Dream Parent Liaison workplan if applicable).
Step 4: Identify the activities that are planned for September and October. Discuss who is responsible and who will help implement the activities so they are truly successful. If your school’s Goal 5 is not detailed and you want ideas for effective activities, call the Office of School/Family Partnership (formerly Parent Relations) at 241-6185.
Step 5: After each activity, the Action Team should discuss what went well and areas for improvement.
Stay POSITIVE and CELEBRATE your SUCCESS!
For more information call the Office of School/Family Partnership (formerly Parent Relations) at 241-6185.
1
http://www.csos.jhu.edu/p2000/index.htm
SFUSD Office of School/Family Partnerships 415-241-6185
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Action Teams for Partnership (ATP) FAQ What is an Action Team for Partnership? The ATP is a group of people that collaborates to implement parent
involvement activities. Why is the Action Team for Partnerships so important? Responsibilities for leadership and implementing activities can be delegated so
that no one is overburdened. Builds capacity at the school to sustain parent involvement activities and build a culture for engagement. SFUSD’s Program Improvement plan recommends ATPs as a strategy to involve more parents in the school’s reform efforts. An ATP might be called something else in your school Is there a committee that works on the parent involvement activities at your school? If so, what is it called? Does it include teachers? Does it include parents? Does it include students? Who is on an Action Team for Partnerships? An ATP typically has 6 to 12 members and could include: The parent liaison One or two teachers from different grade levels Two or three parents with children in different grade levels The principal Students at the high school level Members from the community Others who are central to the school's work with families, including: the
Learning Support Professional, advisor, nurse, counselor, secretary, etc. What does an Action Team for Partnership do?
Recruit and recognize other teachers, parents, community members for leadership and participation in family and community involvement activities.
Implement, coordinate, publicize, and oversee the planned involvement activities from Goal 5 of Academic Plan and the Parent Liaison’s work plan (if applicable).
SFUSD Office of School/Family Partnerships 415-241-6185
2
Monitor progress, assess the strengths and weaknesses of implemented involvement activities, document results, and resolve problems.
Report progress to the principal, School Site Council, faculty and PTA/PTO.
How is an Action Team’s work organized?
By Academic Plan Goal --Activities to support school improvement goals for student success: e.g., school and home activities to support efforts to close the achievement gap, improve school climate, increase parent involvement by a diverse community of parents.
By Type of Involvement --Activities for each of the Six Types of Involvement (See Framework for School/Family Partnership) to support student success.
By Parent Liaison work plan activities (STAR and Dream schools) --Implement activities in the parent liaison’s work plan such as newsletter, workshops, principal chats, etc.
When does the ATP meet? The Action Team for Partnership meets as a whole team at least once a month to coordinate and monitor all activities. Subcommittees meet as needed to plan and implement activities.
How is leadership delegated?
Any ATP member may serve as the chair. Co-chairs, often one parent and a teacher or parent liaison, share leadership responsibilities. Leaders should have excellent communication skills and an understanding of the partnership approach. At least one member of the ATP also may serve on the SSC, or other decision-making body as a “linking leader” to report plans and progress on partnerships.
SFUSD Office of School/Family Partnerships 415-241-6185
3
Office of School/Family Partnership 241-6185
Director Coordinator Coordinator
Deena Ramon Jose
School BALBOA HS BRET HARTE ES BRYANT ES BURTON HS CARVER ES CHARLES DREW ES CHAVEZ ES CLEVELAND ES COBB ES DENMAN MS EL DORADO ES EVERETT MS FAIRMOUNT ES FLYNN ES GLEN PARK ES HARVEY MILK ES HILLCREST ES HORACE MANN MS ISA JOHN O'CONNELL JUNIPERO SERRA ES LICK MS MALCOM X ES MARSHALL H.S. MARSHALL ES McKINLEY ES MISSION HS MLK MS MONROE ES MUIR ES PAUL REVERE ES ROSA PARKS ES SANCHEZ ES SHERIDAN ES STARR KING ES VIS. VALLEY MS WEBSTER ES WILLIE BROWN ES Parent Liaisons 2008-09
Zacharin Martinez Lam
STAR/Dream Parent Liaisons first name Donna La Tonya Leticia Susanne Gisele Kashina Lorena tbd Melissa tbd Rocio Denise Elizabeth Araceli Elena Shawn Maritza Maribel Latrice Jose tbd Leonor tbd Chi Araceli tbd Benita Patricia Violeta tbd Rocio tbd Ana Brenda Laticia Maua Summer Fred
last name
Smith Carpenter Chavez Raynard Lintz Turner Pierce De La Rosa Rogers-Collier Soto de Mibkey Rueda Torres Garcia Royale Maceira Di Cicco Sainez Manuel Esteva Jackson Mak Villalobos Varnado Koka Garcia-Martinez Guzman Lanuza Dupre Erving Teofilo Miranda Franklin
School Health Programs Department
SHPD- How We Choose Programs
Who We Are:
SHPD’s programs and services are structured around the following approach:
For more information, call 242-2615 or visit www.healthiersf.org School Health Programs Department (SHPD) is the division of SFUSD that addresses the health needs of San Francisco’s school aged children and their families.
Coordinated School Health Program (CSHP) Model
San Francisco Unified School District
SHPD’s Mission To ensure the academic, physical, and emotional growth of San Francisco’s children and youth by assisting school sites in building their capacity to meet the needs of the whole child. The SHPD Strategic Goals for 2008/ 2009 are our roadmap for this school year based on SFUSD’s Balanced Scorecard and the Eight Component Moldel of Coordinated School Health.
SHPD’s Objectives Substance Use: Decrease the number of students reporting tobacco, alcohol and marijuana use by 1% School Climate: Decrease the number of students who report having experienced physical and verbal harassment by 1% External Assets: Increase the number of students who report having caring relationships within the school environment by 5% Sexual Risk Taking: Increase the percentage of students report receiving HIV education by 2% Physical Activities and Healthy Eating: Increase the number of students who report doing physical activity and eating any fruits or vegetables by 1% Physical Health Requirements: a)
Increase the rate of compliance for immunization and health checkup, per state requirements*, for elementary students by 1%; b) increase the response rate for mandated health screenings by 1%
Health Education: K-12 health education curriculum that is sequential, developmentally appropriate and includes instruction & assessment. Physical Education: Classes that promote physical fitness, motor skills, social and personal interaction and life-long physical activity. Health Services: Services provided for students to assess, protect, and promote health. Nutrition Services: Food and snacks available at school that are balanced and nutritious and implementation of nutrition education. Counseling, Psychological & Social Services: Services provided to improve students’ mental, emotional, and social health. Healthy School Environment: Includes activities to enhance the physical surroundings and the psychosocial climate and culture of the school. Health Promotion for Staff: Work-site health promotion programs that encourage and support staff in pursuing healthy behaviors and lifestyles. Family/Community Involvement: Encourage the participation of parents and youth in policy development, school involvement and family physical activity nights.
School Health Programs Department 2008-2009 1515 Quintara Street San Francisco, CA 94116 Phone (415) 242-2615 Fax (415) 242-2618 www.healthiersf.org
Our Services for Youth & Families
Our Services for Youth & Families
School Health Programs Department (SHPD) supports a series of programs and services that help each SFUSD school create a healthy learning environment for children and youth.
Elementary School Health Advocates Serve as liaison between SHPD and elementary schools to communicate health related information and resources
School Health Center Provide health assessments and services to students with unmet health needs (elementary level focus)
High School Health Promotion Committees Certificated staff promote health and create a safe school community at the high school level
School Nurse Referral Provide all school sites with health consultation
These include: Asthma and Indoor Air Quality Program Serve children with moderate to severe asthma in 30 elementary schools and working with the Tools for Schools Program California Healthy Kids Survey/Youth Risk Behavior Survey Conduct local health surveys to monitor priority health risk behavior and guide program planning Center for Disease Control/Local HIV Prevention Educate students, staff and parents about sexuality and STI prevention, including HIV infection Comprehensive Health Education Program Provide research validated curricula and professional development to help students move toward lifelong health literacy Comprehensive Safety Plan for Every School (Goal 4 –Site Academic Plan) Develop plans to protect kids from physical and emotional harm while creating a positive school climate Condom Availability Program Make sexuality education, abstinence education and condoms available at high schools Crisis Response Help students and staff cope with painful emotions resulting from a community or school crisis
Middle and High School Wellness Programs Link youth with on-site and community-based health related services Middle School Healthy School Teams Certificated staff promote health and create a safe school community at the middle school level Nurse of the Day Provide access to current health information for any school five days a week Nutrition Education Project Provide resources and professional development to promote healthy food choices and daily physical activity
Our Services for Youth & Families
Student Mentor Program Mentors provide one-on-one support for students Student Transition Program A coordinated effort to ensure that students who are currently receiving support services continue to receive the support they need as they transition from elementary to middle school and from middle to high school. Support Services for LGBTQ Youth Provide support and resources to create safer learning environments for all students including gay, lesbian, bisexual, transgender and questioning students, staff and families
Primary Intervention Program (PIP) Provide early mental health intervention for elementary students to promote and support school success
Tobacco Use Prevention Education (TUPE) Help elementary, middle and high schools prevent tobacco use and increase awareness of stop smoking resources within the community
Safe and Drug Free Schools and Communities Help all schools to provide education on substance use and violence prevention
Wellness Program (HS) Located at 15 HS with the goal of improving the health, safety, and educational outcomes of San Francisco’s high school students
Safe Passages Located at 5 MS and 2 County Community Schools and all Community Development Centers with the goal of improving the health, safety, and educational outcomes of SFUSD students
School Health Programs Department 1515 Quintara Street San Francisco, CA 94116 Phone (415) 242-2615 Fax (415) 242-2618
www.healthiersf.org
NURSE OF THE DAY SHPD PROGRAM/SERVICE
…To provide access to current health information to every school. Historical Background: The Nurse of the Day Program began in 1991. Many schools in SFUSD do not have a school nurse and may not have access to current, reliable health information. What is the Nurse of the Day Program? The Nurse of the Day (NOD) is located at the School Health Programs Department. A nurse is available by phone (between 8:30 am and 4:00 pm) to all schools to respond to health concerns and health questions. What is the Goal of the Program? The goal is to provide timely responses and current health information to San Francisco Unified School District employees, parents/guardians, and community based organizations. Current Status: The program is in full operation daily for all SFUSD schools.
All activities within SFUSD and SHPD are supported by NOD including: • Emergency/Crisis Response Team • SAP/SST Program
To contact the Nurse of the Day, call 242-2615 and ask for the NOD
For further information contact: School Health Programs Department 1515 Quintara Street, San Francisco, CA 94116 (415) 242-2615 FAX (415) 242-2618 www.healthiersf.org
July 2008
SCHOOL NURSE REFERRAL SHPD PROGRAM/SERVICE
Health consultant to resolve barriers to academic success
Historical Background: School District nurses were introduced into SFUSD in the fall of 1990 to improve access to healthcare at school sites. What is the goal of the School Nurse Referral? The goal is to provide all school sites with access to health consultants to resolve barriers to academic success. What is a School Nurse Referral? Because all schools do not have access to on-site nursing services, SHPD established the school district nurse referral process, which enables a school staff to request nursing consultation related to student health needs. Current Status: All school sites have access to school district nurse referrals. Referrals are sent to the School Health Programs Department. Referrals are assigned to a school district nurse who calls the referring party to obtain additional information. Follow-up and case management occur as necessitated by the referral.
Activities within the SFUSD and SHPD that support School Nurse Referral: School Health Center Student Success Team/Student Assistance Program ExCEL After School Programs
• • •
A School Nursing Referral form can be found in the School Health Manual and on the website at www.healthiersf.org.
For further information contact: School Health Programs Department 1515 Quintara Street San Francisco, CA 94116 (415) 242-2615 FAX (415) 242-2618 www.healthiersf.org
July 2008
San Francisco Unified School District School Health Programs Department 1515 Quintara St. San Francisco, CA 94116
Tel. 415/242-2615 Fax: 242-2618 www.healthiersf.org SCHOOL NURSING REFERRAL Student: __________________________________________________ Last First Middle
____ ____ M F
______________________________________________________________________________ Address/Apartment number ____________________________ Telephone number
________________________________ Birth date
____________________________ Parent/Caregiver
________________________________ Home Language(s)
____________________________ School Telephone
___________________ Teacher
______________ Grade
PLEASE ATTACH A COPY OF THE STUDENT’S EMERGENCY CARD ------------------------------------------------------------------------------------------------------------------------------------------------
REASON FOR REFERRAL:
PLEASE INDICATE THE INTERVENTIONS MADE PRIOR TO THIS REFERRAL AND THE OUTCOMES: (We suggest initial contact by school staff before referral is made)
HISTORY: Briefly state related health and social information (medications, activity limitations, special diet, classroom behavior, social interaction, etc.)
------------------------------------------------------------------------------------------------------------------------------------------------
________________________________________________________________________ Referral Made By
Title
________________________________________________________________________ Date Signature of Site Administrator SEND TO: School Nursing Referral School Health Programs Department 1515 Quintara Street San Francisco, CA 94116 Fax: 415-242-2618
SFUSD-SHPD 2008/2009
SCHOOL HEALTH CENTER SHPD PROGRAM/SERVICE
...Healthy children learn better
Historical Background: The School Health Center was started in January 1992 by San Francisco Unified School District’s Schools Health Programs Department to provide health assessment and services to children with unmet health needs. What is the goal of the School Health Center? The goal of the School Health Center is to assess school-age children for health problems that may interfere with their learning. Being part of the school district enables School Health Center staff to work closely with the children, parents/ guardians, and school site staff to identify and manage problems that interfere with school attendance and achievement. Children in need of further services are referred for school district services and/or to community agencies. Children enrolled in San Francisco Unified School District’s elementary schools will be seen at the School Health Center if they do not have a regular medical provider or are unable to obtain these services from their provider. In order for children to receive services at the School Health Center, they must be eligible for government sponsored health insurance. No private insurance is accepted. Parents/guardians or school personnel can refer children to the School Health Center. The following services are provided at the School Health Center: • Physical and neurological exam • Vision and hearing screening • Blood test for iron deficiency, and urinalysis • Educational/developmental screening • Completion of a health history • Immunizations and TB Skin testing • Communication and written reports to school staff • Referral to community providers and agencies • Case management Activities within the SFUSD and SHPD that support the School Health Center. • SAP/SART/SST • Student Support Staff including Learning Support Professionals, School District Nurses, and Site Nutrition Coordinators • ExCEL After School Programs • Foster Youth Services For further information contact: School Health Programs Department 1515 Quintara Street, San Francisco, CA 94116 (415) 242-2615 FAX (415) 242-2618 July 2008
TRANSITION PROGRAM INFORMATION SHEET SHPD PROGRAM/SERVICE DESCRIPTION ...to continue support services to students as they transition from one school to another
Historical Background: The Transition Program initiated as a component of the Safe Schools/Healthy Students Initiative. The Transition Program was first implemented in the 2000-2001 school year at ten elementary schools and seven high schools. Currently, the Transition Program continues to be successfully implemented at all SFUSD sites. What is the goal of the Transition Program? The goal is to facilitate positive transitions to ensure student success. What is the Transition Program? The Transition Program is a coordinated effort to ensure that students who are currently receiving support services continue to receive the support they need as they transition from elementary to middle school and from middle to high school. Such services may include tutoring, mentoring, counseling, and related programs that help support the academic achievement of the student. Fifth and eighth grade students are referred to the Transition Program because they need continued services in their future middle or high school and/or are showing some improvement due to receiving services at their original school site. All members of the Student Assistance Program (SAP) Teams and Student Success Teams (SST) may make referrals into the Transition Program. Those schools’ SAP teams that receive identified transition students will then complete action plans to ensure that students receive services in a timely and appropriate manner. Beyond the SAP and SST, collaboration and coordination with other support teams or programs at these sites is encouraged. Expansion of the Transition Program to connect to other school programs is being pursued. Activities within the San Francisco Unified School District and the School Health Programs Department that support the Transition Program:
ExCEL After School Education and Safety Program Foster Youth Services Student Assistance Program Student Success Team Wellness Programs
SHPD – June 2008
San Francisco Unified School District School Health Programs Department 1515 Quintara Street San Francisco, CA 94116-1273 Tel 415.242.2615 Fax 415.242.2618 http://www.healthiersf.org
TO:
ES Principals, Student Assistance Program/Student Success Team Coordinators, ES Nurses and Learning Support Professionals
CC:
Meyla Ruwin, Trish Bascom, Davide Celoria, Cheryl Lee, and Linda Luevano, and Joan Hepperly
FROM:
Kim Levine, Program Manager, School Health Programs Department
RE:
Transition Program
DATE:
March 2009
We are starting the ninth year of the Transition Program. The goal of the Transition Program is to facilitate positive transitions and ensure that students who are receiving effective support services continue to receive the support they need as they transition from 5th grade to 6 th grade at middle school and from 8th grade to 9 th grade at high school. SAP Teams – Attached, please find information that will help you choose a maximum of 20 students to be part of the Transition Program. Attachments include: Transition Program Description Student Transition Form Criteria for Selecting Students for Transition Program (on back side of Student Transition Form) Please complete the enclosed Student Transition Form and return by Friday, May 8, 2009 (via school mail) to: Kim Levine School Health Programs Department 1515 Quintara Street In addition, please attach as many supporting documents as possible per transition student referred, which will be sent to the receiving middle school sites in Fall 2009. Supporting documents may include: Current Action Plan Current Emergency Card
SAP/SST documentation Most recent report card
If you have any questions or would like more details about the Transition Program, please contact Kim Levine at 242-2615 x3071 or by e-mail at
[email protected].
San Francisco Unified School District School Health Programs Department 1515 Quintara Street San Francisco, CA 94116-1273 Tel 415.242.2615 Fax 415.242.2618 http://www.healthiersf.org
TO:
Middle School AP of Pupil Services, SAP Coordinators, Learning Support Professionals, School District Nurses, Counselors/Deans
CC: FROM:
Meyla Ruwin, Trish Bascom, Jeannie Pon, Joan Hepperly, and Margaret Chiu Kim Levine, Program Manager, School Health Programs Department
RE:
Transition Program
DATE:
March 2009
We are starting the ninth year of the Transition Program. The goal of the Transition Program is to facilitate positive transitions and ensure that students who are receiving effective support services continue to receive the support they need as they th th th th transition from 5 grade to 6 grade at middle school and from 8 grade to 9 grade at high school. SAP Teams: Attached, please find information that will help you choose a maximum of 20 students to be part of the Transition Program. Attachments include: Transition Program Information Sheet Student Transition Form (includes Criteria for Selecting Students for Transition Program on reverse side) Please complete the enclosed Student Transition Form and return by Friday, May 8, 2009 (via school mail) to: Kim Levine School Health Programs Department 1515 Quintara Street San Francisco, CA, 94116-1273 In addition, please attach as many supporting documents as possible per transition student, which will be sent to the appropriate high school site in Fall 2009. Supporting documents may include: Current Action Plan Current Emergency Card
Most recent report card SAP/SST documentation
If you have any questions or would like more details about the Transition Program, please contact Kim Levine at 242-2615 or by e-mail at
[email protected]. THANK YOU!
San Francisco Unified School District School Health Programs Department 1515 Quintara Street San Francisco, CA 94116-1273 Tel 415.242.2615 Fax 415.242.2618 http://www.healthiersf.org
TO: FROM: CC: RE: DATE:
High School Assistant Principals of Pupil Services Meyla Ruwin, Director, School Health Programs Department Trish Bascom, Jeannie Pon, Student Assistance Program Team Transition Students September 2008
In the Fall of 2000, a Transition Program was initiated to support students who are transitioning from the elementary to middle school level and from middle school to high school level. Students whose school achievement was improving as a result of receiving student support services were identified for the Transition Program.
To ensure Transition Program success, please implement the following steps: 1. Hand out the Student Transition Forms and any accompanying documentation to the SAP Coordinator/Facilitator at your school site. 2. Please include Transition students in your SAP meeting by the end of October 2008. 3. If your site’s SAP meetings have not started, please ensure that a schedule is set as soon as possible to guarantee that students receive their much needed support at your school site. 4. Please keep track of the dates Transition students have been discussed at SAP meetings, as School Health Programs Department will be requesting this information from sites in October 2008 (please see attached SAP Date Tracking Form). 5. If a student on the Student Transition List is not enrolled at your school site, please fill in the attached “Transition Students Not Attending Site” form and send it back to School Health Programs Department ASAP so that we can redirect the Transition student’s information to his/her appropriate receiving school. 6. If you have any questions, please feel free to call Kim Levine at 242-2615 x3071.
Please see attached: Student Transition List which provides a list of students who have been referred to the Transition Program and who are now enrolled in your school. Student Transition Forms and any accompanying SAP/SST documentation for Transition students. This documentation was sent to us from each student’s previous school. SAP Date Tracking Form of SAP meetings for Transition students. Transition Students Not Attending Site THANK YOU FOR YOUR EFFORTS IN IMPLEMENTING THE TRANSITION PROGRAM!
FOR OFFICE USE ONLY
STUDENT TRANSITION FORM th
RS
th
(5 grade to 6 grade) Student:
Sending School:
Student H0#: Sending School Contact Name and Phone #: Grade Counselor’s Name:
Student’s Birth Date:
TRANSITION PROGRAM SELECTION CRITERIA (see back for criteria descriptions) Please add comments as desired. Academic Concerns:
STAR Test Score: Attendance Concerns:
Reading:
Math:
Most Recent GPA:
Behavior Concerns: Health Concerns: Student Progress Achieved:
WHICH INTERVENTIONS WERE UTILIZED WITH STUDENT? Which community based organizations (CBOs) and/or programs were used to implement interventions? Please indicate if the intervention helped, and if so, the progress achieved to date. DID INTERVENTION HELP?
INTERVENTION
Please Circle Yes, No or Not Applicable
After School Programs/ExCEL Beacon Counseling:
Y
N
N/A
Y
N
N/A
Y
N
N/A
IEP
Y
N
N/A
Mentoring
Y
N
N/A
Parent Involvement Student Attendance Review Team SST
Y
N
N/A
Y
N
N/A
Y
N
N/A
Summer Program
Y
N
N/A
Tutoring Student Intervention Team/Formerly SB1895:
Y
N
N/A
Y
N
N/A
Y
N
N/A
Academic/Mental Health
Other CBO/Intervention:
CBO and/or PROGRAM UTILIZED Please include Contact Information
LIST PROGRESS ACHIEVED TO DATE
1. Has this student made a significant connection with an adult (i.e. mentor) who would be willing to be contacted for ongoing support? Yes No
Can receiving school contact this person for Name
Information? Ongoing support? Contact Information
2. Your recommendations for student’s future success Return this form with supporting documents to Ana Argumedo at SHPD via interoffice mail or fax at 242-2618 by 5/8/09 ** This information will be shared with the SAP Coordinator at the transition student’s receiving school.
Criteria for Selecting Students: 2009-2010 Transition Program Elementary to Middle School NOTE: Please select students from the Transition Program who have been reviewed by the Student Success Team (SST) or Student Assistance Program (SAP). The general criteria in the categories below are flexible and may or may not apply to selected students.
GENERAL CRITERIA: Select student based upon any number of the following criteria. Attendance 5 absences per grading period or 10 per semester 5 tardies per grading period or 10 per semester Extreme or sudden change in attendance pattern Academic Sudden change or significant slide in academic performance Behavior Consistent pattern of 3 or more U’s (unsatisfactory behavior marks) 2 or more referrals to dean/counselor per semester 1 or more suspension(s) per semester Extreme or sudden change in behavior Health Any major non-confidential health issue that impacts the student’s learning capacity. Student Progress Achieved: Identify those students who have demonstrated progress in criteria above or one or more of the following areas: Noticeable effort or improvement made in attendance (i.e. attending more days than before, on time to class more often) Improvement in grades or performance in one or more classes Improvement in classroom behavior (less acting out, fewer referrals to principal) Follow through with SAP or SST’s recommended actions or utilizing recommended resources
Return this form with supporting documents to Ana Argumedo at SHPD via interoffice mail or fax at 242-2618 by 5/8/09 ** This information will be shared with the SAP Coordinator at the transition student’s receiving school.
STUDENT TRANSITION FORM th
th
(8 grade to 9 grade) Student:
Sending School:
Student H0#: Sending School Contact Name and Phone #: Grade Counselor’s Name:
Student’s Birth Date:
FOR OFFICE USE ONLY
RS
TRANSITION PROGRAM SELECTION CRITERIA (see back for criteria descriptions) Please add comments as desired. Academic Concerns:
STAR Test Score: Attendance Concerns:
Reading:
Math:
Most Recent GPA:
Behavior Concerns: Health Concerns: Student Progress Achieved:
WHICH INTERVENTIONS WERE UTILIZED WITH STUDENT? Which community based organizations (CBOs) and/or programs were used to implement interventions? Please indicate if the intervention helped, and if so, the progress achieved to date. DID INTERVENTION HELP?
INTERVENTION
Please Circle Yes, No or Not Applicable
After School Programs/ExCEL Beacon Counseling:
Y
N
N/A
Y
N
N/A
Y
N
N/A
IEP
Y
N
N/A
Mentoring
Y
N
N/A
Parent Involvement Student Attendance Review Team SST
Y
N
N/A
Y
N
N/A
Y
N
N/A
Summer Program Tutoring Student Intervention Team/Formerly SB1895 Other CBO/Intervention:
Y Y
N N
N/A N/A
Y
N
N/A
Y
N
N/A
Academic/Mental Health
CBO and/or PROGRAM UTILIZED Please include Contact Information
LIST PROGRESS ACHIEVED TO DATE
1. Has this student made a significant connection with an adult (e.g., mentor) who would be willing to be contacted for ongoing support? Yes No Can receiving school contact this person for Information? Ongoing support? Name Contact Information 2. Your recommendations for student’s future success **
Return this form with supporting documents to Kim Levine at SHPD via interoffice mail or fax at 242-2618 by 5/8/2009 ** This information will be shared with the SAP Coordinator at the transition student’s receiving school.
Criteria for Selecting Students: 2009-2010 Transition Program Middle to High Schools NOTE: Please select students for the Transition Program who have been reviewed by the SAP team. The general criteria in the categories below are flexible and may or may not apply to selected students.
GENERAL CRITERIA: Select student based upon any number of the following criteria. Attendance 5 absences per grading period or 10 per semester 5 tardies per grading period or 10 per semester Extreme or sudden change in attendance pattern Academic Sudden change or significant slide in academic performance Behavior Consistent pattern of 3 or more U’s (unsatisfactory behavior marks) 2 or more referrals to dean/counselor per semester 1 or more suspension(s) per semester Extreme or sudden change in behavior Health Any major non-confidential health issue that impacts the student’s learning capacity Student Progress Achieved Identify those students who have demonstrated progress in criteria above or one or more of the following areas: Noticeable effort or improvement made in attendance (i.e., attending more days than before, on time to class more often) Improvement in grades or performance in one or more classes Improvement in classroom behavior (less unsatisfactory marks, fewer referrals to dean/counselor) Follow-through with SAP/SST’s recommended actions or utilizing recommended resources
**
Return this form with supporting documents to Kim Levine at SHPD via interoffice mail or fax at 242-2618 by 5/8/2009 ** This information will be shared with the SAP Coordinator at the transition student’s receiving school.
DATE TRACKING FORM 2008-2009 School Name
Date Sent to SHPD
Administrator’s Signature
STUDENT NAME
SAP DATE
FOLLOW-UP SAP
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30.
Please return to Kim Levine at School Health Programs Department via school mail or fax to 242.2618 DUE: OCTOBER 24, 2008
TRANSITION STUDENTS NOT ATTENDING SITE 2008-2009 SCHOOL:
STUDENT
H0#
MIDDLE SCHOOL
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.
Send to Kim Levine at School Health Programs Department October 3, 2008 via school mail or fax to 242-2618
Please enclose all documentation of students who are not attending your school site. Thank you!
CRISIS RESPONSE SHPD PROGRAM/SERVICE The primary purpose of “crisis response” is to help students and staff cope with painful emotions and feelings resulting from a community or school related crisis.
Historical Background: The SFUSD Crisis Response plan and professional development were created in 1991. Building upon existing information and material, SHPD established a crisis response team comprised of school nurses, health educators and counselors. The team was charged with the task of developing a Crisis Response Manual for SFUSD, which was completed in fall, 1991. What is the goal of the Crisis Response? The primary purpose of school-based crisis response is to assist students and staff manage painful emotions and feelings that result from a community or school related crisis. In addition, SFUSD crisis response intervention assists the school community to return to established routines as quickly as possible following the crisis. Current Status: SHPD coordinates the district crisis response, which involves updating the manual and providing professional development. How does it work? Currently all school sites are required to identify a crisis response team and send this information to SHPD. All sites have received professional development on how to handle a crisis. Calls come into SHPD Nurse of the Day (NOD). The NOD completes the intake form, referring the caller to the crisis response manual, advising them to activate their CRT (crisis response team). The NOD consults with the district coordinator and an assessment is made if additional resources will be required. Additional district departments, city or county departments and private volunteers are notified as to a potential need for service if necessary. The district coordinator contacts the site and debriefs the incident, insuring that we continuously modify and improve the program. Activities within SFUSD and SHPD that support crisis response: Learning Support Professionals and School District Nurses NOD Safe and Drug Free Schools and Communities
August 2008
For further information, contact: School Health Programs Department 1515 Quintara Street, San Francisco, CA 94116-1273 (415) 242-2615 FAX (415) 242-2618
SHPD Elementary Student Support Staff Site Assignments 2008-2009 2008-2009 STAFFING ASSIGNMENTS
SCHOOL Elementary/K-8 Alamo Alice Fong Yu Alvarado Argonne Bessie Carmichael *Bret Harte *Bryant Buena Vista *Carver *Cesar Chavez Chinese Ed. Center Clarendon *Cleveland Commodore Sloat *Daniel Webster Dianne Feinstein Drew *El Dorado ER Taylor *Fairmount Francis Scott Key Garfield George Peabody *Glen Park Gordon Lau Grattan Guadalupe *Harvey Milk *Hillcrest Jean Parker Jefferson *John Muir John Yehall Chin Jose Ortega *Junipero Serra Lafayette Lakeshore Lawton Lilienthal Longfellow
*BOLD - STAR School BOLD Italics - DREAM School
Enrollment as of 10/07 583 553 480 407 580 258 233 383 254 442 92 534 305 360 174 303 254 272 647 353 490 214 224 302 658 287 429 211 477 281 476 223 245 221 264 450 575 587 678 565
LSP
LSP FTE
Susan Jager Robert Francouer
0.5 0.5
Donna Rodriguez Carley Amigone Tim Brown Erin Farrell Ali Guida Ann Kirton Philip von Furstenburg Stanton Louie Wendy Alexander Julie Auslander Donna Rodriguez Terra Gauthier Maryellen Mullin Sarah Brandt Alice Huang Lori Swihart Kristin Nelson Tim Farner Hanon Ling Maryellen Mullin Chandra Ray Susan Hammond Laurie Vargas Ali Guida Wendy Alexander Nancy Wang Jeanine Wiater Michelle McAdams
0.5 1.0 0.5 0.5 0.5 1.0 1.0 0.5 0.5 0.9 0.5 0.5 0.5 1.0 0.5 1.0 1.0 0.5 0.5 0.5 1.0 0.5 0.5 0.5 0.5 1.0 0.5 0.5 1.0 0.5 0.5 1.0 0.5 0.5 0.5 1.0
Deborah Estell
Hanon Ling Alice Huang Cory Chechile Celeste Lombardi Michelle McAdams Robert Francouer Bryn Knapper
Nurse
Nurse FTE
Katy Ekegren
0.5
Sue Weaver Alison Angell
0.5 0.5
Sue Weaver
0.5
Elizabeth Latasa
0.5
Paula Baum
0.4
Wendy Michelson Mary Jue Karen Tai Lisa Vasquez
0.6 0.2 0.2 0.5
Yolanda Nickelson
0.2
Elizabeth Latasa Karen Tai
0.5 0.6
Alison Angell
0.5
Katy Ekegren
0.5
Assigned School Psychologist Amy Gillian Lan To Ortega Amy Gillian Phillip Bryan Chad Christina Christina Pavlov Catherine Taylor Eric Elliott Christina Pavlov Joyce Sharma Catherine Taylor Catherine Taylor Chau Tran Jeannette Alcaraz Miranda Boe Adrienne Hill Christina Pavlov Marina Morrissey Jeannette Alcaraz Adrienne Hill Maureen Brown Shofeng Zheng Amy Gillian Maureen Brown Lee Meneken Andrew Long Marina Morrissey Pamela Belluomini Marin Kwon Chau Tran Pamela Belluomini Martin Kwon Mark Haugen Jeannette Alcaraz Karen Benjamin Michelle May Mark Haugen Elizabeth Bartling Ortega
Site Nutrition Coordinator (0.5 FTE)
Maria Vermette Aaron Horton
Maria Acosta Pilar Romero Jessica Frazier
Jessica Frazier Marie Vorrises
Ashley Moore Marie Vorrises
As of 8/11/2008
SHPD Elementary Student Support Staff Site Assignments 2008-2009 2008-2009 STAFFING ASSIGNMENTS
SCHOOL *LR Flynn *Malcolm X *Marshall McCoppin *McKinley Miraloma Mission Ed. Center *Monroe Moscone New Traditions Redding Paul Revere
Enrollment as of 10/07 441 109 221 214 255 343 124 481 342 159 322 428
LSP Gloria Morales-Beale Matt Higgins Sabrina Peters Celeste Lombardi Jeanine Wiater Susan Hammond Maggie Brown Jessica Herold Maggie Brown Marcia Markarian Sandeep Kumar Julissa Hicks
LSP FTE 1.0 1.0 0.5 0.5 0.5 0.5 0.5 1.0 0.5 0.5 0.5 1.0
Nurse Kathy Babcock Barbara Headman Lisa Vasquez
Michelle Barbary
Jenny Zettler (leave)
Erica Lee RL Stevenson Rooftop
438 578
*Rosa Parks Sanchez SF Community *Sheridan Sherman Spring Valley *Starr King
343 295 282 198 373 341 238
Sunnyside Sunset Sutro Tenderloin Willie Brown Ulloa Visitacion Valley ES West Portal *William Cobb Yick Wo
273 333 245 367 242 515 382 547 167 248
Prop H Coordinator ESCG Mentor LSP ESCG Mentor LSP ESCG Mentor LSP SDC Pilot Support PD Support
*BOLD - STAR School BOLD Italics - DREAM School
Marcia Markarian Mairin McCarthy - E.S. Mairin McCarthy - M.S. Lynn Ervin Andrea James Terra Gauthier Meghan Graber Stanton Louie Meghan Graber Sabrina Peters Curtiss Sarikey Sandeep Kumar Tim Farner Susan Jager Natasha Kunin Amber Goldman Emilie Kim Timothy Brown Emilie Kim Hope Burns Carrie Tanabe
0.5 0.5 0.5 1.0 1.0 0.5 0.5 0.5 0.5 0.5 0.2 0.5 0.5 0.5 0.8 1.0 0.5 0.5 0.5 1.0 0.5
Andi Bistline Curtiss Sarikey Carrie Tanabe Laurie Vargas Julie Auslander Natasha Kunin
1.0 0.8 0.5 0.5 0.1 0.2
Assigned School Nurse FTE Psychologist 0.4 Paula Mancillas Oluwasola Ifasada 0.5 Christina Pavlov Mark Haugen 0.5 Andrew Long Michelle Wong Catherine Taylor 0.5 Paula Mancillas Jeannette Alcaraz Michelle Wong Martin Kwon 1.0 Dena Edwy 0.2 Scott Ostendorff Minoo Shah
Paula Baum Yolanda Nickelson
0.4 0.8
Barbara Headman
0.5
Mary Jue
0.8
Kathy Babcock
0.6
Amy Gillian Paula Mancillas Angela Champion Adrienne Hill Michelle Wong Shufeng Zheng Michelle May Phillip Bryan Chau Tran Cory Snow Lan To Pamela Belluomini Eric Ellioitt Shufeng Zheng Minoo Shah Michelle May Shufeng Zheng
Site Nutrition Coordinator (0.5 FTE) Meghan Elliot Ashley Moore
Meghan Elliot Louise Hjordenfalk
Louise Hjordenfalk
Aaron Horton Leigh Kirchharz Pilar Romero
Maria Vermette
Maria Acosta
Leigh Kirchharz
As of 8/11/2008
SHPD Middle School Student Support Staff Site Assignments 2008-2009
SCHOOL Aptos Denman Everett ISA/Excelsior Francisco
Enrollment as of 10/07 947 576 502 198 690
Giannini
1234
Hoover
1221
Martin Luther King James Lick Horace Mann Marina Presidio Roosevelt Vis Valley
526 551 433 1000 1219 723 311
M.S. Mentor Program Coordinator
LSP
LSP FTE
Erika Rubinstein Tara Geer-Leiker Bridget Early Dimitra Farmas Jennifer Donahue Leslie Hu Kate Baker Katie McCann Christopher Drayson Leslie Wax Tara Geer-Leiker Harini Madhavan Anthony Cavazos Vanessa Marrero Raquel Chiasson Laura Kauth Raquel Chiasson Kerri Berkowitz Deonne Wesley Laura Kauth
1.0 0.5 1.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0 0.5 1.0 1.0 1.0 0.5 0.5 0.5 1.0 1.0 0.5
Erin Farrell
0.5
Nurse
Nurse FTE
M.S. CHOW
M.S. CHOW FTE
Assigned School Psychologist
Ariane Peixoto
0.5
Sabrina Saunders
0.5
Melissa Benson Chad Ablang TBD DeAna Vides Maureen Brown
Ariane Peixoto
0.5
Yvelise Cabral
0.5
Cory Snow
Valerie Satow
0.5
Hermalinda Renteria
0.5
Elizabeth Bartling
Kathy Ward
0.5
Leonar Jackson Flores
0.5
Kristi Jacobson Adan Luevano
0.5
Andrew Long Lee Meneken Dena Edwy Sheila Meneely Marina Morrissey
Glory Lane
Valerie Satow
1
0.5
BOLD = STAR School BOLD = DREAM School
Sabrina Saunders
SHPD High School Student Support Staff Site Assignments 2008-2009
Nurse FTE
Wellness Coordinator (1.0 FTE)
Susan Kitchell Wendy Michelson Deborah Bryant
1.0 0.4 1.0
Brock Bannister Dania Sacks March Jessica Colvin
Kim Walker Kathy Ward Erica Lee Maryann Rainey Jessie Bunn Judy Rosenfeld Ardis Hanson Jane Steiner Mary Main Ardis Hanson Lynda Boyer Chu Mary-Michael Watts
0.6 0.5 0.8 1.0 0.8 1.0 0.4 1.0 0.6 0.6 0.8 0.4
Briana Visser Erin Hughes Jen Kenny Baum Jen Krasner Wendy Snider Chandra Sivakumar Angie Romano Christine Lee Joanne Cohen Stephen Emmi Quarry Pak Marielle Ferrebouef
Hilltop Civic Center
Mary-Michael Watts Michelle Barbary
0.6 0.5
Mei-Lein Gruchacz Ben Kaufman
Health Mandates/NOD sub. Mentor Support/NOD sub. NOD NOD
Mary Main Lynda Boyer-Chu Paula Baum Karen Tai
0.4 0.2 0.2 0.2
SCHOOL Balboa Burton Downtown Galileo Independence ISA June Jordan Lincoln Lowell Marshall Mission Newcomer O'Connell SOTA Wallenberg Washington Ida B. Wells
Enrollment as of 10/07 1072 1032 261 2236 349 325 300 2460 2646 637 924 221 743 815 644 2374 245
Nurse
CHOW (1.0 FTE)
Assigned School Psychologist
Robert Freiberg Oluwasola Ifasade Kathy McNicholas Dana Wolfenbarger Kristi Jacobson Robert Freiberg Kristen Murakoshi (0.75 FTE) De Ana Vides Melissa Benson Ian Enriquez Kathy McNicholas Max Anders Tracy Jordre Jodi Tsapis Oluwasola Ifasade Raymond Sotto John Holland John Holland Tiffany Lambright Adan Luevano Michelle Henry-Ellis John Holland Heather Graham John Holland Steve Youn Miranda Boe Kathy McNicholas Robin Levick
Mann Eric Elliot
San Francisco Unified School District School Health Programs Department Foster Youth Services Program FYS Frequently Asked Questions What is the Foster Youth Services (FYS) Program? In 1997, the San Francisco Unified School District (SFUSD), the San Francisco Family & Juvenile Court, and the San Francisco City Attorney established an advisory committee regarding the educational outcomes of foster youth in San Francisco. The Advisory Committee envisioned effective collaboration among organizations to meet the needs of foster youth; the Foster Youth Services Program (FYS) Program was developed to facilitate that process. The FYS program is part of the School Health Programs Department of SFUSD working in collaboration with the Foster Youth Services Steering Committee. What is the goal of the FYS Program? The goal of the FYS Program is to support academic achievement, attendance, and positive school behaviors of foster youth attending school in SFUSD. How does FYS Program staff ensure this goal is met? Provide individualized case management to support academic achievement, attendance and positive school behavior. Provide high school to college transitional support services through the Guardian Scholars Summer Academy. Provide individual tutoring services for elementary and middle school foster youth students. Link foster youth to school site and community resources. Advocate for foster youths’ educational needs. Advocate locally and state-wide to improve school & child welfare policies. What else does the FYS Program do? Offer professional development for schools, care providers, child welfare workers and others on the educational needs of foster youth. Maintain a database of foster youth living in San Francisco County. Create a quarterly report called the FYS Census that provides demographic information regarding foster youth attending SFUSD schools. Distribute the FYS Census to school administrators and student support service staff to target youth for services. Facilitate communication and collaboration between SFUSD staff, community agencies, child welfare workers/probation officers, and care providers. Assist with immediate and appropriate school placement in coordination with the SFUSD AB490 Liaison. Why do foster youth need the FYS Program? Foster children have been removed from the care of their parents primarily because of abuse or neglect due to complex family, social, and environmental conditions out of their control. Some children in foster care move frequently among emergency shelters, foster parent(s), guardian homes (kinship/relative or non-relative) and group homes. These changes often result in multiple school placements. Because of these complexities in their lives, many foster youth perform below grade level, are held back in school, and have lower graduation rates than their peers. -Continued on back-
Do foster youth have specific rights or protections regarding their education? Yes, they do! AB 490 passed in 2003 and established legislative intent that foster youth should have access to the same opportunities as all students, and that education and school placement decisions should be dictated by the best interest of the youth. AB 490 stipulates the following: When a foster youth changes home placements, they have a right to remain in their school of origin for the duration of the school year. County social workers have access to a foster youth’s educational records. If a foster youth moves to a new school, they must be immediately enrolled into that school. The new school has two (2) business days to request the student’s records from the old school and the old school has two (2) days to transfer those records. Additionally, the student must receive full/partial credits for seat time in their old school(s). How can I support a foster youth in my school or program?
