1. Writing Effective Special Individualized Programming Plans (SIPP’s)
Contra Costa County Probation
7/21/17

2. Agenda Introduction SIPP Philosophy/Conceptual Underpinnings
SIPP Training Packet
SIPP: Line-by-Line
SIPP Creation and Implementation
Separation/CCP Database
Conceptual Underpinnings: Theory and research behind understanding and addressing behavior (e.g. negative behavior is meeting a need inappropriately, and it has been successful in the past)

3. Introduction Behavior Management System (BMS) for long-term change CCP
CBT
SB 1143
BIP to SIPP Evidence Based
Coordinated Plan to address “At Risk” behavior

4. Our Philosophy CCP is framework to focus on behavioral change
Applied in our unique environment
This is a unique environment
We have the structure that can allow us to help eliminate barriers, triggers stressors (often not possible in the community).
This is a unique opportunity to positively impact youths’ behavior patterns.
An opportunity to do good work!

5. Our Beliefs BELIEF: Our BELIEF, THINKING, VALUES…
1.) a feeling of certainty about something
2.) an acceptance that a statement is true or that something
exists
Our BELIEF, THINKING, VALUES…
Our ACTIONS/DECISIONS…
Our FEELINGS/CONSEQUENCES.
Out beliefs have:
ability install hope, inspiration, motivation
or it has the ability to degrade, undermine, create hopelessness.

6. What are some common beliefs or thoughts about the youth we serve?
Our Thinking
What are some common beliefs or thoughts about the youth we serve?
If you “think this is a hopeless cause”,
your actions will reinforce that belief.
(Self-fulfilling prophesy).

7. Thinking & Behavior BEHAVIOR EXPERIENCES VALUES EMOTIONS THOUGHTS
IMAGE of what you see
Know yourself (contaminate)
And
Be a student of the youth!
THOUGHTS
BELIEFS
NEEDS

8. What Youth May Be Thinking
What do many of our residents actions reveal to us about their beliefs or thoughts?
Long term effect occurs when we address the beliefs and thoughts, not by just addressing the behavior.
( remember slide on external controls and long term impact)

9. How do we change their beliefs & thinking?
Changing Thinking
How do we change their beliefs & thinking?
Change their frame of references, experiences, information, and imagination!
-The more references/experiences we have the stronger our beliefs, the stronger the conviction about the belief..
-Experiences are unrefrutable (if a person has been treated poorly in past that they expect).
-Need NEW information and experiences that will provide a new reference to make it real.
-Attack COG. distortions with anti-social references
(Deliver positive messages/Be inspiring things to change references)
-great power in saying, “You are going to be someone! I see it in you!”
-Youth are often hoping and waiting for encouragement from a leader/mentor/ teacher.
-That is why some attach to street family
-They are not bad people just lost people-just working within their frame of reference
Power of words! Spoke to a kid for minutes, attacking his beliefs… He is now in college. (Dr. Manny Scott)
(Scott in 15 minutes). He looked at me saw me and encouraged me. He did not allow me to be invisible. A complete stranger had openness and acceptance about him that inspired me to go back to school after dropping out.
Zulu greeting-I see you and relay information about your life (greetings can take days)
If you are not here for the right reason, you can hurt youth more than you can help them.

10. Changing Thinking
Dr. Manny Scott (freedom writers who later earned PHD from Berkley) Was homeless, abusive parents, was in custody, (16 different homes in high school)
One person talking to him on the bench
Erin Gruwell teacher at woodrow wilson HS in longbeach that challenged his thinking and believed in his potential ) True belief!!!!!!!!
Listen to their stories… be students of your students… Manny Scott

11. Changing Thinking
“Believe when they don’t. They will begin to believe your beliefs until they develop beliefs of their own.”
“On your worst day you can be their best hope.”
When kids trust you, that is when the kids can internalize new beliefs
Indirect or direct information (is all received and impacts)
-That is why modeling is so important
Emotions ties to responses to new experiences
(history) (bias)

12. Changing Thinking
“This is not their last chance, this is the beginning of the opportunity to get it right!”
“Where they are at is all that they know…They do not know unless we show them.” (Hope, education, positive life-style)
“Circumstances of life get in the way of their potential. provide them the tools to navigate through their circumstances to reach their potential.”
-We are here to expose/give them to tools to navigate/succeed in the future
-Think of some the kids that you have worked with in the past and their issues (I only remember the names of the most needy)
(last Quote) undesirable circumstances/ great need!!!/need tools because not prepared
- they have to do it themselves, but need supports to do so

13. Conceptual Underpinnings
Behavior meets a NEED.
We are motivated by desire
to avoid pain or gain
pleasure.
Avoid PAIN that anti-social behavior causes and align PLEASURE to positive change
See :CTS function chart
This will be a key concept for developing our SIPP.
We need to be able to identify the NEED that is being met through the use of the behavior.

14. Conceptual Underpinnings
“Behavior exist within the context of the environment.”
Kids at the Ranch vs. Juvenile Hall. Kids act out more violently at the hall vs. the ranch. (Jacob Burton Example).
Youth do better on one unit compared to another. One Shift to another. One staff to another. (Upshaw example, meds, time of day, activity (structure/unstructured))
Why does a kid does a kid blow out of class during one block or with one particular teacher and not with others? (What are the triggers in that environment?)
Factors within the environment that need to be identified that make the behavior more or less likely to occur
With these factors we can have proactive Impact vs. being reactionary
Ask questions like:
Why does doe this kid have more conflict during meal time?
Is it trauma around hunger and they get extra defensive.
OR-
Why during visiting do kids act out?

