CASC Conference
November 14-15, 2015
San Diego, California
Dean Lesicko
C o o rdinator, Br eakt hrough S t udent A ssi stance Pro gram
M ur rieta Val l ey U ni fied S c hool D i strict
Kathleen Murvin
C o unselor, Br eakt hrough S t udent A sssi stance P ro g ram
C o nej o Val l ey U ni fied S c ho ol D i strict

The problem:
• Increasing drug and alcohol suspensions and expulsions
• Accidents and deaths
• Lack of intervention strategies
• Needed a centralized, consistent response to concerns
What we did…

SAP provides an “umbrella” of prevention, identification, screening, intervention, and support strategies within a school, often in collaboration with a community support network .

A Unifying Concept for Student & Learning Supports
Range of Learners
Motivationally ready and able
Not very motivated/ lacking prerequisite skills/ different rates
& styles/ minor vulnerabilities
Avoidant/ very deficient in capabilities
No barriers
Barriers
To
Learning,
Development,
Teaching
Enabling
Component
(1) Addressing
Interfering
Factors
(2) Re-engaging
Students in
Classroom
Instruction
Instructional
Component
Classroom
Teaching
+
Enrichment
Activity
(High Standards)
Desired
Outcomes
1.
Academic
Achievement
2.
Social and emotional well-being
3.
Successful transition to postsecondary life
5

School Resources
(facilities, stakeholders, programs, services)
Levels of Intervention Continuum:
Interconnected Subsystems for
Meeting the Needs of All Students
Systems for Promoting
Healthy Development &
Preventing Problems primary prevention – includes universal interventions
(low end need/low cost per individual programs)
See examples
Systems of Early Intervention early-after-onset – includes selective & indicated interventions
(moderate need, moderate cost per individual)
Systems of Care treatment/indicated interventions for severe and chronic problems
(High end need/high cost per individual programs)
Community Resources
(facilities, stakeholders, programs, services)
See examples
6

Categories of Basic Content Arenas for
Student/Learning Supports Intervention
Classroom-Based
Approaches to
Enable Learning
Crisis
Assistance &
Prevention
Student &
Family
Assistance Leadership
Infrastructure
For
Learning Supports
Support for
Transitions
Community
Support
Home Involvement /
Engagement in Schooling
7

UCLA

Foundational Component - Brief Risk Reduction Inter view and
Inter vention Model (BRRIIM)
Three phase - structured interview
Strength based
Harris, W. W., & Ryan, J. (2010). Indicated prevention: Bridging the gap, one person at a time. Journal of Psychoactive Drugs, 42, 277-285.


Suspension/expulsion history

Favorite subject

Feelings about school (scaling)

Importance of graduation

Grades

Attendance/tardies

Extracurricular activities/hobbies/interests

Favorite teacher and trusted adult

Career and personal goals


Who do you live with?

Prior indication of ATOD use?

Family history AOD abuse

Family history of violence

Major stressors/adjustments

Ever consider suicide?

If you had one wish?

Student wishes
I wish…
To not have to work a desk job for minimum wage. (17 - B)
That I could have my cat back (13 –G)
That I could have a brother (7 B)
That my parents were back together (17 -G)
That I could graduate high school and go to college (17-G)
That I could have a mansion to give to my parents (8-B)
I had my own pit crew. (8- B)
That there was no divorce and that ever yone was together (12- B)

That I could graduate high school and go to college (17-G)
 Category 1: Mindset standards
 Self-confidence in ability to succeed
 Category 2: Behavior standards
 Identify long-term and short term academic goals
Student: I am willing to…
Family Ser vice Plan
Parent/Guardian: I am willing to…
SAP Staff: We are willing to…

Stud en t wis h es
I wis h …
T h a t I d id n o t h ave to wo r r y a b o ut leg a l p ro blems.
T h a t I were g enuin ely h a p py… th a t my h a p piness wa s n o t fo rced.
T h a t ever ything wo uld fin a lly g o righ t.
To h ea l th e rela tionships with fa mily members I h ave h ur t.
To live a joyful a n d s ucces sful life.
To feel b etter a b o ut mys elf.
To b e a b et t er p er son an d erase b ad ch oices I h ave mad e.
To ta ke d r ug a d d iction away fro m my fa mily.
To b ring my d a d b a ck to life.
T h a t my life wa s s ta b le.
T h a t p eo ple wo uld un d ersta nd wh a t I rea lly mea n.

To be a better person and erase bad choices I have made
 Category 1: Mindset Standards
 Belief in development of whole self, including a healthy balance of mental, social/emotional…well being.
 Category 2: Behavior Standards
 Demonstrate ability to assume responsibility
 Demonstrate self-discipline and self-control

I had seen the look on your face when I was born.

My dad would play with me.

I had my own pit crew.

Parent Wishes
I wish …
That we could have our own place.
To get a career position.
To get along with my daughter.
To be able to work ag ain.
To have wisdom like Solomon.
To have more open communication with my son.
To feel financially independent.
To obtain my per manent residence card.
That my mom and dad were still together.
That I could re-wind time so I could do some things differently.
That I didn’t have bi-polar disorder.
That I had real peace in my life.
That my husband and I could get along.


Can you think of any reasons to quit?

How hard would it be to quit?

How do you rate your health? (scale)

Diet/purge

Who do you admire?

What makes you happy?


What do you do when you get frustrated, disappointed or angry?

Have you been in a fight?

Ever felt like a victim or been bullied?

Ever thought of being a parent?

Ever been victim of abuse or a crime?

Any other concerns?

Strengths/Concerns
Family Ser vice Plan

Based on willingness, not coercion

Student is willing to....

Parent is willing to...

SAP Staff member is willing to...

Recommendations

Pay attention to the wish!

15
I was a very shy kid who had trouble for ming relationships and I sometimes compared myself to the inert gases.
I wondered if one of the most inert gases, xenon, might be seduced into combination with the most active element of all, which is fluorine.
The nature of schools and school districts…

 School counselors coordinate and facilitate counseling and other ser vices to ensure all students receive the care they need, even though school counselors may not personally provide the care themselves
 School counselors should refer students to district or community resources to meet more extensive needs such as long -term therapy or diagnoses of disorders

All It Takes
Amgen
Ar t Trek
California Lutheran University
Community Counseling Center
Cancer Suppor t Community
City of Thousand Oaks
Conejo Coaltion for Youth and
Families
Conejo Council PTA
Conejo Recreation and Parks District
Conejo Schools Foundation
Conejo Youth Employment Ser vices
Evalcorp Research and Consulting
Food Share
Fulcrum Leader ship Institute
Hospice of the Conejo
IDEA Engineering
Ventura County Sherif f
Inter face Children and Family
Ser vices
Kiwanis Club of Thousand Oaks
Lutheran Social Ser vices
Many Mansions
National College Planning Solutions
Parenting Program at Horizon Hills
R.M. Pyles Camp
Redleaf Resources
Straight Up/Reality Improv
Connection, Inc.
Thousand Oaks Recreation and Parks
District
Thousand Oaks Police
Thousand Oaks Teen Center
Ventura County Behavioral Health
Ventura County Medical Resource
Foundation
Ventura County Of fice of Education

REDUCTION IN SUSPENSIONS FOR HIGH SCHOOL
STUDENTS FOLLOWING BREAKTHROUGH FAMILY
CONFERENCE
MVUSD Breakthrough Data 2013-14

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www.murrieta.k12.ca.us/breakthrough dlesicko@murrieta.k12.ca.us
(951)696-1600 ext. 1216 http://www.conejousd.org/instruction/BreakThrough.aspx
kmurvin@conejousd.org
(805) 241-0259