Regularly check in with the youth. Get to know the youth by sharing interests and hobbies. Create an environment that makes the students feel included and safe. Youth in foster care often do not want to be treated differently. (At the same time, acknowledge or accommodate extenuating circumstances.) Respect the youth’s privacy! Do not share a student’s foster care status to other students or teachers without permission. Remain patient and consistent. Many youth in foster care have lived through difficult experiences and may find it difficult to trust adults. Who are the FYS Program’s community partners? The FYS Program works with collaborative partners throughout San Francisco, the Bay Area and the state of California. Current partners include: San Francisco Human Services Agency Superior Court of California San Francisco Juvenile Probation Department United Way of the Bay Area, Honoring Emancipated Youth (HEY) Program San Francisco City Attorney’s Office Legal Services for Children (LSC) San Francisco Court Appointed Special Advocates (CASA) City College of San Francisco (CCSF) San Francisco Independent Living Skills Program (ILSP) Where does funding for the FYS Program come from? The FYS Program has been funded solely by the California Department of Education since 1999. How do I refer a youth to the FYS Program or get more information? For more information call the FYS Program Coordinator. FYS Program Coordinator School Health Programs Department 1515 Quintara Street San Francisco, CA 94116 Phone: (415) 242-2615 Fax: (415) 242-2618 www.healthiersf.org
Children and youth living in foster care and group homes face daunting obstacles on their path towards completing a successful education. School can be an important source of stability for foster youth by providing a welcoming, caring and safe environment. Here are some facts, tips and resources to help support school success for foster youth. Facts Children are removed from the care of their parents primarily because of abuse or neglect due to complex family, social, and environmental conditions out of their control. Some children in foster care move frequently among emergency shelters, foster parent, guardian homes (kinship/relative or non-relative) and group homes. Multiple adults are involved in different aspects of foster youths’ lives: social workers, relative caregivers, foster parents, group home staff, probation officers, therapists, court appointed lawyers, Court Appointed Special Advocates (CASA), education surrogates, and birth parents. All these changes often result in multiple school placements. Because of these complexities in their lives, many, but not all, foster youth perform below grade level, are held back in school, and have lower graduation rates than their peers. General Tips and Confidentiality Respect the youth’s privacy! His/her foster care status is confidential and can not be shared without permission. Create an environment that makes the student feel included and safe. Match youth up with a “buddy” or a mentor at the school to introduce the youth to others and the school. Ask the foster parent/group home worker to include the social worker’s name and phone number on the emergency card and to let the school office know of any changes. All foster youth are eligible for free/reduced school lunch programs. Assist youth and caregivers in the application process and make sure youth are enrolled. Build Relationships with the Child and Family Get to know the youth by sharing interests and hobbies. Regularly check in with the youth. Youth in foster care often do not want to be treated differently. At the same time, school staff and caregivers can acknowledge or accommodate extenuating circumstances. Remain patient and consistent. Many children and youth in foster care have lived through difficult experiences and may find it difficult to trust adults. Children and youth in foster care need strong advocates in schools. Educators, foster parents, child welfare staff and birth families can all support school success.
Connect with Child Welfare Staff A social worker is required to file a court report every 6 months regarding each of the youth on his/her caseload. The court requires information about the child's school attendance and performance and is legally entitled to all information about the child. Confirm the identity of individuals presenting themselves as social workers by asking to see their county identification badges. Maintain regular contact with the youth’s foster parent or group home worker(s). Contact the youth’s social worker and other service providers (therapist, mentor etc.) to share positive experiences and concerns about the youth’s school performance and attendance. Invite them to participate in upcoming school events and meetings. In order to support the student, ask to be informed of court dates & medical appointments that may impact attendance or state of mind. Explore the Student’s Academic History If possible, contact the student’s former teacher and school to find out about academic status, strengths, and challenges. Request that school records and Individual Education Plans (IEPs) be delivered to the appropriate staff at your school in a timely fashion. Be aware that many children and youth in foster care may have a harder time learning because of frequent moving and continual transition. Invite the caregivers (foster parents, kinship caregivers, adoptive parents, etc.) to work with you in assessing the student and setting goals for the academic year. Create Inclusive Learning Opportunities Structure classroom activities and materials to support student success. Provide predictability, clear expectations and opportunities for meaningful participation. Help youth connect with tutoring, after school programs and community programs. Broaden the diversity of families depicted in the books and materials in your classroom to include foster, adoptive and extended relative families. Certain assignments may be difficult for youth in foster care or adoptive families, such as bringing in baby pictures or science experiments requiring extra resources or space. Obtain permission for special activities, such as field trips, from those who have legal authority to give permission (e.g. social workers, court, birth parents). Consider doing a unit on foster care during May. A list of books about foster care and adoption is available on the National Resource Center for Foster Care and Permanency. Prepare Youth for Postsecondary Education, Training and Careers Teach students about postsecondary education options while in middle and high school. Create opportunities for students to build personal and social skills so they can advocate for themselves, solve problems, and actively participate in their communities. Help students access academic supports, plan appropriate high school courses, SAT/ACT or assessment preparation, and apply to postsecondary education and training programs. Link students to existing community educational and career development programs, such as TRIO Upward Bound programs and College Bridge Programs. For more information, please contact Maya Webb, FYS Coordinator @ (415) 242-2615 or
[email protected]
Cross – Level (K-12)
Foster Youth Support Organizations and Services Focus Area
Organization
Description
Contact
After School Program
SFUSD/SHPD ExCEL After School Program
The San Francisco Unified School District/School Health Programs Department ExCEL After School Program provides elementary through high school youth with academic, enrichment and recreation opportunities at 86 SFUSD school sites.
(415) 242-2615 www.healthiersf.org
Educational Support Services
San Francisco Department of Human Services
City and County of San Francisco Human Services Agency (HSA)/SFUSD Educational Liaison provides support and advocacy for foster youths’ educational needs.
Gloria Anthony-Oliver (415) 557-5305 Email:
[email protected]
SFUSD Foster Youth Services Program (FYSP)
Case Management/Advocacy: FYS Liaisons and MSW Interns provide educational case management services. Tutoring: One to one in-home tutoring to elementary and middle school foster youth within San Francisco County.
(415) 242-2615, Ext 3310 www.healthiersf.org
Independent Living Skills Program (ILSP)
ILSP provides eligible youth with individual and group tutoring services for foster youth ages 14-21 years. ILSP also provides college tours, test preparation and education information sessions.
(800) 818-2989 www.sfilsp.org
Foster Parent Recruitment
San Francisco DHS, Foster Family Licensing Unit
City and County of San Francisco Department of Human Services, Foster Family Licensing Unit recruits, trains and license families and individuals to become Foster Parents.
Licensing Hot Line (415) 558-2200
Kinship Services
Edgewood Center for Children and Families: Kinship Services
Edgewood’s Kinship Support Network assists families headed by relatives who are serving as primary care providers by providing case management, therapeutic counseling, educational workshops, and respite for caregivers.
(415) 682-3234 www.edgewood.org
Mental Health Services
A Home Within
A Home Within’s Children’s Psychotherapy Project recruits clinicians in the private sector to offer weekly pro bono therapy.
(415) 474-6365 www.ahomewithin.org
Foster Care Mental Health Program
Mental health services specifically for foster youth. Youth must be referred by their child welfare worker.
(415) 970-3875
Court Appointed Special Advocate (SFCASA)
SFCASA volunteers provide consistent one-onone mentorship and advocacy, carefully evaluating and addressing the needs of client children
(415) 398-8001 www.sfcasa.org
ROYALRealizing Our Youth as Leaders Inc.
A therapeutic mentoring program for youth ages 5-18. Mentors are extensively trained in Cognitive/Behavioral and other therapeutic techniques.
(415) 643.7117 www.royalinc.org
Independent Living Skills Program (ILSP)
ILSP sponsors the Emancipated Youth Peer Mentorship Program. Weekly mentoring services are offered to current and former foster youth students.
(415) 934-4201 www.sfilsp.org
Mentoring
For more information, please contact Maya Webb, Foster Youth Services Coordinator @ 415-242-2615, Ext. 3310 or
[email protected]
08/07
Foster Youth Support Organizations and Services Focus Area
Secondary (14+ years)
Advocacy
Organization
Description
Contact
California Youth Connection
California Youth Connection (CYC) is an advocacy organization of current and former foster youth between the ages of 14-24 years.
Foster Care Ombudsman Program
Acts as an independent forum for the investigation and resolution of complaints made by or on behalf of children placed in foster care and makes appropriate referrals.
Honoring Emancipated Youth (HEY)
Honoring Emancipated Youth (HEY) is an advocacy collaborative of current and former foster youth, public, private, and nonprofit agencies in the Bay Area working together to improve the opportunities for youth leaving the foster care system.
(415) 808-4435 www.heysf.org
Larkin Street Youth Services
Larkin Street offers a range of housing optionsfrom emergency shelter to permanent supportive housing- in addition to essential wraparound services including education, technology and employment training; healthcare, including mental health, substance abuse and HIV services; and case management.
(800) 669-6196 www.larkinstreetyouth.org
First Place for Youth
First Place targets its services to 16 to 23 yearolds who are preparing to age out of foster care or who have recently aged out of care. First Place offers three programs: Supportive Housing Program, Emancipation Training Center, and Emancipation Specialist Program.
(510) 272-0979 www.firstplacefund.org
Independent Living Skills
Independent Living Skills Program (ILSP)
ILSP provides eligible youth with the skills and resources necessary to become selfsufficient. Services include access to housing, job training, tutoring, mentoring, counseling, post-secondary resources, case management and life skill workshops.
PostSecondary Support
Chafee Education and Training Vouchers
Federal funds for foster youth, with up to $5,000 a year toward the cost of attending college or vocational training. Eligible expenses include tuition and room and board.
www.chafee.csac.ca.gov
City College of San Francisco's Guardian Scholars Program
The goal of the City College of San Francisco's Guardian Scholars Program is to create a coordinated program that meets the needs of emancipated foster youth qualified to enroll and/or enrolled at the college. In partnership with CCSF, SFUSD and ILSP, high school to college transitional support is offered through the Guardian Scholars Summer Academy.
(415) 239-3682 Email:
[email protected]
San Francisco State University’s Guardian Scholars Program (GSP)
GSP is a comprehensive program of the SFSU Educational Opportunity Program (EOP), which serves former foster youth who are pursuing their undergraduate degrees. The individual case management services offered will enhance EOP’s current academic focus.
(415) 405-0546 Email:
[email protected]
Housing
(800) 397-8236 www.calyouthconn.org (877) 846-1602
www.fosteryouthhelp.ca.gov
(800) 818-2989 www.sfilsp.org
For more information, please contact Maya Webb, Foster Youth Services Coordinator @ 415-242-2615, Ext. 3310 or
[email protected]
08/07
City College of San Francisco
Foster Youth Educational Support Contacts for California Colleges Michael McPartlin Guardian Scholars Program Coordinator Financial Aid Manager
[email protected] (415) 239-3682 Carol Belle-Thomas Guardian Scholars Program Advisory Board Member
[email protected] (415) 452-5427
Xochitl Sanchez-Zarama SFSU Guardian Scholars Program Director
[email protected] (415) 405-0546
Kevin Bristow Director, Renaissance Scholars Program
[email protected] (510) 885-4426
California State University, San Jose
M. Michelle Kniffin Assistant Director, Residential and Student Service Programs
[email protected] (510) 642-4108
Connie Hernandez-Robbins Director, Connect, Motivate, Educate (CME) Society
[email protected] (408) 924-1089
California State University, Sacramento
University of California, Berkeley
California State University, East Bay
San Francisco State University
Alvin Jenkins EOPS Director
[email protected] (415) 239-3440
Dr. Joy Salvetti Wolfe Director, Guardian Scholars Program
[email protected] (916)278-3643
For more information, please contact Maya Webb, Foster Youth Services Coordinator @ 415-242-2615, Ext. 3310 or
[email protected]
9.07
California State University, Bakersfield
Cal State Bakersfield Keith Powell, Director, Educational Support Services
[email protected] (661) 654-2276
California State University, Chico
Uraci Mathews EOP Academic Advisor, Renaissance Scholars
[email protected] (530) 898-6831
California State University, Fresno
Kizzy Lopez, EOP Advisor, Educational Opportunity Program
[email protected] (559) 278-5055
California State University, Fullerton
Grace Johnson Interim Director, Guardian Scholars Program
[email protected] (714) 278-4900
California State University, Long Beach
Andy Espinoza Director, Educational Opportunity Program
[email protected] (562) 985-5637
California State University, Los Angeles
Dr. Mitchell L. Eisen Professor, Guardian Scholars
[email protected] (323) 343 -5006
California State University, Monterey B ay
Foster Youth Educational Support Contacts for California Colleges
Carolina Gonzalez-Lujan Coordinator, TRIO Program
[email protected] (831) 582-4323
For more information, please contact Maya Webb, Foster Youth Services Coordinator @ 415-242-2615, Ext. 3310 or
[email protected]
9.07
California State University, Northridge California State University, Pomona
Jenny Vinopal Program Director, Renaissance Scholars Program
[email protected] (909) 869-4690
California State University, San Bernardino
Nadine Chavez Director, Educational Opportunity Program
[email protected] (909) 880-5042
Lorena Meza EOP Director, Guardian Scholars Services
[email protected] (760) 750-4861
California State University, Stanislaus
Wanda Bonnell Program Coordinator, Promise Scholars
[email protected] (209) 667-3108
Humboldt State University
Cheryl Perazzo Scholarship Coordinator, Smith Scholastic Society
[email protected] (831) 459-3480
Freda Elliott Assistant to the Director, Academic Support Programs/EOP
[email protected] (707) 826-4781
San Diego State University
University of California, Santa Cruz
Jose Luis Vargas Director, Educational Opportunity Program
[email protected] (818) 677-4151
California State University, San Marcos
Foster Youth Educational Support Contacts for California Colleges
Josephine Mojica Scholarship Coordinator, Guardian Scholars Program
[email protected] (619) 594-1634
For more information, please contact Maya Webb, Foster Youth Services Coordinator @ 415-242-2615, Ext. 3310 or
[email protected]
9.07
San Francisco Unified School District
School Health Programs Department Foster Youth Services Program & Other Foster Youth Support Organizations and Services
Who are foster youth? z
z
Foster youth are children who are removed from the care of their parents primarily because of abuse and neglect that resulted from complex family, social and environmental conditions. Foster youth are overseen by county Child Welfare Services or the Juvenile Probation Department.
1
Through No Fault of their own z
The majority of youth who enter the foster care system have been victims of abuse or neglect.
z
Types of Abuse: z z z z
Physical Sexual Emotional Neglect (not providing for basic needs)
How many foster youth are there? In the United States…………… Over 500,000 In California…………………… Over 80,000 In San Francisco……………… Almost 2000 In SFUSD………………………
Between 700-800 (estimated)
How Long? The average length of stay in the California foster care system is 39 months!
2
Where do foster youth live? Kinship Care/Relative Placement Foster Family Homes (county) Foster Family Agency Homes Group Homes Residential Treatment Facilities
Where do foster youth go to school? Balboa
Mission Lincoln
Washington
Horace Mann James Lick
Aptos
Burton Everett Ida B Wells Newcomer Gianinni SOTA Presidio Galileo Lowell Wallenberg Francisco Downtown Hoover John O’Connell
3
Educating Foster Youth
35% of foster youth have experienced 4 or more school changes
Each school move results in a 6-month loss of educational progress
75% of foster youth are working below grade level
36% repeat at least one grade in school
Educating Foster Youth 46% As
do not complete high school
few as 15% attend college
Less
than 2% earn a Bachelor’s
degree
4
Foster youth services Program z
z
z
In 1997, an advisory committee formed to address the educational outcomes of foster youth in San Francisco. Vision: effective collaboration among organizations to meet foster youth’s needs Advisory Committee Members: z z z z z z
SFUSD SF Family & Juvenile Court SF City Attorney SF Human Services Agency Honoring Emancipated Youth SF Court Appointed Special Advocates
Foster youth services Program The FYS Program goal is to support the academic achievement, attendance, and positive school behaviors of foster and probation youth within San Francisco County. z Appropriate school placement and a feeling of “normalcy” z High school completion (in any form) z The pursuit of post-secondary education (in any form)
5
How do we do that? z
Individualized case management to support academic achievement.
z
Tutoring services for elementary and middle school foster youth students.
z
High school to college transitional support services through the Guardian Scholars Summer Academy.
z
Referral to resources and services that meet students’ identified needs.
z
Assist with immediate and appropriate school placement in coordination with the SFUSD AB490 Liaison.
How do we do that? z
Facilitate collaboration and communication between SFUSD staff, community agencies, child welfare workers/probation officers, and care providers.
z
Offer professional development on the educational needs of foster youth.
z
Advocate locally and state-wide to improve school and child welfare policies.
z
Create and distribute the FYS Census to student support services staff to target youth for services.
6
WHY do we do this? z
z
z
Children in foster care move frequently among emergency shelters, foster family, guardian homes (kinship/relative or non-relative) and group homes. These changes often result in multiple school placements. Because of these complexities in their lives, many foster youth perform below grade level, are held back in school, and have lower graduation rates than their peers.
Do foster youth have specific rights or protections regarding their education?
YES! 7
How can you support foster youth in your school?
Supporting foster youth in your school Understand that foster youth are placed in foster care at no fault of their own Connect with child welfare staff, foster parent(s) and caregivers Help connect them to resources Be mindful of individual student needs Respect their right to privacy
8
What other resources are available to foster youth? z
Independent Living Skills Program (ILSP) z z
z
(415) 934-4202 www.sfilsp.org
Court Appointed Special Advocates (CASA) z z
z
(415) 398-8001 www.sfcasa.org
Honoring Emancipated Youth (HEY) z z
(415) 808-4435 www.heysf.org
What other resources are available to foster youth? z
First Place for Youth z z
(510) 272-0979 www.firstplacefund.org
z
SF State Guardian Scholars Program z z
z
(415) 405-0546 Email:
[email protected]
City College of San Francisco Guardian Scholars Program z z
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Frequently Asked Questions
555 Franklin Street, Rm. 308-A San Francisco, CA 94102 Tel: 415-522-6738 Fax: 415-522-6792 Web: www.sfwellness.org
WHAT IS THE WELLNESS INITIATIVE? The San Francisco Wellness Initiative is a collaborative effort to support student health and well-being. With leadership from the Department of Children, Youth and Their Families (DCYF), Department of Public Health (DPH) and the San Francisco Unified School District (SFUSD), the initiative is building on existing resources to improve the way government agencies, the school district and communitywell∙ness n. based organizations work together to address The condition of good physical and student health needs. mental health, especially when maintained by proper diet, exercise,
WHAT ARE THE WELLNESS PROGRAMS? and habits. (The American Heritage The Wellness Programs are school-based Dictionary of the English Language, resources dedicated to improving the health, Fourth Edition 2000.) well-being and educational outcomes of all students. Through both on-campus programming and community-based partnerships, the Wellness Programs provide students with coordinated health education, assessment, counseling and other support services. The Wellness Initiative, in collaboration with school site administrators, manages and funds Wellness Programs in 15 high schools in SFUSD: HIGH SCHOOLS · Phillip & Sala Burton High School · Downtown High School · Galileo Academy of Science and Technology · International Studies Academy · June Jordan School for Equity · Abraham Lincoln High School · Lowell High School · Thurgood Marshall Academic High School · Mission High School · Newcomer High School · John O’Connell School of Technology · School of the Arts/Academy of Arts & Sciences · Wallenberg High School · Washington High School · Ida B. Wells High School
WHAT KINDS OF SERVICES DO WELLNESS PROGRAMS PROVIDE TO STUDENTS? The programs provide free, confidential services, including behavioral health counseling services; support and empowerment groups; reproductive health services, and information and referrals to health resources in the community.
WHO PROVIDES THESE SERVICES? The core staff at the Wellness Programs includes a site coordinator, school nurse, mental health and substance abuse counselors, and student and professional outreach workers. However, the programs were developed to take advantage of adolescent health services provided throughout San Francisco. Wellness Programs therefore bring community-based organizations onto campuses to provide additional services and link students to public and private health care providers throughout the city. WHY WOULD A STUDENT NEED WELLNESS SERVICES? All students may benefit from wellness services. From general health questions to support groups to individual counseling, the Wellness Programs help students address a broadrange of health needs. In particular, the programs help youth who may be experiencing problems with substance abuse, depression, self-esteem, dating violence, gang involvement, sexuality, sexual identity, family life, grief, or their health, including pregnancy or sexually-transmitted diseases. The services provide students with an outlet for talking about issues they are facing and equip students with skills and knowledge to be able to make healthy choices throughout their lives. WHY IS STUDENT WELLNESS IMPORTANT? Student wellness is a cornerstone for learning and educational success. Since the campus wellness programs began in 2000, there have been measurable improvements in both individual student health and academic achievements. As a result of receiving Wellness services, ·
Students report that they get along better with family and friends, they are better able to cope when things go wrong, and they come to school more often.
·
Teachers report that, as a result of receiving Wellness services, their students are better able to cope with stressors in the classroom. Teachers also report that the Wellness Programs help students decrease their risky behavior. -Wellness Initiative Annual Evaluation Report 2004, ETR Associates, March 1, 2005.
HOW DO WELLNESS PROGRAMS IMPACT SCHOOLS? Wellness Programs promote a school-wide health focus by supporting staff and faculty involvement in campus health issues. Specifically, the Programs: ·
Educate teachers and staff about adolescent health issues;
·
Provide special activities to improve staff and faculty well-being;
·
Coordinate school-wide health awareness and education events; and
·
Offer technical assistance to teachers interested in including supplemental health and wellness information and/or guest speakers in their classrooms.
WHO FUNDS THE WELLNESS INITIATIVE? The annual budget for the 15 Wellness Programs is over $4.6 million. DCYF contributes more than $3.3 million annually to fund the core staff of the Wellness Programs. SFUSD allocates $770,000 annually and leverages grant funding to support additional nurse days at each of the sites. DPH leverages Medi-Cal and Proposition 63 (state funding) to support behavioral health service hours at the sites. Many schools also allocate funds from their site budgets to support additional nurse days at their sites.
Rev.10.25.07
Wellness Initiative Minimum Standards for High School Program Implementation A.
PROGRAM OUTCOME STANDARDS
1.
Increase youths’ awareness of adolescent health services, including mental health, substance abuse, pregnancy prevention and STD-prevention services. 1.1 Site develops and updates site-specific outreach materials. 1.2 Program staff inform students about the Wellness Program by giving presentations to the entire student population, with a particular focus on the freshman class. 1.3 Program staff collaborate with HPC to organize and implement schoolwide health awareness events. 1.4 Program staff coordinate with YOC and YOW team to conduct youth-oriented outreach. 1.5 Wellness Program provides outreach materials from off-site health-related organizations to students, staff and parents.
2.
Increase youths’ access to adolescent health services. 2.1 Wellness Program is open during school hours. 2.2 Program maintains regular drop-in hours for students. 2.3 Program has clear written referral process, with accompanying materials and referral forms for staff.
3.
Increase youths’ utilization of adolescent health services. Program staff implement SHPD protocol for accessing off-site sensitive services during school hours. 3.2 Wellness Program serves a minimum of 20% of student population (includes individual & group services, condom availability program, etc.) 3.1
4.
Increase the health support service infrastructure at school site, linkage between school administration and Wellness Center, and health-related information within the school at all grade levels. 4.1 Wellness Program collaborates with the Counseling Department through SAPs and other joint meetings to identify student needs and coordinate services for the students. 4.2 Program staff participate in SST meetings as needed. 4.3 Staff give presentation on Wellness Program to School Site Council at least once per semester. 4.4 Program staff present to school staff a minimum of once per semester. 4.5 Wellness Coordinator and/or staff meets with site supervisor and/or administration regularly (at least once monthly.) 4.6 Coordinator presents Wellness Program service utilization data to administration at least once per semester. 4.7 Program partners with administration on development of annual work plan. 4.8 Program partners with administration on development of annual budget. 4.9 Program staff regularly meet with HPC team (at least twice a semester.)
4.10 4.11 4.12 5.
6.
Wellness Program educates school staff on health related issues (through newsletters, brown-bag lunches, etc.) Wellness Program staff provide technical assistance to teachers interested in enhancing their curriculum with health-related information (arranging guest speakers, etc.) Program staff assists in educating staff, faculty and students re: health related District policies.
Increase communication and awareness of Wellness program services and issues with parents/families. 5.1 Program staff participate in and/or present/table at school parent events (at least once per semester.) 5.2 Program coordinates workshop for parents on teen-related health/wellness issues (at least once per year.) 5.3 Program utilizes existing school outreach mechanisms to inform parents about wellness services. Increase outreach and linkages to health-related community partners. Program staff facilitates student referrals to offsite CBOs. Program has established partnerships with CBOs to provide a range of appropriate healthrelated services and programs on-site. 6.3 Program has system in place to orient and monitor on-site CBO service providers. 6.4 Wellness Program coordinates CBOs providing health and wellness services to nonSpecial Education students during the school day. 6.1 6.2
7.
a. Increase youths’ knowledge about healthy behaviors and b) increase youths’ capacity to promote their own health through their decisions and behaviors 7.1 Program staff arranges presentations for classrooms on health and healthy behaviors. 7.2 Wellness Program provides students with resources to support their healthy decisionmaking (i.e.: informational brochures, posters, HPC activities.)
8.
Decrease youths’ reliance on substance usage. 8.1 Wellness staff provides/coordinates drug education and awareness classroom presentations and school-wide awareness events reaching a minimum of 20% of the student population. 8.2 Nurse provides Tobacco Citation Workshops (a minimum of once per month.) 8.3 Nurse provides Tobacco Cessation courses (a minimum of once a semester.) 8.4 All Wellness Staff (Coordinator, Nurse, CHOW, and/or RAMS) provide Brief Intervention Session (BIS) interventions for students experimenting with alcohol and/or marijuana. 8.5 Wellness Program provides at least one substance use “change” group per semester (At least one group must be provided by RAMS staff; other groups may be provided by other Wellness staff members or a CBO partner.)
Approved by the Wellness Initiative Steering Committee, February 2007
Page 2
9.
10.
Maintain or improve the mental health of youth. 9.1 Behavioral Health staff member provides appropriate # of hours of service according to FTE. 9.2 Behavioral Health staff have regular confidential office space for sessions with clients. 9.3 CBOs providing clinical services to students have regular confidential office space for sessions with clients. 9.4 Behavioral Health staff participate in de-briefing activities following crises and critical incidents at school sites. Increase youths’ attachment to school and academic performance. Wellness Program acts as a resource to the Counseling Department on SAPs and SSTs. Wellness Program acts as a resource to the Counseling Department to address the needs of Transition students.
10.1 10.2
B.
PROGRAM ADMINISTRATION STANDARDS
11.
Files 11.1 11.2 11.3
12.
Coordination of Care 12.1 Wellness Program has a system in place for identifying students with needs and triaging them. 12.2 Wellness Program has at least 2 case management meetings per month.
13.
Confidentiality 13.1 All Wellness Program staff and volunteers (including RAMS) are trained in the Wellness Program confidentiality policies and procedures. 13.2 The Notice of Privacy Practices is posted in the Wellness Program. 13.3 All Wellness Program staff consistently utilize Initiative consent forms.
14.
Operations 14.1 Wellness Program complies with DCYF, DPH and SFUSD data collection and evaluation requirements (includes CMS reports.) 14.2 Wellness Program has at least 2 staff business meetings per month, facilitated by Wellness Coordinator. 14.3 Wellness Program has a system in place for annual and month-to-month planning. 14.4 Wellness Coordinator attends required Initiative meetings. 14.5 Wellness Coordinator has office space necessary for managing Wellness Program. 14.6 CHOW has office space necessary for performing job duties. 14.7 Wellness Program staff follow HR protocols (sign-in/out, time sheets to SHPD, sick leave procedure.)
Wellness Program maintains common client files on students receiving ongoing services. Files are secure in a locked file cabinet. Wellness Program maintains Logs of all students served each day.
Approved by the Wellness Initiative Steering Committee, February 2007
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C.
SCHOOL ADMINISTRATION STANDARDS
School Administration ensures adequate and easily accessible space is allocated for provision of Wellness services and development of Wellness Program. 15.2 Principal or Assistant Principal serves as onsite supervisor of Wellness Coordinator and Nurse. 15.3 School Administration works in collaboration with SHPD to hire new Wellness Coordinator and CHOW when necessary. 15.4 School Administration ensures that Counseling Department coordinates the SAP, SST and Transition student services. 15.5 School Site Plan includes Wellness Program. 15.6 School has a procedure for releasing students from class to receive Wellness services. 15.7 Wellness Coordinator, Nurse and CHOW have access to SIS system. 15.8 All Wellness Program staff have access to fully functional technology systems (includes internet, networked computers, phone and fax lines, etc.) 15.9 Site administrator has a regularly scheduled meeting with the Wellness Coordinator (a minimum of once monthly.) 15.10 School administration ensures that CBOs providing health and wellness services to students (nonSpecial Education students) during the school day are coordinated through the Wellness Program. 15.1
Approved by the Wellness Initiative Steering Committee, February 2007
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Rev. 8-25-03
WELLNESS PROGRAM
POLICIES & PROCEDURES
MEDICAL CONSENT AND CONFIDENTIALITY I.
Purpose
II.
General Consent Policy A. B. C. D. E. F. G.
III.
The Right to Consent When Consent Does Not Have to be Obtained When Consent Must be Obtained Implied Consent in an Emergency Situation Informed Consent Legal Capacity to Consent Communication Barriers
Student Consent Policy A. B. C. D.
Students who are Adults Students who are Treated as “Adults” Minors Seeking Sensitive Services Financial Liability
IV.
Parent/Guardian Consent Policy A. Right of Parent/Guardian to Consent B. Implied Consent in an Emergency C. What the Right to Consent Includes D. The Right to Refuse Treatment E. Divorced Parents F. Delegation of Authority to a Third Party G. Caregivers Affidavits and Caregiver Authority to Consent H. Abandoned Minors, Dependents and Wards of the Court I. Documentation When Treating Dependents and Wards of the Court J. Court Authorization to Consent
V.
Wellness Client Intake Protocol A. Legal Obligations: HIPAA and FERPA B. Client Intake Procedure C. Wellness Client Record D. Protocol: Parent Access to Wellness Record
I.
Purpose
The purpose of this policy is to provide guidance regarding consent and confidentiality for health care services for students at Wellness Program sites on high school campuses. The terms health care and medical care include assessment, care, services or treatment for general medical conditions, behavioral health (mental health) issues, and alcohol and other drug treatment. This policy includes services to students who are 18 years of age or older (adults), students who are considered "adults" under the law for purposes of medical consent (emancipated and selfsufficient minors), and minors seeking sensitive services for which they are qualified to provide their own consent under the law. It also covers students who do not meet any of the criteria for minor consent and for whom parent or legal guardian consent is required.
II.
General Consent Policy
A. The Right to Consent It is well recognized that competent adults, and in many cases, competent minors who are emancipated, self-sufficient, or who are seeking sensitive services, have the fundamental right of self-determination over their bodies. This means that they have a right to consent to, or refuse, recommended medical treatment. It also means that they have a right to know how private information will be used or disclosed, and how they may access their own records. This fundamental principle guides all treatment and services provided at the Wellness Programs, where students are free to access and obtain services by their own consent, or with their parent's consent if required by law. The right to consent includes the right to "not consent" and no student will be forced to receive services against his/her will. B. When Consent Does Not Have to be Obtained Individual counseling and treatment is not always requested by students who visit the Wellness Program and in fact, many simply come to the Wellness Program for information on a variety of healthcare topics. Medical charts are not opened for these "drop in" students and consent is not required because in fact, no care or medical treatment is rendered. Discussions are casual and no formal assessment of the individual student occurs. Typically students may see information on the Wellness Program bulletin boards about smoking cessation clinics, condom distribution and pregnancy prevention. Or they may learn about peer support groups that focus on a particular cultural experience or medical or emotional issue. For example, students may be told about "body image" support groups for teenage girls, or anger management groups for teenage boys who are at risk for gang activity. Other groups might include support groups for students experiencing grief, living in dysfunctional families, or dealing with drug addiction or alcoholism in their homes. The names of students who drop in will not be disclosed to others outside the Program, nor will individually identifiable data be disclosed. Securely maintained service logs will be kept internally for administrative and data collection purposes, but they will not otherwise be disclosed outside the Program. De-identified statistics and data may be kept and can be shared for operational and administrative purposes (which includes Wellness Initiative evaluation efforts.)
For internal Wellness Program use only.
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C. When Consent Must Be Obtained Some students ask for, and receive, private counseling or specific individual advice from members of the Wellness Program healthcare team. They are often referred to: other Wellness Program healthcare team members; on-site organizations providing services through the Wellness Program; off site community-based organizations and outside providers (via an appointment or referral phone call.)
For students who receive these kinds of clinical interventions, a formal record of their interaction with the Wellness Program must be maintained. The student or the student's legal representative should sign a consent to participate in the Wellness Program as a client prior to treatment, unless an emergency exists. D. Implied Consent in an Emergency Situation In the case of an emergency situation, consent may be implied and the treatment may proceed without consent so long as there is no evidence to indicate that the student or his/her legal representative would refuse the treatment. An emergency will be deemed to exist if immediate services are required to alleviate severe pain, or immediate treatment or diagnosis of a medical condition is required because the condition could lead to serious disability or death if not immediately diagnosed and treated. If treatment is provided without consent pursuant to the emergency exception, staff should document that an emergency situation exists, and describe in the Record the specific details pertaining to the emergency situation. If there is any doubt about whether an emergency exists, a second staff member should be consulted and if he/she agrees that an emergency condition exists, the second person should document his/her concurrence in the Record. Efforts to obtain actual consent should continue, for example by locating the parent, even after the treatment has been provided. E. Informed Consent If a procedure is complex, or where there are risks that may not be commonly understood, informed consent should be obtained. It is not anticipated that care actually provided by staff at the Wellness Programs will require a separate informed consent document. F. Legal Capacity to Consent A person is deemed to have legal capacity to consent to treatment if he/she has the ability to understand the nature and consequences of the proposed health care, including its significant benefits, risks and alternatives (including doing nothing), and can make and communicate a health care decision. A person's lack of mental capacity to consent to medical care may be temporary or it may be permanent, and the provider should determine capacity on a case-by-case basis whenever consent is sought. For example, a client who is clearly under the influence of drugs or alcohol may lack capacity temporarily, but could provide consent at a later time, when not so impaired. A student who is 18 years of age or older is considered an "adult" and may consent to his/her own medical treatment. A minor student (under age 18) does not necessarily lack capacity to give consent. If he/she is emancipated, self-sufficient, or meets criteria for minor consent then consent may be given by For internal Wellness Program use only.
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the student. But, if none of the exceptions apply, consent to treat a minor student must be obtained from the parent or legal guardian. G. Communication Barriers If a student, or the student's parent or legal guardian (in the case of parent or legal guardian consent) cannot communicate with the provider because of language or other communication barriers, attempts must be made to arrange for an interpreter, "signer" or other help with communication before treatment begins.
III.
Student Consent Policy
A. Students who are Adults Students who are 18 years of age and older are considered adults and may consent for their own medical care. Parents or legal guardians should not be involved at all. These students may sign the Student Consent Form for any treatment that is being offered. B. Students who are Treated as "Adults" Certain minors are considered to be "adults" under the law for purposes of medical consent. They can consent to both sensitive services and to non-sensitive services. They still have to have mental capacity to consent, but they do not suffer automatic legal incapacity due to their young age. These minors are clearly defined under the law and include emancipated minors and selfsufficient minors. Their parents/legal guardians would not be financially responsible for their care and should generally not be informed that they are receiving services (unless such a disclosure is authorized by the student). Definition of Emancipated Minor: Emancipated minors include 1) minors 14 and older who have been emancipated by court order, 2) minors who are serving in the active US military forces, and 3) minors who are married or who have been married. Definition of Self-Sufficient Minor: Self-sufficient minors are defined by law as minors aged 15 and older who are living separate and apart from their parents and who are also managing their own financial affairs regardless of their source of income.
C. Minors Seeking Sensitive Services Minors seeking certain sensitive services may be legally authorized to provide their own consent to those services. The minor also controls whether or not the parent will have access to records generated as a result of receiving those services. When minor consent applies, sensitive services should never be provided over the minor's objection; in other words, even if the parent provides consent, non-consent by the qualified minor should bar treatment. 1. Mental Capacity to Consent: The laws that allow minors to consent to sensitive services remove the legal barriers due to age. However, mental capacity to provide consent and informed consent is still required. If a minor who otherwise qualifies for minor consent lacks mental capacity, and insists that there not be parental involvement, Wellness Program administration should be notified so that appropriate steps may be taken. For example, For internal Wellness Program use only.
