To Improve Attendance, Reduce Behavior Incidents, Improve Academic
& Expand Early Intervention Programs to Achieve Safe Schools and Healthy
- Safe Schools Software Management System SSSMS by
SSSMS is a management and data support system for schools whose
objectives are to create safe, respectful, and drug free school
environments, and promote early positive behaviors and healthy
relationships. The SSSMS provides Manuals, Procedures, and Software. The
object of SSSMS is to improve program processes and outcome evaluations to
reduce problem behavior incidents, improve attendance and academics, and
expand access to and strengthen prevention and early intervention programs.
The SSS management system is similar to the world-wide proven practices
known as Continuous Process Improvement and ISO 9000 Series Programs. Over
350,000 companies are registered to ISO 9000 Programs. The benefits include
improved consistency of services, higher customer satisfaction levels, cost
economies, and improved job satisfaction. Although students are not widgets,
the same management techniques have been adapted to social service
organizations, and the same benefits derived from these successful
applications are all important to services and programs in achieving safe
schools and healthy relationships; and providing teachers with an
environment to achieve professional job satisfaction.
SSSMS software is a secure access, web based data system. The software
sections consist of Section 1: Incident Tracking; Programs and Services
Referrals and Outcome Evaluations, and Section 2: Program Management
Capabilities Audit and Process Action Measures. The software together with
the management process provide the capability to acquire, organize, file,
and evaluate the data and automatically produce and disseminate reports and
continuously improve the processes.
Many schools are rethinking their behavioral, mental health care programs,
curricula, activities and services. With the proposed changes to their
programs; these school districts should rethink the ways and methods these
services are delivered; In short, audit present combinations of prevention
and intervention services and determine how best to organize and report
data. Then implement change based upon the statistical findings. Does the
present system and data format provide outcomes and process evaluations,
facilitate and support program fidelity, facilitate responsiveness and
eliminate burdensome data handling tasks?
SSSMS is seeking school districts to participate in a Grant Beta Project.
The project would be funded by SSSMS and grants.
Grant Project Objectives: 1. School District, and 2. Community
1. Schools: Strengthen the district’s safe schools, healthy
relationships programs, their management and data system, and;
2. Community: Determine the economic benefits of expanded
behavioral health early intervention and prevention programs.
is sufficient evidence to indicate that significant cost benefits may be
attained for the district and the community, as a result of initiatives such
as the Beta Project, however there has been few costs studies published. One
of the reasons, as found in the SAMHSA Survey, discussed below, is paucity
of uniform data. A recent Ohio research institute’s study findings indicate
that family violence is estimated to cost the citizens of Ohio $3
billion/year in costs. The research institutes foundation’s top
recommendations, as a result of the study, and because of the unique
position of schools in the delivery of mental, behavioral health care
services is to: “Create school environments that promote healthy
relationships”. Other foundations committed to these same issues have made
statements these type initiatives would yield economic benefits, as opposed
to the costs of incarceration, rehabilitation, foster care, welfare and
institutional care. With the leadership of school administrators, support is
available to initiate the Beta Project to: benefit the district, and with
dissemination of the results, to benefit all schools and the community.
Present Behavioral Health Programs - Marginalized Management & Inadequate
Local, State, and community resources, and the US DOE, HHS/SAMHSA and
DOJ have made grants to schools of over one billon dollars in recent years
in attempts to find solutions to the complex problem of problem behaviors in
schools. An authority and leading research group at UCLA, The Center For
Mental Health in Schools, Mental Health in Schools: An Overview, quotes:
“Diverse school and community resources are attempting to address complex,
multifaceted, and psychosocial and mental health concerns in highly
fragmented and marginalized ways*. This has led to redundancy, inappropriate
competition and inadequate results*”. (Comment by SSSMS: ways* and results*
are about management methods* and outcomes*).
The Need for Better Behavioral Health Program Management and Data Support
Insight into the inadequate results of behavioral, mental health
programs in schools is provided by the 2005 SAMHSA Survey of 83,000 schools:
School Mental Health Services in The United States‘02-’03. The report
presented findings for the need of data support for programs that provided
services for such incidents that ranged from social, emotional and
adjustment problems, anxiety, aggression and disruptive behavior, gang
activity, suicidal behavior, to violence, and the need for data support to
guide program officials regarding effective use of resources for these
programs. The SAMHSA Report quotes:
“Research Needed…to guide school officials regarding the most effective
combinations of prevention and intervention services for their
schools...only one half of schools collect data on mental health and only
one third of those schools collect data on units …(limited to types of
services, not intensity, duration, or effectiveness)… of service…”(DHHS No.
SMA 05-4068, 2005)
Thus, 16% collect limited data, thus the system is handicapped by
marginalized management, data support and outcomes evaluation methods. Other
data problems persist: “One third of districts reported lack of
administrative capacity to bill third-party payers.
SSSMS-An Effective Management & Data Support System to Drive Program
Most student problem behavioral management packages that are offered for
sale are limited to only a small percentage of behavioral data such as
detention and attendance; and/or data is presented in terms of subjective
opinions, not statistics, which is burdensome and often counterproductive.
Also, the data is not formatted or interfaced with any method or sequential
links to facilitate evaluation of program processes and program outcomes.
Another, major difference of SSSMS in relation to other programs is that the
system contains the names and IDs of all students, and tracks the
individual, and the incident and where referrals are made, their outcomes.
The SSSMS uses the SAMHSA list of Behavioral Health Problem Categories that
list social, family problems, anxiety, depression, etc, and is broader in
this respect, whereas most other student management programs omit this
critical group of behavioral incidents and track only office detentions,
and/or aggregate student conduct code offences. A complete spectrum of
behavioral incidents, that includes early indicators, is required to
effectively manage prevention and early intervention practices, of which the
SAMHSA Problem Category list provides.
What is needed is a management technique and data support system that is
practical and effective. There is precedent. For-profit industries, world
wide, have successfully employed Continuous Process Improvement (CPI),
Quality Improvement Programs, and ISO 9000 techniques, of which, due to the
non-profit character of education, and other services in the social sector,
there has been a dearth of development of these techniques. These techniques
have improved complex production processes and the bottom line for these
businesses. These same, proven, CPI and ISO 9000 techniques; viz., setting
goals & objectives, and reconciling standardized data of program/activities
processes and outcomes to the goals & objectives; have been adapted to the
SSSMS, and have application for School-Based Management Teams. With SSSMS,
stakeholders easily acquire, organize, file, report, evaluate and
disseminate data and gain consensus for actions, which drives the
The SSSMS manuals provide procedures and guidelines for the following:
Capability to Leverage Early Intervention Program Support.
- Implementation Steps
- Statement of and Restatement/Understanding Program Goals and Objectives
- Tasks, Responsibilities and Timetables
- Analyses and Evaluations of Program Processes and Outcomes
- Recommendations of Actions and Measures to Fill The Gaps of Objectives
- Communications/ Newsletters
- Dissemination of Reports
SSSMS provides schools with the capability to produce program outcome &
process reports based upon scientific data, essential to the ability to
leverage support for prevention and early interventions programs. The
ultimate and attainable object is to increase early intervention and
prevention programs and reduce dependence upon intensive treatment programs.
Although 6.1 million children are eligible for Medicaid and SCHIP services,
they are not covered; however President Obama is working to fix this. With
billions of Federal dollars earmarked in bills to expand eligibility and
parity for behavioral, mental health services, it is imperative that schools
expand collaborative care efforts with the community and the private sector
to effectively impact legislative policies and funding for, and maximize
coverage for child prevention and early intervention programs.