Office of
Prevention & Intervention

The MTSS framework takes a proactive approach to identifying students with academic or behavioral needs. Early assessment and intervention for these students can help them catch up with their peers sooner. The key components of MTSS include:

• Universal screening of all students early in the school year
• Tiers of interventions that can be amplified in response to levels of need
• Ongoing data collection and continual assessment
• Schoolwide approach to expectations and supports
• Parent involvement

MTSS provides a method of early identification and intervention that can help struggling students to catch up with their peers. As such, MTSS uses three tiers of support to assist all students at various levels.

These three tiers include:

1. Tier 1 – Universal or primary – Majority of students (75-90%)
2. Tier 2 – Secondary – Small groups of students (10-25%)
3. Tier 3 – Tertiary – Individual students (< 10%)

504 service agreements – also known as 504 plans – are formal documents that detail how each school gives students with disabilities the support they need to be successful. Section 504 of the Rehabilitation Act, which is a civil rights law, protects individuals (including students) from discrimination based on disability. Under this law, individuals with disabilities may not be excluded from or denied the opportunity from certain programs.

• A student’s 504 Plan documents the aids, services, and accommodations afforded to every student to the maximum extent so that they can be educated alongside non-disabled peers.
• Some of these accommodations include environmental strategies, organizational strategies, behavioral strategies, presentation strategies, evaluation methods, etc.
• These plans prevent discrimination and protect the rights of students with disabilities in school.

Eligibility 

In schools, a section 504 team determines a student’s eligibility through the process of reviewing the student’s educational history, current needs and their disability/diagnosis information, before developing and implementing a plan to meet the needs of the student.

What should I do next? 

For more information about how to obtain a 504 plan for your child please contact the school counselor or nurse.

If you have any questions regarding the 504 process, you may contact us using the 504 Inquiry Form or email 504information@philasd.org.

Non-Discrimination Notice Updates

Pursuant to the School District of Philadelphia Policy, 103.1 NonDiscrimination-Qualified Students with Disabilities/Protected Handicapped Students, our Administration has created grievance procedures that provide for the prompt resolution of complaints alleging any prohibited actions under the policy.

The policy outlines the District’s commitment to ensuring all individuals have equal access to education in this district regardless of race, color, age, creed, religion, sex, sexual orientation, ancestry, national origin or handicap/disability, gender identity, or genetic information. The policy also requires the district to provide academic and nonacademic services and programs equally to students with and without disabilities.

Any student, as well as parents and third parties, who believe that they have been subject to conduct that violates this policy may file a complaint following the administrative procedures. Please immediately report the incident to the District’s Section 504/Chapter 15 by completing the District Complaint Form.

Anyone who receives a verbal complaint should refer the student, parent, or third party to the Section 504/Chapter 15 Coordinator and notify the Section 504/Chapter 15 Coordinator in writing as soon as possible via 504information@philasd.org.

• Behavioral Health Emergency – Like a physical health crisis, a behavioral health crisis can be an upsetting experience for individuals and families. A behavioral health emergency is defined as an emergent situation in which a person’s actions, feelings, and behaviors can lead to them hurting themselves or others. An individual experiencing a behavioral health crisis is in need of assessment and potential treatment.
• If the person is an immediate danger to themselves or someone else: call 9-1-1 and let them know you are with someone experiencing a behavioral health crisis. Otherwise, please follow the District’s Behavioral Health Emergencies Procedures which can be found here: SDP Behavioral Health Emergency Procedures and SDP BHE Flow Chart.
• Additional Useful Information
  
  • The 988 Suicide & Crisis Lifeline (formerly known as the National Suicide Prevention Lifeline) offers 24/7 call, text, and chat access to trained crisis counselors who can help people experiencing suicidal, substance use, mental health crisis, or any other kind of emotional distress. People can also dial 988 if they are worried about a loved one who may need crisis support.
  • Mental Health Delegate Hotline 215-685-6440
    7 days a week/24 hours per day
  • 24/Hr Suicide Prevention and Crisis Intervention Service 215-686-4420
  • Red Nacional de Prevenci’on del Suicidio 1-888-628-9454

The BrainSTEPS Program was created in 2007 to build a bridge connecting the medical, rehabilitation, education sectors and families following student (K-12) acquired brain injury (ABI).

