S.P.H.E.R.E.

The SPHERE project has a total of six Objectives and ten Performance Measures:

Objective 1: Increase and maintain state credentialed mental health service professionals (psychologists) working with Sumter and Crisp students.

• PM 1.a: SPHERE will directly hire 7 new psychologists (4 Sumter; 3 Crisp)
• PM 1.b: At least 90% of school-based mental health service providers hired by SPHERE will be retained from year to year.
• PM 1.c: The ratio of students to school psychologists will improve to no more than 900:1.

Objective 2: Increase Tier 3 students receiving school-based mental health services.

• PM 2.a: Increase of 10% annually (over baseline) in the number of Tier 3 students receiving school-based mental health services.

   

  Objective 3: Increase students receiving early intervention mental health services.

• PM 3.a: Increase of 10% annually (over baseline) in the number of students receiving early intervention mental health services.

   

  Objective 4: Build capacity and local support of intensive mental health services.

• PM 4.a: Train at least 150 school staff annually in mental health related professional development

   

  Objective 5: Decrease violent, aggressive, and disruptive behavior in schools.

• PM 5.a: Decrease of 5% annually (under baseline) in violent, aggressive, and disruptive behavior in SPHERE schools
• PM 5.b: Decrease of 5% annually (under baseline) in SPHERE students who feel unsafe, threatened, or subjected to disruptive behaviors at school

   

  Objective 6: Increase student school engagement.

• PM 6.a: Decrease of 5% annually (under baseline) in chronic absenteeism among SCS students
• PM 6.b: Increase of 2% annually (over baseline) in the percentage of SCS students who graduate from high school

Sumter County Schools (GA) policies cover key areas like student discipline, dress code, and attendance. The district uses a progressive discipline framework, maintains specific dress guidelines, prohibits corporal punishment, and follows Georgia's state-approved curriculum standards to ensure students are college and career ready. [1, 2, 3, 4]

Comprehensive guidelines and specific details are outlined across these areas:

• Student Behavior Code: The district enforces progressive discipline procedures (verbal warnings, written warnings, interventions, tribunals) for offenses like bullying, fighting, and chronic misbehavior. Corporal punishment is prohibited, and the district has strict "zero tolerance" rules for firearms and explosive devices. [1, 2, 3]
• Dress Code: Students are expected to dress and groom neatly. Attire must not interfere with the educational environment, promote illegal/inappropriate substances, or be overly revealing or distracting.[1, 2, 3, 4, 5]
• Promotion and Retention: Student placement and grade advancement are strictly based on academic achievement and educational assessments rather than just age. [1]
• Seclusion and Restraint: In line with Georgia Board of Education rules, the district prohibits mechanical, chemical, and prone restraint. Seclusion is also strictly prohibited. [1]
• Public Participation: The school board has policies that allow community members to participate in school board meetings, provided they register and follow specific conduct rules. [1, 2]

To read the full, unabridged board policy manual and review the exact Student-Parent Handbooks, visit the Sumter County Schools Board of Education or check the official Sumter County Schools main portal.

Moving from theory to practice is critical in addressing students' mental health, as it transforms abstract knowledge into tangible, life-changing support. Recognizing behavioral warning signs isn't enough; educators and specialists must implement actionable, evidence-based strategies in the classroom MentalHealth.gov. This vital shift ensures that at-risk youth receive immediate, real-world interventions that foster both emotional well-being and academic success CDC. [1, 2, 3, 4, 5]

SPHERE is committed to catching emerging issues such as anxiety, depression, aggression, and social deficits, and providing supportive resources before they increase in severity and become problematic. Services range from broad, school-wide prevention programs to intensive, one-on-one therapy. 