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Social Services could be notified for help in obtaining a court-appointed guardian for the minor for the purpose of medical-decision making. 2. Overview of Sensitive Services: Sensitive services that may be provided to minors without parental consent (or knowledge) fall into two categories: Services that can be provided to minors of any age; and Services that can be provided to minors 12 or older Services that can be provided to minors of any age a. Rape Care and Treatment: Minors of any age may consent to their own care and treatment for reproductive health care, and sexual assault and rape. However, under a separate provision of the law, if the minor is under the age of 12, or 12 and older seeking sexual assault care as opposed to rape care and treatment, the provider must attempt to notify the parent or guardian of the care and treatment that has been provided unless the provider believes that the parent or guardian committed the rape or assault. b. Reproductive Healthcare: Minors of any age may seek care related to the treatment and prevention of pregnancy. Reproductive health care services include abortion. Many providers have guidelines to clearly establish mental capacity to consent when very young minors seek abortions. Services that can be provided to minors 12 or older c. Substance Abuse Programs and Minor Consent: Behavioral health care providers providing services at government funded substance abuse programs should consult policies and procedures that address the rights of participants in those programs. It should be noted that minors 12 or older may consent to medical care and counseling related to the diagnosis and treatment of a drug or alcohol related problem; since the law deems such minors to be legally competent to consent to such care, parents or guardians have no legal authority to demand drug testing of their minor children who are 12 or older. d. Outpatient Mental Health Care/Residential Shelter Services and Minor Consent: The law states that minors 12 and older may consent to mental health treatment or counseling on an outpatient basis, or to residential shelter services, if both of the following requirements are satisfied: 1) the minor, in the opinion of the attending professional person, is mature enough to participate intelligently in the outpatient services or residential shelter services, and 2) the minor would either present a danger of serious physical or mental harm to self or to others without the mental health treatment or counseling or residential shelter services, or is the alleged victim of incest or child abuse. The attending profession person should clearly chart that these criteria have been met if services are provided pursuant to this provision of the law. Parent/guardian consent is required if psychotropic medications are prescribed or if voluntary inpatient mental health facility services are provided. Further, the law does not authorize a minor to consent to convulsive therapy or psychosurgery. Consent is not required if the minor is For internal Wellness Program use only.
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involuntarily held for 72 hour assessment and treatment pursuant to Welfare and Institutions Code 5150 et seq. Involvement/Notification of Parent or Guardian: If residential shelter services are provided the professional person offering those services shall make his/her best efforts to notify the parent or guardian of the provision of these services. If outpatient mental health treatment or counseling services are provided, the law states that it shall include the involvement of the minor's parent or guardian unless, in the opinion of the professional person who is treating or counseling the minor, the involvement would be inappropriate. The professional person must state in the record whether and when the person attempted to contact the minor's parent or guardian, and whether the attempt to contact was successful or unsuccessful, or the reason why, in the professional person's opinion, it would be inappropriate to contact the minor's parent or guardian. D. Minors Seeking Sensitive Services Services provided by the Wellness Program are currently provided free of charge, so the following material is provided for information only. The law provides that a parent or guardian is not liable for payment for adult children (students 18 and older), for emancipated or selfsufficient minors, or for the mental health treatment or counseling provided pursuant to minor consent unless the parent or guardian participates in the mental health treatment or counseling, and then only for the services rendered with participation of the parent or guardian. The parent or guardian is not liable for residential shelter services unless the parent or guardian consented to the provision of those services. When a minor seeks services under the sensitive services minor consent rules, the issue of whether the parent's insurance will be billed or not must be discussed with the minor, and specific permission to bill the parent's insurance plan should be obtained. Failure to obtain permission, or billing without the minor's knowledge and consent, could result in a breach of confidentiality. Again, these issues do not currently present themselves to the Wellness Program staff, since all services are currently being provided free of charge.
IV.
Parent or Guardian Consent Policy
A. Right of Parent/Guardian to Consent It is the general rule that the parent or guardian must consent to medical or behavioral healthcare for minor patients, unless the minor has the right to consent to the care under minor consent laws. Only one parent is necessary to provide consent, and unless the provider is aware of evidence to the contrary, it can be assumed that the other parent has not objected. Adoptive parents have the same rights as natural parents. B. Implied Consent in an Emergency In an emergency, care may be provided to a minor without parent/guardian consent if necessary to alleviate pain or prevent serious medical harm if the parent or guardian has not yet been
For internal Wellness Program use only.
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located. Unless there is evidence to indicate that the parent/guardian would object to the care, consent may be implied. C. What the Right to Consent Includes When services are provided to a minor patient who does not qualify for minor consent, the parent/guardian will have the right to consent to or refuse the recommended medical treatment. The parent or guardian shall also have a right to know how the minor's private medical information will be used or disclosed, and how they may access that information. D. The Right to Refuse Treatment The parent/guardian's right to consent includes the right to refuse treatment. However, health care providers who believe that the refusal of care will harm a minor client should immediately discuss the situation with the Wellness Coordinator and if necessary with Program administration; if the refusal of care triggers suspicion of medical neglect, child protective services should be immediately contacted pursuant to mandated child abuse reporting requirements (i.e., if the refusal of care will likely harm the child, a report must be made). E. Divorced Parents In the case of divorced parents, the right to consent rests with the parent who has legal custody. If the parents have "joint legal custody" usually either parent can consent to the treatment unless the court has required both parents to consent to the proposed care. In most situations, providers can presume that either parent can consent unless there is evidence to the contrary (some providers like to obtain consent from both divorced parents when treatment is provided to a minor child, but again, this is not usually required by the court). F. Delegation of Authority to a Third Party A parent or guardian who has the legal authority to consent to care for the minor child has the right to delegate this authority to other third parties (aged 18 and older); for example, the parent may delegate authority to consent to medical care to the school, to a coach, to a step-parent, or to a baby-sitter who is temporarily caring for the child while the parent is away or at work. A copy of the written delegation of authority should be kept in the Wellness Record. G. Caregiver Affidavits and Caregiver Authority to Consent In some cases, a “surrogate parent” is raising a minor child. If this adult is a qualified relative (often the grandparent, or an aunt or older sibling) who has stepped into the role of parent because the biological parents are no longer willing or able to care for the child, he or she should fill out a form such as the CHA Caregiver's Affidavit form which is used widely in Bay Area hospitals. These so called caregivers who have "unofficially" undertaken the care of the child are authorized by law to consent to most medical and mental health care and to enroll these children in school. Once they have completed the Caregiver's Affidavit form (which is then placed in the Wellness Record) they may consent to medical care for the minor child; however, if the parent(s) returns, the "caregiver's" authority is ended, and once again the parent has authority to consent to or refuse care for the child.
For internal Wellness Program use only.
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H. Abandoned Minors, Dependents and Wards of the Court The court has the power to authorize medical treatment for abandoned minors, and minors who are dependents or wards of the court (for example, kids in foster care or juvenile hall). Furthermore, the court may order that other individuals be given the power to authorize such medical treatment as may appear necessary, if the parents are unable or unwilling to consent. In some circumstances a court order is not necessary. For example, under certain circumstances, a police officer can consent to medically necessary care for a minor who is in "temporary custody." I. Documentation When Treating Dependents and Wards of the Court In situations where some adult other than the parent or guardian is providing consent, (unless it is an emergency) care must be taken to establish a non-parent's legal authority to consent to care before treatment begins. Often this requires identification of the child's status as well as the ability or inclination of the natural parents to provide consent. A copy of the Court Order delegating this authority (to a Foster Parent, for example) should be placed in the Wellness Record before care is provided. For those treatments for which a minor can legally provide his or her own consent, no court order or other authorization is necessary when treating a dependent or ward. J. Court Authorization to Consent In rare situations a court may summarily grant consent to medical treatment upon verified application of a minor aged 16 or older who resides in California if consent for medical care would ordinarily be required of the parent or guardian, but the minor has no parent or guardian available to give the consent. A copy of the court order should be obtained and placed in the student's Wellness Record before treatment is provided pursuant to the order.
V.
Wellness Client Intake Protocol
A. Legal Obligations: HIPAA and FERPA Both state and federal law govern how private medical information may be used and disclosed by healthcare providers. Wellness Programs are excluded from HIPAA (Health Insurance Portability and Accountability Act) because they are considered to be "school-based programs" that fall under FERPA (Family Education Rights and Privacy Act). Nevertheless, students, or in the case of parent consent, the parent or legal guardian, will be told at the outset how their protected health information will be used and disclosed consistent with community standards. A Notice of Privacy Practices that reflects Wellness Program Policies and Procedures re: Confidentiality will be posted at each site and copies will be available upon request. Any student receiving services at the Wellness Program will be advised that certain limited information may be shared with other school officials in order to coordinate or provide services. For example, in order to coordinate appointments Wellness Program staff may ask the school counseling office for a copy of the student's class schedule. Or, staff may send a note to a teacher asking that the student be excused from class in order to go to the Wellness Program. And, if a student has been referred to the Wellness Program, staff may verify that the referral has been received and that the student has been seen or offered services by Wellness Program staff. Limited general information may also be shared about a student at an SAP or SST meeting. For internal Wellness Program use only.
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Only the minimum amount of information necessary to accomplish the purpose will be shared with non-medical school officials. Students will also be told as part of the consent discussion that certain information about them could be shared outside the Program pursuant to mandatory reporting laws (for example, child abuse reporting), or pursuant to discretionary provisions of the confidentiality laws. For example, staff might discuss the student's symptoms with other health care professionals for treatment, diagnosis or referral purposes. Students who provided their own consent would also be advised that their authorization would be required before Wellness Program staff would share confidential health care information with their parents. They would also be told that it is possible that a parent might be able to access written health records deemed part of the "education record" under FERPA, but that their health records will be maintained separately from the rest of their education record, locked in file cabinets in the Wellness Program offices. B. Client Intake Procedure Once a student has indicated that he/she is seeking individualized services, a Wellness Program staff member should begin the intake process. The Wellness Initiative expects all staff to be trained and familiar with the below policies and procedures and with the Wellness Program Notice of Privacy Practices. If any questions arise as to a request for information (e.g., a subpoena, parental demand, or court order), staff should always check with the Wellness Program Coordinator BEFORE information is disclosed. 1. Fill out the Student Registration Form 2. Determine whether the student qualifies for minor consent or parent/guardian consent. 3. Review the Consent Form with the student. Student Consent Form: If qualified to provide his/her own consent, the Wellness staff member reviews the Student Consent form with the student. Parent/Legal Guardian Consent Form: If minor consent does not apply, the Wellness staff member advises the student that his/her parent/legal guardian must consent to the services being offered. The Wellness staff can either contact the parent by phone or send home the Parent/Legal Guardian Consent form with an explanatory note and a request that the parent contact the Wellness Program. 4. Ask if the student has any questions about the Consent Form. Discuss general privacy practices and confidentiality concerns, and review the conditions of treatment.
For internal Wellness Program use only.
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Note: If language barriers exist, Wellness staff should contact an interpreter or translation services through the District or a service such as AT&T. The interpreter should sign the consent form, indicating the language, date and time that the translation occurred. If other communication barriers exist (e.g., a hearing disability), attempts must be made to find a "signer" or other person or means to communicate with the client. 5. Fill out the appropriate Consent Form. Generally, it is presumed that students are being truthful in filling out the form and it is not necessary to ask to see picture ID or a birth certificate to verify the information on the form. However, if there is reason to doubt the information on the consent form (for example, if the provider does not believe that the student is 18 or older) then further inquiry is justified and appropriate. Also, if a minor is "emancipated" the ID or military card should be photocopied and placed in the student's Wellness Record. 6. Review the Notice of Privacy Practices with the student and offer him/her a copy. This Notice summarizes the confidentiality practices at the Wellness Program sites. Wellness Programs must post the Notice make copies available to students and/or parents on request. The Notice may be updated from time to time to reflect changes in how protected health information will be used or disclosed by the Wellness Program. If staff have any concerns about confidentiality practices, these should be immediately be brought to the attention of the Wellness Coordinator. Administrative assistance may be required if the confidentiality concern is particularly complicated or involves issues directly affecting the privacy rights of the student. 7. Establish a Wellness Client Record for the student (see section C below for details.) C. Wellness Client Record A student Wellness Record will be maintained on all students who are receiving individualized services at the site. The Wellness Record will contain:
Student Registration Form Consent Form (Student Consent, Parent/Legal Guardian Consent, or both) Chart Log Health-related documents that parents are aware of
The Chart Log reflects all contacts with the student whether by telephone or in person (e.g., visits to the center for services, follow-up appointments, assistance with referrals, appointment reminders, etc.). It will contain the date, staff member's name, the general nature or purpose of each contact or visit, any follow-up plans, and other pertinent data. Staff is reminded to be discrete in their entries and to only include basic general information. Personal handwritten staff notes may be maintained in the private files of staff, in a separate secure location.
The information contained in the Wellness file is general in order to protect the student’s confidentiality. However, when appropriate, additional information may be stored in the Record. For example, in cases where parents have been involved in the student’s health care, it may be appropriate to include other documents in the Record (i.e.: suicide notes written by student.) For internal Wellness Program use only.
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10
D. Protocol: Parent Access to Wellness Record If a parent, pursuant to FERPA, requests access to his/her child’s Wellness Record in a case in which the student has consented to the care, Wellness Coordinators must follow the following protocol: 1. Do not automatically provide access to the chart or to information. Instead, explain that confidentiality concerns require that health information be kept separately from the rest of the education file and that health information is subject to both state and federal privacy laws. Tell the parent (politely) that it may take a few days to determine whether access can be granted, and agree upon a time to talk again. (Under FERPA, schools have up to 45 days to respond to a request for access to education records.) 2. Immediately notify the student of the request and arrange for the student to review the written Wellness Record him/herself. Assure the student that no other information will be released to the parent (i.e., that verbal communications and staff's personal notes are not covered by FERPA). Also assure the student that any records maintained by RAMS or AARS are not subject to FERPA. Point out to the student that releasing the Record may be a good way to resolve the issue without the parent demanding even more. If appropriate under the circumstances, ask the student for written authorization to release the Wellness Record to the parent. 3. If the student refuses to release the record, immediately contact the Wellness Program administration (School Health Programs Department) for assistance. Next steps might include a discussion with the parent to explain the FERPA/confidentiality dilemma and to provide in general terms an overview of the services provided at the Wellness Program site. Additional assurances can be provided to the parent that any serious safety concerns would always be communicated (e.g., if their student were suicidal). In short, attempts should be made to find some alternative to direct access to the student's confidential health information. 4. If the parent still insists on access to the Wellness Record, refer the case to the School Health Programs Department and SFUSD’s Legal Department for resolution.
For internal Wellness Program use only.
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11
Rev. 82304
Wellness Program
NOTICE OF PRIVACY PRACTICES This notice describes how the Wellness Program will keep information about you private, and tells you how staff will enter information into your record at the Wellness Program site. If you have any questions about our privacy practices, please ask any of the members of our healthcare team. The Wellness Program healthcare team consists of specialists from different organizations. The team includes a Wellness Coordinator, School District Nurse, and Community Health Outreach Worker (CHOW) who work for the School District. The team also includes mental health and substance abuse counselors who work for different community organizations. These people may share your health information with each other for the purposes of treatment, payment or operations as described in this notice. They may also share limited information about you with a) other healthcare providers in order to make a referral or to coordinate your care, or b) school officials in order to verify that you have followed up on a referral, to remind you of appointments, or to excuse you from a class. They may also share limited general information about you at SAP or SST meetings. Before records are shared for other reasons, except as required or allowed by law, we will ask for your written permission on an "authorization" form. We may make changes in our Privacy Practices from time to time. We will always post a copy of the current Notice at our site.
OUR RESPONSIBILITY We understand that health information about you is personal and we will protect it and keep it confidential. We create a record of the services you receive at the Wellness Program so that we can provide you with quality care and comply with certain legal requirements. This notice applies to all of the records of your care created by Wellness Program healthcare team members. It also applies to copies of any records we may have received from your other healthcare providers outside of the Program. We will maintain health records in a locked and secure place and unless there is an emergency they will only be accessed by Wellness Program healthcare team members. HOW WE MAY USE AND DISCLOSE HEALTH INFORMATION ABOUT YOU The following list describes different ways that we use and disclose private information about you. For each different kind of use or disclosure we will explain what we mean and try to give some examples. Not every use or disclosure in a category will be listed. However, all of the ways we are permitted to use and disclose information will fall within one of the categories. >
For Treatment We may use private information about you to provide you with medical treatment or services. The term "medical treatment" includes mental health counseling services that you might receive here. We may disclose private information about you to other behavioral health care professionals (such as psychiatrists, psychologists, licensed clinical social workers, marriage and family therapists, psychiatric technicians, and registered nurses), medical doctors, nurses, or other behavioral health care providers who are involved in taking care of you at this Program or who work with this Program to provide care for our students. For example, a Wellness Coordinator may ask the Community Health Outreach Worker (CHOW) to call the office of a psychiatrist to arrange for a medication assessment appointment for you. We might then discuss with the psychiatrist concerns we have about you and why medications might be useful. We may also need to use information about you to ask that some laboratory work be done or to obtain a referral to an outside physician for a physical exam. When you leave our care we may also disclose information to your new doctor.
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For Payment Although you will not be billed for the services you receive at the Wellness Program, we do receive funds from various sources that may require us to keep records of the services we provide. If a grant or program that provides funds to us asks us to keep track of how we use those funds, it is our policy to always provide the minimum necessary information and to remove identifying information from those records whenever possible.
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For Health Care Operations We may use and disclose health information about you for our own "operations." These uses and disclosures are necessary to run the Program and to make sure that all of our clients receive good care.
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Appointment Reminders We may contact you to remind you that you have an appointment.
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HealthRelated Benefits and Services or Treatment Alternatives We may tell you about health related benefits or services or treatment alternatives that might be of interest to you.
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As Required by Law or to Avert a Threat to Public Safety We will disclose medical information about you when required to do so by federal, state, or local law. For example, if we reasonably suspect child abuse, we are required by law to report it to the Child Protective Services Agency We may also disclose information about you when necessary to prevent a serious threat to your health and safety, or to the health and safety of the public or another person. A disclosure would only be to someone we believe would be able to prevent the threat or harm from happening.
WITH YOUR AUTHORIZATION If you ask us to, we will provide information about you to someone else. You can change your mind and revoke that permission, in writing, at any time. If you revoke your permission we will no longer use or disclose medical information about you for the reasons covered by your written authorization. Of course, you understand that we are unable to take back any disclosures we have already made with your permission, and that we are required to keep our records of the care that we provided to you. When you become a client of the Wellness Program we will ask you to sign a consent form that says you understand and agree to allow us to share certain limited information with school officials, other healthcare providers and others who may be involved in a SAP or SST or similar multidisciplinary team. We will answer any questions you have about who might be at such a meeting and the nature of the information that we might share. If you want, you can tell us not to share any information, or you can limit what we can talk about at the meeting.
SPECIAL SITUATIONS >
Public Health Risks We may disclose health information about you for public health activities. These activities generally include the following: to prevent or control disease, injury or disability; to report the abuse or neglect of children or to report domestic violence; to report reactions to medications or problems with products; to notify people of recalls of products they may be using; or to notify a person who may have been exposed to a disease or may be at risk for contracting or spreading a disease or condition.
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Lawsuits and Disputes If you are involved in a lawsuit or dispute, we may disclose medical information about you in response to a court or administrative order. We may also disclose medical information
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about you in response to a subpoena, discovery request, or other lawful process by someone else involved in the dispute, but only if allowed by law and only if efforts have been made to tell you about the request (which may include written notice to you) or to obtain an order from the Court protecting the information requested.
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Law Enforcement We may release medical information if asked to do so by a law enforcement official in response to a court order, subpoena, warrant, summons or similar process; to provide information about the victim of a crime, under certain limited circumstances; or to report a crime at our facility or a threat against our staff or facility.
YOUR RIGHTS REGARDING HEALTH INFORMATION ABOUT YOU You have the following rights regarding health information we maintain about you: >
Right to Inspect and Copy Generally, you have the right to inspect and copy health information that may be used to make decisions about your care. If you request a copy of the information we may charge a fee for the costs. We may deny your request to inspect and copy records in certain very limited circumstances. If for any reason you are denied access to your health information you may request that the denial be reviewed.
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Right to Amend If you feel that medical information we have about you is incorrect or incomplete, you may ask us to amend (change) the information. You have the right to request an amendment for as long as the information is kept by or for the facility.
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Right to an Accounting of Disclosures You have the right to request an "accounting of disclosures." This is a list of the different times we told someone about you or your care other than for treatment, payment and health care operations.
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Right to Request Restrictions You have the right to request a restriction or limitation on the medical information we use or disclose about you for treatment, payment or health care operations. If we agree to your request to limit how we use your information for treatment, payment or healthcare operations we will comply with your request unless the information is needed to provide you with emergency treatment.
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Right to Request Confidential Communications You have the right to request that we communicate with you about medical matters in a certain way or at a certain location. For example, you can ask that we only contact you at school.
COMPLAINTS If you are unhappy about how we have kept your information private, or think that we have not done a good job keeping it confidential, please advise the Wellness Coordinator or any member of the staff at the Wellness Program right away. You will not get in trouble for filing a complaint.
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2007-2008 Wellness Program Community Partnerships CBO Partnerships for Ongoing Services CBO rd 3 Street Youth Clinic
Arab Cultural and Community Center Asian American Recovery Services BAYCAT Bayview Center for Arts and Technology Bayview Hunters Point Foundation Beacon (Western Addition, OMIE) Bernal Heights Neighborhood Center Brothers Against Guns Brush Fire Center For Human Development
Chinatown/North Beach Mental Health Youth Making a Change/Coleman Advocates for Youth and Children Columbia Park Boys and Girls Club Community Response Network
Community Works/ROOTS
Community Youth Center (CYC)
Ella Hill Hutch Enterprise for High School Students Excelsior Boys and Girls Club Girls After School Academy (GASA) Hearing and Speech Center of Northern California HOMEY
Type of Program Women’s support group (V.I.P. Girls) Health education group Individual counseling Support and empowerment groups 1:1 case management Substance abuse prevention workshops 1:1 case management Groups Art and tech projects Group counseling, AfricanAmerican boys and girls After-school programming and collaboration Support/empowerment groups 1:1 case management Men’s groups Creative expression groups Support and empowerment groups
School Sites ISA, June Jordan, Marshall
# Sites 3
Galileo, Newcomer, Washington, Wells
4
Galileo, Mission, Wallenberg, Washington
4
SOTA
1
Downtown, June Jordan
2
June Jordan, Wallenberg
2
Burton, Newcomer
2
ISA Burton, Mission Galileo, ISA, June Jordan, Lincoln, Marshall, Mission, O’Connell Galileo
1 2 7
Marshall, ISA
2
Lincoln
1
Crisis intervention and case management Violence prevention group In-class program and pull-out group for youth with incarcerated parents Groups and 1:1 case management for API and newcomer youth Truancy intervention Women’s group
Galileo, Marshall
2
ISA
1
Galileo, Lincoln, Newcomer, Burton, Downtown, Marshall, O’Connell, Washington
8
Galileo
1
Job counseling and skill development Lunchtime physical activities and games Peer Educator Group
Burton, ISA, Marshall, Wallenberg Burton, June Jordan
4
June Jordan, Mission, Lincoln
3
Support/empowerment group 1:1 case management Support group for Latino students
Marshall
1
Downtown, Mission, O’Connell
3
1:1, assessments, crisis intervention, group counseling Support/empowerment groups 1:1 case management Co-ed lunch Group and 1:1 services
1
2
6.19.08
Horizons Unlimited Hospice by the Bay Huckleberry Youth Programs
Independent Living Skills Program (ILSP) Instituto Familiar de la Raza Iris Center Japanese Community Youth Center Jewish Vocational Services JUMA Ventures La Casa de las Madres
Larkin Street LGBTQ Center Loco Bloco Mission Family Center Mission Girls Mission Neighborhood Health Center
New Door Ventures New Generation Health Clinic
Occupational Therapy Training Program Omega Boys Club Potrero Hill Neighborhood House Precita Eyes Mural Center Richmond Area Multi-Services
Samoan Community Development Center
Ongoing classroom education 1:1 case management Group counseling
Galileo, Mission, Newcomer, O’Connell Burton, ISA, SOTA, Washington Lincoln, Wallenberg, Wells
4
Lincoln, Burton, Downtown, Wells
4
Support group Health and wellness groups Off-site case management
ISA Mission Wallenberg
1 1 1
Intensive vocational training for foster youth, group counseling Vocational counseling, youth employment 1:1 and group counseling for young women in or at-risk for abusive relationships Classroom presentations/workshops Sex education classroom presentations GSA support Creative expression group 1:1 behavioral health counseling and assessment Young women’s group Classroom presentations on sexual health YOW workshops Groups 1:1 job readiness counseling Career groups th Sexual health group for 9 grade boys, co-ed seminars, STI screening Sports mentoring Lunch time condom distribution Occupational therapy – workforce development Violence prevention group Case management and groups Mural planning workshops 1:1 Behavioral health counseling Groups
Burton, Marshall, Washington
3
Burton, Mission, Wallenberg
3
Burton, Downtown, Galileo, June Jordan, Mission, Newcomer, O’Connell
7
Mission
1
Downtown June Jordan Newcomer
1 1 1
ISA, June Jordan, O’Connell Burton, Marshall
3 2
O’Connell
1
Galileo, ISA, Lowell, Marshall, Mission, O’Connell
6
Downtown
1
Marshall Downtown Downtown Burton, Downtown, Galileo, ISA, June Jordan, Lincoln, Lowell, Marshall, Mission, Newcomer, O’Connell, SOTA, Wallenberg, Washington, Wells Downtown, ISA, Marshall
1 1 1 15
Grief counseling, groups 1:1 therapy for Medi-Cal, Healthy Kids and Healthy Families clients Peer education support Club/group for foster youth
Support group for Polynesian students Case management (home visits of truant students)
4 3
3
6.19.08
Saint John’s Educational Threshold/Talking Circles San Francisco Women Against Rape Southern Exposure Tender Lion Family Services Agency of San Francisco This Sacred Space United Playaz
Vietnamese Youth Development Center Westside Community Mental Health Youth Speaks Youth Yoga Dharma YMCA/Urban Services YWCA – Come Into The Sun
Gender specific discussion groups Group counseling
ISA, Mission, O’Connell
3
Wallenberg
1
Silk screen art program Psychology intern services (1:1 counseling, group therapy, consultation services) Anger management group Violence prevention group Case management Intramural sports 1:1 case management, support group Support group
Downtown Burton, Lowell
1 2
Downtown Marshall
1 1
Galileo, Mission, Newcomer
3
Galileo, Wallenberg
2
Spoken word poetry workshops Yoga classes 1:1 and anger management group, other support groups Lunchtime recreational activities
Burton, Downtown, Wallenberg Lowell, SOTA, Washington Downtown, June Jordan, Mission, Wells Downtown, Wells
3 3 4
School Sites Burton Mission
# Sites 1 1
Wells
1
Type of Program College Open house and fashion show Minor consent reporting laws workshop Tobacco prevention/education Job training College tours Sports opportunities Leadership training Job opportunities Presentation to GSA YOW trainings
School Sites SOTA
# Sites 1
Lowell, Washington
2
Lowell SOTA
1 1
SOTA
1
Lowell Burton
1 1
Self-defense workshops “Secrets” presentation Presentation on organization Sex education workshops
Galileo Lowell Lowell Mission
1 1 1 1
2
DPH Partnerships (Department of Public Health) CBO Children’s System Of Care Comprehensive Child Crisis DPH
Type of Program Spoken word poetry coaching Peer educator group, Boys Empowerment Group Condom availability program
Education and Opportunity Partnerships with CBOs CBO Academy of Art University Adolescent Health Working Group American Cancer Society Boys and Girls Clubs of America San Francisco CHALK Dimensions Clinic Health Initiatives for Youth (HIFY) Janet Gee Martial Arts Training Kaiser Permanente Outward Bound Planned Parenthood
6.19.08
H IGH SCHOOL WELLNESS PROGRAM S SCHOOL Burton Downtown Galileo
2008-2009
NAME
POSITION
WORK ADDRESS
PHONE
FAX
E-MAIL
Brock Bannister
Wellness Coordinator
400 Mansell Street SF, CA 94134
469-4006
469-4077
[email protected]
Dania Sacks March
Wellness Coordinator
693 Vermont Street
695-5849 x3301
695-5851
[email protected]
Jessica Colvin
Wellness Coordinator
1150 Francisco Street SF, CA 94109
351.3185
771-2322
[email protected]
695-5847
695-5763
[email protected]
452-4922
452-4927
[email protected]
SF, CA 94107
ISA
Briana Visser
Wellness Coordinator
655 DeHaro Street
June Jordan School for Equity
Erin Hughes
Wellness Coordinator
325 La Grande Ave.
SF, CA 94107 #322
SF., CA 94112
Lincoln
Jen Kenny-Baum
Wellness Coordinator
2162 - 24th Avenue SF, CA 94116
242.2574
242.2592
[email protected]
Lowell
Jen Krasner
Wellness Coordinator
1101 Eucalyptus Drive SF, CA 94132
242.2575
242.2579
[email protected]
Marshall
Wendy Snider
Wellness Coordinator
45 Conkling Avenue SF, CA 94124
920.5204 x3150
920.5206
[email protected]
Mission
Chandra Sivakumaran
Wellness Coordinator
3750 - 18th Street SF, CA 94114
241.6680
241.6683
[email protected]
Angelina Romano
Wellness Coordinator
1350 – 7th Ave. SF, CA 94122
242-2512
242-2529
[email protected]
John O’Connell
Christine Lee
Wellness Coordinator
2355 Folsom Street SF, CA 94110
695.5719
695.5379
[email protected]
SOTA/Academy
Joanne Cohen
Wellness Coordinator
555 Portola Drive
695.5755
695.5757
[email protected]
Wallenberg
Stephen Emmi
Wellness Coordinator
40 Vega Street SF, CA 94115
749-3416
749-3419
[email protected]
Washington
Quarry Pak
Wellness Coordinator
600 – 32 nd Ave. SF, CA 94121
750-8521
750-8417
[email protected]
Ida B. Wells
Marielle Ferreboeuf
Wellness Coordinator
1099 Hayes Street
241-6332
241-6356
[email protected]
Newcomer
6.30.08
SF, CA 94131
SF, CA 94117
SFUSD OVERVIEW SB1895/AB3632 REFERRAL & ASSESSMENT PROCESS Who is Eligible? Mental health services are available to any special education eligible student (with an active IEP) who is determined to need mental health assistance in order to access his/her education. There is no cost to parents for mental health assessment and services written into the student’s IEP. Who Should be Referred? Students eligible for SB1895/AB3632 mental health services generally have these characteristics:
Emotional/behavior symptoms that adversely affect the student’s educational performance Symptoms that cannot be defined solely as a behavior disorder or a temporary adjustment problem that may be resolved with short-term counseling
The student’s level of functioning (including cognitive) is at a level sufficient to enable them to benefit from mental health services How is a Referral Made? The 2008-09 SB1895/AB3632 Referral Form is designed to reflect the policy requirements of both SB1895 and AB3632 and to provide SFUSD Student Intervention Team and CBHS-CYF AB3632 Unit with the information needed to determine whether a mental health assessment of the student is indicated. This referral form replaces all previous SB1895/AB3632 referral forms, and is the only form that will be accepted to begin the SB1895/AB3632 process. This referral form is the only form used to determine eligibility for SB1895 and/or AB3632. There is no separate referral form for AB3632 services. The entire referral form must be filled out completely and carefully. An SB1895/AB3632 assessment can only be provided if the documents that make up the SB1895/AB3632 Referral Packet support the need for it. All referrals for SB1895/AB3632 services must be sent to the Student Intervention Team of SFUSD. The Student Intervention Team makes referrals to the AB3632 Unit when deemed clinically appropriate. School sites/staff should not send referrals directly to the AB3632 Unit. Any referrals sent directly to the AB3632 Unit, without screening by the Student Intervention Team, will be returned to the Student Intervention Team for processing, thus delaying potentially critical services. What Documents are Required? For a referral to be accepted for review, all items listed below must be included: Written response to each section contained within the SB1895/AB3632 Referral Form (pages 1-4) Note: Please use black ink or type (if you are using electronic version). Referrals written in pencil or other colored pens will not be accepted.
Student’s most recent annual IEP, and any relevant addendums. Student’s most recent Psycho-Educational/Speech Language Report (or documentation supporting student’s eligibility for special education services). Other relevant information that may support the need for service (e.g., documentation of response to Behavior Support Plan, recent report cards, etc.) Signatures of Principal/Administrator, Special Education Teacher, School Psychologist, LSP/Grade Counselor Note: Referrals missing signatures will be returned to school site for com pletion Where is the Completed Referral Packet Sent? Return the entire referral packet via SFUSD interoffice mail to: Student Intervention Team 601 McAllister Street San Francisco, CA 94102
Phone: 415-241-6211 Fax: 415-241-6270 Email:
[email protected]
SB1895/AB3632 REFERRAL & ASSESSMENT FREQUENTLY ASKED QUESTIONS
What does the Student Intervention Team do? Student Intervention Team (SIT) is a team of mental health professionals with extensive work experience in the District. Student Intervention Team: Receives all referrals for mental health services for students with special education eligibility under SB1895/AB3632 Reviews all referrals and makes clinical treatment recommendations for referred students Oversees the delivery of school based services for students und er SB1895 Makes all referrals for AB3632 mental health services when deemed clinically appropriate Student Intervention Team also recruits, trains, and supervises approximately 50 graduate level clinical interns enrolled in accredited university programs in social work, counseling, and psychology throughout the Bay Area. Students eligible for SB1895 services may receive therapeutic support services delivered by a clinical intern assigned to their case. In delivering SB1895 services, it is the goal of the Student Intervention Team to increase each school’s capacity to respond to the mental health needs of students in special education through school-based interventions. By carefully assessing need, available resources at school sites and creating intervention plans to address those needs at school sites, the Student Intervention Team strives to utilize existing recourses and coordinate appropriate services on school sites in a comprehensive manner.
What is the difference between SB1895 and AB3632? SB1895 (2004) requires California school districts to provide and document school-based intervention efforts before referring eligible students for clinical treatment services through AB3632. Referred students must have an active IEP and show emotional/behavioral difficulties that impede their ability to reach academic goals. SB1895 services are delivered at the school site, and may include the following services: individual and group counseling, behavior support services, case management and referral services, and consultation to teachers and staff. The emphasis of SB1895 services is to determine the most appropriate intervention to create positive change in the student’s academic program. Every effort is made to utilize available resources at the school site, to provide appropriate services within the student’s classroom, and to reduce the use of more restrictive interventions. AB3632 (1984) established an interagency service delivery model designed to provide mental health services for students in special education. AB3632 required California’s community mental health agencies to provide mental health services to help students in special education fulfill the academic objectives of their Individualized Education Plans (IEP). AB3632 services generally include individual and family counseling, case management, and medication support services. Group counseling services are available depending on the individual clinic’s program. AB3632 services are largely available at community mental health clinics around San Francisco, and require family participation in service delivery.
SB1895/AB3632 REFERRAL & ASSESSMENT FREQUENTLY ASKED QUESTIONS
What is the difference between a SB1895 referral and an AB3632 referral? There is one referral form for SB1895 and AB3632 services. If a student’s level of need is deemed appropriate for AB3632 services, the Student Intervention Team will forward the referral to the AB3632 Unit of San Francisco Community Behavioral Health Services. There is no separate referral form for AB3632 services.
What do I need to include in the referral? A complete SB1895/AB3632 referral includes: a four-page referral form, a copy of the student’s most recent annual IEP, any addendum IEPs since the last annual IEP, a copy of the student’s psycho-educational or speech and language evaluation (or similar documentation supporting student’s eligibility for special education services, and any other supporting documentation (e.g., report cards, discipline records, SST notes, etc.) How is it decided that a student will receive SB1895 (school based) services vs. AB3632 (clinic based) services? Student Intervention Team reviews all referrals for SB1895/AB3632. In collaboration and consultation with school staff, Student Intervention Team makes a determination of the level or type of service based on what is clinically indicated, and makes referrals to the AB3632 Unit when deemed clinically appropriate.
Where to I send a referral? Return the entire referral packet via SFUSD interoffice mail to: Student Intervention Team 601 McAllister Street San Francisco, CA 94102
Phone: 415-241-6211 Fax: 415-241-6270 Email:
[email protected]
Referrals should not be sent to Special Education, Screening and Assessment, or the AB3632 Unit. Any referrals sent directly to the AB3632 Unit will be returned to the Student Intervention Team for processing, thus delaying potentially critical services. Please contact the Student Intervention Team with any questions regarding these procedures.
SFUSD Student Intervention Team (SB1895/AB3632) Confidential Mental Health Services Referral Form SFUSD Date Stamp:
AB3632 Date Stamp:
(SIT Office only)
(AB3632 Office only)
KEEP COPIES IN BROWN/SPED FOLDER ONLY
REFERRER INFORMATION Today’s Date:
Page 1 of 4
Referral made as result of:
IEP
Between IEPs
Other
Referral Preparer/Contact Person: Name
Title
Phone
STUDENT INFORMATION SFUSD H Ø#:
CBHS ID#: (Entered by SFUSD)
Last Name:
____
(Entered by CBHS)
First Name:
Birth date: ____/____/____ Sex: M F Grade: Primary Language of Student:
School:
School Tel:
Primary Language of Parent: STUDENT ETHNICITY:
Special Education Eligibility (please circle)
(check all that apply )
SLD, ED, SLI, OHI, AUT, Other:
African American Filipino Japanese Samoan Unknown Other
Classroom Placement (please circle) Inclusion, RSP, SDC, DI S only, NPS, Not Special Education yet Other Special Education Service(s):
Chinese Latino Native /Eskimo Caucasian
Date of Current IEP: ____/____/____ PARENT/GUARDIAN(S) INFORMATION Parent
Guardian Educational Surrogate Foster Parent
Last:
Adoptive Parent
First: Mr./Mrs./Ms.
Last:
First: Mr./Mrs./Ms.
Address:
City/State/Zip:
Phone: Home:
Work:
Cell:
Is parent/guardian aware of this referral for mental health services? Yes
Please describe parent/guardian level of support for these services: Yes
No No Uncertain
STAFF SIGNATURES Referral Form should be completed in collaboration with the following people. All parties must review and sign referral. Referrals missing signatures will be returned to school site for completion. Staff
Print Name
Signature
Principal/Administrator Special Education Teacher School Psychologist LSP/Grade Level Counselor Other:
Student Name:__________________________ DOB: ___________________ Date of Referral: _____________
SFUSD Student Intervention Team (SB1895/AB3632) Confidential Mental Health Services Referral Form
Page 2 of 4
1. Clearly describe student, and how emotional or behavioral characteristics impede the student from benefiting from his/her education program (attach copies of grade reports and documentation to support this description).
2. Clearly describe the rate of occurrence and intensity of emotional/behavioral characteristics. Please attach documentation to support this description.