The BrainSTEPS team in our office provides brain injury consultation and training to their school districts when a child has been identified as having experienced an acquired brain injury. An acquired brain injury includes traumatic brain injuries of all severities, concussions, and non-traumatic brain injuries.

For further information, please contact Michael Dettloff, Student Support Specialist for 504 and BrainSTEPS at mdettloff@philasd.org.

Check in / Check Out (CICO) is a school-based intervention for providing daily support and monitoring to students who are at risk for developing serious or chronic problem behavior. The daily cycle of implementing CICO involves five core features: (1) Check-in (2) daily point cards (3) regular teacher feedback (4) check-out (with rewards delivery) and (5) home communication.

How does CICO help my child? 

• The program provides positive interactions with adults throughout the day
• Gives structure to students through a predictable a daily routine
• Students receive continuous feedback on behavioral performance
• Teaches and supports social and self-regulation skills that promote school success

Who is a good candidate for CICO? 

• Students who act out frequently
• Students who have trouble throughout the school day
• Students who like adult attention
• Students who are NOT showing extreme or dangerous behaviors

What is the parent and family’s role? 

• Review the home communication on your child’s progress
• Provide positive praise and supportive feedback
• Avoid negative or blaming comments when the goal is not met
• Signs home note and return to school with your child if asked by the school

What should I do if I’m interested in my child receiving CICO?

Many of our schools offer the Check-In/Check-Out intervention to students. To learn more about the program and to see if it’s offered in your school, please talk to your student’s school counselor. You are also welcome to print our CICO Flyer and bring it to your school counselor!

Healing-Centered Engagement is a non-clinical, strengths-based approach that advances a holistic view of healing and re-centers culture and identity as a central feature in personal well-being.

We currently have 16 schools participating in HCE training across the School District of Philadelphia. Both HCE training and Camp Akili will help educators and youth workers explore ways they can enhance their thoughts and behaviors to more effectively reach and impact youth of color. Our partnered school training teams, School District employees, and students will work together to identify the areas of focus for their school community and collaborate to co-create a Healing-Centered Plan for their community.

Intensive Behavioral Health Services (IBHS) is a service provided by an IBHS agency assigned to your child’s school. IBHS is designed to address the needs of children Pre-K through grade 12 by providing age-appropriate, trauma-informed, therapeutic interventions to remove barriers to learning. Services can include individual and group therapy, and one-on-one support as deemed medically necessary.

How can I learn more about this service?
For more intensive behavioral health needs, discuss with your Counselor and/or MTSS Tier II Team if an IBHS referral is appropriate.

If a student is authorized for IBHS, the IBHS team can support with:

• Age-appropriate, trauma-informed, therapeutic interventions to remove barriers to learning.
  • Interventions may be an individualized and/or group approach and can include one-to-one support based on medical necessity.
• Evidence-Based Practices
  • Cognitive Behavioral Therapy (CBT)
  • Cognitive Behavioral Interventions for Trauma in Schools (CBITS)
  • Bounce Back
  • Bridging Mental Health and Education in Urban Schools (BRIDGE)
• Referral to additional Behavioral and Mental Health services and supports, if necessary.

How to access IBHS services for your student.

If you have additional questions or concerns, contact Cynthia Van-Otoo, Director of Behavioral Health at IBHS@philasd.org.

The Student Assistance Program (SAP) is an early intervention program (within MTSS) to help identify behavioral health, substance abuse, and addiction issues that affect students, and then connect them with appropriate treatment.

SAP serves to ensure the provision of education and counseling support for students in need of mental health and substance abuse support. SAP is a state-mandated K-12 program.

Parents, Tier 2 & 3 teams, and SAP teams at schools can be referred for an assessment and students can self-refer. However, guardian approval is needed for the assessment to occur. All schools are assigned to a specific SAP assessment provider. DBHIDS contracts with CORA, Einstein, Merakey, and CADEKidsto provide SAP assessments across the city of Philadelphia.

What should I do next?
To learn more about the SAP program and to see if it’s offered in your school, please contact your student’s school counselor.

Unfortunately, our students and families can be victims of tragic and sometimes fatal incidents that also deeply impact the school and district community. Our office assists with the assessment, response, and recovery process using a trauma-informed approach.

