Decision-Making Tools

Use of a Coalition, or committed group coming together around a common cause, supports efforts to:

Trial and inform effective communication pathways for coalition members and those they are supporting
Use and structure decision-making tools and processes to move ahead in individual and collective ways
Guide decision-making within their districts and communities to further pathways and resources around target domains for collective outreach and sharing

The Behavioral Health Suspension Expulsion Coalition used and has available the following tools as part of the stage-based decision-making involved in selecting a target, mapping resources, and planning forward in identified areas of support for their districts and communities.

Charting the LifeCourse (Missouri Family to Family, 2012) was instrumental in the exploring and planning phases with use of the following foundational tools:

ALL Triangle

Consider the target domain or areas of focus for the district. Consider the numbers of the full group, the at-risk group and the high acuity group to see what the current and prospective impacts are with the domain selected.

Integrated Star

To have a full set of supports, integration across all areas is needed from those that are public to those that are private, community-based, relationship-supported, technology-focused or disability-specific. Similarly, capturing personal strengths and assets in a strength-based approach helps determine others that may be possible with support.

Exploring Trajectory

Setting a vision for where the district or partner is seeking to head helps plan for the opportunities, experiences, supports and other activities that are essential as sub-steps to move in a positive direction.

Resource Mapping

Objectively identifying resources, groups and networks within local and regional areas derives from conversations about supports while helping think outside of the box and informing needed sub-steps as part of initial trajectory planning.

Students within the Context of their Systems

Recognizing each student and family in the context of their systems and as a face to the target domain, supports exploration of strategies, supports, and information sharing that can support implementation of trajectory actions.

Three Buckets of Need

Core strategies that enable further trajectory planning and implementation are captured in three categories or buckets: (1) discovery and navigation (information and tools), (2) connecting and network (social support and direction), and (3) goods and services (products and items).

Life Domains

Target domains may be impacted by a number of core life domain areas. Those that are most important to the target domain are supported by areas noted within the star and resource mapping as well as those that will be novel or additive through the decision-making process and coalition support. Beyond these, teams will look forward to innovations to come that will support their efforts ongoing as an island of excellence in their target domains.

Glossary Terms of note include:

Summary: A high-acuity student faces significant challenges in both their academic and personal life. They often have frequent behavioral incidents, require intensive adult support, and may be placed in a self-contained setting due to their inability to express needs appropriately. Their home environment is often unstable, with little to no support, and their family may be adversarial toward the school. These students may struggle with chronic absenteeism, severe mental health concerns (including suicidal or homicidal thoughts), academic underperformance, and involvement with child protective services. Their basic needs are frequently unmet, leaving them in a state of crisis and requiring comprehensive intervention.

Students with frequent office referrals

Students in the self-contained setting

May not see the importance of school

Can’t express needs and wants appropriately

Family may be adversarial to school

Significant support from adults

Family leans on school for support

Lack of stability

Unmet mental health needs

In crisis

Suicidal and homicidal

No home support

Chronically absent

Not performing academically

Chronic behavior issues

DCS involvement

Depression and anxiety

No stability

Basic needs not being met

Summary: An at-risk student experiences instability in their daily life, often due to factors like frequent moves, involvement in the foster care system, poverty, or a lack of home support. They may struggle with academic performance, attendance, and behavior, often due to past trauma and difficulty forming relationships with peers and authority figures. These students frequently need additional support from a trusted adult but may not always seek it out. Their mental health is often impacted, with signs of anxiety or depression, and their basic needs may not always be met. While not in immediate crisis, they are vulnerable to further challenges without proper intervention.

Transient students

Students in the foster care system

Trauma

Difficulty with authority figures

Difficulties forming relationships

Low grades/decreased participation

Academic, attendance, and/or disciplinary concerns

Lack of stability in daily life

Needs a person for additional support

History of trauma

Lack of home support

Frequently absent

Poverty

Under-performing academically

Foster system

Depressed/anxious

Unstable

Not all basic needs, etc

Summary: A thriving student is independent, engaged, and has their basic needs met. They maintain positive relationships with peers and adults, see value in school, and participate in activities and events. They perform academically at expected levels and successfully utilize available resources with minimal additional support. While they may sometimes be overlooked because they are not in crisis, they benefit from continued encouragement and opportunities for growth.

Positive relationships with peers and adults

Like school or see the value in it

Basic needs met

Minimal additional adult support needed

Independent

Positive outlook on school

Successfully utilizing available resources

Sometimes overlooked or off the radar

Involved in school activities and events

Have at least one trusted adults

Performing academically at expected levels

Basic needs being met

Decision-Making Tools