3. Does the student’s current IEP contain an appropriate Behavior Support Plan (BSP)? Yes No Please attach a copy of the BSP, and documentation detailing the student’s response to BSP interventions. 4. Describe pre-referral interventions or other school-based services (school counseling and guidance, psychological services, parent counseling and training, social work services, behavior interventions, etc.) that have been implemented to address the concerns listed above. Include the service type, provider, frequency/duration, and outcomes/response to intervention:
Service Type
Provider (Name/Staff Role)
Frequency
Duration
Start Date
End Date
Outcomes/Response
Were any pre-referral interventions/services considered and determined to be inappropriate? If yes, describe and give rationale:
Student Name:__________________________ DOB: ___________________ Date of Referral: _____________
SFUSD Student Intervention Team (SB1895/AB3632) Confidential Mental Health Services Referral Form
Page 3 of 4
5. Of the following, please rank those services that would best support this student’s needs (please limit to three):
Rank
____ Behavioral Support Planning ____ Teacher Consultation ____ Case Management ____ Group Counseling (School Based) ____ 1:1 Counseling (School Based) ____ Clinic Based Individual/Family Counseling (AB3632) ____ Other: ________________ Uncertain
If you are recommending counseling services (1:1/group), please describe how these emotional/behavioral characteristics are due to mental health issues, rather than to behavioral difficulties that could be addressed through revisions to a Behavior Support Plan, and/or that could be resolved with interventions that are less intensive than 1:1 counseling:
6. In order to receive counseling services, this student’s functioning, including cognitive, communicative, and adaptive abilities must be at a level sufficient to enable the student to benefit from mental health services which will include psychotherapy (individual and/or group). Please explain and provide examples of the student’s level of functioning in these areas:
7. Please indicate any current/previous public and private mental health providers who provide(d) services for this student to address the behaviors and/or areas of concerns for which this referral is being made: Name:
Phone:
Agency:
Address:
When Provided: Briefly describe nature of student’s or family’s involvement with the above service providers or agencies:
Does or has this student received services from other human service agencies? (e.g., Regional Center, Social Services, Probation, etc.) Yes
Please describe briefly:_____________________________________________________
No
Student Name:__________________________ DOB: ___________________ Date of Referral: _____________
SFUSD Student Intervention Team (SB1895/AB3632) Confidential Mental Health Services Referral Form
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Directions: Please describe the student by checking the primary areas of concern. Please note these concerns should be outside of developmental norms and impact academic achievement. After checking the primary reasons, please mark the frequency of occurrence. (For example: If you check “Disrupts Class”, indicate how frequently this behavior is occurring, 1x a day, 6 -10 a week, or 5x an hour)
Daily
Hourly
Minute
Aggressive to others Defiant, talks back to staff/argues Disturbs other students/Disrupts class Fidgety, difficulty sitting still Impulsive, acts without thinking Shouts/Screams Talks out of turn Daydreams, gets lost in thoughts Feels worthless or inferior Fearful, overly anxious, worried Lethargic, sleeps in class Apathetic, unmotivated Unhappy, sad or depressed Withdrawn Suicidal, thoughts about harming self Acts too young for age/immature Complains of loneliness/lonely Gets teased or bullied a lot Doesn’t get along with other students Difficulty making friends Shy, timid Cruelty, severe bullying/meanness to others Destroys property Gets into many fights Has brought weapons to school Gets into trouble with the law Steals things Sexualized behavior, touches others inappr opriately Poor working/study habits Dislikes school Poor participation in class Messy/incomplete work Frequent absences Tardy to school or class Underachieving Other Behavior :
W W W W W W W W W W W W W W W W W W W W W W W W W W W W W W W W W W W W
D D D D D D D D D D D D D D D D D D D D D D D D D D D D D D D D D D D D
H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H
M M M M M M M M M M M M M M M M M M M M M M M M M M M M M M M M M M M M
Other Behavior :
W
D
H
M
Frequency of Occurrence
Severe Conduct
Anxie ty/Depression
Peer Rejection/ Social Ski lls
Internalizing Behavi or/
Externalizing Behavior/ Aggression/ Disruptiveness
Observed Student Behaviors
Other
Truancy/ School Related
Weekly
Name/Title of Person Completing this Page: ___________________________________Date:_________ Contact Phone/Email:________________
1x
2-5x
6-10x
10x+
Student Name:__________________________ DOB: ___________________ Date of Referral: _____________
Student Intervention Team (SB1895 Unit) 601 McAllister Street San Francisco, CA 94102 Tel: 415-241-6211 Fax: 415-241-6270 Email:
[email protected]
Staff Directory Kristen Edmonston, LCSW, PPSC Clinical Supervisor Email:
[email protected]
Keith Lawrence Wong, MFT, PPSC Clinical Supervisor Email:
[email protected]
Janet Frost, LCSW, PPS Clinical Supervisor Email:
[email protected]
Vida Sanford, MSW Special Projects Coordinator Email:
[email protected]
Beth Jaeger-Skigen, LCSW, PPSC Clinical Supervisor Email:
[email protected]
SFUSD Section 504 Resource Guide
I. Overview of Section 504 and the ADA Introduction Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) are major federal legislative acts that are designed to protect the civil rights of individuals with disabilities. Individuals with disabilities, who are otherwise qualified, are protected. Section 504 applies to entities that receive federal funds, while the ADA applies to virtually every entity except churches and private clubs. Originally Section 504, which was part of the broader 1973 rehabilitation act, was rarely mentioned by public school personnel and was rarely used to ensure equal educational opportunities. Public Law 94-142, which was passed in 1975, was the federal legislation that initially resulted in major changes in the way schools served children with disabilities. This law, which was accompanied by federal funds, was the focal point of schools in serving children with disabilities. Section 504 and the ADA, which provided no funding, were often considered less important for schools. Recently the role played by Section 504 and ADA has increased dramatically. No longer are schools able to ignore these two laws. As parents and advocates for children learn more about Section 504 and ADA, schools have to respond to requests for protection and services. These are several reasons why Section 504 and the ADA have become more prominent in affecting services for children with disabilities, including: •
•
• •
The ADA, passed in 1990, mandated nondiscrimination on the basis of disabilities nationwide, without restriction to federal funding. The law was passed with a great deal of publicity, increasing the awareness of individuals about nondiscriminatory legislation. Certain disabilities not automatically resulting in eligibility for special education under Public Law 94-142 (now IDEA), such as attention deficit hyperactivity disorder (ADHD), have grown significantly in numbers. Because 504 and the ADA use a different definition of disability than IDEA, many students are covered under these two acts. Parents’ awareness of Section 504 and the ADA as protection for students who may not be considered eligible for special education under IDEA has increased greatly. School personnel are more aware that some students who are not eligible for services under IDEA are eligible for services under Section 504 and the ADA.
An example of the increased attention to Section 504 can be seen as the legislation relates to children with ADHD. In 1991, the U.S. Department of Education issued a policy statement, in conjunction with the Office of Civil Rights and the Office of Elementary and Secondary Education, regarding the appropriate education for children with ADHD.
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SFUSD Section 504 Resource Guide
The policy clarified the responsibilities of schools to provide appropriate programs for children with ADHD, noting that those not eligible for services under IDEA could still qualify for services under 504. The purpose of this resource guide is to provide school personnel and parents with an overview of Section 504 and the ADA.
What is Section 504 of the Rehabilitation Action of 1973? Section 504 is basically civil rights legislation for persons with disabilities. The legislation prohibits discrimination against individuals who meet the definition of disability in the act, and is applied to entities that receive federal funding. Public schools must provide for Section 504 because they receive federal funds for support in school lunch programs, special education (IDEA) programs, transportation grants, remedial programs, gifted education programs, and other programs not mentioned. Section 504 states that: No otherwise qualified individual with a disability shall solely by reason of her or his disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any other program or activity receiving Federal financial assistance. The Rehabilitation Act was passed as Public Law 93-112 in 1973, with the regulations going into effect on April 28, 1977. The primary areas that public schools must deal with are those that focus on employment practices, program accessibility, and preschool, elementary, and secondary education.
What is the “Americans with Disabilities Act”? The ADA is civil rights legislation for individuals with disabilities. Unlike Section 504, the ADA applies to virtually every entity in the United States, regardless of its status of receiving federal funds. Churches and private clubs are the only two entities exempt from ADA. This results in private schools not associated with a religious organization having to comply; these schools may have been exempt from Section 504 because of not receiving federal funds. The ADA contains several titles that focus on various aspects of disability discrimination. These include Title I–III. Title I prohibits discrimination in employment areas for businesses with 15 or more employees. Employers must make reasonable accommodations to enable disabled employees to do their jobs. Unlike Section 504,
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SFUSD Section 504 Resource Guide
businesses do not have to receive federal funds before they are under the jurisdiction of this act. Title II deals with state and local government entities. As a result of this title, schools should evaluate all of their physical plants to determine accessibility issues and they must appoint an ADA coordinator for their district. Title III targets public accommodations such as restaurants, lodging, entertainment and theaters, stadiums, stores, bakeries, service establishments such as banks, cleaners, hospitals, public transportation, places of public display, places of public recreation, education, social services, and place of exercise or recreation.
II. Definitions and Eligibility Definition of Disability Under 504/ADA Students who, because of a disability, need or are believed to need special accommodations and/or related services are addressed under this policy. Under the policy, a disabled student is one who: (a) has a mental or physical impairment that substantially limits one or more major life activities, including learning; (b) has a record of such impairment, or(c) is regarded as having such impairment [34 C.F.R. Sec. 104.3 (j)]. Students may be disabled under Section 504 and covered by this policy even though they do not require services pursuant to the Individuals with Disabilities Education Act (IDEA). Students who are identified as individuals with exceptional needs according to the IDEA criteria are not addressed under this policy, as the needs of such students are provided for elsewhere under state and federal law, and the Special Education Local Plan Area procedures. “Otherwise Qualified…” For a person to be covered under Section 504, the individual must be otherwise qualified, meaning that a person with a disability must be qualified to do something before the presence of a disability can be a factor in discrimination. Therefore, if a person wants to participate in some activity, but the individual is not otherwise qualified for that activity, not allowing the person to participate would not be considered discrimination. The following is an example of this: A 17 year old high school boy with ADHD tries out for the basketball team, but is unable to pass, shoot or dribble. The coach will probably not allow the boy to be on the team. This would not be considered discrimination under Section 504 because the boy was not otherwise qualified to be on the team.
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SFUSD Section 504 Resource Guide
“Physical or Mental Impairment” (34 Code of Federal Regulations Part 104.3) (A) Physical Impairment – “Any physiological disorder or condition, cosmetic disfigurement or anatomical loss affecting one or more of the following body systems: neurological, musculoskeletal, special sense organs, respiratory including speech organs, cardiovascular, reproductive, digestive, genitourinary, hermetic and lymphatic, skin, and endocrine.” (B) Mental Impairment – “Any mental or psychological disorder, such as mental retardation, organic brain syndrome, emotional or mental illness, and specific learning disabilities.” “Major Life Activities” (34 Code of Federal Regulations Part 104.3) “Functions such as caring for one’s self, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning and working.” “Has A Record of Such Impairment” (34 Code of Federal Regulations Part 104.4) “Has a history of, or has been classified as having, a mental or physical impairment that substantially limits one or more major life activities.” “Is Regarded as Having an Impairment" (34 Code of Federal Regulations Part 104.3) (A) “Has a physical or mental impairment that does not substantially limit major life activities but is treated by a recipient as constituting such a limitation; (B) Has a physical or mental impairment that does not substantially limit major life activities only as a result of the attitudes of others toward such impairment; or (C) Has none of the impairments as defined but is treated by a recipient as having such an impairment.” “Substantially Limits” Section 504 does not provide any operational criteria of substantial limitation. Substantially limits can be defined as: (1)
Unable to perform a major life activity that the average person in the general population can perform, or
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SFUSD Section 504 Resource Guide
(2)
Significantly restricted as to the condition, manner or duration under which an individual can perform a particular major life activity when compared to the condition, manner, or duration under which the average person in the general population can perform the same major life activity.
The standard that should be used to determine if a physical or mental impairment results in a substantial limitation is average performance in the general population. Therefore, the standard used is not based on the optimal performance level for a person, but rather the average performance of individuals in the general population. A student who is determined to have a disability is not automatically eligible for Section 504 services and protections. The disability must substantially limit a major life activity. Furthermore, simply because a student is considered for 504 services does not always mean that the student is eligible. School personnel with assistance from the District 504 Committee must use their professional judgment to determine eligibility.
Definition of Disability Under IDEA The Individuals with Disabilities Education Act (IDEA), the legal mandate for children with disabilities to receive an appropriate education in public schools, defines disability using a categorical approach. Children are not eligible for services simply because they need services. Rather, they have to qualify into one of the categories of disabilities recognized in the law. In order for children to be eligible for services under IDEA (Special Education), they must be classified as having one of the following recognized disabilities: • • • • • • • • • • • • • •
Speech and Language Impairment Deaf Hearing Impairment Deaf/Blind Visually Impaired Specific Learning Disability Orthopedically Impaired Other Health Impairment Established Medical Disability (0-5 years) Traumatic Brain Injury Emotionally Disturbed Cognitively Impaired Autistic Multiple Disabilities
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SFUSD Section 504 Resource Guide
All individuals who are disabled under IDEA are also considered to be disabled and protected under Section 504. However, all individuals who have been determined to be disabled under Section 504 may not be disabled under IDEA.
Common Elements and Differences of Section 504 and IDEA Section 504 and Individuals with Disabilities Education Act (IDEA) both address education for students with disabilities. The definition of a disability under Section 504 is much broader than the categorical listing of disabling conditions under IDEA. Section 504 also protects all IDEA students. Common Elements: • • • •
A free appropriate education must be provided. Students with disabilities must be educated with non-disabled persons to the maximum extent appropriate. Procedures must be developed for identification and location of all disabled students in the district. Evaluation and classification procedures must be established.
Differences: •
• • •
•
Section 504 is a mandatory civil rights statute with which all recipients of federal financial assistance must comply. The government does not provide funds to cover costs related to compliance. IDEA regulates an educational program for which federal funds are provided for students with specific disabilities. IDEA is an education law that is monitored by the U.S. Department of Education. Section 504 is a civil rights law monitored and enforced by the Office of Civil Rights. Section 504 covers all levels of education, health, welfare and social services as well as the rights of disabled persons as employees of agencies that receive federal financial assistance. The definitions of “disability” are different. IDEA lists specific types of disabling conditions that must result in special education. Section 504 eligibility is based more on the impact of a disability, rather than the clinical nature of the disability. Section 504 requires that an evaluation be conducted only in suspected areas of need, rather than a comprehensive evaluation as required for IDEA. Observations, anecdotal information and judgments are considered legitimate sources of assessment data. There are no timelines for evaluations under
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SFUSD Section 504 Resource Guide
• •
Section 504; evaluations must be completed “within a reasonable period of time.” Section 504 does not require students to be re-evaluated every three years, but requires periodic re-evaluations and re-evaluation before a significant change of placement. Section 504 is intended to “level the playing field” usually by eliminating barriers. IDEA is remedial and often requires additional services and programs.
Section 504 Eligibility The following questions should be addressed when considering eligibility for Section 504 services: 1.
Is the student’s condition mental or physical?
2.
Does the student’s condition impair a major life activity? (caring for one’s self, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning, working)
3.
Is the degree of this impairment significant? (substantially limits)
4.
Does the student’s condition require any accommodations in order for the student to access free and appropriate education?
The following factors should be considered when determining if the substantially limits requirement is met: 1.
The nature and severity of impairment a. Is the impairment mild or severe? b. Does the impairment result in failure or the student not achieving near expected levels? c. Does the impairment impact on a major life activity? If so, how?
2.
Duration or expected duration of impairment
3.
Permanent or long term impact resulting from the impairment
The SAP/SST and District 504 Committee should utilize all available assessment information to determine which students may be eligible for Section 504 services. The following are some examples of disabilities that may be covered under Section 504 but not under IDEA:
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SFUSD Section 504 Resource Guide
• • • •
Students with ADHD Students with health needs Students with a learning disability but without a significant discrepancy between ability and achievement Students who no longer qualify for special education
III. Requirements of Section 504 and ADA Nondiscrimination Non-discrimination is one of two requirements of Section 504 and ADA. For example, students with disabilities should be allowed to participate in all activities that are available for students without disabilities. These include participation in the same academic curriculum as well as extracurricular activities. Students must have equal access to health services, athletics, clubs, employment, and field trips. When granting access to extracurricular activities, schools may use the otherwise qualified criteria. In other words, if a student is not otherwise qualified to be a member of the swim team, then the school is not discriminating against the student when the student is denied participation. Section 504 and the ADA require that programs are physically accessible for persons with disabilities. For example, if a sophomore in high school, in a wheelchair, wants to take biology, the school cannot deny the student taking this course simply because the class is located on the second floor of an inaccessible building. In another example, a student with a visual impairment must be allowed to enroll in shop classes. The school would be asked to make reasonable accommodations and modifications to enable the student to participate and be successful.
Free Appropriate Public Education Section 504 and the ADA require that schools provide students with disabilities with a Free and Appropriate Public Education (FAPE). This may include a variety of services including education in general education classes, education in general education classes with supplementary aids, or special education and related services outside the general education setting.
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SECTION 504 San Francisco Unified School District Pupil Services Department
SECTION 504 • Section 504 of the Rehabilitation Act passed in 1973 • Civil rights legislation for persons with disabilities • Prohibits discrimination against individuals meeting definition of disability • Applied to entities receiving federal funding
1
Section 504 Definitions A disabled student is one who: • Has a mental or physical impairment that substantially limits one or more major life activities • Has a record of such impairment • Is regarded as having such an impairment
Physical or Mental Impairment • Physical Impairment - “Any physiological disorder or condition, cosmetic disfigurement or anatomical loss affecting one or more of the body systems”. • Mental Impairment - “Any mental or psychological disorder, such as mental retardation, organic brain syndrome, emotional or mental illness, and specific LD
2
Record of Impairment Has a history of, or has been classified as having, a mental or physical impairment that substantially limits one or more major life activities
Regarded as Having an Impairment • Has an impairment that is not substantially limiting but is treated by a recipient as constituting such a limitation; • Has a physical or mental impairment that is not substantially limiting only as a result of attitude of others toward such impairment • Has none of impairments as defined but is treated as having such an impairment
3
Substantially Limits • Section 504 does not provide any operational criteria • Unable to perform a major life activity that the average person in population can do • Significantly restricted as to the condition, manner or duration under which an individual can perform a major life activity when compared to average person
Major Life Activities • Caring for one’s self • Performing manual tasks • Walking • Seeing
• • • • •
Hearing Speaking Breathing Learning Working
4
Otherwise Qualified • For a person to be covered under Section 504, the individual must be otherwise qualified: • “No otherwise qualified individual with a disability shall solely by reasons of his or her disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any other program or activity receiving Federal financial assistance”.
Otherwise Qualified • For a person to be covered under Section 504, the individual must be otherwise qualified, meaning that a person with a disability must be qualified to do something before the presence of a disability can be a factor in discrimination.
5
American with Disabilities Act • Passed in 1990 • Civil rights legislation for person with disabilities • Applies to every entity in U.S. except churches and private clubs • Title I - Prohibits discrimination in employment areas • Title II - State and local entities • Title III - Public accommodations
Section 504 and IDEA COMMON ELEMENTS • • • •
FAPE Disabled students with non-disabled Identification Evaluation and Classification
6
Section 504 and IDEA DIFFERENCES • • • • •
Section 504 mandatory civil rights statute No government funds IDEA - U.S. Department of Education Section 504 - Office of Civil Rights IDEA has specific types of disabilities
Section 504 and IDEA DIFFERENCES • • • • •
(con’t)
Section 504 based on impact of disability IDEA requires comprehensive evaluation 504 - Observation, anecdotal, judgments 504 - No timelines, periodic re-evaluations 504 eliminates barriers, IDEA remediates
7
Administrative Regulations PURPOSE AND RESPONSIBILITIES • Disabled students within the meaning of 504 are identified and evaluated • Provide FAPE
School Site 504 Committee • • • • •
Usually same representatives of SAP/SST Convenes on a regular basis Reviews all requests for assistance Consider accommodations without 504 plan Referral to District 504 Committee when necessary
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District 504 Committee • Comprised of representatives from various disciplines - Pupil Services Director, Screening and Assessment staff member, school psychologist, nurse • Meets weekly to review cases • Members assist in gathering information • Members convene and attend meetings when necessary
Site Identification and Referral Procedures • Initial referrals to School-site 504 Committee (SAP/SST) • Committee determines if accommodations can be made without 504 plan; SST 2.0 form will serve as documentation OR • Submit request for Section 504 Plan to District 504 Committee (504-1)
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San Francisco Unified S chool District
Request For Section 504 Plan Student Grade Date of Birth Date School ¤504 S ite Co ordinator Tele phone Parent/Guard ian Tele phone Addres s Zip ................................ ................................ ................................ ................................ ................................ . Reason for ¤504 Plan (Please describe studentÕs diagnosis, medications, physical impairment, health nee ds, lear ning difficulties, etc .)
What strategies are curr ently in place at school?
What mo difica tions are being proposed? A dditional f unds nee ded a nd amount?
Name and title of t hose involved in the case , and a short summ ary of their imp res sions. (Include pertinent documentation such as physicianÕs diagnosis, m edical order s, medica tion form, etc.)
o
Who initiate d ¤504 plan?
School
o
Paren t/Guar dian
Did paren t/guar dian provide co nsent for consideration of e ligibility (wr iting plan)?
........................
For D istrict Co mmitteeÕs Use Only
.................
DISPOSIT ION
¤504 P lan is neede d
¤504 P lan is not needed (see c omm ents)
¤504 S chool Comm ittee to write Individual Acc omm odation P lan Pupil S erv ices input will be neede d to write Individual Acco mmo dation Plan
COMME NTS
Approved b y: Please com plete this form to secure permiss ion for your School Committee to develop the ¤504 Plan for any student. Please send the completed form to Pupil Services Department, 555 Po rtola Drive , San Francisco, CA 9 4131. Include all relevant docum entation.
Form 5 04-1
Pupil Services Depa rtment Š 04/02
San Francisco Unified School District
Parent/Guardian Invitation to Section 504 Eligibility Meeting Student Name:
HO#
School
Initial Section 504 Evaluation Section 504 Reevaluation ................................ ................................ ................................ ................................ ......... Dear
Date (Parent/Guardian)
You are invited to attend a Section 504 meeting (Section 504 of the Rehabilitation Act of 1973) regarding your son or daughter. The purpose of this meeting is t o determine if your child is eligible to receive or continue to need special accommodations/services under Section 504 in order that he/she can have access to and can receive an app ropriate education. If needed, we will write or update a Section 504 plan. You are encouraged to attend this meeting*. If you wish, you m ay bring a friend or advisor to the meeting. Details of the meeting are:
Meeting Date:
Time:
Location:
Telephone:
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Determining Eligibility • Is condition physical or mental? • Does condition impair a major life activity? • Is the degree of impairment significant? (substantially limits) • Does condition require any accommodation for student to access FAPE
Review of Student Progress • SAP/SST monitors progress of student and effectiveness of plan tri-annually, or whenever student moves to a new site • All school staff are obligated to implement the plan
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Downloading Section 504 Resource Guide • 1. Go to www.sfusd.edu • Go to left side of screen & click on “Departments” • Scroll to “Pupil Services” • Scroll to Section 504 forms & click on needed forms • 5. Click “print” from the menu
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ExCEL After School Program (ASP) Urban schools and communities face the complex challenge of providing a high-quality academic education, while helping students meet other developmental needs through programs that are not part of the school’s core instructional activities.
Historical Background: ExCEL (Expanded Collaboratives for Excellence in Learning) After School Program (ASP) was developed by School Health Programs Department in 2001 to promote alignment and coordination of all Expanded Learning programs and has recently become an individual department within Student Support Services. ExCEL ASP is the umbrella for state funded grants such as After School Education and Safety Program (formerly SB 1756) and federal and state funded 21st Century Community Learning Centers Initiative and the After School Safety and Education for Teens (ASSETS), as well as the San Francisco Together Education Accomplishes More (SF TEAM) Initiative which is locally funded by the Mayor’s Office via the Department of Children, Youth and their Families. What is the ExCEL After School Program? ExCEL ASP is responsible for supporting school-community partnerships that plan and implement Expanded Learning programs for students and families. ExCEL ASP defines “Expanded Learning” to include programs that are not restricted by time, and which are not part of the school’s core instructional activities. Examples include before and after school activities, case management services, or special support programs offered during the school day. Currently, ExCEL ASP provides daily programs to over thirteen thousand students and their families, with an annual budget of more than twelve million dollars. Local community partners and agencies contribute additional in-kind services and cash contributions to increase the total value of ExCEL ASP programs to over sixteen million dollars. Because of these successes, ExCEL ASP is widely recognized for strengthening the future of San Francisco youth and their families. Who does ExCEL ASP serve? Program participants live in high need neighborhoods that include: 95% of targeted schools qualifying as Title I school wide programs 53% of program youth qualifying for free or reduced lunch 88% of youth identifying as racial or ethnic minorities An average of only 29% of targeted elementary youth achieving at or above the 50th percentile in reading 31% of targeted elementary youth are identified as English Language Learners
July 2008
For further information, contact: ExCEL After School Programs 1515 Quintara Street, San Francisco, CA 94116-1273 (415) 242-2615 FAX (415) 242-2618 www.healthiersf.org/ExCELafterschool
Current Status: ExCEL ASPs are currently in 64 elementary, 14 middle, and 15 high schools.
ExCEL ASP Sites 2008-2009 Elementary Schools: Alvarado Argonne Bryant Willie Brown (4-8) Buena Vista Alternative Bessie Carmichael/FEC George W. Carver Cesar Chavez John Yehall Chin Chinese Ed Center Cleveland William Cobb Commodore Sloat Charles Drew Daniel Webster El Dorado Fairmount Leonard R. Flynn Garfield Glen Park Grattan Guadalupe
Bret Harte Hillcrest Jefferson Jose Ortega Francis Scott Key Starr King Lafayette Lakeshore Gordon J. Lau Lawton (K-8) Claire Lilienthal (K-8) Longfellow Malcolm X Marshall McKinley Harvey Milk Miraloma Mission Ed Center Monroe George Moscone John Muir New Traditions
Jean Parker Rosa Parks George Peabody Redding Paul Revere (K-8) SF Community (K-8) Sanchez Junipero Serra Sheridan Sherman Spring Valley Stevenson Sunnyside Sunset Sutro E.R. Taylor Tenderloin Community Ulloa Visitacion Valley Yick Wo
Middle Schools: Aptos James Denman Everett Excelsior Francisco
A.P. Giannini Martin Luther King James Lick Horace Mann Hoover
Marina Presidio Roosevelt Visitacion Valley
High Schools: Balboa Burton Downtown Galileo Ida B. Wells
International Studies Academy John O’Connell June Jordan Lincoln
Mission Newcomer Thurgood Marshall Wallenberg Washington
Activities within the SFUSD and that support ExCEL After School Programs: Academics & Professional Development Parent Relations Office Peer Resources Research, Planning and Evaluation SAP/SART/SST Program Student Nutrition Services School Health Programs Department Translation School to Career
SHPD ExCEL After School Programs ensure that over 8,000 children are safe and supervised during the hours between 3 and 6pm. Through the coordinated efforts of city and community agencies, SHPD ExCEL ASP is making a difference. Students participating in SHPD ExCEL After School Programs have demonstrated increased achievement that includes*:
at are ExCEL After What
ExCEL After School Programs are funded by California's After School Education and Safety, 21st Century Community Learning Centers, and 21st Century ASSETS grants and are enhanced by almost 5 million dollars of in-kind and cash contributions from local funders and community agencies.
I ncreas es S ignificant fornia I n Cali est Standards Tading Math and Res S co re
The after school programs provide a safe place for students to go after school and focus on the following program components:
95% of SHPD ExCEL students had higher attendance levels, leading to increas ed oppo rtun ities to provide educatio nal suppor during the regular school dayt and during the after school programs. * 2004-05 SFUSD ASES Evaluation, Ingrid Roberson
QUESTIONS? WANT TO GET INVOLVED? CONTACT: San Francisco Unified School District ExCEL- After School Programs 1515 Quintara Street San Francisco, CA 94116 www.healthiersf.org/ExCELAfterschool
67% of elementary students 75% of middleand students repor school te ASP helped thed the become betterm 80% o f part ipating students s tudents imic class roo m p pro ved articipatio n
74% of participating students improved classroom behavio r 78% o f parti cip s tudents demo ati ng impro ved s o cians trated l skills
s? School Program
Suppor s such as t c je b u s y d u S tudents setading, math, science., writing, r ies, and computers social stud, high school ASSETS In addition s focus on college program , job readiness and preparationh the California High support withool Exit Exam. Sc
Recreation Students participa: structured physic te in al intramural sportasctivity, dance and aerobic , s. SFUSD Expanded Collaboratives for Excellence in Learning (ExCEL) (E L) After School Programs 1515 Quintara Street San Francisco, CA 94116 phone: 415-242-2615 fax: 415-242-2618 www.healthiersf.org
Enrichment : ipate Students particch as in classes su ts, life skills, ar sic. cooking and mu
EXCEL A FT
ExCEL Elementary Schools (61) Alvarado Argonne B. Carmichael Bret Harte Bryant Buena Vista Chinese ED Ctr. Cleveland C. Sloat G.W. Carver Cesar Chavez Drew El Dorado E.R. Taylor Fairmount F. S. Key Filipino ED Ctr. Garfield G. Peabody Glen Park Gordon J. Lau
Grattan Guadalupe Harvey Milk Hillcrest Jean Parker Jefferson Junipero Serra John Muir Jose Ortega J. Y. Chin Lakeshore Lafayette L. R. Flynn Longfellow Malcolm X Marshall McCoppin McKinley Miraloma Mission ED Ctr. Monroe
Moscone New Traditions Redding R.L. Stevenson Rosa Parks Sanchez Sheridan Sunset Sherman Spring Valley Starr King Sunnyside Sutro Tenderloin Ulloa Visitacion Valley Webster William Cobb Yick Wo
SF Community Willie Brown
ExCEL Middle Schools (14) A.P. Giannini Aptos Denman Everett Excelsior
Francisco Hoover H. Mann James Lick Marina
Martin Luther King Presidio Roosevelt Visitacion Valley
ExCEL High Schools (15) Balboa Burton Galileo ISA Ida B. Wells
J. O'Connell June Jordan Lincoln Downtown
SCHOOL SITE PARTNERSHIPS
ExCEL After School Program Mission To create and sustain “safe havens” at public schools where students and community members can access expanded learning opportunities and integrated education, health, social service, and cultural programs in the out-of-school hours.
ExCEL After School Program 2008-09 Priorities:
ExCEL K-8 Schools (5) Claire Lilienthal Paul Revere Lawton
L O PROG O H RAM s ER S C
Mission Newcomer T. Marshall Wallenberg
Promote positive school climate with a focus on building caring relationships, high expectations, and meaningful participation Provide resources to increase academic achievement Improve access to quality enrichment and recreation programs Support the implementation of best practices and resources into all programs Develop community based partnerships and advance sustainability
After School Enrichment Program Bay Area Community Resources Bay View Hunters Point Beacon Center Bay View Hunters Point YMCA Boys and Girls Clubs of San Francisco Buchanan YMCA Chinatown Beacon Center Chinatown YMCA College Matters Community Educational Services Ella Hill Hutch Community Center Embarcadero YMCA Filipino American Development Fdn. Growth & Learning Opportunities (GLO) Jamestown Community Center Mission Beacon Mission Learning Center Mission Neighborhood Center Mission YMCA Moss Beach Homes, Inc. Presidio Community YMCA OMI/E Beacon Center Richmond District Neighborhood Center Richmond Village Beacon Center San Francisco Arts Education Project San Francisco School Alliance Stonestown Family YMCA Sunset Neighborhood Beacon Center Telegraph Hill Neighborhood Center Up On Top Urban Services YMCA Visitacion Valley Community Center Visitacion Valley Beacon Center Western Addition Beacon Center Visit www.healthiersf.org for a list of all partners
ExCEL After School Program Referral Form Today’s Date: To:
After School Coordinator
From:
This is to request that you consider including the student named below in your after school program. Student Name: Student Grade: Student’s Teacher:
Reason for Consideration / Areas of Concern The student should be considered for the after school program for the following reasons (please provide additional details as to how the student would benefit from the program):
After School Coordinator’s Participation (Copy and Return to teacher) Name of After School Coordinator:_____________________________________________
STUDENT’S FULL NAME
Will be included in the after school program effective:
We are NOT able to accommodate the student at this time/ However, we will keep the student’s name at the top of the list should an opening occur.
SAP/SST – After School Invitation Today’s Date: To:
From:
This is to inform you that _______________________________________ is scheduled for a
Student Assistance Program (SAP/SST) Meeting on ___________________________________________ DAY OF THE WEEK,
The Student
MONTH
DAY
YEAR
Assistance Program (SAP) Meeting will take place at _______________________________ SCHOOL / LOCATION
Room _____________________ at _________________________ am/pm.
Student Information Name: Grade:
Homeroom Teacher:
Language(s): Parent/Guardian invited to SAP:
Areas of Concern Areas of concern which will be discussed at the SAP Meeting:
After School Coordinator’s Participation (Detach and return to SAP Coordinator) Name of After School Coordinator:_____________________________________________ Will attend the SAP Meeting for ___________________________________________ STUDENT’S FULL NAME
Will NOT attend SAP Meeting, but would like to share the following information, which may assist the
Student Assistance Team:
SCHOOL
SITE COORDINATOR
Balboa Galileo Academy I.S.A. High School Mission O'Connell, John
Frank Viollis
Aptos Davis, Gloria R. Denman, James Everett Francisco
Laura Chavez
Ambessa Cantave
Carmichael, Bessie /FEC Carver, Dr. George Washington Chavez, Cesar Chin, John Yehall Cleveland Cobb, Dr. William L. Drew, Dr. Charles R.
[email protected] [email protected]
Suzanne Medina Karina Henriquez
[email protected] [email protected]
Gustavo Rodriguez
[email protected]
Starr Miles Naomi Wright Ruben Urbina Mira Michelle
Giannini, A.P. Sean Yeung Nancy King, Martin Folauoo/Danny Luther Wong Lick, James Lina Hancock Mann, Horace Adriana Ortiz Marina Emily Formosa Presidio Shawn Brown Roosevelt Matt Webb Visitacion Nathaniel Valley Cleveland Alvarado Brown Jr., Willie L. Bryant
Email
LaRon Smith Valarie L. Bell Susana Rojas Laura Grishaver/Glen Andag
Melvina Hayes Saul Anaya Ian Howell Kevin Lacy / Aamna Hassan Mike Robbins
[email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected],
[email protected] [email protected]
[email protected] [email protected],
[email protected] [email protected]
[email protected] [email protected] [email protected],
[email protected] [email protected] [email protected]
El Dorado Fairmount Flynn, Leonard R. Glen Park Guadalupe Harte, Bret Hillcrest Key, Francis Scott King, Starr Lau, Gordon J.
Geri Ehle Najja Webster Nicola Bosco Kristy Kennedy Andrew Tunai Marjory Pollock Ray Lie Jorge Garcia Jenny ArcillaGonzalez
Lawton (K-8) Theresa De Dios Lilienthal, Linda Wong Claire (3-8) Marcelo Ario Salazar : John Marshall Pabst McKinley Mateo Chavez Milk, Harvey Ruby MacDonald Miraloma Jonathan Stewart Monroe Nicole Banks Muir, John Lee Thomas Ortega, Jose Fred Acebo Jason (Jae) Parker, Jean Posadas Parks, Rosa Karen Murray
Revere, Paul S. F. Community (K-8) Sanchez Serra, Junipero Sheridan
Jamilah Campbell Sanchez Patricia Rivas / Howard Swansey Joseph Olivas Sue Sanders Tinh Tran
Stephanie Beckman Johanna ChiongSpring Valley Masis Sunnyside Cecilia Roman Sunset Alice Tam Taylor, E. R. Gabrielle Guinea Ulloa Lacie Stiewing Visitacion Valley Marciel Gamino Sherman
Wo, Yick X, Malcolm Academy
Mechele Pruitt Julie Fought
[email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected],
[email protected] [email protected] [email protected]:
[email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected]
[email protected]
[email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected],
[email protected] [email protected]
San Francisco Unified School District Student Support Services After School All - ExCEL After School Programs District Staff After School for All Director Linda Lovelace 522-6738 ExCEL ASP Managers 242-2615 Jason Riggs Andrea Bustamante
[email protected]
[email protected] [email protected]
ExCEL ASP District Coordinators 242-2615 Secondary Ali Vieira-Metzler (on leave until January 2009)
[email protected]
Elementary Aurelio Cisneros Yashica Crawford Eva Jo Meyers Karen Polk Jennifer Quevedo Serrano
[email protected] [email protected] [email protected] [email protected] [email protected]
ExCEL ASP Budget Staff Lilian Capuli Charlene Lee
[email protected] [email protected]
ExCEL ASP Support Staff 242-2615 Jettye Buford Levels Wendy Sar
[email protected] [email protected]
Special Projects Coordinators 242-2615 Ann Collaco Lucy Hong
[email protected] [email protected]
Cesar Chavez Clubs VISTA Kamil Faridi
[email protected]
MEMORANDUM OF UNDERSTANDING FOR SERVICE PROVIDER OFFERING SERVICES TO SAN FRANCISCO UNIFIED SCHOOL DISTRICT
COVER SHEET Use this MOU if: Your organization does not receive funding from the City/County of San Francisco to provide these services to SFUSD students. (For example, your agency receives foundation, private, State or Federal funds to provide these services.) DO NOT USE THIS MOU IF: Your organization provides services through the DPH Special Education Partnerships. Your organization is a member of a Beacon Center (The Beacon Initiative has its own MOU with the District.) Your organization receives funding from SFUSD to provide these services.
PROCESS Step 1: Complete this MOU, including securing the signature of your agency’s Executive Director on the last page. Step 2: Submit the following documents to the SFUSD Student Support Services Division (contact information below): Original signed copy of MOU Required Insurance documentation as described on pages 1-2 of this MOU (including a certificate naming SFUSD, its Board, Officers and Employees as additionally insured.) Step 3: Complete Site Agreements with each School Site where services will be provided. The Site Agreement can be found at: http://www.healthiersf.org/Programs/docs/CBO%20Site%20Agreement%20FINAL.doc Step 4: Send Site Agreements that have been signed by your agency and the School Site Principal/Administrator to Student Support Services. SFUSD Student Support Services 555 Franklin Street, 3rd Floor San Francisco, CA 94102 Attn: Rayna Coats Phone: 522-6738 Fax: 522-6792 Email:
[email protected]
MEMORANDUM OF UNDERSTANDING FOR SERVICE PROVIDER OFFERING SERVICES TO SAN FRANCISCO UNIFIED SCHOOL DISTRICT This Memorandum of Understanding (MOU) describes and confirms the expectations and responsibilities of ______________________ (“Service Provider’) and San Francisco Unified School District (“District”) related to Service Provider’s provision of services to SFUSD students as described in this MOU. The term of this MOU will be for Fiscal Year_______________, unless terminated earlier pursuant to the conditions outlined in Section VI. I.
SERVICES PROVIDED TO THE SCHOOL(S) A. Site Agreements. The specific responsibilities and expectations of the Service Provider with respect to the nature of services provided to the school(s) and the logistics of providing these services shall be outlined in a separate Site Agreement with each SFUSD school where services are provided. The principal at the relevant school site shall sign the Site Agreement and forward a copy of the Site Agreement to their Associate Superintendent and the Contracts office. The signed Site Agreement is hereby incorporated by reference into this Memorandum of Understanding. B. Orientation. Service Provider shall attend a District Service Provider Orientation prior to its provision of services at a school site.
II.
INSURANCE
A.
Without in any way limiting the Service Provider’s liability pursuant to the “Indemnification” section of this Agreement, the Service Provider shall procure and maintain during the full term of this Agreement the following insurance amounts and coverage: 1. Commercial General Liability Insurance with limits not less than $1,000,000 (one million dollars) each occurrence Combined Single Limit for Bodily Injury and Property Damage (Occurrence Form CG001) 2. Commercial Automobile Liability Insurance with limits not less than $1,000,000 (one million dollars) each occurrence Combined Single Limit for Bodily Injury and Property Damage, including Owned, Non-Owned and Hired auto coverage, as applicable (Insurance Services Office Form CA 0001, Code 1). 3. Workers’ Compensation Insurance, with Employer’s Liability limits not less than $1,000,000 (one million dollars) each accident.
B.
Commercial General Liability and Business Automobile Liability policies must provide the following: 1. Name as Additional Insured the San Francisco Unified School District, its Board, officers and employees. 2. That such policies are primary insurance to any other insurance available to the Additional Insured, with respect to any claims arising out of this Agreement and that such policies apply separately to each insured against whom claim is made or suit is brought.
Approved as to form by SFUSD Legal Department September 2006 District MOU for CBO Partners [not funded by the City of SF]
Rev. 9.25.06 Page 1 of 7
One MOU is required per CBO for each school year when services are provided.
C.
All policies shall provide thirty (30) days advance written notice to the District of cancellation, non-renewal or reduction in coverage to the following office: Risk Management 555 Franklin Street, 2nd Floor San Francisco, CA 94102
D.
If any policies are written on a claims-made form, Service Provider agrees to maintain such coverage continuously throughout the term of this Agreement and, without lapse, for a period of three years beyond the expiration of this Agreement, such that should occurrences during the Agreement term give rise to claims made after expiration of the Agreement, such claims shall be covered.
E.
Should any of the required insurance be provided under a form of coverage that includes a general annual aggregate limit or provides that claims investigation or legal defense costs are included in such general annual aggregate limit, such annual aggregate limit shall be double the occurrence or claims limits specified above.
F.
Should any required insurance lapse during the term of this Agreement, requests for payments originating after such lapse shall not be processed until the District receives satisfactory evidence of reinstated coverage as required by this Agreement, effective as of the lapse date. If insurance is not reinstated, the District may, at its sole option, terminate this Agreement effective on the date of such lapse of insurance.
G.
Before commencing any operations under this Agreement, Service Provider must provide the District with the certificates of insurance, and additional insured policy endorsements in form (CG 20 10 11 85 or its equivalent) and with insurers satisfactory to the District, evidencing all coverages set forth above, and shall furnish complete copies of policies promptly upon the District's request.