Prevention & Intervention Liaisons support school leadership, staff, counselors, students and families in the aftermath of the incident. They also assist with connecting schools and individuals to resources and determining what additional support or training may be beneficial in the future.

In case of an emergency, administrators determine appropriate actions by identifying the type of crisis and then follow the predetermined School District of Philadelphia Crisis Response Protocol.

Small-group interventions can be an effective way to layer on support for learners who are in need of extra support in a specific area. Our office delivers this type of support with individuals and small groups of students through the Multi-Tiered System of Supports (MTSS) model.

What should I do next?
To learn more about small group interventions for your child, please contact your student’s school counselor.

Teen suicide is preventable. Know the risk factors, the warning signs and the steps you can take to protect your teen. Our office is here to help with answers to your questions, resources and procedures to help your child. Counselors are trained to recognize warning signs in schools, and follow protocols to keep every student from hurting themselves. Ask your school for resources and guidance. We are here to help.

Does your child exhibit any of these behaviors?

• Withdrawing from family and friends/ activities
• Changing friends
• Unexplained physical injuries
• Feeling sad
• Talks about suicide
• Defies authority, both at home and school
• Acts aggressively
• Hitting
• Lying
• Needs money without explanation
• Declining grades
• Experimenting with drugs/ alcohol

Non-Discrimination Notice Updates
The School District of Philadelphia adopted the 253 Youth Suicide Awareness and Prevention Policy, in acknowledgment of the District’s commitment to maintaining a safe environment in all District schools; to protect the health, safety and welfare of its students; to promote healthy development; and to safeguard against the threat, attempt, or completion of suicide among school-aged youth.

The impact of students’ mental health on their academic performance and the effect of mental health issues and suicide on students and the entire school community are significant. Therefore, in order to ensure the safety and welfare of students, the District established prevention, risk assessment, intervention and postvention procedures; including educating school personnel and students on the risk factors, protective factors, actions and resources necessary to prevent suicide and promote mental well-being. Review the full policy and administrative procedures, here.

The Support Team for Educational Partnerships (STEP) currently offers mental, behavioral and emotional health support services to students and families within 54 District schools. Each school team may incorporate up to four members including a Clinical Coordinator, a School Behavioral Consultant, a Case Manager and a Family Peer.

School-Wide Services:

STEP staff ensure they are woven into the fabric of their school’s community by providing multi-tiered support that increases the impact of individual services.

• Teachers and administrators can receive support for school-wide initiatives and classroom management techniques through a trauma-informed lens.
• This team provides guidance to school staff to help identify individual students who may benefit from additional support.
• STEP also collaborates with families, community members, and external partners to bring in resources for their school community such as resource fairs, grief supports, anti violence programs, job fairs, food drives, and other initiatives.

Individual and Group Services:

STEP members can provide:

• therapy, case management, behavior planning and peer support to individual students and families.
• STEP will work in collaboration with the student, family and other identified support personnel to create a support plan, with identified goals and interventions.

Who can receive STEP?

Any student and family in a school with a STEP Program can be referred to STEP by the Counselor and/or Principal. The referral will be reviewed by the team to determine next steps and these services are provided at no cost to the student or family.

What types of services could the school STEP team provide?

• Classroom observations
• Teacher interviews/screenings
• Family assessments
• Treatment implementation and data collections for intervention tracking
• Individual, group and family therapy (as appropriate)
• Teacher coaching and consultation for behavioral interventions
• Professional development focusing on mental health themes related to educational engagement and success
• Community resource connections to increase accessibility to families
• Student crisis assessment support in collaboration with counselors and Prevention & Intervention Liaisons

Click here to learn more about the STEP program.

How can I find out if STEP is in my child’s school?
Use the map below to find your school. If it’s in your school, please contact your school counselor to learn more about the referral process.

School counselors play an integral role in the success of our students. School counselors are committed to the District’s mission of ensuring access and equity for all students. In partnership with parents/guardians, school staff, community partners and postsecondary institutions, school counselors:

• Connect students with growth opportunities and resources that prepare them for post-secondary success
• Assist students with the development of social/emotional, academic and career readiness-related skills to become effective students, responsible and productive citizens and lifelong learners
• Work to address the needs of all students, aligned with the MTSS process, and provide targeted interventions, services and supports

What should I do next?
Parents and students are encouraged to contact their school counselor to discuss any area of concern. School counselors are trained to identify barriers and connect students and families with resources to ensure their success. If you need to identify your school counselor, please check here.

