1. SCHOOL-BASED THERAPY PROGRAM REVIEW OF 2015-16 SCHOOL YEAR STACY JONES, BROOKE BURKHEAD, & BRANDY WESTERFIELD

2. PURPOSE & MISSION THE PURPOSE OF THIS PROGRAM IS TO INCREASE FUNCTIONING IN ATTENDANCE, ACHIEVEMENT, AND ADJUSTMENT IN STUDENTS DEEMED TO BE AT-RISK OR WHO ARE EXPERIENCING DIFFICULTY IN THE SCHOOL SETTING. SCHOOL-BASED THERAPISTS PROVIDE DIRECT CLINICAL SERVICES TO IDENTIFIED STUDENTS, BASED ON THE NEEDS OF THE CHILD AND THE PARENT/GUARDIAN CONSENT. SERVICES INCLUDE INDIVIDUAL, GROUP, AND/OR FAMILY THERAPY. COLLABORATION WITH TEACHERS, ADMINISTRATORS, AND PARENTS IS PARAMOUNT TO THE SUCCESS OF THESE SERVICES. OUTSIDE REFERRALS ARE MADE FOR ADDITIONAL SERVICES, AS INDICATED.

3. THERAPY SESSIONS THERE HAVE BEEN 2,462 SESSIONS WITH STUDENTS, PARENTS/GUARDIANS, &/OR TREATMENT TEAMS THIS YEAR. THERE HAVE BEEN 508 GROUP SESSIONS HELD THIS YEAR. GROUPS FACILITATED: HHS FOOTBALL GRIEF GROUP, CHARACTER BUILDING AT CCMS, REDUCING REACTIVITY AT FREEDOM ELEMENTARY. THERE HAVE BEEN AT LEAST 435 CONSULTATIONS WITH TEACHERS & STAFF THIS YEAR.

4. REFERRALS RECEIVED 2015-16 SCHOOL YEAR APPROXIMATELY 375 REFERRALS WERE MADE TO THE SCHOOL-BASED THERAPY PROGRAM THIS YEAR FOR STUDENTS WHO WERE HAVING A DIFFICULT TIME BEHAVIORALLY, SOCIALLY, AND/OR EMOTIONALLY IN THE SCHOOL SETTING

5. TRENDS OBSERVED THIS YEAR ELEMENTARY—STUDENTS WITH MORE PRONOUNCED SYMPTOMS OF HIGH FUNCTIONING AUTISM, PARENTS RELUCTANCE TO IDENTIFYING AND TREATMENT OF ADHD ESPECIALLY REGARDING THE USE OF MEDICATION MANAGEMENT, INCREASE IN IDENTIFYING STUDENTS WITH EMOTIONAL AND BEHAVIORAL DISABILITIES MIDDLE—SELF HARMING BEHAVIORS, FLUCTUATING MOOD HIGH—SUBSTANCE ABUSE ISSUES, INCARCERATED PARENTS

6. WORK COMPLETED DEVELOPMENT, TRAINING, & IMPLEMENTATION OF THREAT AND SUICIDE SCREENER DISTRICT WIDE CREATION & DISTRIBUTION OF QUICK REFERENCE COMMUNITY RESOURCE GUIDE COMPLETED AND RECEIVED THE LIFE SKILLS TRAINING GRANT TO BE IMPLEMENTED IN THE 7-9 TH GRADES OVER A 3 YEAR PERIOD SET TO BEGIN AUGUST 2016 WITH 7 TH GRADE STUDENTS ATTENDED A 2-DAY TRAINING TO LEARN RESTORATIVE JUSTICE PRACTICES TO INCREASE CONFLICT RESOLUTION IN SCHOOLS PARTICIPATED IN THE STRATEGIC PLANNING OF RESTORATIVE JUSTICE IMPLEMENTATION ASSISTED IN GATHERING INFORMATION ABOUT A SOCIAL AND EMOTIONAL LEARNING CURRICULUM CALLED PATHS TO BE USED IN THE ELEMENTARY SCHOOLS HELPED PROVIDE DODEA GRANT REPORTING INFORMATION SPONSORS OF THE STUDENT-2-STUDENT (S2S) PROGRAM AT BOTH HIGH SCHOOLS

7. COMMUNITY COLLABORATION PARTICIPATED IN SCHOOL PATHWAYS PROJECT STRATEGIC PLANNING WITH THE CHRISTIAN COUNTY COURT SYSTEM—REDUCE REFERRALS OF YOUTH TO JUVENILE COURT FOR SCHOOL- BASED MISBEHAVIORS & EXPAND THE USE OF POSITIVE DISCIPLINARY PRACTICES IN SCHOOL PARTICIPATED AS AN ACTIVE MEMBER OF THE FAIR TEAM ALL YEAR WORKED CLOSELY WITH CUMBERLAND HALL TO BETTER ASSIST OUR STUDENTS BEING DISCHARGED FROM INPATIENT HOSPITALIZATION CONTINUE ONGOING COLLABORATION FOR OUTPATIENT MENTAL HEALTH SERVICES AT PENNYROYAL CENTER STACY JONES HAS BEEN A PARTICIPANT AND GRADUATE OF LEADERSHIP HOPKINSVILLE THIS YEAR REPRESENT CCPS AS A MEMBER OF THE FAMILY ADVISORY COUNCIL AT THE CHRISTIAN COUNTY AG EXTENSION OFFICE

8. LOOKING AHEAD TO 2016-17 NEXT YEAR OUR CONSENT FOR SERVICES WILL BE INCLUDED IN THE MEDICAL INFORMATION/ EMERGENCY RELEASE FORM FOCUS EACH SCHOOL-BASED THERAPIST’S CASELOAD ON THE MOST AT-RISK STUDENTS AS DETERMINED BY THE PERSISTENCE TO GRADUATION REPORT GENERATED BY INFINITE CAMPUS BE MORE INVOLVED IN STUDENTS TRANSITIONING TO INCREASE THEIR SUCCESS—FROM ALTERNATIVE BACK TO HOME SCHOOL, 21 ST CENTURY, CUMBERLAND HALL, DAY TREATMENT, OR OUTSIDE FACILITIES SUCH AS RESIDENTIAL TREATMENT HELP IMPLEMENT LIFE SKILLS GRANT AND PATHS CURRICULUM HELP IMPLEMENT RESTORATIVE JUSTICE PRACTICES IN CCMS (PILOT SCHOOL)