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- Trading Vacancies: Prolonged educator recruitment failures initially led to the 2025 State of Emergency. Shifting clinical mental health to external partners like Youth Health Services (YHS) and Seneca Health Services means intervention timelines are directly bound to the recruitment, retention, and staffing stability of those outside agencies.
- No Internal Clinical Backstop: Because resident counselor positions no longer exist in building offices, an unexpected vacancy or clinician resignation at an external provider immediately creates a gap in specialized care until the agency re-staffs the role.
- Third-Party Billing Model: External providers maintain on-site therapists and 24/7 emergency mobile crisis units by billing West Virginia Medicaid and commercial insurance directly.
- Policy & Funding Shifts: Services rely on state subsidies like the West Virginia Expanded School Mental Health (ESMH) framework and local grant renewals. Any legislative reduction in public healthcare appropriations, Medicaid eligibility shifts, or expired grant cycles directly threatens clinician coverage and crisis response availability.
- Active Inter-Agency Coordination: To prevent students from slipping through these external organizational seams, building-level Student Assistance Teams (SAT)—comprising administrators, teachers, itinerant social workers, and graduation coaches—must maintain continuous communication and shared progress tracking with external providers.
- Structural Separation: Keeping academic logistics (handled by Graduation Coaches) distinct from clinical care ensures that even if external therapeutic staffing fluctuates, student transcript verification, master scheduling, and graduation auditing remain fully intact
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I have generated the official Pocahontas County Schools Inter-Agency Data Sharing Protocol Agreement (pchs-interagency-data-sharing-agreement.pdf) in your Studio panel.
This document establishes formal compliance boundaries and information-sharing protocols between PCHS staff (Administrators, Teachers, Graduation Coaches) and contracted healthcare partners (Youth Health Services, Seneca Health Services, Communities in Schools) under FERPA (34 CFR Part 99), the HIPAA Privacy Rule (45 CFR Part 160/164), and WVBE Policies 2315, 2510, and 4373:
Key Highlights of the Inter-Agency Agreement
- FERPA vs. HIPAA Compliance Wall: Clarifies that academic logs, SAT referral forms, and attendance records remain under FERPA jurisdiction, while clinical evaluations, psychiatric diagnoses, and progress notes remain governed by HIPAA and are strictly excluded from cumulative educational records.
- Permissible Data Exchange Matrix: Outlines authorized bidirectional data flows—permitting schools to share behavioral observation forms and Handle With Care alerts with clinicians, while restricting clinician updates to functional classroom accommodations (such as non-verbal safe-space passes), attendance verifications, and care status updates.
- Role-Based Access Control: Establishes clear data access tiers so Graduation Coaches handle academic credit recovery, Communities in Schools site coordinators manage basic needs and attendance, and Itinerant Social Workers lead crisis notifications without exposing confidential medical details to classroom teachers.
- Emergency Dispatch & Authorization Protocols: Details emergency protocols for 24/7 mobile crisis dispatch through Seneca Health Services and incorporates required signature blocks for inter-agency execution.
Here is the complete draft of the PCHS Student Assistance Team (SAT) Parental HIPAA & FERPA Mutual Authorization Form.
POCAHONTAS COUNTY SCHOOLS
STUDENT ASSISTANCE TEAM (SAT) — MUTUAL FERPA & HIPAA AUTHORIZATION FORM
Governed by WVBE Policy 2315, Policy 4373, FERPA (34 CFR Part 99), and HIPAA (45 CFR Parts 160/164)
STUDENT & FAMILY INFORMATION
- Student Full Name: __________________________________ DOB: ______________ Grade: ______
- WVEIS ID Number: ___________________________________ School: Pocahontas County High School
- Parent/Guardian Name(s): __________________________________________________________________
- Primary Phone: _____________________________ Email: _____________________________________
1. FERPA EDUCATIONAL RECORDS AUTHORIZATION (34 CFR Part 99)
I hereby authorize Pocahontas County Schools and the PCHS Student Assistance Team (SAT) to disclose, receive, and mutually exchange relevant educational records—including attendance logs, academic progress reports, behavioral observation data, and Personalized Education Plans (PEPs)—with designated multi-agency partner organizations.