Graduate interns placed in SDP schools will learn the roles and responsibilities of school counselors and social workers, and how these services support teaching and learning resulting in improved student health and academic achievement.

The OPI Internship Program Manager shall place students in elementary, middle and high schools that are underperforming academically, and are in need of additional supportive services and staff.

• Graduate students will have the opportunity to rank three school sites they are interested in serving at.
• Final site placement will be approved by the Office of Prevention & Intervention in collaboration with the student.

School counselors and site clinical personnel will provide supervision, and support to graduate students and ensure that they are providing assistance within the schools and receiving hands-on experience.

The student placement coordinators of each college or university will ensure that students have taken the appropriate prerequisites and follow District policies and regulations and possess the necessary clearances before participating in a clinical rotation within District schools.

• We encourage equity-centered candidates of all backgrounds, and strongly encourage candidates of color to apply for this opportunity.
• Applicants must be in good standing with one of their graduate programs and be enrolled in a social work, counseling, or related graduate program.
• Complete your internship or practicum at a School District school site. Students interested in interning at a charter or private school will need to contact those schools directly. We do not process internships for charter or private schools.
• Complete the program application and be approved by the Office of Prevention & Intervention and the University program.
• Interview at the school sites designated by the Office of Prevention & Intervention.
• Submit any required SDP documentation and/or clearances and be approved by the SDP’s Office of Talent.
  • Disclaimer: If you have already been onboarded or approved, you do not need to repeat this process.
• Ensure that there is an active Memorandum of Understanding agreement with their university or college and the Office of Prevention & Intervention.
  • The site coordinator at your academic program can confirm with the Office of Prevention & Intervention at OPIinterns@philasd.org.
•  Attend the required sessions of School District of Philadelphia (SDP) specific training and Crisis Response and Intervention training that will better prepare you for work in our schools.
  • Each semester, interns will either complete training sessions on School District specific training or Crisis Response and Intervention training, but not all training at once. A training schedule will be circulated.

• We encourage equity-centered candidates of all backgrounds, and strongly encourage candidates of color to apply for this opportunity.
• Applicants must be in good academic standing with one of the four partner universities (Temple University, The University of Pennsylvania, Thomas Jefferson University, and Widener University) in a social worker or counseling graduate program.
• Complete your internship or practicum at one of the 100-designated SDP School Sites. See the list of eligible schools in the FAQ section.
• Complete the program application and be approved by the Office of Prevention & Intervention and the University site.
• Submit any required SDP documentation and/or clearances and be approved by the SDP’s Office of Talent.
  • Disclaimer: If you have already been onboarded or approved, you do not need to repeat this process. 
•  Attend the required sessions on School District of Philadelphia (SDP) specific training and required training on the Crisis Response and Intervention training that will better prepare you for work in our schools.
  • Each semester, interns will either complete School District specific training or Crisis Response and Intervention training, but not all training at once. A training schedule will be circulated.

In order to be compensated by participating in the OPI Next STEPS program, you will be required to complete the application, submit weekly timesheets, and any other reporting as required by the program.

All graduate interns will need to complete 8 asynchronous sessions on Crisis Response and Intervention and receive hands-on experience supporting critical incident responses within the District. This training will better prepare you for work in our schools.

By participating in the OPI Next STEPS program you will be compensated for all of the practicum/internship hours you complete (up to 100 for Practicum, and 600 for internship, and not to exceed 25 hours per week).

You will need to officially be onboarded and cleared with the District’s Offices of Talent and Class & Compensation beginning the first day of school and ending the last day of school.

Hourly Pay Rates: 

• Participants in their School Counseling Practicum or School Social Work – Year 1 experience will receive $17.19.
• Participants in their School Counseling Internship or School Social Work – Year 2 experience will receive $18.19.
• Participants who completed their School Counseling Practicum or Social School Work – Year 1 experience at the SDP will receive $19.19.