WEBINAR #4: Student Assistance Programs (SAP) | 

Planning and Implementation

“Talk. They Hear You.”® Campaign SAP Webinar Series

February 23, 2022, 3 p.m. ET

Robert M. Vincent, M.S.Ed.

Associate Administrator for Alcohol 

Prevention and Treatment Policy,

SAMHSA

Erin L. Wick, M.B.A., SUDP

Senior Director, Behavioral 

Health and Student Support, 

Capital Region ESD 113

Kristy Brann, Ph.D., NCSP, Assistant 

Professor of School Psychology, 

Department of Educational Psychology, 

Miami University
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Guest Experts

Emily M. Eckert, 

LPCC-S 

Assistant Director, 

Office of Whole 

Child Supports, 

Ohio Department 

of Education

Valerie Connolly-Leach, 

OCPS 

Behavioral Health/Prevention 

Administrator, Office of 

Prevention and Wellness, 

Ohio Department of Mental 

Health & Addiction Services

Izzy Chavez

Student Assistance 

Professional 

Capital Region ESD 113,

Washington

Sara Ellsworth

Regional Administrator, 

Behavioral Health & 

Student Supports

Capital Region ESD 113,

Washington

Jill Smith 

School Counselor, Hoquiam 

High, Washington
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Today’s Session Objectives

Today’s session will cover:

• What does quality implementation mean?

• Steps within the internal referral process

• Direct services to students

• Understanding risks and protective factors
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SAP Webinar Series Overview

 Webinar #1: Student Assistance Programs

 Webinar #2: Standing Up SAP Services

 Webinar #3: Assessing Needs and Building Capacity

• Webinar #4: Planning and Implementation

• Webinar #5: Program Evaluation and Improvement
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Polling Questions

This presentation includes five short polls to help us learn more 

about today’s webinar participants.

• All answers will be presented as totals or percentages, and no one will 

be able to tell how specific individuals answered.

• By answering the questions, you agree to have your answers 

anonymously included in the totals as percentages.
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Poll Question #1

What is your current role?

A. School administrator

B. District administrator

C. Student assistance program (SAP) professional

D. Educator

E. Health department employee

F. Prevention coalition staff member

G. Other (please specify)
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Review: 9 Critical Components of Effective SAPs

1. School Board Policy

2. Staff Development

3. Program Awareness

4. Internal Referral Process

5. Problem-solving Team and Case Management

6. Direct Services to Students

7. Cooperation and Collaboration

8. Integration with Other School-based Programs

9. Program Evaluation and Improvement
SAMHSA Strategic Prevention Framework: 5-Step Planning Process

There are many ways to get 

started depending on your 

existing infrastructure, 

resources, need, etc. 

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Poll Question #2

Do you currently have an active SAP?

A. Yes, we currently have an active SAP.

B. No, we used to have an SAP, but it’s no longer active.

C. No, but we are currently in the process of developing an SAP for 

implementation.

D. No, but we plan to develop and implement an SAP at some point.

E. No, and we don’t plan to develop and implement an SAP.
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Successful Prevention Programs

Characteristics Fundamental to Prevention Success:

1. Theory and evidence- or research-based program content, structure, and implementation

2. Clearly defined, attainable, and agreed-upon goals

3. Multi-system, multi-level perspectives addressing numerous influences

4. Attends to dosage (intensity of service—insufficient and excessive)

5. Adopts strengths perspective to address competence and protective factors

6. Sensitive in both content and structure/implementation

7. Incorporates high-quality evaluation and monitoring

8. Easily transferable and translatable among settings

9. Attends to diverse resource needs

10. Characterized by socio-political sensitivity
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Understanding Risk and Protective Factors

Risk and Protective Factors According to Different Contexts
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Understanding how risk and protective factors influence one another 

underscores the importance of intervening early and developing 

interventions that target multiple factors, rather than addressing 

individual factors in isolation

SAPs promote the following protective factors:

• Increase in students’ grade-point average

• Students’ positive attitude toward school

• Staff involvement in student issues

• Parental and community support

Understanding Risk and Protective Factors
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Successful Substance Use and Mental Health Disorder Treatment

Characteristics Fundamental to Treatment Success:

1. Assessment and treatment matching

2. Comprehensive, integrated treatment approach

3. Family involvement

4. Developmentally appropriate approaches

5. Engaging and retaining the adolescent in treatment

6. Qualified staff (licensing and certification varies by state)

7. Gender and cultural competence

8. Assertive continuing care

9. Treatment outcomes
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Cumulative Approach = Better Outcomes
Poll Question #3

How did you hear about this webinar?

A. “Talk. They Hear You.” Campaign E-newsletter/E-blast

B. SAMHSA Facebook

C. SAMHSA Twitter

D. SAMHSA LinkedIn

E. Other (please specify)

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Prevention and Treatment Success

Source: OSPI. (2012). Washington’s Student Assistance Prevention-Intervention Services Program: Program Manual 

https://www.k12.wa.us/sites/default/files/public/preventionintervention/pubdocs/sapispmanual2012.pdf
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Quality Implementation – ESD 113

SOME

Tier 1:

School-Wide Practices 

(Universal)

Tier 2:

Targeted Interventions 

(Selective/Indicated)

Tier 3: 

Behavioral Health Service (Treatment)

CR-ESD 113 True 

North Enhancement 

Traditional Student 

Assistance

FEW

ALL
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Tiered Supports

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Referral Process Best 

Practices

❏ SAP referral procedures and forms have 

been developed that include a process for 

accessing services and the steps used by 

the SAT when a referral is received.

❏ Referral process includes a clear and 

consistent student data collection and 

review process.

❏ Caregiver contact attempts and results are 

recorded in the case file.

❏ Informed written caregiver consent is 

obtained for the SAP process.

❏ Follow through on all referrals and 

document all actions and decisions

Priorities?

Area for 

Improvement?

Going well?

Self-Assessment
Intervention Best Practices

❏ The SAT uses the problem-solving process to plan 

interventions for students referred.

❏ The SAT uses a decision-making process for matching

students with a range of mental health and substance 

use needs to appropriate services.

❏ Students in need of early intervention receive Tier 2 

supports

❏ Students in need of treatment receive Tier 3 supports

❏ The SAT uses procedures to identify evidence-informed

interventions

❏ The SAT ensures that mental health and substance 

abuse early intervention and treatment (Tiers 2 and 3) 

services and supports fit the unique strengths, needs, 

and cultural/linguistic consideration of students and 

families in the school

❏ Student interventions, recommendations, and outcomes 

are regularly assessed for quality and goal attainment

Priorities?

Area for 

Improvement?

Going well?

Self-Assessment
Defining the Tiers
Best practices that apply to all tiers:

• Evidence-based

• Socially valid

• Culturally responsive

• Delivered with fidelity

• Partnership with student and caregivers/families

• Measurable goals

Tiered Best Practices- Ohio School Wellness Initiative

This Photo by Unknown Author is licensed 

under CC BY
Tier 1

• Create a safe, 

supportive learning 

environment school- wide 

• Emphasize prosocial 

skills and expectations 

• Teach and acknowledge 

appropriate student 

behavior

• Use data to identify 

overall needs and 

strengths

Tier 2

• Use data to proactively 

identify needs and 

monitor progress 

• System for selecting 

the appropriate 

targeted intervention 

• Brief problem solving 

to determine the 

category of the 

problem

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Tiered Best Practices – Ohio School Wellness Initiative