(a) Sumter and Crisp will establish a Universal (school-wide, Tier 1) Behavioral Screening program for all students. As part of The Multi-Tiered System of Supports (MTSS), parents of all students; Tier 1 (Universal) (typically 80-90% of the school population) in Crisp and Sumter County Schools will be asked to complete the Parent Test: Your Child’s Mental Health. The questionnaire is used to identify emotional, attentional, or behavioral difficulties that might be a mental health concern.  Results indicate if the child is showing very few signs or is At Risk for Emotional, Attentional, or Behavioral Difficulties. Those students identified as At Risk will move to Tier 2 where they will be Targeted for additional support. These supplemental or small-group interventions typically involve only 10-15% of students who need extra help. At Tier 2, students will be further assessed by their classroom teachers to confirm significant emotional-behavioral concerns within the school environment. Teachers will be asked to also complete the Child’s Mental Health Questionnaire. If results reveal that a student is experiencing significant difficulty in both settings, the need for Tier 3 services will be considered.

(b) To build early Universal Behavioral Screenings performed by school psychologists, Sumter and Crisp, supported by multi-tiered system of support (MTSS) teams, will identify and provide mental health services and tailored support to individual students most in need. Students exhibiting severe behaviors, complex social-emotional or mental health concerns, and/or those with multiple risk factors (frequent disciplinary referrals, truancy, trauma exposure, aggression, etc.) will receive Tier 3 intensive services. Psychologists  will conduct Functional Behavioral Assessments (FBA) to determine root causes of challenging behaviors, develop Behavior Intervention Plans (BIP), and provide student supportive services such as individual or group counseling, practical life and social skill support, emotional regulation, collaborative wraparound services, and even crisis interventions, when needed. 

(c) To effectively sustain and enhance student mental health resources, Sumter and Crisp will implement a robust capacity-building initiative through comprehensive staff training and professional development programs that remain beyond the life of the grant.  This strategic approach involves systematically equipping faculty and staff with essential skills for identifying early warning signs, understanding intervention protocols, and addressing diverse student mental health needs promptly and effectively.  By cross-training district team members (including ancillary staff), SPHERE will establish a coordinated response system that delivers comprehensive and consistent support. 

A Functional Behavior Assessment (FBA) is a step-by-step process used to identify the specific purpose or "function" of a challenging behavior so that an effective, targeted intervention can be created. [1, 2]

The Functional Behavior Assessment Steps

1. Identify and Define the Behavior: Select the most disruptive or concerning behavior and define it in observable, measurable terms (e.g., instead of "tantrums," use "drops to the floor and kicks for more than two minutes"). [1, 2, 3]

2. Gather Background Information: Review records (medical, academic, psychological) and interview individuals who frequently interact with the person (teachers, parents, or the individual themselves).[1, 2]

3. Conduct Direct Observation: Observe the person in their natural environment to record the ABCs of the behavior: the Antecedent (what happens right before the behavior), the Behavior itself, and the Consequence (what happens right after, such as getting attention or avoiding a task). [1, 2]

4. Develop a Hypothesis: Synthesize all gathered data to make a "best guess" about why the behavior is occurring (e.g., escaping a demand, seeking sensory stimulation, or gaining a tangible item). [1, 2, 3, 4, 5]

5. Test the Hypothesis: Sometimes, a formal functional analysis is conducted to intentionally manipulate the environment and confirm the trigger and maintaining consequence. [1, 2, 3]

6. Formulate a Behavior Intervention Plan (BIP): Develop a proactive plan that teaches alternative, positive replacement behaviors and modifies the environment to prevent the challenging behavior from occurring. [1, 2, 3, 4]

For additional guides and resources on structuring an assessment in educational or clinical settings, consult the Autism Internet Modules FBA Guide or the Sheppard Pratt Knowledge Center.