H.
Approval of the insurance by the District shall not relieve or decrease the liability of Service Provider hereunder.
III.
INDEMNIFICATION
Service Provider shall indemnify and hold harmless the District, its Board, officers, employees and agents from, and if requested, shall defend them against all liabilities, obligations, losses, damages, judgments, costs or expenses (including legal fees and costs of investigation) (collectively “Losses”) arising from, in connection with or caused by: (a) personal injury or property damage caused, directly or indirectly, by any act or omission of Service Provider; or (b) any infringement of patent, copyright, trademark, trade secret or other proprietary right caused by Service Provider. Notwithstanding the foregoing, Service Provider shall have no obligation under this Section with respect to any Loss that is caused solely by the active negligence or willful misconduct of District and is not contributed to by any act or omission (including any failure to perform any duty imposed by law) by Service Provider, its subcontractors or either’s agent or employee.
Approved as to form by SFUSD Legal Department September 2006 District MOU for CBO Partners [not funded by the City of SF]
Rev. 9.25.06 Page 2 of 7
One MOU is required per CBO for each school year when services are provided.
IV.
CRIMINAL BACKGROUND CHECKS
A.
More than Limited Contact
Service Provider has the responsibility to make a reasonable determination of whether an employee/agent/volunteer will have more than limited contact with pupils, and therefore requires a criminal background check. To determine whether an employee/agent/volunteer will have “more than limited contact,” the Service Provider shall consider the totality of the circumstances, including factors such as the length of time the person will be on school grounds, whether the person will be in proximity with pupils, and whether the person will be working alone or will be consistently supervised by a person who has passed a criminal background check. For example, a person has “more than limited contact” if s/he will have contact with students on a regular basis or will have an opportunity to be alone with one or more students without supervision.
B.
Criminal Background Checks
Service Provider agrees to complete criminal background checks for employees, agents or volunteers to determine whether there has been an arrest or conviction for a serious or violent felony as described in Education Code (“EC”) Section 45125.1 (citing 45122.1), a sexual offense as defined by EC 44010, or a controlled substance offense as described in EC 44011. Service Provider will complete such testing for all employees, agents and/or volunteers who will have more than limited contact with students. Service Provider agrees to either use DOJ LiveScan or to submit fingerprint cards to the Department of Justice and FBI in order to obtain the required criminal background check. Service Provider shall assume all expenses associated with these background checks. Service Provider will ensure that its employees, agents or volunteers shall not have any access to students prior to confirmation that such employees, agents or volunteers have passed the criminal background check. C.
Subsequent Arrest Notification
In addition to the initial criminal background check, the Service Provider shall obtain subsequent arrest notification to monitor future arrests of employees, agents, or volunteers. Service Provider shall assume all expenses associated with these subsequent notifications. Upon receipt of notice that an employee, agent or volunteer has been arrested or convicted of a serious or violent felony as described in EC 45125.1 (citing 45122.1), a sexual offense as defined by EC 44010, or a controlled substance offense as described in EC 44011, Service Provider will immediately prohibit such employee, agent or volunteer from having any contact with pupils. This prohibition does not apply to an employee, agent or volunteer who has obtained a certificate of rehabilitation and pardon pursuant to Cal. Penal Code Section 4852.01 et seq. for a serious or violent felony listed under EC 45122.1.
Approved as to form by SFUSD Legal Department September 2006 District MOU for CBO Partners [not funded by the City of SF]
Rev. 9.25.06 Page 3 of 7
One MOU is required per CBO for each school year when services are provided.
D. Verification Form The Service Provider shall certify in writing that none of the persons required to complete a criminal background check have been convicted of a felony as defined in Sections 45122.1, 44010, or 44011 of the Education Code. Service Provider shall maintain a verification form that confirms the initial criminal background check has been completed and passed; and to confirm subsequent arrest notifications and/or annual background check review. This form must be maintained and updated by the Service Provider, and be available to the District or Agency upon request or audit. V.
TUBERCULOSIS TESTING
A.
TB Testing
Service Provider will require all employees, agents or volunteers who will have prolonged contact (as defined by the District) to complete tuberculosis testing as described in EC 49406. The examination
shall consist of an approved intradermal tuberculin test, which, if positive, shall be followed by an x-ray of the lungs. Thereafter, persons who are skin test negative shall be required to undergo the foregoing examination at least once every four years. Service Provider or the employee, agent or volunteer shall be responsible for the costs of the examination. Service Provider has the responsibility to make a reasonable determination of whether an employee/agent/volunteer will have any contact with students, and therefore requires a TB test. Service Provider will ensure that its employee, agent or volunteers shall not have any contact with students prior to confirmation that s/he has passed the TB test. B.
Certificates By Examining Physicians
The Service Provider shall maintain on file the certificates from the examining physicians and surgeons showing that each required employee/agent/volunteer was examined and found free from active tuberculosis. These forms must be maintained and updated by the Service Provider, and be available to the District or Agency upon request or audit. VI.
TERMINATION
This MOU may be terminated at any time in writing by the agreement of the parties. Alternatively, any party may terminate this MOU with 30 days prior written notice. This MOU may be terminated immediately by any party if there is a failure to comply with the terms and conditions outlined in this Supplemental MOU, or a failure to comply with the Site Agreements entered into with school sites. VII. NOTICE TO ALL PARTIES All notices to be given by the parties hereto shall be in writing and served by depositing the same in the United States Post Office, postage prepaid and registered, as follows: TO THE DISTRICT:
Trish Bascom, Associate Superintendent SFUSD 555 Franklin Street, 3rd Floor San Francisco, CA 94102
Approved as to form by SFUSD Legal Department September 2006 District MOU for CBO Partners [not funded by the City of SF]
Rev. 9.25.06 Page 4 of 7
One MOU is required per CBO for each school year when services are provided.
TO THE SERVICE PROVIDER:
IX.
[insert name of Service Provider] [insert name of contact person or authorized signatory] [insert Service Provider’s address] [insert Service Provider’s City, State & Zip Code] [insert Service Provider’s telephone and fax numbers]
REQUIRED CERTIFICATIONS
1. Criminal Background Checks. The following employees/agents/volunteers of Service Provider will have more than limited contact (as defined above in the Supplemental MOU) with District students during the term of the MOU (attach and sign additional pages, as needed): ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ I certify that the employees/agents/volunteers noted above have been fingerprinted under procedures established by the California Department of Justice, and the results of those fingerprints reveal that none of these employees have been arrested or convicted of a serious or violent felony, as defined by the California Penal Code. I certify that no employees/agents/volunteers will have more than limited contact with students prior to passing the criminal background checks required by this MOU. 2. Tuberculosis testing. The following employees/agents/volunteers will have any contact with District students during the term of the MOU (attach and sign additional pages, as needed): ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ I certify that all employees/agents/volunteers noted above have completed the tuberculosis screening required by this MOU. I certify that no employees/agents/volunteers will have any contact with students prior to passing the tuberculosis screening required by this MOU. “I certify that the information provided herein in Section IX (“Required Certifications”) is true and accurate. I further acknowledge that during the term of this Supplemental MOU, if I learn of additional information which differs from the responses provided above, or if I engage additional employees/agents/volunteers, I promise to forward this additional information to the District immediately.” ________________________________ _______________________________ Date__________ Service Provider’s Signature (authorized signatory) ___________________________ ________________________________________ Printed name of Service Provider (authorized signatory)
Approved as to form by SFUSD Legal Department September 2006 District MOU for CBO Partners [not funded by the City of SF]
Rev. 9.25.06 Page 5 of 7
One MOU is required per CBO for each school year when services are provided.
X.
PARTY SIGNATURES TO MOU
I have read all of the provisions outlined in this MOU, and agree to comply with every provision listed herein. [insert name of Service Provider] ________________________________ SERVICE PROVIDER
By:______________________________ Authorized Signature _________________________________ Print Name and Title of Signatory _________________________________ Date
San Francisco Unified School District ______________________________________ DISTRICT By: __________________________________ District Department Head _____________________________________ Print Name and Title of Signatory _____________________________________ Date
By: __________________________________ Contracts Office _____________________________________ Print Name and Title of Signatory _____________________________________ Date
By: __________________________________ Legal Office _____________________________________ Print Name and Title of Signatory _____________________________________ Date
By: __________________________________ Chief Financial Officer _____________________________________ Print Name _____________________________________ Date
Approved as to form by SFUSD Legal Department September 2006 District MOU for CBO Partners [not funded by the City of SF]
Rev. 9.25.06 Page 6 of 7
One MOU is required per CBO for each school year when services are provided.
FAQ ABOUT THE SFUSD TRANSLATION AND INTERPRETATION UNIT What’s the difference between translation and interpretation? Translation involves written communication; interpretation involves verbal communication. What are the languages available in the district for translation and interpretation? Chinese and Spanish Can translation or interpretation services be requested for other languages besides Chinese and Spanish? Yes, as recipients of Proposition H funds, the Translation and Interpretation Unit has expanded staff and services to school site communities for the school year 2007-2008. Our staff will cover Chinese and Spanish languages in house; however, we may be able to provide written or oral services for other languages. All requests must be for School-wide events. Who can request translation or interpretation services? Any staff member at a school site or central office can make a request to the Translation and Interpretation Unit, provided that it is approved by the School Site Administrator or Department Head. Documents submitted for translation must be for School-wide or District-wide distribution; interpretation services are provided only for School-wide or District-wide events. Can parents request translation services directly to the T &I Unit? Parents may ask the school site administrator or his/her designee to submit school related documents for translation, provided that those documents are for School-wide or District-wide distribution. Can parents request interpretation services directly to the T &I Unit? Parents may ask the school site administrator or his/her designee to submit a request for interpretation services; all events must be sponsored by the school site or the district. The Unit does not provide interpretation services for activities conducted and/or sponsored by outside organizations. How much does it cost to have documents translated? The SFUSD does not charge for the translation services that the Unit provides, as long as such documents are for School-wide or District-wide distribution. How much do the sites have to pay for interpretation services? The SFUSD does not charge for the interpretation services that the Unit provides, as long as the requested services are for School-wide or District-wide events, and staff is available. How long in advance do the sites have to make a request for interpretation services? We recommend submitting the requests not less than five (5) working days in advance. Services are rendered on the basis of first come first served. Submitting all the year scheduled meetings at once does not guarantee services, since meetings are scheduled depending on staff availability and District priorities. The T &I Unit will discontinue interpretation services to Sites, if after two consecutive meetings there has not been anybody needing services. What are the procedures for requesting translation? All written requests are processed in the order they are received; we recommend submitting them at least 10 working days before the desired return date. The translators make the effort to finish the projects before the deadlines whenever possible. However, occasionally more time is needed for documents containing large volume of text, or of technical and legal nature. (Requesters will be notified when this situation occurs).
The School District has created an on-line request system, where the administrators or their designee can: 9 9 9 9 9
Submit requests for translation or interpretation Attach files Check the status of their requests Search, download, and print existing translated documents Give feedback and make suggestions to improve our services
This website is divided in two sections, one for public and one for administrator’s access. The “Archive of Public Documents” can be accessed by anyone with a computer connected to the internet, and can be found on the main page of the District website (www.sfusd.edu) by clicking on the small blue text as shown in the illustration below: Public access:
This section lets the public access the page containing an archive of public documents in English, Spanish, Chinese, Tagalog, Russian, Arabic, Vietnamese and Samoan. On the right side of this page Principals and Administrators can access a secure page where they can make requests (as shown in the illustration below):
Are the Administrators required to login to make requests? Yes, this section is restricted to the site administrators or their designees; generally the information required is their last name and first initial as shown in their SFUSD email account, e.g.: if administrator’s name is John Doe, probably his email account is
[email protected]. When prompted by the website to enter his name and password, it would be: Name: doej and the password he uses to login into his computer. What if I need translation or interpretation services immediately? ASAP requests are honored on a case by case basis and may need additional approval of the Unit supervisor.
Can I submit a request for written translation in any format? We recommend attaching your documents electronically in Microsoft Word format, because of its versatility and ability to handle different languages. If you submit a document in another format, we will create a word document with just the text. Does the Unit translate materials from textbooks? We avoid translating any material conflicting with copyright laws. We only translate such documents when it is expressly authorized by the author. Remember that these services are intended to help parents with school related information. Does the Unit proofread material translated by someone else? We avoid proofreading other people’s translations; it is preferable to translate documents from beginning to end. This saves time and reduces the chance of errors.
Medi-Cal Revenue Unit What is it all about? “Medi-Cal is California's Medicaid program. This is a public health insurance program which provides needed health care services for low-income individuals including families with children, seniors, persons with disabilities, foster care, pregnant women, and low income people with specific diseases such as tuberculosis, breast cancer or HIV/AIDS. Medi-Cal is financed equally by the State and Federal government http://www.dhcs.ca.gov/services/medi-cal/Pages/default.aspx “ There are two complementary Medi-Cal reimbursement programs for School Districts and County Offices of Education in California; Local Educational Agency Medi-Cal Billing Option (LEA) and Medi-Cal Administrative Activities (MAA): LEA The LEA offers reimbursement for health assessment and treatment by school health professionals for eligible children and family members. The reimbursements from these funds must be reinvested in health and social services for students and their families. MAA The MAA program reimburses schools for carrying out health-related administrative duties, such as: Outreach and Referral Assisting with the Medi-Cal Application Arranging Non-Emergency/Non Medical Transportation Program Planning MAA Claims Coordination The reimbursement from these funds are UNRESTRICTED; School Sites can use funds at there discretion.
Who is eligible to participate? Employees eligible to time survey are; those who are not funded with federal dollars and who are employed in positions such as: Administrator
Psychologist
Audiologist
Psychiatric Social Workers
Counselors
Speech Therapist
Nurses
Occupational Therapists
How can an employee participate? The California Department of Health Care Services requires annual training for all employees who participate in the MAA time survey process. The District works with a vendor who provides training sessions at the start of each fiscal year and training continues throughout the year by District employees.
What is the purpose of the time surveys? The purpose of conducting the time survey is to Identify and reflect time spent on the performance of MAA Capture time by individuals performing MAA The time surveys ensure that school districts file appropriate invoice claims and can be used for auditing purposes.
How do these reimbursement programs benefit students? Reimbursement funds make it possible for many children to receive essential services that they would otherwise be without. Some of these students have no other access to health care and many of them are children with special needs.
How can you obtain information to share with students and families about health care coverage? An introduction, application, and instructions on how to apply for Medi-Cal can be accessed at: http://www.dhcs.ca.gov/services/medi-cal/Pages/MediCalApplications.aspx 135 Van Ness-Room 1, San Francisco, CA 94106, Phone: 415-522.6776
San Francisco Unified School District Student Support Services Resource Guide 2008-2009
This resource guide is a compilation of various resources that can be found in San Francisco. Student Support Services staff work with students and families who have diverse needs. This guide includes resources in the following areas:
Crisis Support Hotlines Bereavement Child and Adolescent Child Abuse Community Violence Domestic Violence Foster Youth General Health LGBTQQ Legal Services Mental Health Parents Websites (listing their own resource guides for SF)
¾ Who should use the resource guide? Any SFUSD staff member needing to make a referral for a student and/or family. ¾ What if the information is incorrect or I use a resource that is not listed? Please e-mail Carrie Tanabe at
[email protected] with any updates or changes, including the agency name, phone number, address, and a description of services. ¾ Is there an electronic version? An electronic version can be found on School Health Programs Department’s website. Visit www.healthiersf.com.
School Health Programs Department, August 08
Crisis Support Hotline Resources Agency Name
Contact Information
2-1-1 (800) 273-6222 (415) 808-HELP (415) 674-1821 English (415) 554-8811 Spanish Alcoholics Anonymous (415) 642-6850 Chinese (415) 642-6851 Filipino (415) 674-6820 Vietnamese (415) 674-6819 Cambodian Asian Perinatal Advocates (415) 674-6825 Laotian (415) 642-6854 Samoan Family Support Services Asian Women’s Shelter Crisis (415) 751-0880 (877) 751-0880 Line 211 – Community Services Information / HELPLINK
Description of Services Information on resources such as counseling, child care, youth and family support, health care, financial aid, employment assistance, food, shelter and more. 24 hour hotline for Alcoholics Anonymous.
The API Hotline is a resource to parents and youth in times of stress and crisis. Lines are open from 8-5pm and provide support, advice and referrals. 24 hour domestic violence crisis line. Callers can get support, safety planning, access to the Asian Women’s Shelter and services, and information and referrals.
California Youth Crisis Line The Child and Adolescent Support Advocacy and Resource Center (CASARC)
(800) 843-5200
24 hour phone line available to young people between the ages of 12-24, friends and family members. They provide crisis intervention counseling on many issues including family problems, sexual assault, eating disorders, teen pregnancy, substance abuse, suicide and more.
(415) 206-8386
24 hour emergency aid to victims of sexual abuse and their families.
Child Crisis Child Protective Services (CPS) Communities United Against Violence (CUAV)
(415) 970-3800 (415) 558-2650 (800) 856-5553
24 hour crisis intervention for children and their families.
Compass Connecting Point
(888) 811-SAFE
Gamblers Anonymous
(888) 424-3577
Huckleberry Youth Program
(415) 621-2929 (877) 503-1850 Adults (877) 923-0700 Teens (415) 989-5212 (800) 303-7432
La Casa De Las Madres Linea Apoyo
(415) 333-4357
Mobile Crisis Treatment Team (415) 255-3610
To report suspected child abuse, consultations also available. 24 hour support for LGBTQQ people facing harassment, threats, attacks, and abuse providing emotional support, service referrals, and safety planning. A toll-free hotline to provide crisis intervention and information about community resources and services. Available from 9-5 M-F. Support for people with a gambling addiction. Provides support to runaway and homeless youth by providing 24 hour referral, crisis intervention, and resolution. Counseling for children and survivors of domestic violence. Emergency shelter. Spanish Crisis Line. Mobile Crisis provides emergency crisis intervention services conducted in the field, early intervention in the field before situation escalates to critical crisis point, and consultation services provided to consumers, support systems, mental health providers and shelter providers.
Narcotics Anonymous
(415) 621-8600
Support line for those seeking support for narcotics addiction.
National Child Abuse Hotline
(800) 4-A-CHILD
The 24 hour hotline is for kids and adults who are concerned of a child being abused or neglected.
School Health Programs Department, SFUSD
2008-2009
Crisis Support Hotline Resources Agency Name
Contact Information
National Domestic Violence Hotline National Runaway Switchboard SF County Mental Health ACCESS Line
(800) 799-7233 (800) 786-2929 (800) 621-4000 (888) 246-3333 (415) 255-3737
SF Women Against Rape
(415) 647-7273
Suicide Prevention T.A.L.K. Line Teen Domestic Violence Hotline
(415) 781-0500 (415) 441-5437 (TALK)
The Trevor Project
(866) 4-U-TREVOR
Westside Crisis Clinic
(415) 353-5050 (415) 864-4722 (877) 384-3578 (415) 997-6949 (888) 977-3399
WOMAN, Inc YouthLINE
(877) 923-0700
School Health Programs Department, SFUSD
Description of Services 24 hour hotline to support those being affected by domestic violence. Hotline to support runaway and at-risk youth to keep them safe and off the streets. Access line for those eligible for county services. Available M-F 8-5 Rape crisis counselors are available 24 hours/day to offer support, information and resources for survivors of rape and sexual assault, friends, family members and others. Counselors are also trained in areas such as sexual harassment, incest, child sexual assault, same-sex sexual assault, domestic violence, ritual abuse, suicide prevention, male survivors and stalking. 24 hour hotline for people feeling depressed or facing a problem. Advice on how to help a friend who might be depressed or suicidal. 24 hour parental hotline; single parent network; emergency respite child care; mother's group. Crisis Counseling (for teens) around the area of domestic violence. The Trevor Project operates a 24 hour crisis and suicide prevention helpline for gay and questioning youth. Offers immediate help for those suffering from an emotional crisis. Open from 9-7pm. A 24 hour crisis line providing culturally sensitive support to women in domestic violence situations. Toll free info and support line for youth, run by youth. Open daily from 12-10pm.
2008-2009
Bereavement Resources Agency Name
Contact Information
P.O. Box 7921 San Francisco, CA 94120 (415) 885-7221 http://cancer.ucsf.edu/afr Art for Recovery 2559 40th Ave. San Francisco, CA 94116 Catholic Charities of San (415) 564-7882 www.cccyo.org Francisco
(415) 457-3123 Compassionate Friends www.tcfmarin.org 1109 Vicente St. Suite 104 San Francisco, CA 94116 Crossroads Home Care (415) 682-2111 www.sfhospice.com and Hospice 1902 Van Ness Ave. San Francisco, CA 94109 (415) 626-5900 www.hospicebythebay.org Hospice By The Bay 3330 Geary Blvd., 2nd Fl West San Francisco, CA 94118 (415) 750-4111 / (877) 750-4111 http://www.ioaging.org Institute on Aging 2150 Post St. San Francisco, CA 94115 Jewish Family and (415) 449-1219 www.jfcs.org Children's Services 3288 21st St. #139 San Francisco, CA 94110 (415) 513-6343 http://josiesplace.org Josie's Place
Kara
457 Kingsley Ave. Palo Alto, CA 94301 (650) 321-5272 www.kara-grief.org School Health Programs Department, SFUSD
Description of Services
Neighborhood Located
This program allows people with life-threatening illnesses to express what it looks like through drawing, writing, poetry, and music. Open to all patients at Mt. Zion and UCSF. Western Addition
Ongoing adult, children's and adolescent grief groups. Individual and family counseling. Richmond The Compassionate Friends is a national nonprofit, self-help support organization which offers friendship and understanding to families who are grieving the death of a child of any age, from any cause. Call for information on location of support groups. N/A
Ongoing grief support groups that are free to the community.
Sunset
Offers grief counseling and bereavement support for individuals who are experiencing grief or who have had a loss. Offers individual and group therapy as well as on site presentations and grief groups at schools. Nob Hill
Support groups for people of all ages who have experienced a difficult, sudden, or traumatic loss. Richmond Provides individual, couples, and family counseling. Offers Bereavement Support Services. Conducts psychological, educational, and support groups for those in need. Western Addition
Support groups for children, teens and their families grieving a death. Groups take place 2x/month. Kara services are provided by volunteers who have experience in healing from personal loss. They are trained to accompany others on their journey through a life-threatening illness and/or bereavement. Services include: crisis intervention, support groups, individual counseling, community education, grief support, and training.
Mission
East Bay 2008-2009
Bereavement Resources Agency Name
Contact Information
395 Oyster Point Blvd. South San Francisco, CA 94080 (415) 567-3973 1625 Van Ness Ave., 4th Floor San Francisco, CA 94109 (415) 600-7530 Sutter VNA and Hospice www.suttervna.org Pathways Home Health and Hospice
School Health Programs Department, SFUSD
Description of Services
Neighborhood Located
Group and individual bereavement support.
Nob Hill
Bereavement support including a variety of support services, such as groups, trainings, and consultation to organizations.
Mission
2008-2009
Child Adolescent Resources Agency Name 3rd Street Youth Center and Community Clinic
826 Valencia
Contact Information 5190 Third St. San Francisco, CA 94124 (415) 822-1707 www.3rdstyouth.org 826 Valencia St. San Francisco, CA 94110 (415) 642-5905 www.826valencia.org
762 Fulton St., Suite 300 San Francisco, CA 94102 African American Art and (415) 922-2049 www.aaacc.org Culture Complex
Aim High
Arab Cultural and Community Center
Arriba Juntos
ArtSpan Art for City Youth B*E*T*A* (Behavior Education Training Associates
2030 Harrison St., 3rd Fl. San Francisco, CA 94110 (415) 551-2323 www.aimhigh.org 2 Plaza St. San Francisco, CA 94116 (415) 664-2200 www.arabculturalcenter.org 1850 Mission St. San Francisco, CA 94103 (415) 487-3240 http://www.arribajuntos.org 934 Brannan St. San Francisco, CA 94103 (415) 861-9838 www.artspan.org P.O.Box 225129 San Francisco, CA, 94122 (415) 564-7830 www.aintmisbehavin.com
School Health Programs Department, SFUSD
Description of Services A teen clinic that offers youth leadership, social group work, individual/family counseling, and theraputic case management to support the Bayview/Hunters Point youth.
Neighborhood Located
Bayview / Hunters Point
826 Valencia supports students aged 6 - 18 with their writing skills. They also offer workshops and trainings to help get students excited about literary arts. Scholarships for college bound students are available. Mission The AAACC is dedicated to inspiring children and youth to serve as agents of change, cultivating their leadership skills and fostering a commitment to community service and activism. Classes include: dance, recording studio and audio engineering production (13 to 18 yrs of age), film, theatre, graphic and visual arts, business, animation, and set design. Hayes Valley The foundation of Aim High is an intensive, engaging and challenging five-week summer school program for middle school students from low-income families. Students join after 5th or 6th grade, and participate for three or four consecutive summers. There are also extensive after school and weekend opportunities during the academic year. Mission Offers youth services including an after school program, social services, a women's program, cultural competency training, health education & prevention, Arabic language classes for youth, and cultural programs and events.
Forest Hill
Arribas Juntos offers after school programs, job placement assistance, academic tutoring (group and one-on-one), and case management services to at-risk youth who have been involved in or are at risk of being involved in the juvenile justice system. Their "Safe Haven" program offers youth a resource for drug counseling, domestic violence intervention, and mental health counseling. SOMA ACY programs encourage art appreciation and use art to foster academic skills, promote self-expression, and build relationships between artists and the communities they live and work in. Offers Tours for Youth and the Art and Literacy In-School Program. SOMA
Provides one-on-one support for behavior improvement and skill development. Provides consultation and workshops to parents and teachers.
Sunset
2008-2009
Child Adolescent Resources Agency Name
Contact Information
Balboa Teen Health Center
1000 Cayuga Ave. Rm 156 San Francisco, CA 94112 (415) 469-4512
Baview Hunters Point Foundation Bayview Safe Haven
763 Jerrold Ave. San Francisco, CA 94124 (415) 822-8895 www.hunterspointfamily.org
763 Jerrold Ave. San Francisco, CA 94124 (415) 824-3225 www.hunterspointfamily.org 763 Jerrold Ave. Baview Hunters Point San Francisco, CA 94124 Foundation (415) 822-8895 www.hunterspointfamily.org Peacekeepers Let's Be Healthy Ocean Park Health Center 1351 24th Ave. Bay Area Community San Francisco, CA 94122 (415) 444-5580 Resources 55 Santa Clara Ave. Suite 203 Oakland, CA 94610 Bay Area Nonviolent (510) 433-0700 www.baynvc.org Communication 440 Alabama St. San Francisco, CA 94110 (415) 486-1310 www.bayareascores.org Bay Area SCORES 2727 Mariposa St. 2nd Fl San Francisco, CA 94110 (415) 861-3282 Bay Area Video Coalition www.bavcc.org Baview Hunters Point Foundation GIRLS 2000
School Health Programs Department, SFUSD
Description of Services
Neighborhood Located
The Balboa Teen Health Center serves high school aged adolescents, not just students at Balboa HS. They provide medical and mental health services, including immunizations. Drop-in services are available. Excelsior / Ingleside The Bayview Safe Haven is a holistic after school program that provides educational, recreational, health, and social services to "high-risk" youth, ages 1221, who live in San Francisco's Bayview/Hunters Point community. Offers tutoring, mentoring, counseling, life skills classes, arts and dance classes, leadership training and gender specific support. Bayview / Hunters Point GIRLS 2000 is a holistic program designed specifically to meet the needs of girls ages 10 through 18 and their families living in the Hunters Point public housing developments. Offers tutoring, mentoring, counseling, life skills classes, arts and dance classes, leadership training and gender specific support. Peacekeepers is a crisis prevention, intervention, and response program that provides services to youth (10-22) and their families. Offers tutoring, mentoring, counseling, life skills classes, arts and dance classes, leadership training and gender specific support. A tapestry of direct services, volunteerism, and partnerships: BACR programs focus on Youth Development, After School Programs, Alcohol and Drugs, Tobacco and Mental Health, National Service, Community Health and Fiscal Sponsorship. Provides workshops, retreats, and classes for parents, youth, and families. Provides free workshops and coaching to help prevent and heal the effects of domestic violence and foster healing in communities where violence has occurred.
Bayview/ Hunters Point
Bayview/ Hunters Point
Sunset
City-wide
An after school program that empowers students in urban communities using soccer, writing, creative expression, and service-learning.
Mission
Offers digital media classes to at-risk youth. These classes include music performance, filmmaking, digital media training, and in-school workshops.
Mission
2008-2009
Child Adolescent Resources Agency Name
Contact Information
Bayview Hunter's Point Youth Services Program
2415 3rd St., Suite 230 San Francisco, CA 94107 (415) 701-8228 www.baycat.org 5015 Third St. San Francisco, CA 94124 (415) 822-1585
Bayview Hunters PointPotrero Hill Community Response Network
1319 Evans St. San Francisco, CA 94124 (415) 206-0713
Bayview Arts & Technology Center (BayCat)
Bernal Heights Neighborhood Center
555 7th St., Suite 201 San Francisco, CA 94103 (415) 558-2428 www.bayviewmagic.com 515 Cortland St. San Francisco, CA 94110 (415) 206-2140 www.bhnc.org
Booker T. Washington Community Service Center
800 Presidio Ave. San Francisco, CA 94115 (415) 928-6596 http://www.btwcsc.org
Bayview MAGIC
450 Guerrero St. San Francisco, CA 94110 Boys and Girls Club (415) 864-2724 Columbia Park Clubhouse www.bgcsf.org
Boys and Girls Club Ernest Ingold Clubhouse
1950 Page St. San Francisco, CA 94115 (415) 221-6100 www.bgcsf.org
School Health Programs Department, SFUSD
Description of Services
Neighborhood Located
BAYCAT’s mission is to inspire and educate underserved youth and adults to become more productive citizens and to improve the quality of life for themselves and their communities by providing education in arts, culture, and enterprise in an inspirational learning environment. Bayview / Hunters Point Substance abuse prevention and counseling for youth, social activities, and educational development. Bayview / Hunters Point The Bayview Hunters Point-Potrero Hill Community Response Network addresses the multiple impacts of violence on youth living in Bayview Hunters Point and Potrero Hill. The CRN is organized around three core services: street outreach, case management, and crisis response/healing strategies. Bayview / Hunters Point Bayview Mobilization for Adolescent Growth in our Communities (MAGIC) is a neighborhood-based process for mobilizing community leaders, social service providers, schools, juvenile justice agencies, church communities, and families in Bayview Hunters Point. MAGIC’s goal is to coordinate and improve youth services and provide early intervention that reduces juvenile crime, strengthens families, and keeps children in schools. Bayview / Hunters Point
Offers gang prevention and case management, youth leadership development, Bernal Heights / job training and placement for youth, and the Excelsior Youth Center. Excelsior Provides academic, tutorial, cultural awareness, creative arts (music, dance, and arts and crafts), media learning techniques and recreation (basketball, indoor and outdoor sports, exercise and fitness) to youth ages 6 to 19 years old from all over the City. The majority of participants are from the Western Addition. Offers camps during summer. Western Addition The Clubs provide opportunities for at-risk youth to gain access to a wide variety of programs and activities, from technology and leadership skills to gangprevention and intervention to fine arts and athletics. Offers health services, daily homework assistance and tutoring, as well as specialized programs for young girls and teens. Mission The Clubs provide opportunities for at-risk youth to gain access to a wide variety of programs and activities, including technology, leadership skills, gang-prevention and intervention ,fine arts and athletics. Offers health services, daily homework assistance and tutoring, as well as specialized programs for young girls and teens. Western Addition 2008-2009
Child Adolescent Resources Agency Name
Boys and Girls Club Excelsior Clubhouse
Contact Information 163 London St. San Francisco, CA 94112 (415) 334-2582 www.bgcsf.org
Boys and Girls Club Mission Clubhouse
195 Kiska Road San Francisco, CA 94124 (415) 643-6140 www.bgcsf.org Bryant Elementary School 1050 York St. San Francisco, CA 94110 (415) 648-2434 www.bgcsf.org
Boys and Girls Club Tenderloin Clubhouse
115 Jones St. San Francisco, CA 94102 (415) 351-3125 www.bgcsf.org
Boys and Girls Club Treasure Island Clubhouse
401 13th Ave. San Francisco, CA 94134 (415) 362-1383 www.bgcsf.org
Boys and Girls Club Visitation Valley Clubhouse
1099 Sunnydale Ave. San Francisco, CA 94134 (415) 239-0146 www.bgcsf.org
Boys and Girls Club Sunnydale Clubhouse
1654 Sunnydale Ave. San Francisco, CA 94134 (415) 584-5028 www.bgcsf.org
Boys and Girls Club Hunters Point Clubhouse
School Health Programs Department, SFUSD
Description of Services
Neighborhood Located
The Clubs provide opportunities for at-risk youth to gain access to a wide variety of programs and activities, including technology, leadership skills, gang-prevention and intervention ,fine arts and athletics. Offers health services, daily homework assistance and tutoring, as well as specialized programs for young girls and teens. Excelsior The Clubs provide opportunities for at-risk youth to gain access to a wide variety of programs and activities, including technology, leadership skills, gang-prevention and intervention ,fine arts and athletics. Offers health services, daily homework assistance and tutoring, as well as specialized programs for young girls and teens. Bayview / Hunters Point The Clubs provide opportunities for at-risk youth to gain access to a wide variety of programs and activities, including technology, leadership skills, gang-prevention and intervention ,fine arts and athletics. Offers health services, daily homework assistance and tutoring, as well as specialized programs for young girls and teens. Mission The Clubs provide opportunities for at-risk youth to gain access to a wide variety of programs and activities, including technology, leadership skills, gang-prevention and intervention ,fine arts and athletics. Offers health services, daily homework assistance and tutoring, as well as specialized programs for young girls and teens. Tenderloin The Clubs provide opportunities for at-risk youth to gain access to a wide variety of programs and activities, including technology, leadership skills, gang-prevention and intervention ,fine arts and athletics. Offers health services, daily homework assistance and tutoring, as well as specialized programs for young girls and teens. Treasure Island The Clubs provide opportunities for at-risk youth to gain access to a wide variety of programs and activities, including technology, leadership skills, gang-prevention and intervention ,fine arts and athletics. Offers health services, daily homework assistance and tutoring, as well as specialized programs for young girls and teens. Visitation Valley The Clubs provide opportunities for at-risk youth to gain access to a wide variety of programs and activities, including technology, leadership skills, gang-prevention and intervention ,fine arts and athletics. Offers health services, daily homework assistance and tutoring, as well as specialized programs for young girls and teens. Sunnydale
2008-2009
Child Adolescent Resources Agency Name
Contact Information
2781 24th St. San Francisco, CA 94110 Brava! For Women in the (415) 641-7657 www.brava.org Arts
8 West Point Rd. San Francisco, CA 94124 Brothers Against Guns (415) 920-7030 Fort Mason Center, C-255 California Lawyers for San Francisco, CA 94123 the Arts (415) 775-7200 www.calawyersforthearts.org Spotlight on the Arts 920 Sacramento St. San Francisco, CA 94108 Cameron House (415) 781-0401 ext 126 www.cameronhouse.org Youth Services 655 Mission St. San Francisco, CA 94105 (415) 227-8666 http://www.cartoonart.org Cartoon Art Museum 180 Howard St. Suite 100 San Francisco, CA 94105 Catholic Charities CYO (415) 972-1200 180 Fair Oaks St. Catholic Charities of San San Francisco, CA 94110 Francisco (415) 920-2740 www.cccyo.org Mission Day Care
Cellspace
2050 Bryant St. San Francisco, CA 94110 (415) 648-7562 www.cellspace.org
School Health Programs Department, SFUSD
Description of Services
Neighborhood Located
Brava! for Women in the Arts offers theater, music and educational programs promoting the creative expression of women, people-of-color and youth artists. Mission Brothers Against Guns provides a multi-aged system of care for youth residing in Bayview/ Hunter’s Point. The CARC program offers alternative to incarceration for youth 12-17 arrested for a variety of criminal offences. IHBS provides concentrated case management to youth identified by the juvenile courts as high risk to re-offend. The Teen Center provides youth with a safe place to socialize with direct adult supervision and support, and youth development and leadership programming provides youth with culturally relevant opportunities to explore their circumstances and begin to heal. Bayview / Hunters Point
The "Spotlight on the Arts" program places low-income young people interested in the arts in paid summer internships at non-profit arts organizations. Marina Friday Night Club program for middle and high school youth. Basketball teams, bilingual after school program for students in 1-8 grade, and a bilingual summer program. The museum offers cartooning classes for kids ages 8 to 14 years old. They are held twice a month on Saturdays in April through August. Classes are $5, which includes admission to the museum for the day and art supplies. Camps are available as well.
Downtown
Provides recreation, counseling, employment, camping, day care, and social services to children and youth.
Downtown
Chinatown
Mission Day Care offers before-school, after-school and summer educational programs to children, 5-12, who come from low-income families. Counseling and intervention provided when needed. Mission CELLspace simultaneously serves two key populations in the Mission District: atrisk youth and artists. They provide young adults a space to assemble and exhibit art, produce community events, organize and promote positive social change. They currently house nine visual arts studios, a 10,000 square foot performance space, adult arts education programming, a visual arts gallery, a metal shop, woodshop, and community flea and farmers market. Mission 2008-2009
Child Adolescent Resources Agency Name
Contact Information
Center for Human Development Youth Striving for Excellence
2940 16th St. Room 307 San Francisco, CA 94103 (415) 487-6000 http://www.chd-prevention.org/ 1550 Bryant St., Suite 700 San Francisco, CA 94103 Center for Young (415) 703-8800 Women’s Development www.cywd.org Center on Juvenile and 440 9th St. Criminal Justice San Francisco, CA 94103 Detention Diversion (415) 621-5661 www.cjcj.org Advocacy Project 625 Market St. Suite 825 CHALK (Communities in San Francisco, CA 94105 Harmony Advocating for (415) 977-6949 www.chalk.org Learning and Kids) 445 Church St San Francisco, CA 94114 Children's Council of (415) 276-2900 www.childrenscouncil.org San Francisco 80 Fresno St. San Francisco, CA 94133 Community Educational (415) 982-0615 www.cessf.org Services 1850 Mission St. Community Response San Francisco, CA 94103 (415) 632-7114 Network - Mission
Community Works
1605 Bonita Ave. Berkeley, CA 94709 SF Program (510) 486-2340 www.community-works-ca.org
School Health Programs Department, SFUSD
Description of Services
Neighborhood Located
The Youth Striving for Excellence program provides school-based substance abuse prevention programs for high school youth living in high-risk enviornments. SOMA The program seeks to empower and inspire young women who have been involved in the juvenile justice system and/or underground street economy to create positive changes in their lives. There are also weekly educational seminars for girls reentering the community. SOMA The Detention Diversion Advocacy Project (DDAP) targets the highest risk youth in the juvenile justice system and offers them intensive case management and a comprehensive range of community services. SOMA The purpose of CHALK is to provide information, resources and support to youth and their allies. CHALK is unique because the providers are youth. They are part of Youthline, fund youth-led projects, and provide outreach to schools and communities to support youth. Downtown A child care resource and referral service which offers child care subsidy programs and food stamp enrollment. Also provides referrals, mental health consultations, and advocacy. Castro / Noe Valley CES provides a range of services including: arts & cultural enrichment, career exploration, college guidance, counseling, employment, health and wellness, mentoring, and tutoring and homework assistance. CES partners with schools to Chinatown / North support K-12 youth. Beach Mission-based youth and gang violence prevention program. Provides outreach, case management, and crisis response. Mission Community Works’ youth programs provide children and youth impacted by incarceration with critical tools to challenge and interrupt the cycle of incarceration and violence. CW’s programs incorporate creative expression and skill building in the arts, critical reflection on issues children and youth face, one on one support, and life skills development. City-wide
2008-2009
Child Adolescent Resources Agency Name
Community Youth Center
Craft Gym
Contact Information Main Office + Computer Clubhouse 1038 Post St. San Francisco, CA 94109 (415) 775-2636 www.cycsf.org 1452 Bush St. San Francisco, CA 94109 (415) 441-6223 http://www.craftgym.com/
170 Capp St. San Francisco, CA 94110 Office (415) 777-5500 CUAV (Community 24/7 Crisis Line: (415) 333-HELP United Against Violence) www.cuav.org 900 Filbert St. San Francisco, CA 94133 (415) 350-4396 www.mydestinationart.com/ Destination Art 1050 McAllister St. Ella Hill Hutch San Francisco, CA 94115 (415) 921-6276 Community Center 49 Ocean Ave. San Francisco, CA 94112 (415) 333-3845 Excelsior Family counseling (415) 333-6423 www.excelsiorfc.org/ Connections 4080 Mission St. San Francisco, CA 94112 (415) 452-7575 www.escsf.org Excelsior Sports Club 4468 Mission St. San Francisco, CA 94112 (415) 334-9919 http://www.bhnc.org/youth Excelsior Teen Center School Health Programs Department, SFUSD
Description of Services
CYC empowers high-need Asian youth and their families by providing comprehensive youth development through education, employment training, and support services.