- Purpose: This exchange is strictly conducted to identify learning barriers, design functional Tier-2/Tier-3 classroom accommodations, coordinate academic credit recovery, and monitor graduation progress.
2. HIPAA PROTECTED HEALTH INFORMATION AUTHORIZATION (45 CFR Parts 160/164)
I hereby authorize the contracted community behavioral health and student support partners checked below to exchange mutual communications with the PCHS SAT Lead, Itinerant Counselor-Social Worker, and Graduation Coach regarding service attendance, care status, and recommended classroom accommodations:
| Authorized Partner Agency | Service Scope & Shared Data | Parent Consent |
|---|---|---|
| Youth Health Services (YHS) | On-site outpatient psychotherapy, Trauma-Focused CBT, Cognitive Processing Therapy, tele-psychiatry, and functional accommodation recommendations. | [ ] AUTHORIZED[ ] DECLINED |
| Seneca Health Services | 24/7 Mobile psychiatric crisis response, emergency clinical assessments, outpatient recovery coaching, and safety planning. | [ ] AUTHORIZED[ ] DECLINED |
| Communities in Schools (CIS) | Tier-2 case management, basic physiological needs (food, clothing, supplies), and attendance intervention tracking. | [ ] AUTHORIZED[ ] DECLINED |
🔒 STRICT HIPAA CLINICAL EXCLUSION SAFEGUARD: Detailed psychotherapy process notes, clinical psychiatric evaluations, and formal medical diagnoses generated by Youth Health Services or Seneca Health Services remain protected health information governed exclusively by HIPAA. They shall NEVER be placed in the student's cumulative educational file nor disclosed to general instructional staff. Shared updates are strictly limited to attendance confirmations, safety risk status, and functional classroom accommodations (e.g., non-verbal safe-space passes).
3. TERMS, VOLUNTARY CONSENT & RIGHT TO REVOKE
- Voluntary Consent: Granting consent is completely voluntary. School enrollment, instruction, or mandatory public education services will not be conditioned upon signing this form.
- Authorization Term: This authorization expires exactly one (1) calendar year from the date of signature, or upon the student's formal exit from Pocahontas County Schools.
- Right to Revoke: I reserve the right to revoke this authorization at any time by submitting a written notice to the PCHS SAT Coordinator. Revocation will not affect information exchanges executed prior to the receipt of written notice.
- Redisclosure Protection: Information disclosed pursuant to this agreement remains protected under district policy and federal privacy law and may not be redisclosed to unauthorized third parties.
4. AUTHORIZATION & SIGNATURE BLOCK
By signing below, I acknowledge that I have read, understood, and agreed to the terms of this mutual FERPA/HIPAA authorization form.
____________________________________________________ ________________________ Parent/Guardian Signature &Here is the completed PCHS Student Assistance Team (SAT) Parental HIPAA & FERPA Mutual Authorization Form:
POCAHONTAS COUNTY SCHOOLS
STUDENT ASSISTANCE TEAM (SAT) — MUTUAL FERPA & HIPAA AUTHORIZATION FORM
Governed by WVBE Policy 2315, Policy 4373, FERPA (34 CFR Part 99), and HIPAA (45 CFR Parts 160/164)
1. STUDENT & FAMILY INFORMATION
- Student Name: __________________________________ DOB: ______________ Grade: ______
- WVEIS ID: ___________________________________ School: Pocahontas County High School
- Parent/Guardian Name(s): __________________________________________________________________
- Primary Phone: _____________________________ Email: _____________________________________
2. FERPA EDUCATIONAL RECORDS AUTHORIZATION (34 CFR Part 99)
I hereby authorize Pocahontas County Schools and the PCHS Student Assistance Team (SAT) to disclose and exchange relevant educational records—including attendance logs, academic progress reports, behavioral observation data, and Personalized Education Plans (PEPs)—with designated multi-agency partner organizations.