Conducting a Behavior Intervention Plan (BIP) requires an FBA (Functional Behavior Assessment) to identify the why behind a behavior, defining safe replacement skills, and outlining proactive environmental supports. It is a collaborative process executed by educators, parents, and behavior specialists. [1, 2]

A comprehensive BIP breaks down into the following operational stages: [1, 2]

1. Conduct a Functional Behavior Assessment (FBA)

• Define the Behavior: Precisely describe the behavior you want to change so it is objective and measurable (e.g., "screaming during transitions"). [1]
• Identify Triggers (Antecedents): Note what happens immediately before the behavior. [1]
• Determine the Function: Group the purpose of the behavior into one of the four main functions: Escape, Attention, Access to a tangible item, or Sensory stimulation. [1, 2]

2. Define Replacement Behaviors

Identify a positive, socially appropriate alternative that serves the exact same function as the target behavior (e.g., teaching the child to request a break instead of throwing a tantrum). [1]

3. Develop Intervention Strategies

• Antecedent Strategies: Make adjustments to the environment to prevent the triggers from happening in the first place.
• Consequence Strategies: Outline exactly how adults will respond to both positive behaviors (reinforcement) and challenging behaviors (redirection) consistently across all environments. [1, 2, 3, 4, 5]

4. Monitor and Adjust

Implement the plan and track consistent data regarding the frequency, duration, or intensity of the behavior. Regularly review this data to ensure progress is being made, tweaking strategies if necessary. [1, 2]

For comprehensive, printable templates or legal breakdowns in the educational space, you can review guides from Understood.org or Panorama Education. [1, 2]

Commencing spring of 2026, This WORKS Inc. will deliver focused trainings including:

Youth Mental Health First Aid (YMHFA) is an 8-hour, evidence-based program that trains adults to support adolescents (ages 12-18) experiencing mental health or substance use challenges. It equips participants with a 5-step ALGEE action plan to recognize early warning signs, assess for risk, and connect youth to professional help.[1, 2, 3]

Trauma-Informed Care is a training program designed to shift the organizational mindset from "What is wrong with you?" to "What happened to you?". It trains staff to recognize trauma symptoms, avoid re-traumatization, and prioritize physical and psychological safety. [1, 2, 3, 4]

Trauma-Informed Classroom Management training program equips educators to shift from punitive discipline to supportive, relational interventions. Through a 4-module professional development series, teachers learn to recognize survival behaviors, employ proactive co-regulation strategies, and design physically and emotionally predictable environments. [1, 2, 3]

Dr. Charles Flowers

Lead Consultant

This W.O.R.K.S. Inc. 

Licensed Restorative Practices Trainer, IIRP

CharlesFlowers@chancesforkids.org  

www.chancesforkids.org  

Spectrum Research, Evaluation & Development (SpectrumRED) will provide evaluation services for SPHERE throughout the five-year project period. SpectrumRED brings 25 years’ experience, doctorate-level evaluators, and a record of 150+ education and public health programs (including ED-funded SBMH, MHSP, SCTG and GEAR UP). SpectrumRED will lead efforts in collecting, analyzing, and reporting reliable, valid, and meaningful project data.

SpectrumRED contact info: 435-753-9333 (main office), www.spectrumred.com

Dr. Donna P. Sarhaan                                            Dr. Clint Eliason 

Lead Evaluator-Alabama & Georgia                     Chief Operating Officer

donna@spectrumred.com                                      clint@spectrumred.com 

Universal Screener for Parents

Scoring the Questionnaire

Each of the answers has a score of 0-2: Never = 0, Sometimes = 1, and Often = 2

Adding together all 17 scores produces a Total Score.

Total Score: ___ / 34

A total score of 15 or higher indicates the child might have significant difficulties in overall psychosocial functioning. These results are not meant to be a diagnosis; rather, it is advised that you consult with a doctor or therapist to get a formal diagnosis and/or access therapy or medications.

Final Word

Our goal is to excel in every facet of our work. We have the privilege of helping young people not just mature but excel. Many challenges and hindrances seek to keep them from reaching their full potential. Our job is to mitigate or eliminate as much as we can. Every child has been designed and endowed by our Creator with unique talents, abilities, and gifts. Failure is not an option. They will succeed with our help step by step! LAW