Tier 3

• Individualize plan that 

is tailored to student’s 

unique strengths, 

needs, and culture

• Collect data frequently 

and systematically to 

monitor student 

outcomes

• Increase intensity and 

explicitness
Tiered Implementation Example – Ohio School Wellness Initiative

● Peer support groups

● Social-emotional skill building

● Check-in/Check-out

● Check and Connect

● Information and referral

● Screening and consultation

● Individual counseling

● Wraparound

● Functional behavior 

assessment/behavior intervention plan

● Wellness and safety policies

● Anti-bullying policies

● Good Behavior Game

● Life Skills training

● Youth-led prevention

● Social norms

● Media campaigns

Indicated/Targeted/Tertiary

Tier 3 “Few”

Selective/Secondary 

Tier 2 “Some”

Universal

Tier 1 “All”

(adapted from Belliston & Wolff, 2021)
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Spectrum of Services

National Academies of Sciences, Engineering, and Medicine 2019. Fostering Healthy Mental, Emotional, and Behavioral 

Development in Children and Youth: A National Agenda. Washington, DC.: The 

National Academies Press. https://doi.org/10.17226/25201.

• Promotion

• Prevention

• Treatment

• Maintenance
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Internal Referral Process

The purpose of the internal referral process is to provide school staff with a mechanism 

for identifying and referring students contending with risk or presenting with social, 

emotional, behavioral, or substance use difficulties.

Signs and symptoms of student change that warrant referral to the SAP:

• A decline in grades or class participation

• Decreased attendance rates and increased tardiness

• Disruptive behaviors at school or in the classroom (e.g., fighting, sleeping, acting out)

• Disciplinary and legal problems

• Loss of interest in extracurricular activities they once enjoyed

• Difficulties at home

• Violation of school policies regarding substance use
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Internal Referral Process Example- ESD-113
Ohio SAP Flow Chart: Part 1

*When appropriate to inform caregiver/family and receive consent based on district policy and best interest of the student

Ohio SAP Flow Chart: Part 2

*When appropriate to inform caregiver/family and receive consent based on district policy and best interest of the student
Barriers Example – Ohio School Wellness Initiative
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Direct Services to Students

SAPs will match students to the most appropriate and effective 

programs available within the school:

• Counseling

• Afterschool programming

• Tutoring

OR through community partnerships:

• Substance use treatment

• More intensive mental health services

• Mentoring
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Direct Services to Students

Services and Decision-Making 

Process to Match Students to 

Appropriate Services
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Poll Question #4

Did you attend any previous SAP webinars from this series?

A. Webinar #1

B. Webinar #2

C. Webinar #3

D. All three

E. None
Q&A

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Student Assistance: A Guide for School Administrators

Purpose: This document provides school leaders and 

administrators with key information about student assistance 

services for substance use and mental health initiatives.

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Student Assistance Resources Guide

Purpose: This document describes some student assistance 

resources and provides tangible ways school administrators 

and student assistance teams can implement the strategies.

It also assists school leaders and student assistance teams to 

increase awareness of student assistance services by 

providing guidance on resources available for this critically 

important work.

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Student Assistance Discussion Starter Video

Purpose: This video describes some student assistance resources and provides tangible 

ways school administrators and student assistance teams can implement the strategies.

It also assists school leaders and student assistance teams to increase awareness of 

student assistance services by providing guidance on resources available for this 

critically important work.

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Other Helpful Resources

• “Talk. They Hear You.” Campaign SAP Resources

Includes guides, a discussion starter video, public service announcements, fact 

sheets, and posters

• Prevention First Student Assistance Guidebook

• Pennsylvania Network for Student Assistance Services Website

• School Mental Health Quality Guides (e.g., Needs Assessment &

Resource Mapping Guide, Early Intervention and Treatment

Services & Supports guide)

• School-Wide Universal Screening Guidance

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What’s Next

WEBINAR #5: Evaluation and Improvement

• Best practices in program evaluation

• Creating an improvement process

DATE: March 30, 2022 | 3 p.m. ET
Final Poll

Did this presentation cover the intended objectives?

A. Yes

B. No

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Thank You

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