- Purpose: This exchange is conducted strictly to identify learning barriers, design functional Tier-2/Tier-3 classroom accommodations, coordinate academic credit recovery, and monitor graduation progress.
3. HIPAA PROTECTED HEALTH INFORMATION AUTHORIZATION (45 CFR Parts 160/164)
I hereby authorize the contracted community behavioral health and student support partners checked below to exchange mutual communications with the PCHS SAT Lead, Itinerant Counselor-Social Worker, and Graduation Coach regarding service attendance, care status, and recommended classroom accommodations:
| Authorized Partner Agency | Service Scope & Shared Data | Parent Consent |
|---|---|---|
| Youth Health Services (YHS) | On-site outpatient psychotherapy, Trauma-Focused CBT, Cognitive Processing Therapy, tele-psychiatry, and functional accommodation recommendations. | [ ] AUTHORIZED[ ] DECLINED |
| Seneca Health Services | 24/7 Mobile psychiatric crisis response, emergency clinical assessments, outpatient recovery coaching, and safety planning. | [ ] AUTHORIZED[ ] DECLINED |
| Communities in Schools (CIS) | Tier-2 case management, basic physiological needs (food, clothing, supplies), and attendance intervention tracking. | [ ] AUTHORIZED[ ] DECLINED |
🔒 STRICT HIPAA CLINICAL EXCLUSION SAFEGUARD: Detailed psychotherapy process notes, clinical psychiatric evaluations, and formal medical diagnoses generated by Youth Health Services or Seneca Health Services remain protected health information governed exclusively by HIPAA. They shall NEVER be placed in the student's cumulative educational file nor disclosed to general instructional staff. Shared updates are strictly limited to attendance confirmations, safety risk status, and functional classroom accommodations (such as non-verbal safe-space passes).
4. TERMS, VOLUNTARY CONSENT & RIGHT TO REVOKE
- Voluntary Consent: Granting consent is completely voluntary. School enrollment, instruction, or mandatory educational services will not be conditioned upon signing this form.
- Authorization Term: This authorization expires exactly one (1) calendar year from the date of signature, or upon the student's formal exit from Pocahontas County Schools.
- Right to Revoke: I reserve the right to revoke this authorization at any time by submitting a written notice to the PCHS SAT Coordinator. Revocation will not affect information exchanges executed prior to the receipt of written notice.
- Redisclosure Protection: Information disclosed pursuant to this agreement remains protected under district policy and federal privacy law and may not be redisclosed to unauthorized third parties.
5. AUTHORIZATION & SIGNATURE BLOCK
By signing below, I acknowledge that I have read, understood, and agreed to the terms of this mutual FERPA/HIPAA authorization form.
____________________________________________________ ________________________ Parent/Guardian Signature  ### POCAHONTAS COUNTY SCHOOLS
STUDENT ASSISTANCE TEAM (SAT) — MUTUAL FERPA & HIPAA AUTHORIZATION FORM
Governed by WVBE Policy 2315, Policy 4373, FERPA (34 CFR Part 99), and HIPAA (45 CFR Parts 160/164)
1. STUDENT & FAMILY INFORMATION
- Student Name: [ Student Name ] | DOB: [ Date of Birth ] | Grade: [ Grade ]
- WVEIS ID: [ ID Number ] | Facility: Pocahontas County High School
- Parent/Guardian Name(s): [ Parent/Guardian Name ]
- Primary Phone: [ Phone Number ] | Email: [ Email Address ]
2. FERPA EDUCATIONAL RECORDS AUTHORIZATION (34 CFR Part 99)
I hereby authorize Pocahontas County Schools and the PCHS Student Assistance Team (SAT) to disclose and exchange relevant educational records—including attendance logs, academic progress reports, behavioral observation data, and Personalized Education Plans (PEPs)—with designated multi-agency partner organizations.