Neighborhood Located
Nob Hill
The Craft Gym is a studio space where instead of a physical workout, students get a creative one. Craft Gym currently offers workshops and open studio time in sewing, knitting, ceramics, metals, paper, wood, and textiles. Nob Hill Community United Against Violence (CUAV) is a multicultural organization working to end violence against and within our lesbian, gay, bisexual, transgender, queer, and questioning communities. CUAV offers a 24-hour confidential, multilingual crisis line, free counseling, legal advocacy, and emergency assistance (hotel, food, and transportation) to survivors of hate and domestic violence. CUAV uses education as a violence prevention tool through our speakers bureau, youth program, and education and outreach program. Mission Destination Art is a neighborhood arts and craft studio in North Beach for children and adults. The space is used by working artists and crafters and is a place to do North Beach / all kinds of art projects. Chinatown A community center in the heart of Hayes Valley. Youth programs offered for for children aged 5 to 13.
Hayes Valley
Offers support services for families that includes a Child/ Parent Drop-In program, employment resources, school readiness workshops, counseling ($5/session), community celebrations, child development workshops, and information and referrals. Excelsior Excelsior Sports Club is a network of agencies working together to support and promote the health of Excelsior youth through sports and physical activities. After school and summer sports programs help youth build the skills and interest in physical activity that create life-long healthy habits. Excelsior ETC offers teens a chance to participate in leadership development, violence prevention, employment training and placement, and afterschool and summer programs. There is also a drop-in center for youth ages 11 to 18 that is open Mondays through Fridays from 3pm–7pm. Excelsior 2008-2009
Child Adolescent Resources Agency Name
Contact Information
160 Capp St. Family & Child Guidance San Francisco, CA 94110 Clinic (Native American (415) 621-4371 www.nativehealth.org Health Clinic) 800 Innes Ave. #12 San Francisco, CA 94121 (415) 642-3400 Friends of the Children www.fotcsf.org 1271 Treat Ave. San Francisco, CA 94110 (415) 695-5010 Garfield Rec Connect Program Sites: 2050 Sunnydale Ave. -Bungalow 333 Schwerin - Village CC 450 Raymond at Vis Valley MS 2290 14th Ave. - Hoover MS Girls After School (415) 584-4044 http://gasa.ypguides.net/ Academy
GirlSource
GirlVentures
Health Initiatives for Youth HELPLINK
Horizons, Inc
1550 Bryant St., Suite 675 San Francisco, CA 94103 (415) 252-8880 www.girlsource.org 3543 18th St. #18 San Francisco, CA 94110 (415) 864-0780 www.girlventures.org 235 Montgomery St., Suite 430 San Francisco, CA 94104 (415) 274-1970 www.hify.org Toll-Free: 211 (800) 273-6222 440 Potrero Ave. San Francisco, CA 94110 (415) 487-6700 or (415) 487-6730 www.horizons-sf.org
School Health Programs Department, SFUSD
Description of Services Family and Child Guidance Clinic has a youth services division which supports Native youth through traditional arts, educational support, tribal athletics, and violence prevention.
Neighborhood Located
Mission
An intensive mentoring and intervention program for at-risk children and youth. Provides a 12-year commitment to each child. Admits at-risk children in 1st grade through a comprehensive review process. Bayview The program has boys and girls groups, cooking, beauty shop, camping, open mic, arts and crafts, computer access, and hip hop dance classes. The sports program includes basketball, flag football, and soccer. Mission
The Girls After School Academy (GASA) is a comprehensive program that serves girls 8-18 years old living in San Francisco's largest public housing development, Sunnydale, and the greater Visitacion Valley. GASA embraces a youth development model with an Afri-Centric focus and a womanist view to enrich the lives of these young women. Visitation Valley GirlSource provides job and leadership opportunities to girls, ages 14-18, from lowincome families. In addition to this paying job program, they help girls prepare for college and apply for jobs and guide them through life-management challenges, such as housing needs, health and pregnancy issues, problems with schoolwork, etc. SOMA GirlVentures seeks to empower adolescent girls to develop and express their strengths through outdoor adventure, creative arts and group experiences. They offer a summer outdoor adventure program, school year programing including selfdefense, dance, yoga, leadership development, and community courses. Mission HIFY creates publications and resource materials and facilitates workshops and trainings for youth and the providers that work with them on a variety of youth and health topics, such as body image, sexuality, STDs and HIV, substance use, selfesteem and mental health, relationships, and violence. Downtown Confidential information & referral source for Bay Area resources. Horizons engages, educates, and inspires youth to greatness through a wide range of programs and services. Services include outreach, education, mental health, HIV/STD prevention, substance use services, crisis intervention, youth development, tutoring and vocational training.
City-wide
Potrero Hill 2008-2009
Child Adolescent Resources Agency Name
Contact Information
Description of Services
Neighborhood Located
555 Cole St. San Francisco, CA 94117 (415) 386-9398/ (800) 735-2929 www.huckleberryyouth.org 1678 Newcomb St., #3 San Francisco, CA 94124 (415) 822-8895 www.hunterspointfamily.org 3380 Gea y d
The Clinic offers adolescent health services to high-risk teens, with peereducation including HIV prevention education, peer-counseling, violence prevention/leadership groups, and community outreach serving as major components of the Clinic's programs. HYSCS provides individual counseling, psychotherapy and case management services to youth at no charge. Case managers assist youth with job training, employment, educational issues, and choice counseling for pregnant teens and their partners. The mission of Hunters Point Family (HPF) is to prepare youth to become independent, strong and productive adults through comprehensive support services that empower them to develop their full potential. HPF serves as fiscal sponsor for Girls 2000, Peacekeepers, and Bayview Safe Haven.
Ingleside Community Center
San Francisco, CA 94118 (415) 386-8800 http://san_francisco.huntingtonlear ning.com 375 Eddy St. San Francisco, CA 94102 (415) 441-2872 http://ihdcsf.org 1345 Ocean Ave. San Francisco, CA, 94112 (415) 587-5513 www.inglesidecc.org
The center offers one-on-one instruction and customized programs in reading, writing, math, study skills, vocabulary, phonics, and test preparation. IHDC is a non-profit housing organization offering an afterschool and summer program, summer lunch, youth employment service, study groups, mentoring, chinese language lessons for children, food bank, and community-building activities for residents and community members. ICC services consist of: educational enhancement, cultural diversity awareness, employment training and placement, cultural arts enrichment, computer literacy, education, hate crime prevention, youth advocacy, and neighborhood empowerment.
Instituto Familiar de la Raza, Inc.
2919 Mission St. San Francisco, CA 94110 (415) 229-0500 www.ifrsf.org
Agency promotes and enhances the health and well-being of Chicanos/Latinos and multicultural/multiracial youth through a continuum of mental health, HIVrelated and social services including health promotion and prevention, early intervention, case management, clinical mentoring, family support, comprehensive behavioral health services, and cultural/spiritual activities and practices. Mission
Huckleberry Youth Programs Huckleberry Youth Services at Cole Street Clinic
Hunters Point Family
Huntington Learning Center Indochinese Housing Development Corporation
1325-A Evans Ave. San Francisco, CA 94124 Inter City Family Support (415) 920-2850 www.intercityfrc.org & Resource Center
School Health Programs Department, SFUSD
Haight Ashbury
Bayview / Hunters Point
Richmond
Hayes Valley
Ocean / Merced / Ingleside
Provides culturally specific, comprehensive support and preservation services to families with children ages 0-14. They focus on families whose children are at-risk and/or affected by neglect, abuse and violence. They offer: individual & family counseling, youth services, computer lab, skill development classes & workshops, support groups & workshops, community celebrations, and more. Bayview / Hunters Point
2008-2009
Child Adolescent Resources Agency Name
Contact Information
657 Mission St. Suite 500 International Institute of San Francisco, CA 94105 San Francisco (415) 538-8100 ext. 213 www.iisf.org YouthCare 1237 Van Ness Ave., Suite 200 Japanese Community San Francisco, CA 94109 (415) 563-8052 Youth Council Japanese Community Youth Council 1237 Van Ness Ave., Suite 200 AACE Educational San Francisco, CA 94109 (415) 563-8052 Services Jewish Vocational 225 Bush St., Suite 400, Service San Francisco, CA 94104 REACH Computer Skills (415) 391-3600 www.jvs.org Training Program
Jewish Vocational Service Scholars to College
225 Bush St., Suite 400, San Francisco, CA 94104 (415) 391-3600 www.jvs.org
Jewish Vocational Service Transition Services Program
225 Bush St., Suite 400 San Francisco, CA 94104 (415) 391-3600 www.jvs.org 131 Stuart St., Suite 201 San Francisco, CA 94105 (415) 371-0727 www.jumaventures.org/ Juma Ventures 1242 Market St., 2nd Floor Kids' Turn San Francisco, CA 94102 Nonviolent Family Skills (415) 437-0700 Program www.kidsturn.org Kumon Math & Reading (877) 586-6673 http://www.kumon.com Centers School Health Programs Department, SFUSD
Description of Services
Neighborhood Located
YouthCare brings together a diverse group of teens to gain leadership and job skills and become active participants in the community by providing a variety of services for senior citizens in SoMa and the Richmond District. They also offer tutoring for recent immigrant teens at Newcomer High School in the Inner Sunset. Downtown Offers support groups, supportive services, youth development opportunities, leadership opportunities, early intervention, and college assistance and financial aid for youth. Nob Hill AACE seeks to identify, select and assist low-income youth who have the potential to be the first generation of their family to graduate from high school and enroll in a 4-year college or university. Nob Hill REACH is an eight-week program that provides youth with disabilities with computer skills training, job search and life skills workshops in the context of career exploration.
Downtown
The Scholars to College Program provides educational counseling to high school juniors and seniors with disabilities to increase their high school graduation and college entry rates. Services include high school graduation support, postsecondary admissions counseling, financial aid counseling and career counseling. Downtown The Transition Services Programs serve in-school and out-of-school youth with disabilities between the ages of 16 and 24. The programs provide transition and career development services to prepare youth for self sufficiency including vocational assessment, career planning, paid work internships, job counseling and placement, education support and case management support.
Downtown
Juma provides a youth development program that combines employment in business enterprises, college and career services, financial education, and life skills.
Downtown
Kids' Turn provides services to children and their parents experiencing parental separation or divorce.Teaches adults and youth about the impact of violence on children and ways to parent families without violence.
Tenderloin
Kumon Centers offer tutoring for all ages in math and reading for a fee.
Various Locations 2008-2009
Child Adolescent Resources Agency Name
Contact Information
701 Sutter St., Suite 2 San Francisco, CA 94109 (415) 673-0911 http://larkinstreetyouth.org Larkin Street Services 214 Van Ness Ave. San Francisco, CA 94102 (415) 431-1481 LightHouse for the Blind www.lighthouse-sf-org 1600 Union St., 1st Fl San Francisco, CA 94123 (415) 346-6056 Lindamood-Bell www.lindamoodbell.com/learningc enters/sanfrancisco.html Learning Processes
Literacy for Environmental Justice
Loco Bloco
LYRIC
Meridian Gallery
Mission Cultural Center for Latino Arts
800 Innes Ave., Unit 11 San Francisco, CA 94124 (415) 282-6840 www.lejyouth.org 3543 18th St. #20 San Francisco, CA 94110 (415) 864-5626 www.LocoBloco.org 127 Collingwood St. San Francisco, CA 94114 (415) 703-6150 www.lyric.org 535 Powell St. San Francisco, CA 94108 (415) 398-7229 www.meridiangallery.org 2868 Mission St. San Francisco, CA 94110 (415) 821-1155 www.missionculturalcenter.org
School Health Programs Department, SFUSD
Description of Services Offers a range of housing options for homeless or runaway youth in addition to essential wraparound services including education, technology and employment training, mental health, substance abuse and HIV services, and case management. LightHouse services empower people of all ages who are visually impaired to access LightHouse services, including an assessment of vision rehabilitation needs, enrollment as a client, support services and case management. Lindamood-Bell offers programs that teach children and adults to read, spell, comprehend, and express language. They serve special-needs children with study/organizational skills, ADHD, Dyslexia, Hyperlexia, NLD, CAPD, PDD, and Autism Spectrum Disorders with instruction in auditory processing and language instruction. LEJ trains youth from Bayview Hunters Point to become authorities and activists in environmental health research, education, and advocacy; sustainable foods production, marketing, and nutrition education; and environmental conservation, restoration, and horticulture. Their programs combine education sessions with action-based projects. Loco Bloco is a free performing arts program for children, teens, and young adults rooted in the multi-ethnic Mission District of San Francisco. They provide young people with a hands-on introduction to musical, dance, and theater traditions of the Americas.
Supports LGBTQQ youth through community building, education, economic development, health and wellness.
Neighborhood Located
Nob Hill
Hayes Valley
Marina
Bayview / Hunters Point
Mission
Castro
The Meridian Interns Program provides youth with a paid training and internship, where students gain the experience of running an art gallery. This is a nine month internship for students aged 14 to 18. Chinatown MCCLA offers youth programs during afterschool hours on weekdays. Kids can attend drop-in classes in the arts (mosaic, puppet-making, t-shirt printing, arts & crafts), dance (capoeira, folk, hip hop, salsa), and music (a Latin Jazz band). Dropin classes are $2–$4 (monthly passes available) Summer camps offered as well. Mission
2008-2009
Child Adolescent Resources Agency Name
Contact Information
3049 24th St. San Francisco , CA 94110 Mission Education (415) 282-9898 www.mepisf.org Project 3040 16th St. San Francisco, CA 94103 (415) 864-5205 www.missiongraduates.org Mission Graduates Mission Language and 2929 19th St. Vocational School’s San Francisco, CA 94110 (MLVS) (415) 648-5220 www.mlvs.org YouthNet 474 Valencia St., Suite 210 San Francisco, CA 94103 (415) 575-3535 Mission Learning Center www.mlcsf.org 362 Capp St. San Francisco, CA 94110 Mission Neighborhood (415) 206-7747 www.mncsf.org Center Mission High School 3750 18th St. San Francisco, CA 94114 Mission Science (415) 621-1240 www.scienceworkshops.org/ Workshop 2773 21st St.#A San Francisco, CA 94110 Mission Youth Soccer (415) 648-8049 (leave message) www.sfmysl.org League 205 13th St., Suite 3300, San Francisco, CA 94103 (415) 552-4660 Morrisana West 3075 21st St. New Door Ventures San Francisco, CA 94110 (formerly Golden Gate (415) 920-9200 www.ggci.org Community, Inc) School Health Programs Department, SFUSD
Description of Services
Neighborhood Located
Offers tutoring, homework assistance, parenting workshops (health, safety, and healthy cooking) and employment workshops to children and families.
Mission
Mission Graduates works to increase the number of K-12 students in San Francisco's Mission District to attend college. They partner in some schools and work in the Mission neighborhoods to educate youth.
Mission
YouthNet successfully combats problems such as gang activity and violence, drug and alcohol abuse, teen pregnancy, and family dysfunction through mentoring, counseling, community-building, education, vocational training, and workshops. Mission
Mission Learning Center literacy programs for children have a high one-to-five instructor-to-student ratio, so each child receives focused attention. MNC, through its Precita Valley Community Center, a multi-service youth center, offers comprehensive, quality programming for youth ages 5 to 18 years old, including gender-specific support groups, sports, gang prevention, peer education, and advocacy.
Mission
Mission
The Mission Science Workshop is a non-profit science enrichment program, providing free hands-on science experiences for youth and their teachers, parents and adult caregivers from in and around the Mission District through after school programs, field trips, and summer programs. Partners with Mission schools. Mission
Offers a soccer league in the Mission District for youth. Provides counseling, education and vocational development, and drug treatment services to high-risk youth and young adults. This is an outpatient program and the primary focus and service provided is substance abuse treatment.
Mission
SOMA
New Door Ventures helps at-risk youth get ready for work and life. We provide assistance to young people ages 14-21in three ares: job readiness, employment (at Pedal Revolution and Ashbury Images), and community building.
Mission 2008-2009
Child Adolescent Resources Agency Name
Contact Information
1280 Webster St. Northern California San Francisco, CA 94115 Music & Art Cultural (415) 440-6222 www.ncmacc.com Center 1129 Folsom St. San Francisco, CA 94103 (415) 701-7991 www.sfoasis.org Oasis for Girls 1060 Tennessee St. San Francisco, CA 94107 Omega Boys Club/Street (800) SOLDIER (765-3437) Soldiers www.street-soldiers.org (415) 285-6507 www.onesmartkid.com/ One Smart Kid 5845 Mission St., Suite 301 San Francisco, CA 94112 (415) 585-1104 http://okfprogram.org Our Kids First San Francisco, CA 94112 (415) 846-4732 - temporary Out of Site Center for phone# http://outofsite-sf.org Arts Education 1617 Balboa St. San Francisco, CA 94121 (415) 387-7223 PACE Learning Centers www.pacecenters.com/ 500 Felton St. San Francisco, CA 94134 (415) 452-7574 www.palegapark.org Palega Rec Connect 2565 San Bruno Ave. San Francisco, CA 94134 Portola Family (415) 715-6746+B115 www.portolafc.org/ Connections
School Health Programs Department, SFUSD
Description of Services
Neighborhood Located
Offers a variety of youth programs through mentoring. These programs include music & art lessons, cultural programs, extension programs, and youth development.
Western Addition
A program specific to girls that promotes the arts and arts education, leadership development, and life skills. The program is for girls aged 11-24.
SOMA
Works to keep young people alive, off the streets, and free from incarceration through educational opportunities and support. One Smart Kid provides individualized education services and tutoring for kids in grades K–12 for a fee.
Potrero Hill Various Locations
Offers an after school program, summer day camp, college tours, and career development workshops for kids in grades K-12.
Excelsior
Offers free visual arts, architecture, and performing arts for high school students in San Francisco.
Excelsior
Provides individualized education services and tutoring for kids in grades K–12 for a fee. Richmond Palega Rec Connect has an extensive list of activities, which include: tai chi, yoga, ballroom dancing, ESL, Kemscrima-Doh, Tree Frog Treks, Green Creation, break dancing, homework help and educational enrichment, web design, samba, Visitacion Valley / movement, Kinstart, arts and crafts, and sports programs. Portola Offers support for families and children by providing a after school program, summer recreation, Chinese Saturday School, and a Tuesday night tutorial. Offers information and referrals for families. Portola
2008-2009
Child Adolescent Resources Agency Name Providence Foundation Youth Leadership Development Program
Quantum Leap: Math and Physics Afterschool Enrichment Program Renaissance Parents Of Success Youth Movement Richmond District Neighborhood Center The Multi-Cultural Children's Art Program
ROYAL- Realizing Our Youth as Leaders Inc. Salvation Army San Francisco Chinatown Corps Community Center Samoan Community Development Center Pacific Islander Youth Alliance San Francisco LGBT Community Center KidSpace
Contact Information 1218 Mendell St. San Francisco, CA 94124 (415) 642-0234 www.providencefoundationsf.org 2424 Clement St. San Francisco, CA 94121 (415) 305-1703 www.quantumleapschool.com/con tact.html 1800 Oakdale Ave. Rm 510 San Francisco CA 94124 (415) 643-1400 www.rpos.net 741 30th Ave. San Francisco, CA 94121 (415) 751-6600 www.rdnc.org/ 2675 Folsom St., 2nd Fl. San Francisco, CA 94110 (415) 643-7117 www.royalinc.org 1450 Powell St. San Francisco, CA 94133 (415) 781-7360 http://sfsalvationarmy.org/ 2055 Sunnydale Ave., Rm 100 San Francisco, CA 94134 (415) 841-1086 www.samoancenter.org/pages/ab _contact.html 1800 Market St. San Francisco, CA 94102 (415) 865-5555 www.sfcenter.org
School Health Programs Department, SFUSD
Description of Services Providence’s Youth Leadership Development Program provides individual and group development in the areas of planning, finance, education, career, relationships and spirituality, and community services to youth ages 13-18..
Neighborhood Located
Bayview / Hunters Point
Quantum Leap School is a math and physics after school enrichment program designed to help kids improve their logical and abstract ways of thinking, overcome their fear of mathematics, succeed in numerous standardized tests, and acquire a life-long interest in math and science. A fee for service. Richmond Offers employment workshops to prepare youth with job obtainment, maintenance and advancement. The program serves both high risk youth and emancipated foster youth and offers activities such as art/music culture, book club and theatre to build confidence.. Bayview / Hunters Point The Multi-Cultural Children's Arts Program (MCAP) mission is to engage youth and families in diverse and culturally rich art experiences. Annually, MCAP organizes 36 Saturday art workshops, which serve 500 children ages 6 to 12.
Richmond
A therapeutic mentoring program for youth ages 5-18. Mentors are extensively trained in Cognitive/Behavioral and other therapeutic techniques.
Mission
The Chinatown Corps offers an extensive after-school program aimed at providing tutoring and educational activities for youth living in Chinatown. Provides family support, summer camp. Chinatown
The three main service areas include the after-school tutorial program, the summer program, and general counseling and support services for students, parents and teachers. Mentoring, cultural activities, and advocacy are available.
Visitation Valley
Located at the San Francisco LGBT Community Center, KidSpace offers free Saturday classes in cooking, dance, martial arts, and art.
Castro
2008-2009
Child Adolescent Resources Agency Name
San Francisco Public Libraries
Contact Information
SF Camerawork
(415) 557-4400 501 Stanyan St. San Francisco, CA 94117 (415) 831-2700 www.parks.sfgov.org 1515 Quintara St. San Francisco, CA 94116 (415) 242-2615 www.healthiersf.org 3177 17th St. San Francisco, CA 94110 (415) 522-1550 www.7tepees.org c/o Norse Auditorium 135 Van Ness Ave. San Francisco, CA 94102 (415) 551-7990 www.sfartsed.org 657 Mission St., 2rd Fl. San Francisco, CA 94105 (415) 512-2020 http://sfcamerawork.org
South of Market Community Action Network Youth Organizing Program
965 Mission St. #220 San Francisco, CA 94103 (415) 348-1945 www.somcan.org
Streetside Stories
3130 20th St. Suite 311 San Francisco, CA 94110 (415) 864-5221 www.streetside.org
San Francisco Recreation and Parks Department San Francisco Unified School District ExCEL After School Program
Seven Tepees Youth Program
SF ArtsEd
School Health Programs Department, SFUSD
Description of Services
Neighborhood Located
Offers after school homework help, chess club, preschool movie dates, knitting, writing workshops for teens, and family entertainment. Check the SFPL website for a local branch and browse their current offerings. During the summer all libraries offer a special summer reading program with prizes for youth and teens. These programs are always free.
City-wide
Provides enriching recreation activities, such as swimming, camps, child care programs, arts, dance classes, sports, photography, etc.
City-wide
The San Francisco Unified School District/School Health Programs Department ExCEL After School Program provides elementary through high school youth with academic, enrichment and recreation opportunities at 86 SFUSD school sites. City-wide Seven Tepees provides inner city youth with academic tutoring, school and career counseling, skills workshops, scholarships, mentoring, environmental education, service learning, counseling, and case management services. Follows kids for 7 years and provides college scholarship. Mission
Offers artist-in-residence, musical theater, SEArtsEd Summer Camp, and One-toSee art programs for San Francisco youth. Mission First Exposures (FX) is a unique mentoring/ photographic education program for at-risk young people aged 11-18. Mentors are photographers with a commitment to youth empowerment through education. Downtown
SYOP’s curriculum includes workshops and trainings that focus on developing community awareness, leadership development, organizing skills, and political development. Offers literacy arts education programs to schools and after school programs, community-based organizations and to educators. While Streetside services are available to a broad array of schools and community organizations, they focus their resources on reaching underserved young people who attend struggling schools.
SOMA
Mission 2008-2009
Child Adolescent Resources Agency Name
Contact Information
321 Taraval St. San Francisco, CA 94116 (415) 753-3636 Sunset Learning Center www.sunsetlearning.net 2201 Lawton St. San Francisco, CA 94122 Sunset Recreation (415) 753-7098 www.parks.sfgov.org Center 3918 Judah St. San Francisco, CA 94122 (415) 665-0255 Sunset Youth Services www.sunsetyouthservices.org 2601 Mission St., 3rd Fl San Francisco, CA 94110 Support for Families of (415) 920-5040 Children with Disabilities www.supportforfamilies.org Telegraph Hill 660 Lombard St. Neighborhood San Francisco, CA 94133 Association (415) 421-6443 www.tel-hi.org After School Academy 201 Eddy St. Tenderloin San Francisco, CA 94102 Neighborhood (415) 776-2151 www.tndc.org Development Corp 832 Folsom St., Suite #700 San Francisco, CA 94107 The Center for Young (415) 703-8800 Women's Development www.cywd.org The Community 1099 Sunnydale Ave., Ste. 323 Leadership Academy & San Francisco, CA 94134 Emergency Response (415) 333-3017 www.claerproject.org Project (CLAER) 3382 - 26th St. San Francisco, CA 94110 The Jamestown (415) 647-4709 www.jamestownsf.org Community Center School Health Programs Department, SFUSD
Description of Services
Neighborhood Located
The Sunset Learning Center is a place for kids to take classes in the visual arts, performing arts, sports, science, literature, and math. The center tries to offer classes that are not always offered at local schools. Sunset Activities include after school programs, arts and crafts, badminton, baseball, soccer, basketball, ceramics, chess and other board games, dance, football, martial arts, ping pong, softball, table games, tai chi, teen programs, tennis, Tiny Tots, and volleyball. Sunset Sunset Youth Services' mission is to foster long-term stability and growth in highrisk youth and families through caring relationships and supportive services. Offers case management, a family support program, 8-11 boys group, middle school girls group, and high school girls group. Sunset Support for Families of Children with Disabilities offers information, education, and parent-to-parent support free of charge to families of children with any kind of disability or special health care need in San Francisco. Mission Provides tutoring, enrichment programs, and life skills programs in an after school program. Summer program is also available. Provides a neighborhood resource North Beach / guide on their website. Chinatown Provides an after school program for children age 5 to 17 with a tutoring and enrichment component. The Educational Scholarship Program sends youth on college tours across the country.
Tenderloin
Offers training programs and internships for young women who have been incarcerated or participating in the underground street economy as a way to develop positive leadership skills and self esteem.
Potrero Hill
CLAER is an organization providing immediate crisis stabilization for victims of violence by assessing needs and helping families navigate support services.
Visitation Valley
The Jamestown Community Center provides after-school and summer programs for children from the Mission District and offers art, theater, dance, soccer, youth leadership, and academic tutoring.
Mission 2008-2009
Child Adolescent Resources Agency Name
The Korean Center Inc
The Learning Place
Contact Information 1362 Post St. San Francisco, CA 94109 (415) 441-1881 www.koreannet.org 4339 Balboa St. San Francisco, CA 94121 (415) 387-2457 www.thelearningplacesf.com
1312 18th Ave. San Francisco, CA 94122 (415) 242-1205 The Literacy and www.literacyandlanguagecenter.c om Language Center 1062 Valencia St. San Francisco, CA 94110 The Marsh (415) 641-0235 www.themarsh.org Youth Theater 953 De Haro St. San Francisco, CA 94107 The Potrero Hill 415.826-8080 http://nabe.potrerohillsf.com Neighborhood House 2411 Ocean Ave., Suite 202 The Reading Guidance San Francisco, CA 94127 (415) 586-5050 Center 855 Treat St. The San Francisco Mime San Francisco, CA 94110 Troupe (415) 285-1717 http://www.sfmt.org Youth Theater Project 138 Sunnyside Ave. Mill Valley, CA 94941 (415) 458-2986 www.tripsforkids.org Trips for Kids
School Health Programs Department, SFUSD
Description of Services
Neighborhood Located
KCI's youth program features arts and crafts, sports, field trips, and social events. KCI has a computer lab and an entertainment room that has karaoke, movies, and a collection of Korean DVD’s and music. Nob Hill
Provides individualized education services and tutoring for kids in grades K–12 for a fee. Also offers summer camps. Richmond The Literacy and Language Center is committed to helping children reach their full potential no matter what their challenges or learning differences may be. They use multi-sensory, research-based programs to develop an individualized plan to remediate difficulties in reading, spelling, verbal and written comprehension, verbal expression, writing, vocabulary, critical thinking, and study skills. Sunset MYT provides youth ages 4-15 with a high quality theater arts experience integrating music, dance, drama, stagecraft and performance into one holistic program. Open to all young performers without audition and regardless of financial limitations. Mission The Potrero Hill Neighborhood House (NABE) is a multi-purpose, multigenerational community center in continuous operation for nearly a century. It's mission is to serve those in need with an emphasis on youth and education. The Reading Guidance Center offers basic reading and phonics, intermediate word recognition and comprehension, spelling, vocabulary and composition, and math tutoring. The primary goal of the Youth Theater Project is to use theater as a means to artistically and creatively express the opinions of young people (aged 14-18) on topics that are relevant to their lives.
Potrero Hill West Portal / Miraloma / Sunnyside
Mission
A non-profit organization that brings at-risk youth on day long mountain bike trips in Marin County. City-wide
2008-2009
Child Adolescent Resources Agency Name
Contact Information
Description of Services
Neighborhood Located
Up on Top Afterschool Program
1101 Irving St. San Francisco, CA 94122 (415) 664-2582 http://sanfranciscosunsetca.tutorin gclub.com/localinfo.asp 1000 Cayuga St. San Francisco, CA 94112 (415) 469-4090 www.unitedplayaz.org/ 1187 Franklin St. San Francisco, CA 94109 (415) 885-6018 http://www.upontop.org/
United Playaz is a Violence Prevention and Youth Leadership Program that works with San Francisco youth in all neighborhoods at schools, community centers, street outreach, and at the Juvenile Justice Center. City-wide Up on Top is a tuition-free after school program serving children in grades K–5 from low-income families who live in the Tenderloin and Western Addition. Students are eligible to attend if they meet the standards of SFUSD's free lunch program. Nob Hill
Urban Sprouts
234 Duncan St. #3 San Francisco, CA 94131 (415) 648-4596 www.urbansprouts.org
Urban Sprouts (formerly Burbank Sprouts) is a school garden program that serves low-income youth from San Francisco's under-served neighborhoods. Urban Sprouts teaches youth to grow, harvest, prepare and eat vegetables from the school garden, in order to help youth become more engaged in school, learn to eat better and exercise more, and connect with the environment and each other. Noe Valley
Tutoring Club
United Playaz
Walden House Brighter Futures
150 Mason St. San Francisco, CA 94102 (415) 771-2600 www.vydc.org/ 450 Raymond Ave., Room 101 San Francisco, CA 94134 (415) 452-4907 www.vvbeacon.org 214 Haight St. San Francisco, CA 94102 (415) 554-1480 www.waldenhouse.org
Westside Community Response Network
650 Fillmore St. San Francisco, CA 94117 (415) 255-2001
Vietnamese Youth Development Center
Visitacion Valley Community Beacon
School Health Programs Department, SFUSD
This program is for kids who are having difficulty catching up with the demands of school by offering individualized instruction in reading, writing, math, and test preparation. For fee service. Sunset
VYDC addresses the specific needs of refugee and immigrant youth population by offering high-risk youth with positive alternatives, where they feel safe and supported by their peers and their community. The youth development program focuses on life skills training and delinquency prevention. Tenderloin The VVCBC supports youth and families of Visitation Valley. For youth, they offer an afterschool program with tutoring, enrichment classes, and recreation. Adults can participate in ESL, Computer, Parenting, Tai Chi, and Fatherhood Goups and Classes. They also offer Family Nights. Visitation Valley
Provides mentoring for children aged 4-15 who have an incarcerated parent. Haight Ashbury The Community Response Network (CRN) is a community-based violence prevention program targeting residents of the Western Addition. The CRN focuses on case management, street outreach and crisis response interventions to stop neighborhood, home and school-based violence. Western Addition
2008-2009
Child Adolescent Resources Agency Name Whitney Young Child Development Center
Whitney Young Child Development Center
YMCA Mission
YMCA Shih Yu-Lang Central
YMCA Chinatown YMCA Embarcadero
YMCA Presidio Community
YMCA Stonestown
YMCA Buchanan
Contact Information 100 Whitney Young Cir. San Francisco, CA 94124 (415) 821-7550 www.whitneyyoungcdc.org 1101 Masonic Ave. San Francisco, CA 94117 (415) 355 - 0210 www.whitneyyoungcdc.org 4080 Mission St. San Francisco, CA 94112 (415) 586-6900 www.ymcasf.org 220 Golden Gate Ave. San Francisco, CA 94102 (415) 885-0460 www.ymcasf.org 747 Commercial St. (Temp) San Francisco, CA 94108 (415) 576-9622 phone www.ymcasf.org 169 Steuart St. SF, CA 94105 (415) 957-9622 www.ymcasf.org 63 Funston Ave. San Francisco, CA 94129 (415) 447-9622 www.ymcasf.org 333 Eucalyptus Dr. San Francisco, CA 94132 (415) 242-7131 www.ymcasf.org 1530 Buchanan St. San Francisco,CA 94115 (415) 931-9622 www.ymcasf.org
School Health Programs Department, SFUSD
Description of Services
Neighborhood Located
Before and after school supervision of Kindergarten through 6th graders, along with services for developmentally and physically disabled youngsters. Computer program available.
Bayview / Hunters Point
Before and after school supervision of Kindergarten through 6th graders, along with services for developmentally and physically disabled youngsters. Computer program available.
Haight Ashbury
Recreation and life skills programs including: values education classes, mentoring, arts and crafts, swimming, homework and tutoring, sports, field trips, etc.
Excelsior
Recreation and life skills programs including: values education classes, mentoring, arts and crafts, swimming, homework and tutoring, sports, field trips, etc.
Tenderloin
Recreation and life skills programs including: values education classes, mentoring, arts and crafts, swimming, homework and tutoring, sports, field trips, etc. Recreation and life skills programs including: values education classes, mentoring, arts and crafts, swimming, homework and tutoring, sports, field trips, etc.
Chinatown
SOMA
Recreation and life skills programs including: values education classes, mentoring, arts and crafts, swimming, homework and tutoring, sports, field trips, etc.
Presidio
Recreation and life skills programs including: values education classes, mentoring, arts and crafts, swimming, homework and tutoring, sports, field trips, etc.
Lake Merced
Recreation and life skills programs including: values education classes, mentoring, arts and crafts, swimming, homework and tutoring, sports, field trips, etc.
Western Addition
2008-2009
Child Adolescent Resources Agency Name
Contact Information
Youth Speaks
360 18th Ave. San Francisco, CA 94121 (415) 666-9622 www.ymcasf.org 1601 Lane St. San Francisco, CA 94124 (415) 822-7728 www.ymcasf.org 1715 Yosemite Ave. San Francisco, CA 94124 (415) 822-3491 (415) 822-4958 www.ycdjobs.org/ 290 Division St. Suite 302 San Francisco, CA 94103 (415) 255-9035 www.youthspeaks.org
YouthLine
(888) 977-3399 www.youthline.org/
Zaccho Dance Theatre
1777 Yosemite Ave. #330 San Francisco, CA 94124 (415) 822-6744 www.zaccho.org
YMCA Richmond
YMCA Bayview Young Community Developers Mayor's Youth Employment and Education Program
School Health Programs Department, SFUSD
Description of Services
Neighborhood Located
Recreation and life skills programs including: values education classes, mentoring, arts and crafts, swimming, homework and tutoring, sports, field trips, etc.
Richmond
Recreation and life skills programs including: values education classes, mentoring, arts and crafts, swimming, homework and tutoring, sports, field trips, etc.
Bayview
YCD runs the Mayor's Youth Employment and Education Program for youth aged 14-19 years old, giving 2 hours of after school employment, life skills, and job readiness. Youth Speaks creates Spoken Word performance, education, and youth development programs. They offer comprehensive literary arts education programs during and after school hours, and conduct numerous publications and youth development programs. YouthLine provides information and resources for youth, such as, information on shelters, jobs, health clinics and much more. They offer a toll-free line and a website where adolescents can access this information. Youthline also offers a comprehensive online database of San Francisco youth and family services. Zaccho is involved in youth and community development in Bayview Hunters Point. In partnership with local schools, Zaccho offers a curriculum based in contemporary and aerial dance forms. Zaccho also offers an opportunity for youth interested in a more intensive training in aerial dance and performance to participate in Zaccho Youth Company.
Bayview / Hunters Point
SOMA
City-wide
Bayview / Hunters Point
2008-2009
Child Abuse Resources Agency Name
Contact Information
APA Family Support Services Family Support Center
730 Commercial St. San Francisco, CA 94108 (415) 616-9797 www.apasfgh.org
APA Family Support Services Counseling and Network Center
657 Jackson St. San Francisco, CA 94133 (415) 617-0061 www.apasfgh.org
Family Support Services of Bay Area Family Preservation Program
205 13th St., Suite 3150 San Francisco, CA 94103 (415) 861-4060 www.fssba-oak.org P.O. Box 7988 San Francisco Human San Francisco, CA 94120-7988 Service Agency CPS Hotline (800) 856-5553 or Child Protective Services (415) 558-2650 www.sfdph.org (CPS) San Francisco General Hospital The Child and 995 Potrero Ave. Adolescent Support San Francisco, CA 94110 Advocacy and Resource (415) 206-8386 www.casarc.org Center (CASARC) The San Francisco Child Abuse Prevention Center Child Safety Awareness Program
1757 Waller St. San Francisco, CA 94117 (415) 668-0494 www.sfcapc.org
The San Francisco Child Abuse Prevention Center T.A.L.K. Line Family Support Program
1757 Waller St. San Francisco, CA 94117 (415) 441-5437 www.sfcapc.org
School Health Programs Department, SFUSD
Description of Services APA's Family Support Center provides programs and services to support the growth and development of all family members - adults, youth and children. They provide parent support, early intervention home visitation, clinical services (including counseling and school-based mental health services), information and referral, and training for service providers. APA's mission is to promote healthy Asian/Pacific Islander children and families by providing family support services to prevent child abuse and domestic violence. They provide parent support, clinical services including bilingual counseling, school-based mental health services, Safe Start violence prevention, parental stressline, enhanced visitation, case management, intake, assessment, information and referral. The Family Preservation Program serves families with children at risk of removal from their homes because of child abuse or neglect. The program offers in-home support with parenting skills, household and money management, counseling and crisis intervention, assists in meeting basic needs (food, clothing housing) and links to community resources. Social Workers assess concerns about San Francisco children at risk for abuse, neglect, or exploitation. Suspicion or concerns of child abuse or neglect should be reported to the confidential 24-hour child abuse hotline. The hotline staff determines if a child is at risk of abuse or neglect. The hotline is also a source of information and referral for callers.