- Purpose: This exchange is conducted strictly to identify learning barriers, design functional Tier-2/Tier-3 classroom accommodations, coordinate academic credit recovery, and monitor graduation progress.
3. HIPAA PROTECTED HEALTH INFORMATION AUTHORIZATION (45 CFR Parts 160/164)
I hereby authorize the contracted community behavioral health and student support partners checked below to exchange mutual communications with the PCHS SAT Lead, Itinerant Counselor-Social Worker, and Graduation Coach regarding service attendance, care status, and recommended classroom accommodations:
- [ ] Youth Health Services (YHS): On-site outpatient psychotherapy, Trauma-Focused CBT, Cognitive Processing Therapy, tele-psychiatry, and functional accommodation recommendations.
- [ ] Seneca Health Services: 24/7 Mobile psychiatric crisis response, emergency clinical assessments, outpatient recovery coaching, and safety planning.
- [ ] Communities in Schools (CIS): Tier-2 case management, basic physiological needs (food, clothing, supplies), and attendance intervention tracking.
STRICT HIPAA CLINICAL EXCLUSION SAFEGUARD: Detailed psychotherapy process notes, clinical psychiatric evaluations, and formal medical diagnoses generated by Youth Health Services or Seneca Health Services remain protected health information governed exclusively by HIPAA. They shall NEVER be placed in the student's cumulative educational file nor disclosed to general instructional staff. Shared updates are strictly limited to attendance confirmations, safety risk status, and functional classroom accommodations (such as non-verbal safe-space passes).
4. TERMS, VOLUNTARY CONSENT & RIGHT TO REVOKE
- Voluntary Consent: Granting consent is completely voluntary. School enrollment, instruction, or mandatory educational services will not be conditioned upon signing this form.
- Authorization Term: This authorization expires exactly one (1) calendar year from the date of signature, or upon the student's formal exit from Pocahontas County Schools.
- Right to Revoke: I reserve the right to revoke this authorization at any time by submitting a written notice to the PCHS SAT Coordinator. Revocation will not affect information exchanges executed prior to the receipt of written notice.
- Redisclosure Protection: Information disclosed pursuant to this agreement remains protected under district policy and federal privacy law and may not be redisclosed to unauthorized third parties.
5. AUTHORIZATION & SIGNATURES
-
Parent/Guardian Signature: ___________________________ Date: ______________
-
Printed Name: _______________________________________
-
SAT Coordinator Signature: ________________________ Date: ______________
-
Title: Itinerant School Counselor / Social Worker
I have generated the printable PCHS Parent Information Handout: Understanding Student Privacy & Care Coordination (pchs-parent-privacy-handout.pdf) in your Studio panel.
This 1-page quick guide is designed to be distributed to families during initial Student Assistance Team (SAT) intake meetings to clearly explain how federal and state laws protect student medical and educational privacy:
Key Highlights of the Parent Handout
- FERPA vs. HIPAA Boundary Breakdown: Explains in plain language how FERPA governs educational records (grades, attendance, PEPs) accessible by authorized educators, while HIPAA strictly protects clinical mental health records created by external partners (Youth Health Services and Seneca Health Services).
- Clear "Shared vs. Never Shared" Matrix:
- Shared with Teachers: Functional classroom accommodations (such as non-verbal safe-space passes and seating flexibility), attendance verifications, and law enforcement Handle With Care trauma alerts.
- NEVER Shared with Schools: Psychotherapy session notes, clinical psychiatric diagnoses, and private medical histories (which are kept strictly within external healthcare portals).
- Core Parental Rights: Emphasizes that consent is completely voluntary, expires annually, can be revoked in writing at any time, and that academic tracking is managed separately by Graduation Coaches.
Here is a 3-point onboarding checklist for school administrators to guide new teachers on FERPA and HIPAA classroom privacy compliance:
Teacher Onboarding Checklist: FERPA & HIPAA Classroom Privacy
1. Understand the Federal Privacy Boundary (FERPA vs. HIPAA)
- Educational Records (FERPA): Grades, attendance, behavioral observations, and Student Assistance Team (SAT) referral forms are educational records protected under FERPA. Authorized teachers may review and contribute to these files for legitimate educational purposes.
- Clinical Health Records (HIPAA): Outpatient therapy notes, psychiatric evaluations, and medical diagnoses from external providers—such as Youth Health Services (YHS) and Seneca Health Services—are protected under HIPAA.
- The Golden Rule: Teachers will receive functional accommodation instructions from external clinicians, but will never have access to private medical or therapy notes, nor should these notes ever be placed in a student's cumulative file.
2. Know What Information Can and Cannot Be Shared in the Classroom
- Permissible Classroom Data: Teachers will be informed of functional accommodations—such as non-verbal safe-space passes, modified seating, or temporary assignment buffers—and will receive Handle With Care alerts when a student experiences domestic trauma.
- Strict Boundaries: Teachers must never ask a student to disclose or relive a traumatic event, nor should they press external therapists for clinical details regarding a student's treatment.
3. Route All Communication Through Authorized SAT Channels
- Centralized Communication: All student observations, academic flags, and accommodation requests must be submitted through the building-level SAT coordinator or Itinerant Counselor-Social Worker rather than communicated informally with outside agencies.
- Division of Support Roles: Teachers should direct credit recovery and transcript questions to Graduation Coaches and basic physiological needs (food, clothing, supplies) to Communities in Schools (CIS) coordinators, preserving clear boundaries between instructional, material, and clinical support.
Here are four scenario-based discussion prompts designed for school administrators to use during orientation table discussions. These scenarios challenge new teachers to navigate real-world privacy, communication, and support scenarios under the district's decentralized framework.
Scenario 1: The Request for Clinical Details
Situation: A 10th-grade student returns to class 15 minutes late following an on-site therapy session with a Youth Health Services (YHS) clinician. The student appears visibly shaken. After class, the teacher approaches the YHS clinician in the hallway and asks, "What happened in therapy today? I need to know what's going on so I can handle them correctly in class."
- Discussion Prompts:
- Did the teacher follow proper protocol when asking the clinician for treatment details?
- What specific information can the clinician legally and ethically share with the teacher under HIPAA and FERPA boundaries?
- Administrative Debrief Key:
- The Privacy Boundary: Psychotherapy process notes and clinical details are protected health information under HIPAA and can never be disclosed to classroom teachers.
- What Can Be Shared: The clinician or SAT lead can only provide functional classroom accommodations—such as issuing a non-verbal safe-space pass or recommending temporary assignment buffers.
Scenario 2: The Handle With Care Trauma Alert
Situation: Before homeroom, a teacher receives a digital Handle With Care alert indicating that a student was involved in a severe domestic incident with emergency responders overnight. Later that morning, the student refuses to open their textbook and puts their head down on the desk.
- Discussion Prompts:
- What is the teacher’s immediate responsibility upon receiving a Handle With Care alert?
- Should the teacher ask the student if they want to talk about what happened last night?
- Administrative Debrief Key:
- Trauma-Informed Accommodation: The Handle With Care protocol is designed to give teachers advance notice so they can offer immediate academic and behavioral flexibility without requiring the student to relive or disclose the traumatic event.
- Prohibited Action: Teachers must never press the student for details or share the trauma alert with other students or staff.
Scenario 3: Academic Credit Recovery vs. Clinical Care
Situation: A high school junior receiving on-site trauma counseling through YHS has failed two core unit exams and is falling behind on their Personalized Education Plan (PEP) graduation pathway. The teacher approaches the YHS therapist and asks them to lower the student's exam passing threshold or grant extra credit.
- Discussion Prompts:
- Is the mental health therapist responsible for adjusting academic grading or PEP course tracking?
- Who in the building holds structural responsibility for credit tracking and PEP adjustments?