Neighborhood Located
Chinatown
North Beach / Chinatown
SOMA
City-wide
CASARC provides medical evaluation, forensic clinical interviews of minors and delivery of specialty mental health services for victims of child sexual abuse. CASARC offers a 24/7 hotline and provides mental health and psychiatric services, crisis intervention, community outreach, training, and consultation. Mission Provides training to San Francisco school children in safety awareness and assertiveness, and to professionals in how to identify and report suspected child abuse and neglect. In addition, the program provides Mandated Child Abuse Training Programs as well as national awareness programs to increase awareness on child abuse issues. Haight Ashbury For caretakers of minor children only. Parents can come to receive crisis counseling, find resources and referrals, meet and share feelings and concerns with other parents, attend a support or parenting skills group, use the free phone and spend some time apart from their children. Provides child and family counseling, job readiness, substance abuse and respite care. Crisis line open 24 hours (English), M-Th 9am to 8pm (Spanish). Haight Ashbury 2008-2009
Community Violence Agency Name
Contact Information
Bay Area Nonviolent Communication
55 Santa Clara Ave. Suite 203 Oakland, CA 94610 (510) 433-0700 www.baynvc.org
Bayview Hunters PointPotrero Hill Community Response Network
1319 Evans St. San Francisco, CA 94124 (415) 206-0713
Bayview MAGIC
Bernal Heights Neighborhood Center
Brothers Against Guns Community Response Network
555 7th St., Suite 201 San Francisco, CA 94103 (415) 558-2428 www.bayviewmagic.com 515 Cortland St. San Francisco, CA 94110 (415) 206-2140 www.bhnc.org
8 West Point Rd. San Francisco, CA 94124 (415) 920-7030 1850 Mission St. San Francisco, CA 94103 (415) 970-3800
170A Capp St. San Francisco, CA 94110 (415) 777-5500 CUAV (Community 24/7 Crisis Line: (415) 333.HELP United Against Violence) www.cuav.org School Health Programs Department, SFUSD
Description of Services
Neighborhood Located
Provides workshops, retreats, and classes for parents, youth, and families. Provides free workshops and coaching to help prevent and heal the effects of domestic violence and foster healing in communities where violence has occurred. City-wide The Bayview Hunters Point-Potrero Hill Community Response Network addresses the multiple impacts of violence on youth living in Bayview Hunters Point and Potrero Hill. The CRN is organized around three core services: street outreach, case management, and crisis response/healing strategies. Bayview / Hunters Point Bayview Mobilization for Adolescent Growth in our Communities (MAGIC) is a neighborhood-based process for mobilizing community leaders, social service providers, schools, juvenile justice agencies, church communities, and families in Bayview Hunters Point. MAGIC’s goal is to coordinate and improve youth services and provide early intervention that reduces juvenile crime, strengthens families, and keeps children in schools. Bayview / Hunters Point
Offers gang prevention case management, youth leadership development, youth job training and placement, and the Excelsior Youth Center. Bernal Hights / Excelsior Brothers Against Guns provides a multi-aged system of care for youth presiding in Bayview Hunter’s Point. The CARC program offers alternative to incarceration for youth 12-17 arrested for a variety of criminal offences. IHBS provides concentrated case management to youth identified by the juvenile courts as high risk to re-offend. The Teen Center provides youth with a safe place to socialize with direct adult supervision and support, and Youth development and Leadership programming provides youth with culturally relevant opportunities to explore their circumstances and begin to heal. Bayview / Hunters Point Mission-based youth and gang violence prevention program. Provides outreach, case management, and crisis response. Mission Community United Against Violence (CUAV) is a multicultural organization working to end violence against and within the lesbian, gay, bisexual, transgender, queer, and questioning communities. CUAV offers a 24-hour confidential, multilingual crisis line, free counseling, legal advocacy, and emergency assistance (hotel, food, and transportation) to survivors of hate and domestic violence. CUAV uses education as a violence prevention tool through the speakers bureau, youth program, and education and outreach program. Mission 2008-2009
Community Violence Agency Name
Contact Information
Mission Language and Vocational School’s (MLVS) YouthNet
2929 19th St. San Francisco, CA 94110 (415) 648-5220 www.mlvs.org 953 DeHaro St. Potrero Hill San Francisco, CA 94107 Neighborhood House Inc (415) 826-8080 www.nabe.potrerohillsf.com ZAP Project The Community 1099 Sunnydale Ave., Ste. 323 Leadership Academy & San Francisco, CA 94134 Emergency Response (415) 333-3017 www.claerproject.org Project (CLAER) 2727 Mariposa St., Suite 100 San Francisco, CA 94116 Trauma Recovery/ Rape (415) 437-3000 www.traumarecoverycenter.org Treatment Center 1000 Cayuga St. San Francisco, CA 94112 (415) 469-4090 United Playaz www.unitedplayaz.org/
School Health Programs Department, SFUSD
Description of Services
Neighborhood Located
YouthNet successfully combats such problems as gang activity and violence, drug and alcohol abuse, teen pregnancy, and family dysfunction through caring and aggressive intervention in the form of mentoring, counseling, communitybuilding, education, vocational training, and workshops.
Mission
Intensive outpatient counseling provider for youth, young adults, and families. Anger management, domestic violence and violence prevention services also provided.
Potrero Hill
CLAER is an organization providing immediate crisis stabilization for victims of violence by assessing needs and helping families navigate support services. Visitation Valley The Center offers brief therapy (usually 16 weeks) and case management to survivors of sexual assault and other types of interpersonal violence. Offers case management, therapy, STD treatment, food boxes, evidence collection & medical care. Forest Hill / Parkside Violence Prevention and Youth Leadership Program that works with San Francisco youth in all neighborhoods at schools and community centers, through street outreach, and at San Francisco Juvenile Justice Center. City-wide
2008-2009
Domestic Violence Resources Agency Name
Asian Women’s Shelter
Contact Information 3543 18th St. # 19 San Francisco, CA 94110 (415) 751-7110 24/7 Crisis Line: (877) 751-0880 www.sfaws.org
920 Sacramento St. San Francisco, CA 94108 (415) 781-0401 www.cameronhouse.org Cameron House 170 Capp St. San Francisco, CA 94110 24/7 Crisis Line (415) 333-HELP Communities United Business Line (415) 777-5500 Against Violence (CUAV) www.cuav.org
Description of Services AWS’s shelter program includes a 24/7 home that meets the needs of residents through a multilingual, multicultural women’s program, children’s program, intensive case management, individual and group support, fun activities, provision of necessities, and connections to outside resources. Cameron House provides assistance to Asian women and children who are victims of domestic violence. These services include case management, counseling, advocacy, accompaniment, and referrals to legal and shelter services. Services are provided in Cantonese, English, Mandarin, and Vietnamese. A partnership with the Asian and Pacific Islander Legal Outreach provides legal support for the families. CUAV offers case management and peer-based counseling to LGBTQQ survivors of domestic violence and hate violence. The agency provides emergency shelter assistance, safety planning, and systems advocacy to help survivors find short-term safety and long-term healing.
Neighborhood Located
Mission
Chinatown
Mission
HELPLINK
Toll-Free: 211 or (800)273-6222
Homeless Prenatal Program
2500 18th St. San Francisco, CA 94110 (415) 546-6756 www.homelessprenatal.org
La Casa De Las Madres
1663 Mission St., Suite 225 San Francisco, CA 94103 Adult Crisis Line (877)503-1850 Teen Crisis Line (877) 923-0700 www.lacasadelasmadres.org
Confidential information & referral source for Bay Area resources. City-wide Mental health services for parents and children. Family violence prevention services offering therapy and referrals to emergency shelters. Substance abuse services to help parents get into residential and outpatient treatment programs and help them retain custody of their children. A wellness center featuring yoga classes, massage and chiropractic treatments that help clients reduce stress and adopt healthy lifestyle practices. Mission La Casa conducts shelter intakes 24-hours a day, every day. The shelter’s 8week program emphasizes independent living skills and individual counseling, support groups and vocational/educational referrals to reverse the isolation caused by domestic violence. Family Advocates assist each woman and her children with counseling, referrals, court and social service accompaniment, advocacy regarding legal, housing, job training and placement, financial and medical needs. SOMA
LINC - Living in a NonViolent Community
2356 Sutter St. Box 1694 San Francisco, CA 94143 (415) 885-7636 web.ucsf.edu/coe/linc//index.html
Services include individual therapy, play therapy, family therapy and group therapy for children ages birth to 18. In addition, LINC also provides community education on the impact of domestic violence on children of all ages.
School Health Programs Department, SFUSD
Downtown
2008-2009
Domestic Violence Resources Agency Name
Contact Information
(415) 924-6616 English (415) 924-3456 Spanish Marin Abused Women’s (415) 924-1070 Men's www.maws.org Services 953 DeHaro St. Potrero Hill San Francisco, CA 94107 Neighborhood House Inc (415) 826-8080 www.nabe.potrerohillsf.com ZAP Project
The Riley Center Brennan House
The Riley Center Rosalie House
The Riley Center Community Office
Trauma Recovery/Rape Treatment Center
WOMAN, Inc.
3543 18th St. Ste 4 San Francisco, CA 94110 (415) 552-2943 24/7 Crisis Line: (415) 255-0165 Fax: (415) 552-0337
24/7 Crisis Line (415) 255-0165 www.rileycenter.org The Women’s Building 3543 18th St. 3rd Fl San Francisco, CA 94110 (415) 552-2943 24/7 Crisis Line (415) 255-0165 www.rileycenter.org 2727 Mariposa St., Suite 100 San Francisco, CA 94110 (415) 437-3000 www.traumarecoverycenter.org 333 Valencia St. Suite 450 San Francisco, CA 94103 (415) 864-4777 Bus Line (415) 864-4722 or (877) 384-3578 www.womaninc.org
School Health Programs Department, SFUSD
Description of Services The 24 hour crisis hotline provides information and support for survivors of domestic violence. The agency provides referrals for shelters, community resources, counseling services, etc.
Neighborhood Located
City-wide
Intensive outpatient counseling provider for youth, young adults, and families. Anger management, domestic violence and violence prevention services also provided. Potrero Hill A transitional housing facility for female survivors of domestic violence and their children. Individuals and families may stay in transitional housing from 3 months to one year. Also offers employment counseling, support groups, individual peer counseling, income advocacy, legal advocacy, parenting education/support groups, children's counseling, permanent housing searches and follow-up support. Mission Rosalie House serves women and their children who are victims of physical, sexual, or emotional abuse, with priority to those in immediate danger. The Rosalie House is a 12 week, 25 bed facility. Services available to residents include shelter, food, individual and group counseling, case management services, parenting groups, employment referrals, and a children's program. N/A
The Riley Center Community Office offers drop-in services to battered women as well as to former residents of Rosalie House and Brennan House. Services include individual peer counseling, case management, advocacy, support groups, information and referrals. Mission The Center offers brief therapy (usually 16 weeks) and case management to survivors of sexual assault and other types of interpersonal violence. Offers case management, therapy, STD treatment, food boxes, evidence collection & medical care. Mission
WOMAN, Inc. offers support groups, counseling programs, community education, Latina Services- a bilingual and bicultural program to support Spanishspeaking survivors, and a 24 hour crisis line for information and emergency referrals. SOMA
2008-2009
Foster Youth Resources Agency Name
Contact Information
2500 18th St. San Francisco, CA 94110 (415) 621-1749 www.ahomewithin.org A Home Within 604 Mission St., 9th Fl San Francisco, CA 94105 California Youth (800) 397-8236 www.calyouthconn.org Connection P.O. Box 419029 Rancho Cordova, CA 95741-9029 Chafee Education and (888) 224-7268 www.chafee.csac.ca.gov Training Vouchers 50 Phelan Ave. San Francisco, CA. 94112 City College of San (415) 239-3339 Francisco's Guardian www.ccsf.edu/Services/Financial_ Aid/GuardianScholarsProg.htm Scholars Program 100 Bush St., Suite 650 San Francisco, CA 94104 Court Appointed Special (415) 398-8001 www.sfcasa.org Advocate (SFCASA)
Edgewood Center for Children and Families Kinship Support Services
First Place for Youth Foster Care Mental Health Program
101 15th St. San Francisco, CA 94103 (415) 865.3000 www.edgewood.org 519 17th St., Suite 600 Oakland, CA 94612 (510) 272-0979 www.firstplacefund.org 3801 Third St. Bldg B Ste 400 San Francisco, CA 94124 (415) 970-3875
Foster Care Ombudsman (877) 846-1602 www.fosteryouthhelp.ca.gov Program School Health Programs Department, SFUSD
Description of Services
Neighborhood Located
A Home Within’s Children’s Psychotherapy Project recruits clinicians in the private sector to offer weekly pro bono therapy. Mission
California Youth Connection (CYC) is an advocacy organization of current and former foster youth between the ages of 14-24 years.
Downtown
Federal funds for foster youth, with up to $5,000 a year toward the cost of attending college or vocational training. Eligible expenses include tuition and room and board. City-wide The goal of the City College of San Francisco's Guardian Scholars Program is to create a coordinated program that meets the needs of emancipated foster youth qualified to enroll and/or enrolled at the college. In partnership with CCSF, SFUSD and ILSP, high school to college transitional support is offered through the Guardian Scholars Summer Academy. Ingleside
SFCASA volunteers provide consistent one-on-one mentorship and advocacy, carefully evaluating and addressing the needs of client children. Downtown Edgewood’s Kinship Support Network assists families headed by relatives who are serving as primary care providers by providing case management, therapeutic counseling, educational workshops, and respite for caregivers. Respite and recreational activities, support groups, tutoring, transportation, mental health services and referrals. SOMA First Place targets its services to 16 to 23 year-olds who are preparing to age out of foster care or who have recently aged out of care. First Place offers three programs: Supportive Housing Program, Emancipation Training Center, and Emancipation Specialist Program. City-wide Mental health services specifically for foster youth. Youth must be referred by their child welfare worker. Oversees access for outpatient mental health services for all youth and families in foster care. Bayview / Hunters Point Acts as an independent forum for the investigation and resolution of complaints made by or on behalf of children placed in foster care and makes appropriate referrals. City-wide 2008-2009
Foster Youth Resources Agency Name Honoring Emancipated Youth (HEY)
Contact Information 221 Main St., Suite 300 San Francisco, CA 94105 (415) 808-4435 www.heysf.org
225 Valencia St. San Francisco, CA 94110 (800) 818-2989 701 Sutter St., Suite 2 San Francisco, CA 94109 Larkin Street Youth (415) 673.0911(800) 669-6196 http://larkinstreetyouth.org Services 2675 Folsom St., 2nd Fl San Francisco, CA 94110 ROYAL- Realizing Our (415) 643-7117 www.royalinc.org Youth as Leaders Inc. San Francisco 170 Otis St. Department of Human San Francisco, CA 94103 (415) 557-5000 Services P.O.Box 7988 San Francisco DHS San Francisco, CA 94120 Foster Family Licensing Licensing (415) 558-2200 www.sfhsa.org Unit San Francisco State University 1600 Holloway Ave., SSB 201 San Francisco State San Francisco, Ca 94132 University’s Guardian (415) 405-0546 Scholars Program (GSP) www.sfsu.edu/~eop/ucan.htm San Francisco Unified 1515 Quintara St. School District San Francisco, CA 94116 Foster Youth Services (415) 242-2615 ext 3310 www.healthiersf.org Program (FYSP) San Francisco Unified 1515 Quintara St. School District San Francisco, CA 94116 ExCEL After School (415) 242-2615 www.healthiersf.org Program Independent Living Skills Program (ILSP)
School Health Programs Department, SFUSD
Description of Services Honoring Emancipated Youth (HEY) is an advocacy collaborative of current and former foster youth, public, private, and nonprofit agencies in the Bay Area working together to improve the opportunities for youth leaving the foster care system. ILSP provides individual and group tutoring services to foster youth ages 14-21 years. ILSP also provides college tours, test preparation and education information sessions. ILSP sponsors the Emancipated Youth Peer Mentorship Program. Weekly mentoring services are offered to current and former foster youth students. Larkin Street offers a range of housing options, from emergency shelter to permanent supportive housing, wraparound services including education, technology, and employment training, healthcare, including mental health, substance abuse, and HIV services, and case management.
Neighborhood Located
Downtown
Mission
Nob Hill
A therapeutic mentoring program for youth ages 5-18. Mentors are extensively trained in Cognitive/Behavioral and other therapeutic techniques. Mission City and County of San Francisco Human Services Agency (HSA)/SFUSD Educational Liaison provides support and advocacy for foster youths’ educational needs. Current contact: Gloria Anthony-Oliver City-wide City and County of San Francisco Department of Human Services, Foster Family Licensing Unit recruits, trains, and licenses families and individuals to become foster parents. City-wide GSP is a comprehensive program of the SFSU Educational Opportunity Program (EOP), which serves former foster youth who are pursuing their undergraduate degrees. The individual case management services offered enhance EOP’s academic focus. Lake Merced Case Management/Advocacy: FYS Liaisons and MSW Interns provide educational case management services. Tutoring: One to one in-home tutoring to elementary and middle school foster youth within San Francisco County. City-wide The San Francisco Unified School District/School Health Programs Department ExCEL After School Program provides elementary through high school youth with academic, enrichment and recreation opportunities at 86 SFUSD school sites. City-wide 2008-2009
Health Resources Agency Name
Contact Information
730 Polk St., Asian and Pacific San Francisco, CA 94109 Islander (API) Wellness (415) 292-3400 www.apiwellness.org Center 1111 Market St. San Francisco, CA 94103 BAART Community (415) 863-3883 www.baarthealthcare.org Health 433 Turk St. San Francisco, CA 94102 BAART Community (415) 928-7800 www.baarthealthcare.org Health 1000 Cayuga Ave. Room 156 Balboa Teen Health San Francisco, CA 94112 (415) 469-4512 Center 1245 Alabama St. CARECEN (Clinica San Francisco, CA 94107 (415) 642-4400 Celina Ramos) 3850 17th St. Castro-Mission Health San Francisco, CA 94114 (415) 487-7500 Center 1490 Mason St., 2nd Fl Chinatown Public Health San Francisco, CA 94108 (415) 364-7600 Center 356 7th St. San Francisco, CA 94103 (415) 487-5500 www.sfcityclinic.org City Clinic Dimensions Clinic 3850 17th St. Castro Mission Health San Francisco, CA 94114 (415) 487-7500 Center 160 Capp St. Family & Child Guidance San Francisco, CA 94110 Clinic (Native American (415) 621-4371 www.nativehealth.org Health Clinic) School Health Programs Department, SFUSD
Description of Services
Neighborhood Located
API Wellness Center provides clinics, case management, peer support, advocacy, counseling, and other services to individuals living with HIV. They offer free and confidential HIV/STD testing and information on risk reduction. They also provide case management for HIV positive children and youth and a peer education program on issues of HIV/ AIDS, STD's, and condom use. Nob Hill Provides healthcare to underserved individuals and families. Services include primary care, urgent care, mental health, immunizations and TB testing, HIV testing, STD screening, and Women's Health Clinic.
SOMA
Provides healthcare to underserved individuals and families. Services include primary care, urgent care, mental health, immunizations and TB testing, HIV testing, STD screening, and Women's Health Clinic. The Balboa Teen Health Center serves high school aged adolescents, not just those enrolled at Balboa HS. They provide medical and mental health services, including immunizations. Drop-in services are available.
Excelsior / Ingleside
Provides urgent care and family services. Also offers a gang-related tattoo removal clinic and a diabetes prevention program for youth.
Potrero Hill
Comprehensive HIV related services, mental health counseling, acupuncture, nutritional services, family planning/women’s clinic.
Castro / Noe Valley
Tenderloin
Male and female family planning, educational workshops, nutritionist on site, HIV testing and counseling, cancer screening, and other primary care services. Chinatown A drop-in clinic providing free and low-cost diagnosis & treatment of sexually transmitted diseases, and information about condom use and other STD prevention methods.
SOMA
Free LGBTQQ Youth Health Clinic. Comprehensive HIV related services, mental health counseling, acupuncture, nutritional services. Castro / Noe Valley Comprehensive health care and general dentistry for adults and children of all ages. Has variety of nutrition and physical fitness services that enhance health promotion and disease prevention.
Mission 2008-2009
Health Resources Agency Name
Contact Information
Description of Services
Neighborhood Located
Healthy San Francisco
Provides comprehensive primary care and health promotion, disease prevention, 995 Potrero Ave., Bldg #80, 1st Flr family planning, HIV family clinic, mental health services, social services, San Francisco, CA 94110 substance abuse counseling, nutrition consulting, diabetes education, case (415) 206-5252 management, and some minor surgery. Mission 330 Ellis St. San Francisco, CA 94102 (415) 674-6140 TB and HIV testing, primary care services, mental health services, housing, www.glide.org nutrition services, domestic violence and substance abuse. Tenderloin 1696 Haight St. San Francisco, CA 94117 Provides free or low-cost health care, substance abuse treatment, HIV (415) 565-1942 prevention, and mental health services for children and adults who are uninsured www.hafci.org or underinsured. Haight Ashbury PO Box 78550 San Francisco CA, 94107-8550 (415) 615-4500 Healthy San Francisco is a program created by the city of San Francisco that www.healthysanfrancisco.org makes health care services accessible and affordable for uninsured residents. City-wide
HELPLINK
Toll-Free: 211 or (800)273-6222
Family Health Center
Glide Health Clinic Haight Ashbury Free Clinics, Inc. Youth Outreach Team
446 Randolph St. San Francisco, CA 94132 Hip Hop to Health Clinic (415) 337-4719 555 Cole St. Huckleberry Youth San Francisco, CA 94117 Program (415) 386-9398/ (800) 735-2929 www.huckleberryyouth.org Cole Street Youth Clinic 2200 O'Farrell St. Kaiser Permanente San Francisco, CA 94115 (415) 833-3443 Adolescent Clinic 1138 Sutter St. San Francisco, CA 94109 Larkin Street Services (415) 673-0911 http://larkinstreetyouth.org Youth Clinic 1748 Market St. Suite 201 San Francisco, CA 94102 Lyon-Martin Health (415) 565-7667 www.lyon-martin.org Services School Health Programs Department, SFUSD
Confidential information & referral source for Bay Area resources.
City-wide
Services: Reproductive health services, sports physicals, TB screenings, acute respiratory illness treatments, substance use treatment, and other general/ preventive health care. Outreach programs for African-American Youth.
Ingleside / Lake Merced
Comprehensive care including: peer education, HIV prevention, family planning, primary care services, and counseling services. Focuses on high-risk youth. Walk-in or call for an appointment. Haight Ashbury Provides acute and primary medical care to participants of the Kaiser Health Plan. Specialty clinics, sports and school exams, immunizations, family planning, mental health counseling. Western Addition
Offers primary and urgent care, TB, HIV & STD testing and treatment, immunizations, Women's Clinic, and family planning services for teenagers.
Nob Hill
Lyon-martin provides personalized healthcare and support services to women and transgender people. Offers primary care, HIV services, gynecologic care, and mental health services.
Hayes Valley / Tenderloin 2008-2009
Health Resources Agency Name
Contact Information
225 Potrero Ave. San Fancisco, CA 94103 (415) 552-0240 Martin de Porres 1301 Pierce St. Maxine Hall Health San Francisco, CA 94115 (415) 292-1300 Center 4434 Mission St. Mission Neighborhood San Francisco, CA 94112 (415) 406-1353 Health Center (CBHS) 240 Shotwell St. Mission Neighborhood San Francisco, CA 94110 Health Center (CBHS) (415) 552-3870 www.mnhc.org Primary Care Clinic 165 Capp St. Mission Neighborhood San Francisco, CA 94110 (415) 869-7977 Resource Center 160 Capp St. San Francisco, CA 94110 Native American Health (415) 621-4371 www.nativehealth.org Center 625 Potrero Ave. San Francisco, CA 94110 New Generation Health (415) 502-TEEN (8336) http://newgen.ucsf.edu Center 1520 Stockton St. San Francisco, CA 94133 North East Medical (415) 391-9686 www.nems.org Center - Chinatown 2308 Taraval St. San Francisco, CA 94122 North East Medical (415) 391-9686 www.nems.org Center - Sunset 82 Leland Ave. San Francisco, CA 94134 North East Medical (415) 391-9686 Center - Visitation Valley www.nems.org School Health Programs Department, SFUSD
Description of Services
Neighborhood Located
A medical van is available on Thursday, 12:30pm-2:00pm for urgent medical needs. SOMA Services include primary health care, prenatal care, HIV/AIDS care, pap smears, birth control, screening and treatment of STDs. They also provide counseling, Western Addition / pregnancy testing,and confidential HIV testing. Japantown Family planning, pregnancy tests, HIV clinic, cardiology, dental, nutrition, x-rays, and pharmacy. Excelsior
Family planning, pregnancy tests, HIV clinic, cardiology, dental, nutrition, x-rays, and pharmacy. Mission Free for homeless San Francisco residents. Offers urgent and primary care, TB, HIV, and STD testing and treatment, mental health services, holistic services, immunizations, dental clinic, and Women's Health Clinic. Mission Dental services, gynecological services, STD testing, family planning, physical exam, immunizations, nutrition and fitness programs, mental health program geared to Native Americans and Pacific Islanders. Mission New Generation Health Center provides confidential, youth friendly reproductive health services. Offers pregnancy, STD, & HIV testing, gynecological services, health information & referrals for teens. Does presentations in the community about sex and decision making. Mission NEMS targets the medically underserved Asian population, uninsured or lowincome. The clinic offers medical, mental health, social services, health and nutrition services, dental, and optometry.
Chinatown / North Beach
NEMS targets the medically underserved Asian population, uninsured or lowincome. The clinic offers medical, health and nutrition services, dental, and optometry.
Sunset
NEMS targets the medically underserved Asian population, uninsured or lowincome. The clinic offers medical, health and nutrition services, dental, and optometry.
Visitation Valley 2008-2009
Health Resources Agency Name
Contact Information
San Francisco Health Plan
1095 Market St. Suite 202 San Francisco, CA 94102 (415) 575-1400 115 Sansome St., Suite 1205 San Francisco, CA 94104 (415) 733-0052 815 Eddy St. San Francisco, CA 94109 (800) 967-7526 or (800) 967PLAN www.ppgg.org 1050 Wisconsin St. San Francisco, CA 94107 (415) 920-1250 or (415) 648-3022 4900 California St. San Francisco, CA 94118 (415) 750-9894 www.sffc.org 1001 Potrero Ave. San Francisco, CA 94110 (415) 206-8000 www.sfghf.net 1001 Potrero Ave. San Francisco, CA 94110 (415) 206-8376 www.sfghf.net 201 Third St., 7th Floor San Francisco , CA 94103 Member Info (800) 288-5555 or (888) 558-5858 www.sfhp.org
San Francisco Unified School District School Health Center
1515 Quintara St. San Francisco, CA 94116 (415) 242-2615
Oasis Self-Help Center
Operation Access
Planned Parenthood Golden Gate Potrero Hill Health Center
San Francisco Free Clinic
San Francisco General Hospital San Francisco General Hospital Pediatric Clinic
School Health Programs Department, SFUSD
Description of Services
Neighborhood Located
Provides services for individuals who have mental health diagnosis and substance abuse issues. Serves consumers who are homeless, formerly homeless or living in board and care facilities. Offers structured and unstructured activities, peer counseling, information and referrals, educational training, and a computer lab. Tenderloin
Operation Access provides donated surgeries at local hospitals for those in need. Downtown Offers a wide range of reproductive and primary health care services, including medical care, physicals, STD & HIV screening and prevention, family planning, pregnancy related services, and health education. PP also has a confidential teen clinic specifically for teens 12 and older.
Nob Hill
Provides acute and primary medical care, preventive care, family planning, immunizations, dental exams, HIV, STD & TB testing.
Potrero Hill
Services for people without health insurance of any kind. Services include preventive care, vaccinations, family planning, STD testing & treatment, nonemergency and acute medical care.
Richmond
A comprehensive hospital with services including primary care, urgent care, HIV testing & treatment, Women's Health Center, Family Planning, and mental health services. Mission
Full range medical services for youth under age 18.
Mission
San Francisco Health Plan is a City-sponsored health plan providing health insurance to San Francisco residents. Provides information on Medi-Cal, Healthy Families, Healthy Kids, and Healthy Workers. City-wide SHPD nurses work closely with children, families, and schools to identify and manage problems that impair school attendance and achievement. Services include physical/neurological exams, hearing and vision testing, educational screening, and immunizations. Sunset 2008-2009
Health Resources Agency Name
Contact Information
2235 Hayes St., 5th Fl San Francisco, CA 94117 Sister Mary Philippa (415) 668-1000 www.stmarysmedicalcenter. org Clinic 551 Minna St. San Francisco, CA 94103 South of Market Health (415) 626-2951 http://www.smhcsf.org/ Center (SMHC) 105-107 Golden Gate Ave. San Francisco, CA 94102 St. Anthony Free Medical (415) 241-8320 www.stanthonysf.org Clinic 1372 Mission St. San Francisco, CA 94103 (415) 554-8494 http://stjamesinfirmary.org St. James Infirmary 255 Golden Gate Ave. San Francisco, CA 94102 (415) 437-2900 Resource Ctr (415) 431-7476 Tenderloin Health UCSF AIDS Health (415) 502-8378 www.ucsf-ahp.org Project 1647 Valencia St. San Francisco, CA 94110 (415) 647-3666 Valencia Health Services www.nurseweb.ucsf.edu/ conf/vhs 2166 Hayes St. Suite 104 San Francisco, CA 94117 Women's Community (415) 379-7800 www.womenscommunityclinic.org Clinic
School Health Programs Department, SFUSD
Description of Services The Sr. Mary Philippa Clinic offers medical care free or at a reduced rate to adults only.
Neighborhood Located
Haight Ashbury
Provides healthcare to underserved individuals and families. Services include primary care, urgent care, mental health, immunizations and TB testing, HIV testing, STD screening, Women's Health Clinic, and dental services. SOMA St. Anthony Free Medical Clinic provides primary and urgent care services to children and adults who have no health insurance or limited access to health care. In addition, offers HIV testing, Women's Clinic, mental health services, and immunizations. Tenderloin
St. James Infirmary offers free, confidential, nonjudgmental medical and social services for female, transgendered, and male sex workers.
SOMA
Serves the Tenderloin’s homeless, poor and most vulnerable residents. Provides urgent and primary care, mental health, TB and HIV testing and treatment. Tenderloin STD and HIV testing, counseling, and treatment.
City-wide
Confidential services for adolescents and young adults, immunizations, TB screenings, nutrition counseling, health education, sports physicals, sick visits, clinical care management for clients with chronic conditions, and referrals for mental health.
Mission
Provides Women's health, family planning, STD & HIV screening and testing, information and referrals for all uninsured and underinsured women in San Francisco.
Haight Ashbury
2008-2009
LGBTQQ Resources Agency Name
Contact Information
Ally Action
1924 Grant St., Suite 4 Concord, CA 94520 (925) 685-5480 www.allyaction.org
Asian and Pacific Islander (API) Wellness Center AQU25A
730 Polk St. San Francisco, CA 94109 (415) 292-3400 www.apiwellness.org
Castro-Mission Health Center Dimensions Health Clinic
Castro-Mission Health Center 3850 17th St. San Francisco, CA 94114 (415) 487-7400 www.dimensionsclinic.org
COLAGE
1550 Bryant St. Suite 830 San Francisco, CA 94103 (415) 861-5437 www.colage.org
170 Capp St. San Francisco, CA 94110 (415) 777-5500 24 hour Crisis Line: (415) 333CUAV (Community HELP United Against Violence) www.cuav.org
GSA Network
1550 Bryant St., Suite 800 San Francisco, CA 94103 (415) 552-4229 www.gsanetwork.org
School Health Programs Department, SFUSD
Description of Services Ally Action educates and engages people to create school communities that are safe, inclusive and effective for all, regardless of sexual orientation or gender identity/expression. We offer training, resources and ongoing support that help school community members to take action as allies against anti-LGBTQ harassment and other forms of injustice. AQU25A (Asian and Pacific Islander Queer and questioning 25 and Under Altogether) is a youth group for and run by queer and questioning API and Hapa youth. AQU25A aims to provide a safe space through events that include workshops, movie nights, and game nights as well as individual counseling and case management.
Neighborhood Located
Nob Hill
Dimensions is an open and friendly place to get low-cost health services for queer, transgender and questioning youth ages 12 to 25. The mission of the Dimensions Collaborative is to combine efforts across agencies to develop health care programs and services that increase health care access and education for Lesbian, Gay, Bisexual, Transgender, Queer, Intersex & Questioning Youth. Castro / Noe Valley COLAGE offers community building and youth empowerment programs for youth in the Bay Area who have one or more lesbian, gay, bisexual, and/or transgender parent/s. COLAGE also offers several Visibility Tools including posters, films, curriculums, trainings and presentations for teachers and schools who wish to raise awareness about LGBT families. SOMA Community United Against Violence (CUAV) is a multicultural organization working to end violence against and within our lesbian, gay, bisexual, transgender, queer, and questioning communities. CUAV offers a 24-hour confidential, multilingual crisis line, free counseling, legal advocacy, and emergency assistance (hotel, food, and transportation) to survivors of hate and domestic violence. CUAV uses education as a violence prevention tool through our speakers bureau, youth program, and education and outreach program. Mission Empowers youth activists to fight homophobia and transphobia in schools. Programs include Youth Council leadership group, youth leadership trainings, YES (Youth Empowerment Summit) Conference, GSA activist summer camp, arts activism tools, political education, and community organizing support for GSAs (Gay-Straight Alliances). Connects students to a youth-led network of over 600 GSAs throughout California. Technical support and activism resources also available through GSA Network website. SOMA
2008-2009
LGBTQQ Resources Agency Name LYRIC (Lavender Youth Recreation and Information Center)
New Leaf
Our Family Coalition
PFLAG (Parents, Families and Friends of Lesbians and Gays)
Respect for All Project
Contact Information 127 Collingwood St. San Francisco, CA 94114 (415) 703-6150 www.lyric.org Mailing Address: 1390 Market St., Suite 800 San Francisco, CA 94102 Client Services: 103 Hayes St. San Francisco, CA 94102 (415) 626-7000 www.newleafservices.org
870 Market St., Ste. 872 San Francisco, CA 94102 (415) 981-1960 www.ourfamily.org
PO Box 640223 San Francisco, CA, 94164 (415) 921-8850 www.pflag.org 2180 Bryant St. #203 San Francisco, CA 94110 (415) 641-4616/ (800) 405-3322 www.respectforall.org
School Health Programs Department, SFUSD
Description of Services
Neighborhood Located
LYRIC is a Community Center for lesbian, gay, bisexual, transgender, queer and questioning youth 24 and younger. LYRIC’s mission is to build community and inspire positive social change through education enhancement, career training, health promotion, and leadership development with LGBTQQ youth, their families, and allies of all races, classes, genders and abilities. Castro / Noe Valley
New Leaf exists to help lesbian, gay, bisexual, transgender, queer and questioning individuals and families of all ages lead healthy and connected lives. We provide professional mental health, substance abuse, and social support services to strengthen our diverse community.
Hayes Valley
Our Family Coalition promotes the civil rights and well being of Bay Area LBGTQQ families with children and prospective parents through education, advocacy, social networking, and grassroots community organizing. Our Family Coalition’s School Advocacy Project includes comprehensive staff development training for elementary schools and an annual fall forum for educators and parents Hayes Valley / about how to best serves LGBT parents and their children in our schools. Tenderloin PFLAG promotes the health and well-being of gay, lesbian, bisexual and transgender persons, their families and friends through: support, to cope with an adverse society; education, to enlighten an ill-informed public; and advocacy, to end discrimination and to secure equal civil rights. Parents, Families and Friends of Lesbians and Gays provides opportunity for dialogue about sexual orientation and gender identity, and acts to create a society that is healthy and respectful of human diversity. The Respect For All Project is a film-based educational campaign that seeks to create welcoming and hate-free schools and communities. Our documentary films, curriculum guides, and professional development workshops give both youth and adults the tools needed to address prejudice in all its forms. Mission
2008-2009
LGBTQQ Resources Agency Name
San Francisco LGBT Center San Francisco Unified School District Support Services for LGBTQ Youth and Families
Contact Information
Description of Services
Neighborhood Located
1800 Market St. San Francisco, CA 94102 Main (415) 865-5665 Youth Program (415) 865-5530 (17 & under) Youth Program (415) 865-5560 (18-24) www.sfcenter.org
The Center provides free programs for youth 24 and under. The Center hosts a Youth Meal Night every Tuesday @ 6pm, provides Art Programs, Monthly Social Events and the Queer Youth Prom for high school aged youth.
1515 Quintara St. San Francisco, CA 94116 (415) 242-2615 www.healthiersf.org
Provides on-site support services for lesbian, gay, bisexual, transgender and questioning/queer students, families and staff. Locate and train a teacher at every middle school and high school to be the contact person for all LGBTQ students. Offer diversity clubs or Gay-Straight Alliances (GSA) at all secondary sites. Sunset
School Health Programs Department, SFUSD
Hayes Valley / Tenderloin
2008-2009
Legal Services Agency Name
Contact Information
1188 Franklin St., Suite 202 San Francisco, CA 94109 Asian and Pacific (415) 567-6255 Islander Legal Outreach www.apilegaloutreach.org 50 Fell St. San Francisco, CA 94102 (415) 982-1300 Advice Line (415) 354-6360 www.baylegal.org Bay Area Legal Aid 1500 Howard St. Community Alliance for San Francisco, CA 94103 Special Education (415) 431-2285 www.caseadvocacy.org (CASE) San Francisco Superior Court 400 McAllister St, Room 009 Lower Level Family Law Self-Help San Francisco, CA 94102-4514 (415) 551-3991 Center 657 Mission St. Suite 500, San Francisco, CA 94105 International Institute of (415) 538-8100 www.iisf.org San Francisco 474 Valencia St., #295 San Francisco, CA 94103 (415) 575-3500 www.lrcl.org La Raza Centro Legal 1254 Market St., 3rd Floor San Francisco, CA 94102 Legal Services for (415) 863-3762 www.lsc-sf.org Children 1540 Market St., Suite 490 San Francisco, CA 94102 Legal Services for (415) 255-7036 Prisoners with Children www.prisonerswithchildren.org
School Health Programs Department, SFUSD
Description of Services Provides legal, social, and educational services focused in the areas domestic violence, violence against women, immigration and immigrant rights, senior law and elder abuse, human trafficking, public benefits, and social justice issues.
Neighborhood Located
Nob Hill
Bay Area Legal Aid provides free legal help for low-income people. They can help with issues relating to housing, domestic violence, public benefits and health care access. Legal assistance is available to low-income people who live in the Bay Hayes Valley / Area with civic legal problems (not criminal cases). Tenderloin CASE provides legal support, representation, free technical assistance, consultation and training to parents whose children need appropriate special education services throughout the San Francisco/Bay Area.
SOMA
Provides self-represented parties with education, information, and assistance with child support, spousal support, and health insurance issues. These services are Hayes Valley / available at no charge. Tenderloin Institute legal immigration services are designed for low-income people who are unable to hire private attorneys. Services are provided by accredited representatives qualified to offer assistance with over forty different legal procedures. Downtown
Provides legal advocacy and organizing for civil rights and immigrant justice. All services are free. SOMA Legal Services for Children (LSC) provides free legal and social services to children and youth. LSC’s in-house and pro-bono attorneys and social workers, provide comprehensive, holistic services to achieve safety and stability in the lives Hayes Valley / of children. Tenderloin LSPC advocates for the human rights and empowerment of incarcerated parents, children, family members and people at-risk for incarceration. They provide Hayes Valley / information, trainings, technical assistance, and litigation. Tenderloin
2008-2009
Legal Services Agency Name
Contact Information
555 Seventh St. San Francisco, CA 94103 The San Francisco (415) 553-1671 Public Defender’s Office http://sfpublicdefender.org 375 Woodside Ave. Rm 118 The San Francisco San Francisco, CA 94127 Public Defender’s Office (415) 553-1671 http://sfpublicdefender.org Juvenile Division
School Health Programs Department, SFUSD
Description of Services
Neighborhood Located
The vision of the SF Defender’s Office is to provide the highest level of legal advocacy for each client in providing indigent defense services. They offer additional support for children of incarcerated parents and a clean slate program. SOMA
Provides legal services to juveniles living in San Francisco.