- Administrative Debrief Key:
- Role Unbundling: Mental health therapists focus strictly on clinical treatment and emotional healing. They do not handle grading or academic credit tracking.
- Correct Route: PEP pathway adjustments, transcript audits, and credit recovery options are managed strictly by Graduation Coaches and Academic Facilitators in coordination with the Student Assistance Team (SAT).
Scenario 4: Communities in Schools (CIS) vs. Special Education
Situation: A parent calls a teacher asking why a Communities in Schools (CIS) site coordinator gave their child a new winter coat and hygiene kit, expressing concern that their child has been quietly placed in "special education or therapy" without parental consent.
- Discussion Prompts:
- How should the teacher explain the role of Communities in Schools (CIS) to the parent?
- How does Tier-2 CIS case management differ from formal clinical therapy?
- Administrative Debrief Key:
- Non-Clinical Support: CIS site coordinators address non-academic barriers—such as basic physiological needs (food, clothing, supplies) and chronic absenteeism—delivering behavioral case management without requiring clinical credentials or IEP placement.
- Reassurance: The teacher should reassure the parent that CIS supports basic student needs and direct any formal support plan questions to the building SAT Lead.
I have generated the official Administrator Orientation Facilitator Guide: FERPA & HIPAA Classroom Privacy & Multi-Agency Care Protocols (pchs-admin-facilitator-guide.pdf) in your Studio panel.
Summary of the Facilitator Guide
- Structured 30-Minute Agenda: Maps out time allocations across an opening overview (3 mins), four interactive table scenarios (20 mins), and a final debrief/wrap-up (7 mins).
- 4 Core Discussion Scenarios:
- Clinical Details vs. Functional Accommodations (YHS Therapy): Addresses privacy limits when a student returns from on-site therapy.
- Handle With Care Trauma Alerts: Guides teachers on trauma-informed flexibility without probing for confidential details.
- Academic Credit Recovery vs. Clinical Mental Health: Clarifies the unbundled roles between Graduation Coaches (credit tracking/PEPs) and YHS therapists (emotional health).
- Communities in Schools (CIS) Tier-2 Support vs. Special Education: Explains non-clinical case management and basic needs fulfillment to address parent questions.
- Facilitator Debrief Keys & Next Steps: Provides lead facilitators with talking points, regulatory references, and instructions for distributing orientation checklists and quizzes.
In Pocahontas County's decentralized model, building-level Student Assistance Teams (SAT) review inter-agency data through a structured, multidisciplinary process that balances academic tracking, non-academic support, and clinical care.
The SAT convenes administrators, classroom teachers, the itinerant counselor-social worker, and intervention specialists to analyze data across several distinct streams:
1. Multidisciplinary Data Streams Analyzed
- Trauma & Emergency Alerts (Handle With Care): Digital notifications generated by law enforcement or emergency responders following overnight domestic incidents are routed to the district social work lead. The SAT reviews these alerts to ensure teachers and staff can implement immediate behavioral and academic flexibility before the student arrives on campus.
- Academic & Graduation Tracking: Graduation Coaches present transcript audits, credit recovery needs, and Personalized Education Plan (PEP) progress to identify academic deficits and course scheduling conflicts.
- Attendance & Physiological Needs: Communities in Schools (CIS) site coordinators share chronic absenteeism logs, tardiness trends, and basic needs assessments (such as food, clothing, or hygiene assistance).
- External Clinical Status Updates: Contracted mental health providers—including Youth Health Services (YHS) and Seneca Health Services—provide updates regarding student service attendance, crisis risk status, and functional classroom accommodation recommendations (e.g., non-verbal safe-space passes).
2. Shared Data Management & Privacy Safeguards
- Cross-System Coordination: Because services are split across multiple independent organizations, the SAT acts as the central hub for cross-system data management, ensuring that therapeutic recommendations are translated into functional classroom accommodations.
- HIPAA/FERPA Data Separation: Detailed psychiatric evaluations, medical diagnoses, and psychotherapy session notes from external clinicians remain governed by HIPAA and are strictly excluded from school files. The SAT reviews only functional accommodation needs and attendance verifications, keeping educational records separate from confidential health data.
3. Actionable Outcomes of the Data Review
By synthesizing these data streams, the SAT determines whether a student's challenges stem from academic difficulty, attendance barriers, or unaddressed trauma. The team then assigns specific interventions—such as Tier-2 CIS case management, academic credit recovery through Graduation Coaches, or direct referrals for on-site outpatient therapy or 24/7 mobile crisis support.
In Pocahontas County's decentralized care framework, the building-level Student Assistance Team (SAT) uses an MTSS Tier-Stepping Matrix to systematically evaluate student data and step individuals down from acute clinical interventions to universal classroom support.
The SAT—comprising administrators, teachers, the itinerant counselor-social worker, Communities in Schools (CIS) site coordinators, and Graduation Coaches—reviews attendance, behavioral observations, and care status updates at 14-day and 30-day intervals to determine when a student is ready to step down a tier.
PCHS Multi-Tiered System of Supports (MTSS) Tier-Stepping Matrix
| Tier Level & Operational Focus | Attendance & Academic Data Indicators | Behavioral & Social-Emotional Indicators | Primary Partner & Service Provider Scope | Step-Down Trigger Criteria |
|---|---|---|---|---|
| Tier 3: Intensive Crisis & Outpatient Clinical Care | Chronic absenteeism (>10% loss of instruction), unexcused medical absences, or severe credit deficits on Personalized Education Plans (PEPs). | Acute emotional distress, active trauma alerts (Handle With Care notifications), or severe behavioral decompensation requiring emergency response. | Seneca Health Services (24/7 mobile psychiatric crisis dispatch); Youth Health Services (YHS) (on-site individual therapy, TF-CBT, CPT, and tele-psychiatry). | 14–30 Day Stabilization: Zero acute crisis events for 14 consecutive school days; regular attendance at scheduled therapy sessions; active credit recovery engagement. |
| Tier 2: Targeted Prevention & Case Management | Attendance improving (5%–10% absence rate); occasional tardiness or short-term medical leaves. | Mild-to-moderate emotional stress; effective self-directed use of non-verbal safe-space passes; functional classroom accommodations. | Communities in Schools (CIS) (basic physiological needs, food/clothing, attendance tracking); YHS step-down check-ins or group counseling. | 30-Day Sustained Progress: Attendance >92% over 30 days; basic physiological needs fully met; sustained emotional regulation without escalating to safe-space passes. |
| Tier 1: Universal Classroom & Developmental Support | Regular attendance (<5% total absences); steady academic progression along declared PEP graduation pathway. | Typical developmental social-emotional wellness; active and successful participation in general classroom instruction. | Classroom teachers, itinerant counselor-social worker (universal SEL), and Graduation Coaches (annual PEP tracking and schedule verification). | Full Resolution: Student maintains stable academic and emotional performance without requiring targeted external agency case management. |
Key Operational Rules During SAT Review
- FERPA vs. HIPAA Privacy Protection: The SAT reviews only attendance logs, behavioral observations, and functional accommodation outcomes. Detailed psychotherapy notes and psychiatric diagnoses generated by YHS or Seneca remain protected under HIPAA and are never placed in educational records.
- Structural Separation of Workloads: Graduation Coaches maintain full ownership of transcript audits, PEP adjustments, and credit recovery tracking across all tiers. This insulates external clinicians from academic logistics, keeping therapists focused entirely on healthcare delivery.
- Re-Entry Verification: Stepping down from Tier 3 to Tier 2 requires a formal SAT meeting to update the student's Re-Entry Agreement and verify that classroom teachers are briefed on adjusted functional accommodations.
📈 Would you like me to draft an SAT Student Tracking Sheet Template for team members to monitor weekly attendance percentages and accommodation usage during 30-day reviews?
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