West Portal
2008-2009
Mental Health Resources Agency Name
Contact Information
3rd Street Youth Center and Community Clinic
5190 Third St. San Francisco, CA 94124 (415) 822-1707 www.3rdstyouth.org
AB 3632 Children's Mental Health APA Family Support Services Counseling and Network Center
755 South Van Ness Ave. San Francisco, CA 94103 (415) 642-4522 657 Jackson St. San Francisco, CA 94133 (415) 617-0061 www.apasfgh.org
730 Polk St. San Francisco, CA 94109 (415) 292-3400 www.apiwellness.org P.O. Box 7921 San Francisco, CA 94120 (415) 885-7221 http://cancer.ucsf.edu/afr Art for Recovery 1000 Cayuga Ave. Room 156 Balboa Teen Health San Francisco, CA 94112 (415) 469-4512 Center 340 Spruce St. Bay Area Psychotherapy San Francisco, CA 94118 (510) 649-9320 Services (BAPS) 5015 Third St. San Francisco, CA 94124 Bayview-Hunter's Point (415) 822-1585 Youth Services Program www.bayviewci.org/ Bayview-Hunter's Point 5815 Third St. Foundation San Francisco, CA 94124 Children's Outpatient (415) 822-7500 www.bayviewci.org/ Services Asian and Pacific Islander (API) Wellness Center
School Health Programs Department, SHPD
Description of Services A teen clinic that offers youth leadership, social group work, individual/family counseling, and theraputic case management to support Bayview-Hunters Point youth. Provides mental health assessments for special education students referred by SFUSD. Students are assessed to determine their eligibility for mental health services as an addendum to their special education planning. Cases are referred to outpatient clinics for treatment. APA provides family support services to prevent child abuse and domestic violence. They provide parent support, early intervention, home visitation, clinical services (including counseling and school-based mental health services), information and referral, and training for service providers. API Wellness provides free on-site mental health and substance abuse counseling services to both HIV positive and negative individuals in Cantonese, Spanish and English. They also offer case management for runaways and/or youth who have already been through the justice system. This agency provides a number of support groups, most around issues of HIV or for queer people.
Neighborhood Located
Bayview / Hunters Point
Hayes Valley
Chinatown / North Beach
Nob Hill
This program offers people with life-threatening illnesses to express what it looks like through drawing, writing, poetry, and music. Open to all patients at Mt. Zion and UCSF. Western Addition The Balboa Teen Health Center serves high school aged adolescents, not just those enrolled at Balboa HS. They provide medical and mental health services, including immunizations. Drop-in services are available. Excelsior / Ingleside A non-profit organization offering affordable psychotherapy to individuals, couples, families, children and adolescents.
Richmond
Substance abuse counseling and prevention, social activities, and educational development.
Bayview / Hunters Point
Mental health services provided to children through the age of 13. Services for adolescents also available. Individual therapy, collaboration with caregivers, play therapy, and conjoint family therapy. Bayview / Hunters Point
2008-2009
Mental Health Resources Agency Name
Contact Information
5815 Third St. Bayview Hunter's Point San Francisco, CA 94124 Foundation (415) 822-7500 Family Center Outpatient www.bayviewci.org/ California Pacific 2323 Sacramento St., 2nd Floor Medical Center (CPMC) San Francisco, CA 94115 Psychiatric Services for (415) 600-3247 Children, Adolescents, www.cpmc.org/services/mentalhlth.html and Adults 920 Sacramento St. San Francisco, CA 94108 (415) 781-0401 www.cameronhouse.org Cameron House 2559 40th Ave. San Francisco, CA 94116 Catholic Charities of San (415) 564-7882 www.cccyo.org Francisco Central City Hospitality House Tenderloin Self-Help Center
Child Crisis Services (CBHS)
290 Turk St. San Francsico, CA 94102 (415) 749-2113 3801 3rd St. Suite 400 Bayview Shopping Center San Francisco, CA 94124 (415) 970-3800
Children's System of Care
1305 Evans Ave. San Francisco, CA 94124 (415) 920-7700 http://sfcsoc.org/
School Health Programs Department, SHPD
Description of Services Provides services focusing on prevention and early detection of mental illness, diagnosis, treatment, and rehabilitation of children, adolescents and adults with mental and emotional disorders. Provides individual and group therapy.
Neighborhood Located
Bayview / Hunters Point
Provides full range of outpatient psychotherapy for children, adolescents, and adults. Services include psychological evaluations, play therapy, and individual, Western Addition / couple, family, and group therapy. Japantown
Cameron House provides individual, couple, and family counseling on a sliding scale. Domestic violence program and support groups are offered for free.
Ongoing adult, children's and adolescent grief groups. Individual and family counseling. The Self Help Center team provides individualized counseling and care planning for those who are in need of longer-term services. This includes assistance with processes necessary to secure benefits (i.e. General Assistance, Social Security Income, State Disability and Veteran's Benefits), housing, substance use counseling, and access to treatment programs. 24 hour intake and field interviews for youth aged 18 and under. Evaluations for involuntary psychiatric hospitalizations & crisis case management for up to 30 days. Specialized services for chronically suicidal youth & victims of community violence. Provides intensive case management services to children, youth and families involved with multiple service systems (mental health, juvenile justice, social services, & special education) and who are at-risk of out of home placement to provide support and access services. Has Family Involvement Team (FIT) to support families in accessing services.
Chinatown
Richmond
Tenderloin
City-wide
Bayview / Hunters Point
2008-2009
Mental Health Resources Agency Name
Contact Information
720 Sacramento St., San Francisco, CA 94108 (415) 392-4453 Access Line (888) 246-3333 729 Filbert St. Chinatown North Beach San Francisco, CA 94133 Mental Health Services (415) 352-2000 Access Line (888) 246-3333 (CBHS) 170 Capp St. San Francisco, CA 94110 (415) 777-5500 Communities United 24/7 Crisis Line (415) 333-HELP Against Violence (CUAV) www.cuav.org Services and Locations can be Community Behavioral accessed through San Francisco’s Health–San Francisco 24-hour Mental Health Services Behavioral Health Plan Access Line: (888)246-3333 (CBHS) 80 Fresno St. San Francisco, CA 94133 Community Educational (415) 982-0615 www.cessf.org Services Chinatown Child Development Center (CBHS)
(415) 457-3123 Compassionate Friends www.tcfmarin.org 1109 Vicente St. Suite 104 San Francisco, CA 94116 Crossroads Home Care (415) 682-2111 www.sfhospice.com and Hospice
School Health Programs Department, SHPD
Description of Services
Neighborhood Located
Provides outpatient mental health services to children (age 0-18) and their families, offers parenting education and consultation services for the Chinatown community. Mental health services include individual and group psychotherapy, psychological and medication evaluations, treatment groups for preschool age and elementary school age children, mental health education and an infant development program. Parenting services include workshops, support groups and an early intervention program. Provides consultation services to community agencies about children's mental health and parenting issues. Chinatown Offers mental health services for children and their families through the City and County of San Francisco. Services offered include individual, couples, and group therapy. Chinatown CUAV offers case management and peer-based counseling to LGBTQQ survivors of domestic violence and hate violence. The agency provides emergency shelter assistance, safety planning, and systems advocacy to help survivors find short-term safety and long-term healing.
Full range of specialty behavioral health services. Basic counseling services. More extensive treatment available. CES provides a range of services including arts & cultural enrichment, career exploration, college guidance, counseling, employment, health and wellness, mentoring, and tutoring and homework assistance. CES partners with schools to support K-12 youth. The Compassionate Friends is a national nonprofit, self-help support organization which offers friendship and understanding to families who are grieving the death of a child of any age, from any cause. Call for information on location of support groups.
Ongoing grief support groups that are free to the community.
Mission
City-wide
Chinatown / North Beach
n/a
Sunset
2008-2009
Mental Health Resources Agency Name
Contact Information
101 15th St. San Francisco, CA 94103 (415) 865-3000 Edgewood Family Center www.edgewood.org 49 Ocean Ave. San Francisco, CA 94112 (415) 333-3845 Excelsior Family counseling (415) 333-6423 www.excelsiorfc.org Connections 160 Capp St. Family & Child Guidance San Francisco, CA 94110 Clinic (Native American (415) 621-4371 www.nativehealth.org Health Clinic)
Family Mosaic Family Service Agency of SF MAP (Moving Ahead Program for Youth) Family Service Agency of SF General Services Family Service Agency of SF Tender Lion Family Program Foster Care Mental Health Program
1309 Evans Ave. San Francisco, CA 94124 (415) 206-7600 6211 Geary Blvd. 2nd Fl San Francisco, CA 94121 (415) 474-7310 x470 www.fsasf.org 1010 Gough St. San Francisco, CA 94109 (415) 474-7310 www.fsasf.org 1010 Gough St., 2nd Fl, San Francisco, CA 94109 (415) 474-7310 x 453 www.fsasf.org 3801 Third St. Bldg B Suite 400 San Francisco, CA 94124 (415) 970-3875
School Health Programs Department, SHPD
Description of Services
Neighborhood Located
Edgewood offers a variety of programs to support the emotional and behavioral needs of children and supports families, teachers and providers as well. Has four main components: Community and Family Services; Intensive Treatment and Residential Care; Kinship Caregiver and Youth Support; and School-Based Programs. SOMA Offers support services for families that includes a Child/Parent Drop-In program, employment resources, school readiness workshops, counseling ($5/session), community celebrations, child development workshops, and information and referrals. Excelsior Provides general outpatient services including individual, family, and group therapy, HIV, domestic violence, and substance abuse counseling, psychological testing, and Native American traditional counseling. Mission Provides intensive case management, mental health treatment and other services for families of children with serious emotional problems who are at-risk of out-of-home placement or who have been placed out of their homes. FMP adheres to a strength-based, family-focused approach to assessing individuals' needs and developing effective plans of comprehensive care. Bayview / Hunters Point The Moving Ahead Program for Youth (MAP for Youth) assists transitions age youth diagnosed with severe mental illness in becoming independent and productive members of the community. Provides mental health and substance abuse treatment, physical health care, housing and educational/ vocational support. Richmond Provides individual psychotherapy & counseling, psychiatric medication evaluations, neuropsychological testing with special emphasis on the needs of low-income families, children, the elderly, and disabled people.
Western Addition
Tender Lion Family Program offers outpatient mental health services for multicultural, low-income, uninsured children ages 5 to 18 and to their families in the Tenderloin, South of Market, and Western Addition districts of San Francisco. Tenderloin Oversees access for outpatient mental health services for all youth and families in foster care.
Bayview / Hunters Point
2008-2009
Mental Health Resources Agency Name
Contact Information
Haight Ashbury Free Clinic Youth Outreach Team
330 Ellis St., 6th Fl San Francisco, CA 94102 (415) 674-6140 www.glide.org 1696 Haight St. San Francisco, CA 94117 (415) 565-1942 www.hafci.org
HELPLINK
Toll-Free: 211 or (800)273-6222
Homeless Prenatal Program
2500 18th St. San Francisco, CA 94110 (415) 546-6756 www.homelessprenatal.org
Glide Health Services
Description of Services Glide Heath Services operates a health clinic that provides medical and mental health services to the homeless and low income residents of San Francisco. They provide assessment & treatment planning, solution-focused therapy, crisis intervention, medicine management, case management, HIV testing, and holistic care.
Confidential information & referral source for Bay Area resources. City-wide Mental health services for parents and children. Family violence prevention services offering therapy and referrals to emergency shelters. Substance abuse services to help parents get into residential and outpatient treatment programs and help them retain custody of their children. A wellness center featuring yoga classes, massage and chiropractic treatments that help clients reduce stress and adopt healthy lifestyle practices. Mission Provides substance abuse prevention, substance abuse treatment, employment and entrepreneurial services for at-risk Latino and other youth aged 12 to 26. Substance abuse programs include educational presentations and individual, group, and family counseling. DJ program designed to inspire youth through music. Mission
Hospice By The Bay
Huckleberry Youth Programs Huckleberry House
Huckleberry House offers continuous 24-hour crisis services and emergency 1292 Page St. shelter to high-risk youth between the ages of 11 and 17. They provide a wide San Francisco, CA 94117 range of mental health services, including: individual, family, parent, and group (415) 621-2929 & (800) 735-2929 therapy, family mediation, and crisis counseling. Family preservation counseling www.huckleberryyouth.org and family mediation counseling addresses current family problems.
School Health Programs Department, SHPD
Tenderloin
Provides free or low-cost health care, substance abuse treatment, HIV prevention, and mental health services for children and adults who are uninsured or underinsured. Haight Ashbury
440 Potrero Ave. San Francisco, CA 94110 (415) 487-6700 www.horizons-sf.org 440 Potrero Ave San Francisco, CA 94110 (415) 487-6700 www.horizons-sf.org 1902 Van Ness Ave. San Francisco, CA 94109 (415) 626-5900 www.hospicebythebay.org
Horizons Unlimited of San Francisco Horizons Unlimited of San Francisco Juventud Day Treatment Program
Neighborhood Located
Day Treatment program for youth with focus on Latino youth and culture.
Mission
Offers grief counseling and bereavement support for individuals who are experiencing grief or who have had a loss. Offers individual and group therapy as well as on site presentations and grief groups at schools.
Nob Hill
Haight Ashbury
2008-2009
Mental Health Resources Agency Name Huckleberry Youth Programs Counseling Program
Instituto Familiar de la Raza, Inc.
Integral Counseling Center at Pierce Street
Contact Information 555 Cole St. San Francisco, CA 94117 (415) 386-9398/ (800) 735-2929 www.huckleberryyouth.org
2919 Mission St. San Francisco, CA 94110 (415) 229-0500 www.ifrsf.org 2140 Pierce St. San Francisco, CA 94115 (415) 776-3109 www.integralcounseling.org
1325-A Evans Ave. San Francisco, CA 94124 Inter City Family Support (415) 920-2850 www.intercityfrc.org & Resource Center 1237 Van Ness Ave., Suite 200 Japanese Community San Francisco, CA 94109 (415) 563-8052 Youth Council
1255 Post St., Suite 600, San Francisco, CA 94109 Japanese Family Service (415) 474-7310 x 315 www.fsasf.org Program 2150 Post St. San Francisco, CA 94115 Jewish Family and (415) 449-1219 www.jfcs.org Children's Services
School Health Programs Department, SHPD
Description of Services HYP offers comprehensive, age-appropriate, culturally-sensitive adolescent services through violence prevention/leadership groups, individual and family counseling, and case management services to youth at no charge. Case managers assist youth with job training, employment, educational issues, and choice counseling for pregnant teens and their partners. Agency promotes and enhances the health and well-being of Chicanos/Latinos and multicultural/multiracial youth through a continuum of mental health, HIVrelated and social services including health promotion and prevention, early intervention, case management, clinical mentoring, family support, comprehensive behavioral health services, and cultural/spiritual activities and practices.
Neighborhood Located
Haight Ashbury
Mission
A nonprofit counseling center dedicated to providing affordable psychotherapy to residents of the San Francisco Bay Area. Western Addition Provides culturally specific, comprehensive support and preservation services to families with children ages 0-14. Our focus centers on families whose children are at risk and/or affected by neglect, abuse and violence. Offers individual & family counseling, youth services, computer lab, skill development classes & workshops, support groups and workshops, community celebrations, and more. Bayview / Hunters Point Asian-focus outreach, education, prevention, and counseling services for youth and families. This program provides counseling and crisis intervention to all members of the Asian community, including individuals, couples, families, and groups, while primarily focusing on Japanese families. Bilingual and bicultural Japanese professionals assist with marital problems, parent-child communication, school difficulties, personal growth, aging, loss, depression, anxiety, problems of daily living, and mental illness.
Japantown
Japantown
Provides individual, couples, and family counseling. Offers Bereavement Support Services. Conducts psychological, educational, and support groups for those in need. Western Addition
2008-2009
Mental Health Resources Agency Name
Josie's Place
Kaiser Permanente Adolescent Clinic
Contact Information 3288 21st St., #139 San Francisco CA 94110 (415) 513-6343 http://josiesplace.org 2200 O'Farrell St. San Francisco, CA 94115 (415) 833-3443 www.permanente.net
Description of Services Support groups for children, teens and their families grieving a death. Groups take place 2x/month.
Mission
Provides acute and primary medical care to participants of the Kaiser Health Plan. Specialty clinics, sports and school exams, immunizations, family planning, mental health counseling. Kara services are provided by volunteers who have experience in healing from personal loss. They are trained to accompany others on their journey through a life-threatening illness and/or bereavement. Services include: crisis intervention, support groups, individual counseling, community education, grief support, and training. Offers a range of housing options for homeless or runaway youth in addition to essential wraparound services including education, technology and employment training, mental health, substance abuse and HIV services, and case management. Nob Hill
457 Kingsley Ave. Palo Alto, CA 94301 (650) 321-5272 www.kara-grief.org Kara 701 Sutter St., Suite 2 San Francisco, CA 94109 (415) 673-0911 http://larkinstreetyouth.org Larkin Youth Services Locations vary. Call or visit website Lucile Packard for times/locations: The Teen Health Van offers comprehensive health services for uninsured and Children's Hospital (888) 711-TEEN (8336) homeless youth, 12 to 21 years of age. Visits are on a first come, first served www.lpch.org basis. Teen Health Van 759 S Van Ness Ave. San Francisco, CA 94110 Mission Family Center (415) 642-4550 Provides individual, group, and family therapy for children and youth aged 3-17 or Access Line (888) 246-3333 still in high school. (CBHS) Mobile Crisis provides emergency crisis intervention services conducted in the Mobile Crisis Treatment (415) 355-8300 field, early intervention before situation escalates to critical crisis point, temporary Access Line (888) 246-3333 hospitalization (5150), and consultation. Team (CBHS) Provides high-quality counseling, education and vocational development, and drug treatment services to high-risk youth and young adults. The primary focus 205 13th St., Suite 3300 and service provided is substance abuse treatment. This is an outpatient San Francisco, CA 94103 program. There are special programs/groups for adolescents, women, men, and (415) 552-4660 criminal justice clients. Also, provides adolescent mental health. Morrisana West 1010 Gough St. NAMI (National San Francisco, CA 94109 Association on Mental (415) 905-NAMI (6264) Provides support groups, information and referrals, and counseling for family www.namisf.org members of individuals with mental health disorders. Illness) School Health Programs Department, SHPD
Neighborhood Located
City-wide
Mission
City-wide
SOMA
Nob Hill 2008-2009
Mental Health Resources Agency Name
Contact Information
103 Hayes St. San Francisco, CA 94102 (415) 626-7000 www.newleafservices.org New Leaf Services 1520 Stockton St. San Francisco, CA 94133 North East Medical (415) 391-9686 www.nems.org Center 1550 Treat St. San Francisco, CA 94110 (415) 564-2310 Oakes Children's Center www.oakeschildrenscenter.org
Oasis Self-Help Center
Ohlhoff Recovery Programs
OMI Family Center (CBHS)
Open Gate Potrero Hill Neighborhood House ZAP Project
1095 Market St. Suite 202 San Francisco, CA 94102 (415) 575-1400 601 Steiner St., San Francisco, CA 94117 (877) ORP-4LIFE www.ohlhoff.org 1701 Ocean Ave. San Francisco CA 94112 (415) 452-2200 Access Line (888) 246-3333 2601 Mission St. 3rd Fl San Francisco, CA 94110 (415) 920-5040 www.supportforfamilies.org 953 DeHaro St. San Francisco, CA 94107 (415) 826-8080 www.nabe.potrerohillsf.com
School Health Programs Department, SHPD
Description of Services
Neighborhood Located
Counseling, psychiatry and medications available, various therapy techniques, referrals to community agencies. New Leaf is the only comprehensive mental health, substance abuse, HIV/AIDS and social support organization specifically for the LGBTQQ communities.
Hayes Valley
NEMS targets the medically underserved Asian population, uninsured or lowincome. The clinic offers medical, mental health, social services, health and nutrition services, dental, and optometry.
Chinatown / North Beach
Provides day treatment as well as an outpatient clinic that provides individual treatment, group therapy, training, and support to school partnerships for students with developmental delays and emotional disturbances. Sunset Provides services for individuals who have mental health diagnosis and substance abuse issues. Serves consumers who are homeless, formerly homeless or living in board and care facilities. Offers structured and unstructured activities, peer counseling, information and referrals, educational training, and a computer lab. Tenderloin
Treatment programs for adults and adolescents for substance abuse and eating disorders. Haight Ashbury Provides full range outpatient services to families and individuals including individual, group and family counseling, assessment, psychiatric evaluation and involuntary hospitalization when necessary. Also offers psychotherapy and case management to individuals of all ages. Excelsior Provides services to families of children with disabilities, including information and referral, parent-to-parent support, workshops and trainings, mental health counseling, special education advocacy, and support groups.
Mission
Intensive outpatient counseling provider for youth, young adults, and families. Anger management, domestic violence and violence prevention services also provided.
Potrero Hill
2008-2009
Mental Health Resources Agency Name
Contact Information
Richmond Area Multi Services (RAMS) Child, Youth & Family Services
3626 Balboa St. San Francisco, CA 94121 (415) 668-5955 www.ramsinc.org 1275 Mission St. SAGE Project, Inc San Francisco, CA 94103 (Standing Against Global (415) 905-5050 www.sagesf.org Exploitation) San Francisco General San Francisco General Hospital Hospital 1001 Potrero Ave. Room 1B20 Psychiatric Emergency San Francisco, CA 94110 (415) 206-8125 Services San Francisco General Hospital 887 Potrero Ave. San Francisco, CA 94110 Seneca Center (415) 206-4228 www.senecacenter.org Community Treatment
Description of Services The Child, Youth, and Family Outpatient Services Clinic provides outpatient services to children, ages 0-18, who reside in San Francisco. Individual, group and family therapy, case management, psychological assessment and testing, psychiatric evaluation and medication management, psychoeducation and consultation. RAMS also partners with Wellness Programs at SFUSD. SAGE is committed to improving the lives of women, girls, transgender individuals, and men escaping or still involved in commercial sexual exploitation or other exploitative or violent situations. Services include intensive outpatient substance abuse treatment and mental health treatment. This is the only 24-hour psychiatric emergency room serving San Francisco. Provides acute psychiatric evaluation, crisis intervention, referrals, and is the gateway for inpatient admissions.
Neighborhood Located
Richmond
SOMA
Mission
The Seneca Center provides residential, school and day treatment services to the most challenging adolescents and their families in San Francisco. Mission Call for an initial phone screening to determine referral to short- and long-term SF County Mental Health outpatient mental health services. Services include assessment and diagnosis, ACCESS Line (888) 246-3333 or (415) 255-3737 therapy, medication, and monitoring. 551 Minna St. San Francisco, CA 94103 Provides healthcare to underserved individuals and families. Services include South of Market Health (415) 626-2951 primary care, urgent care, mental health, immunizations and TB testing, HIV www.smhcsf.org testing, STD screening, Women's Health Clinic, and dental services. SOMA Center (SMHC) 760 Harrison St. Provides individual therapy and group counseling as well as psychiatric San Francisco, CA 94103 medication evaluation, case management. On-site Filipino American Counseling South of Market Mental (415) 836-1700 & Treatment Team. Priority given to SOMA, Tenderloin or Western Addition residents. SOMA Health Services (CBHS) Access Line (888) 246-3333 4527 Mission St. San Francisco, CA 94112 Individual, group, and family therapy, school consultation & partnership with Southeast Child Family (415) 337-4800 Special Education, parent support, medication evaluation, and assessments & referrals. Excelsior Therapy Center (CBHS) Access Line (888) 246-3333 100 Blanken St. San Francisco, CA 94134 Individual, group, and family therapy, school consultation & partnership with Southeast Child Family (415) 330-5743 Special Education, parent support, medication evaluation, and assessments & Visitation Valley / referrals. Sunnyside Therapy Center (CBHS) Access Line (888) 246-3333 School Health Programs Department, SHPD
2008-2009
Mental Health Resources Agency Name
Contact Information
Business: (415) 984-1900 Crisis: (415) 781-0500 Linea Apoyo (Spanish) (415) 989Suicide Prevention, Inc 5212 1990 41st Ave. Sunset Mental Health San Francisco, CA 94116 (415) 753-7255 Services (CBHS) 1351 24th Ave. Sunset Mental Health San Francisco, CA 94116 (415) 753-7255 Services (CBHS) 1625 Van Ness Ave., 4th Fl. San Francisco, CA 94109 (415) 600-7530 Sutter VNA and Hospice www.suttervna.org 1757 Waller St. San Francisco, CA 94117 T.A.L.K. Line (Telephone (415) 441-5437 Aid in Living with Kids) www.talklineforparents.org 187 Golden Gate Ave. San Francisco, CA 94102 (415) 437-2900 Resource Ctr (415) 431-7476 http://web.mac.com/tenderloinhealt h/Tenderloin_Health/Welcome.htm l Tenderloin Health The Center for Special Problems The HIV Mental Health 1700 Jackson St. Case Management San Francisco, CA 94109 (415) 292-1500 Program San Francisco General Hospital The Child and 995 Potrero Ave. Adolescent Support San Francisco, CA 94110 Advocacy and Resource (415) 206-8386 www.casarc.org Center (CASARC)
School Health Programs Department, SHPD
Description of Services
Neighborhood Located
24/7 telephone crisis intervention, emotional support, counseling, and referral for depressed, anxious, and suicidal people by phone. Youth risk reduction services available through the business line. City-wide Individual, family and group therapy. Medication evaluation. Adult socialization program and children’s programs.
Sunset
Individual, family and group therapy. Medication evaluation. Adult socialization program and children’s programs.
Sunset
Bereavement support including a variety of support services, such as groups, trainings, and consultation to organizations.
Mission
24/7 crisis and counseling line for parents as well as a drop-in center and children’s play room. Provides counseling and therapy for children and parents. Support groups, parent education workshops, and respite care available.
Haight Ashbury
For HIV+ and SF residents. Case management, individual & group counseling, support groups, education and resources.
Tenderloin
An outpatient clinic of the San Francisco Department of Public Health’s Community Mental Health Services that provides HIV-related mental health services including individual and group counseling, medication evaluation & management, and psychiatric evaluations.
Nob Hill
CASARC provides medical evaluation, forensic clinical interviews of minors and delivery of specialty mental health services for victims of child sexual abuse. CASARC offers a 24/7 hotline and provides mental health and psychiatric services, crisis intervention, community outreach and training, and consultation.
Mission
2008-2009
Mental Health Resources Agency Name The Mental Health Association of San Francisco
Contact Information 870 Market St., Suite 928 San Francisco, CA 94103 (415) 421-2926 www.mha-sf.org/
The San Francisco Behavioral Health Plan
(415) 255-3737 (24-hour access) 2727 Mariposa St., Suite 100 San Francisco, CA 94116 Trauma Recovery/ Rape (415) 437-3000 http://traumarecoverycenter.org Treatment Center 2550 23rd St., Bldg 9 #130 UCSF San Francisco, CA 94110 (415) 206-5270 Infant Parent Program 1001 Potrero Ave. UCSF Dept of Psychiatry Suite 7G5 Department of Child & San Francisco, CA 94110 (415) 476-7000 Adolescent Services 1930 Market St. San Francisco, CA 94114 UCSF (415) 476-3902 www.ucsf-ahp.org/ AIDS Health Project 333 California St., Suite 10 San Francisco, CA 94143 (415) 476-4989 UCSF TDD (415) 476-7600 http://psych.ucsf.edu Center on Deafness 36 Monterey Blvd. University of San San Francisco, CA 94131 Francisco (USF) (415) 239-9300 Center for Child & www.soe.usfca.edu/institutes/ccfd/i ndex.html Adolescent Resources 150 Mason St. San Francisco, CA 94102 Vietnamese Youth (415) 771-2600 www.vydc.org/ Development Center School Health Programs Department, SHPD
Description of Services Information and referral to mental health services and an advocacy organization can be found here. The SF Behavioral Health Plan offers a full range of specialty behavioral health services provided by a culturally diverse network of community behavioral health programs, clinics, and private psychiatrists, psychologists, and therapists. Call to access services. The Center offers brief therapy (usually 16 weeks) and case management to survivors of sexual assault and other types of interpersonal violence. Offers case management, therapy, STD treatment, food boxes, evidence collection & medical care. A mental health program for children under 3 years and their parents when concerns exist about the child-parent relationship or the child's emotional functioning.
Neighborhood Located
SOMA
City-wide
Forest Hill / Parkside
Mission
Provides assessment, treatment, and consultation for children and adolescents, and their families. Most clients have experienced a psychological trauma. Clinic services are provided. Mission
Outpatient mental health services for HIV+ individuals.
Castro
Provides outpatient mental health services to deaf or hearing impared children, adults, and families.
Nob Hill
Low-fee counseling for individuals, families, and couples. Also provides psychological and academic testing for children.
Glen Park
Case management, individual & family counseling, family support, culture/generation gap, gang issues, leadership program, tutoring, substance abuse, language assistance, information & referral.
Tenderloin 2008-2009
Mental Health Resources Agency Name
Contact Information
214 Haight St. San Francisco, CA 94102 Walden House, Inc (415) 554-1480 www.waldenhouse.org Youth Services 214 Haight St. San Francisco, CA 94102 Walden House, Inc (415) 554-1480 Boys Residential Program www.waldenhouse.org
Walden House, Inc EPSDT Mental Health Program / Adolescent Program
Walden House, Inc Youth Truth to Power
214 Haight St. San Francisco, CA 94102 (415) 554-1480 www.waldenhouse.org 45 Farallones St. San Francisco, CA 94112 (415) 406-1232 www.waldenhouse.org 214 Haight St. San Francisco, CA 94102 (415) 554-1480 www.waldenhouse.org
Westside Community Services AJANI (Afrocentric Family Focused Treatment)
1140 Oak St. San Francisco, CA 94117 (415) 431-8252 http://westside-health.org
Westside Community Services Child Youth & Family Division
1140 Oak St. San Francisco, CA 94117 (415) 431-8252 http://westside-health.org
Walden House, Inc Project Sisterkin
School Health Programs Department, SHPD
Description of Services Walden House Youth Services provides outreach, education, mental health, medical care, case management, alternative therapy, STD screening, HIV testing, HIV/STD prevention, family planning, pregnancy related services, substance use services, food, clothing, housing, crisis intervention, youth development, tutoring, and vocational training for teens and adults.
Neighborhood Located
Hayes Valley
The Walden House Adolescent Program treats boys with co-occurring substance abuse and behavioral/mental health problems in a gender-specific residential treatment setting. Hayes Valley The Walden House Adolescent Mental Health Medi-Cal program offers mental health services to San Francisco girls and boys eligible for Medi-Cal benefits. Offers assessments, psychological testing, individual, group and family therapy, medication support, and case management. Outpatient services are provided to children in the community and those who have not completed the Walden House program. Hayes Valley The Walden House Adolescent Program treats girls with co-occurring substance abuse and behavioral/mental health problems in a gender-specific residential treatment setting. Hayes Valley Walden House Adolescent Substance Abuse Treatment Program is an outpatient Substance Abuse Treatment for Adolescents aged 12 to 17 who are San Fransisco residents and substance abusers. Hayes Valley Ajani is a family-focused, strengths-based Afro-centric treatment program aimed at helping African American families thrive. The program offers individual, family, and group therapy focused on increasing the adaptive functioning of the entire family. Haight Ashbury Westside’s Child, Youth & Family Division provides a cluster of services on an outpatient basis for San Francisco youth ages 0 to 21 and their families. Includes individual, group and family counseling, case management, social skills training, information and referrals. Child Youth & Family Outpatient Services, CalKIDS, School Readiness Initiative (SRI), Teen CORE, and Special Education & Mental Health Partnerships (SED). Haight Ashbury
2008-2009
Mental Health Resources Agency Name Westside Community Services Crisis Clinic Westside Community Services TeenCORE
WOMAN, Inc
Contact Information 245 11th St. San Francisco, CA 94103 (415) 355-0311 http://westside-health.org 1140 Oak St. San Francisco, CA 94117 (415) 431-8252 x 533 http://westside-health.org 333 Valencia St. Suite 450 San Francisco, CA (415) 864-4777 Crisis Line:(415) 864-4722 / (877)384-3578 www.womaninc.org
School Health Programs Department, SHPD
Description of Services
Neighborhood Located
The Westside Crisis Clinic provides crisis and urgent care services to San Francisco adults (18 years or older). Crisis Clinic is a voluntary, drop-in service open to any adult in need of emergency psychiatric care. SOMA Teen CORE is a comprehensive case management and counseling program that offers cultural enrichment activities, educational guidance, and mental health services to girls ages 12 – 17. Teen CORE works primarily with young women who may lack healthy self images. Haight Ashbury
WOMAN, Inc. offers support groups, counseling programs, community education, Latina Services- a bilingual and bicultural program to support Spanishspeaking survivors, and a 24 hour crisis line for information and emergency referrals. Mission
2008-2009
Parent Resources Agency Name
Bayview TLC Family Resource Center
Children's Council of San Francisco Edgewood Center for Children and Families Kinship Support Services
Excelsior Family Connections
Contact Information 1601 Lane St. San Francisco, CA 94124 (415) 822-9404 http://tlfamilyresource.org/index.ht ml 445 Church St. San Francisco, CA 94114 (415) 276-2900 www.childrenscouncil.org 101 15th St. San Francisco, CA 94103 (415) 865-3000 www.edgewood.org 49 Ocean Ave. San Francisco, CA 94112 (415) 333-3845 Counseling (415) 333-6423 www.excelsiorfc.org
Good Samaritan Family Resource Center
840 Broderick St. San Francisco, CA 94115 (415) 567-2357 www.fcs-sf.org 1294 Potrero Ave. San Francisco, CA 94110 (415) 401-4253 www.goodsamfrc.org/
HELPLINK
Toll-Free: 211 or (800)273-6222
Homeless Prenatal Program
2500 18th St. San Francisco, CA 94110 (415) 546-6756 www.homelessprenatal.org
Florence Crittenton Services
School Health Programs Department, SHPD
Description of Services
Neighborhood Located
Bayview TLC Family Resource Center coordinates advocacy services for families in the Bayview/Hunters Point district. Programs include: resource and referral services, women's anger management, substance abuse classes, parenting classes, Life Skills 101, and enhanced visitation services. Bayview / Hunters Point A child care resource and referral service which offers child care subsidy programs and food stamp enrollment. Also provides referrals, mental health consultations, and advocacy.
Castro / Noe Valley
Edgewood Kinship supports grandparents, aunts, uncles, and siblings acting as guardians for children through respite and recreational activities, support groups, tutoring, transportation, mental health services and referrals.
SOMA
Offers support services for families that includes a Child/Parent Drop-In program, employment resources, school readiness workshops, counseling ($5/session), community celebrations, child development workshops, and information and referrals. Excelsior PFRC’s programs include parenting education, individual case management and group support with onsite childcare, a fatherhood support group with case management and referrals, a youth empowerment and teen pregnancy prevention program, the LEAP vocational training & career development initiative, and childcare program in Western Addition and Hayes Valley. Western Addition Offers community building and education, early childhood education, family support services including parenting classes and a family planning clinic, and youth services, including an after school program and soccer teams.
Potrero Hill
Confidential information & referral source for Bay Area resources. City-wide Mental health services for parents and children. Family violence prevention services offering therapy and referrals to emergency shelters.Substance abuse services to help parents get into residential and outpatient treatment programs and help them retain custody of their children. A wellness center featuring yoga classes, massage and chiropractic treatments that help clients reduce stress and adopt healthy lifestyle practices. Mission 2008-2009
Parent Resources Agency Name La Raza Community Resource Center
Contact Information 474 Valencia St. Suite 100 San Francisco, CA. 94103 (415) 863-0764 http://larazacrc.org/
2601 Mission St. 3rd Fl San Francisco, CA 94110 (415) 920-5040 www.supportforfamilies.org Open Gate 870 Market St., Ste. 872 San Francisco, CA 94102 (415) 981-1960 www.ourfamily.org Our Family Coalition 1710 Scott St. San Francisco, CA 94115 (415) 359-2454 www.jfcs.org Parents Place Samoan Community 2055 Sunnydale Ave., Rm 100 Development Center San Francisco, CA 94134 Asian/Pacific Islander (415) 841-1086 www.samoancenter.org/pages/ab Family Resources _contact.html Network 2601 Mission St., 3rd Fl San Francisco, CA 94110 Support for Families of (415) 920-5040 Children with Disabilities www.supportforfamilies.org 1757 Waller St San Francisco, CA 94117 T.A.L.K. Line (Telephone (415) 441-5437 Aid in Living with Kids) www.talklineforparents.org 150 Mason St. San Francisco, CA 94102 Vietnamese Youth (415) 771-2600 www.vydc.org/ Development Center School Health Programs Department, SHPD
Description of Services
Neighborhood Located
La Raza provides case management, family advocacy, and linkages with other human services providers, consultations, and food pantry for families, rental assistance, free tax services, weekly support group, and monthly family education seminars. SOMA The Open Gate Family Resource Center is a collaborative effort to provide a centralized "one-stop" resource center for children and youth with disabilities, their families, and the community at large. Provides services to families of children with disabilities, including information and referral, parent-to-parent support, workshops and trainings, mental health counseling, special education advocacy, and support groups. Mission
Provides a school advocacy program, peer support group, educational workshops, Hayes Valley / information and referrals for the Bay Area's LGBTQQ families. Tenderloin Parents Place is a family resource center serving families with children of all ages. Parents Place offers parent support groups and educational workshops, Western Addition / counseling, socialization groups, tutoring, and a youth program for teens. Japantown
SCDC provides culturally and linguistically appropriate parenting education classes, assistance with the Samoan language domestic violence hotline, and referral to additional APIFRN services.
Visitation Valley / Sunnydale
Support for Families of Children with Disabilities has offered information, education, and parent-to-parent support free of charge to families of children with any kind of disability or special health care need in San Francisco. Mission 24/7 crisis and counseling line for parents as well as a drop-in center and children’s play room. Provides counseling and therapy for children and parents. Support groups, parent education workshops, and respite care available.
Haight Ashbury
Case management, individual & family counseling, family support, culture/generation gap, gang issues, leadership program, tutoring, substance abuse language assistance, information & referral.
Tenderloin 2008-2009
Parent Resources Agency Name
Contact Information
Compass Community Services Connecting Point
49 Powell St., 3rd Floor San Francisco, CA 94102 (415) 644-0504 http://www.compass-sf.org
SFKids.org
www.sfkids.org
School Health Programs Department, SHPD
Description of Services Connecting Point is the centralized intake and placement center for all families seeking shelter in San Francisco. They provide drop-in support services and referrals to a wide network of Bay Area human services agencies. San Francisco's official family resource guide for finding child and family resources in activities, child care, education, health, after school programs, summer camps, parent resources, and special needs.
Neighborhood Located
Tenderloin
City-wide
2008-2009
Website Resources Agency Name
211
Website
www.uwba.org/211/
Description of Services San Francisco residents can dial 2-1-1 or visit the comprehensive community services website 24-hours a day (more than 150 languages spoken) to get information on resources such as counseling, child care, youth and family support, health care, financial aid, employment assistance, food, shelter and more.
Provides resources for child care, counseling, education, health services, mentoring, legal, violence prevention, sports, etc. Provides programs and resources for children, youth, adolescents, and families living in the Bayview / Hunters' Point region of San Francisco. www.bayviewmagic.com Bayview Magic Through programs in child care and education, family support, out-of-school time, youth empowerment, youth employment, violence response, and many others, DCYF aims to ensure that children ages 0-17 become healthy, productive community members. DCYF is Department of Children, both a member and a supporter of the San Francisco Family Support Network, a Youth, and Families partnership of the Family Support field: families, community-based organizations, public departments, and private foundations. This site has all FSN partners listed. www.dcyf.org/Content.aspx?id=1438 (DCYF) The San Francisco Behavioral Health Plan offers a full range of specialty behavioral health services provided by a network of community behavioral health programs, clinics and Department of Public www.sfdph.org/dph/comupg/oservices/mentalHlth private psychiatrists, psychologists, and therapists. The link for the Organizational Provider /CBHS Manual gives a detailed listing for all providers in San Francisco. Health Chart published by a non-profit group every three months in English and Spanish that lists places to go to get free food, shelter, medical, and mental health care, as well as a neighhborhood fix it chart. Copies of the most recently updated charts are available at all www.freeprintshop.org social services agencies or can be printed out on line. Free Print Shop Website listing mental health resources in the city as well as several on-going and updated support groups throughout the City and County of San Francisco. www.mentalhealthboardsf.org Mental Health Board The School Health Programs Department of the San Francisco Unified School District is responsible for addressing the health-related needs of our youth and their families. We School Health Programs believe that by helping children improve their health, we create strong learners ready to www.healthiersf.com achieve their academic potential. Department San Francisco's official family resource guide for finding child and family resources in activities, child care, education, health, after school programs, summer camps, parent www.sfkids.org resources, and special needs. SFKids.org YouthLine Online provides information on issues that concern youth everyday. They also provide information on resources for youth, such as, information on shelters, jobs, health clinics and much more. They offer a toll-free line in which adolescents can all for information, referrals, and crisis information. http://www.youthline.org/ Youthline
School Health Programs Department, SHPD
2008-2009