15. External and internal factors effect the ability of youth to perform to the best of their ability, to focus on their goals, to control their emotions.

16. Conceptual Underpinnings
Now I know my ABC’s…
A= Antecedents/Trigger
B= Behavior
C= Consequences
So when a kid acts out and gets a laugh from the other residence, the attention (or consequence) reinforces the behavior.
A- what happens right before behavior (internal and external triggers)
B- incident/unwanted
C- the outcome (So when a kid acts out and gets a laugh from the other residence, the attention (or consequence) reinforces the behavior. )
(lower # of triggers and reinforce positive behaviors) =(to extinguish negative behavior and support positive/prosocial behavior)

17. Control the “Controllables”
The best way to change behavior… … is to manipulate controllable variables… …We foster the environment for change. We are all Agents of Change!
World’s Best
JIO!

18. BREAK

19. Our Goal
The purpose of individualized programming is to address the thinking and needs of the youth that drive aggressive and/or unsafe behavior. The goal is to REDUCE unsafe behaviors that warrant the use of Room Separation & INCREASE safety through the use of prosocial behaviors conducive to full group integration.
SIPP Purpose- address thinking and needs that are leading to undesired behavior
Goal- reduce unsafe behaviors and increase safety so youth can participate in programming

20. Our Policy
It is our policy to provide Special Individualized Programming (SIPP) for youth who:
persistently engage in behavior that poses safety risks.
have had 3 or more periods of Separation within 30 days
have not been amenable for release within 4 hours of Room Separation.

21. Our Policy Timelines Initial-SIPP and safety plan Starts the process
Must be completed within 24 hours
Full SIPP
In depth behavioral plan
Must be completed within 7 days
Minutes(1080 minutes) time we have for a SIPP
604,800 seconds)

22. Initial-SIPP (tandem process)
The purpose of the Initial-SIPP is manage risk through Safety Plan creation
Identify behavior to be targeted and begin information gathering process for SIPP creation.
Safety plan

23. Safety Plan/Level of Group Integration:
Plan for safe reintegration.  
Meals
In-classroom school attendance (Educational services shall be provided in-person, daily)
Treatment class attendance
Shower time
Recreation and exercise
Other
Example: “Minor has issues self-regulating during meals, which has led to fights.  He will temporarily eat in his room while he works on anger control.  His trigger appears to be food.”
This will likely connect to Lines 3 and 4 (environmental factors).

24. SIPP Team Composition The SIPP team: Unit supervisor
Assigned JIO case worker
Mental Health staff
Other assigned staff as needed

25. SIPP Development
Information gathered from multiple sources to complete a SIPP that:
-- Manages safety
-- Modify targeted behaviors
-- Responsive to individual needs
Multi-Disciplinary approach

26. Our goal: To reintegrate youth to full group activities as soon as safely possible. SIPP is reviewed daily by JIO staff and weekly by unit Supervisor. Effective, Dynamic, Responsive, Living plan to target behavior!

27. SIPP Components See SIPP Manual Check One: SIPP template/Database
Initial Plan
Full Plan
Updated
SIPP template/Database
Participants)
Pull out hard copy of the SIPP and SIPP manual ( will be referencing each line of the SIPP)
Also, can follow along on computer app.

28. SIPP Components Description of Incident/Behavior Resulting in SIPP:
Define the problem behavior in clear observable terms so you can measure progress and determine why this is a problem for the resident or his/her peers.
See Help Button
This is really important because it is going to determine plan
(talk about our experience with this)

29. SIPP Components Information Gathering : Disabilities/Barriers:
List Disabilities or Diagnoses
Include description in observable terms
ADA List, IEP’s, Dispo
Examples:
“Resident acts impulsively and has difficulty sustaining attention for more than 15 minutes. ADHD diagnosis.” OYAS results?
“Resident has difficulty regulating emotions, especially in social situation. Anxiety diagnosis ”
“Resident has difficulty with auditory short term memory. He learns better when information presented visually.”
Assessment results and other barriers:
OYAS, JAIS, CTS, YOQ-sr
Side effects of medication
Lots of good information in dispos and detention hearings
35 of 110 kids on ADA list/ nearly all of are major behavior problems

30. SIPP Components SIPP feedback form correspond with SIPP sections
(same questions for all parties)
Staff Input:
Mandatory for SIPP input.
Probation
School
Mental Health
Parents/Guardian
Resident  
Initial SIPP- Input from as many parties as possible.
Full SIPP: Input MUST be provided by ALL required parties.

31. SIPP Components
Staff Input: Information will be gathered through the SIPP feedback form JIO staff will coordinate the collection of this information from all parties
Pull up input form and demonstrate use
Need update list for school and mental health staff

32. SIPP Components Multidisciplinary Team (MDT) (Optional)
MDT notes for specific youth located in Separation/CCP Database
Indicate: Need to Refer to Multidisciplinary Team or No Need for referral at this time.
MDT notes in the SIPP database

33. Break One step at a time Making so much progress
Don’t have all the answers, but we are figuring it out

34. Step 1: Defining the Behavior
Line 1: What does the behavior look like?
Line 2: Baseline Data
How often?
How long?
How intense?
SIPP Reference guide
3-5
Have the SIPP document up so they can see the lines (drop downs/ link to info. tap)
Show them how smart doc. Works
Have them follow on hard copies

35. “What does the behavior look like?”
Line 1: The Behavior
Focus on ONE behavior (that resulted in the SIPP)
Other behaviors can be addressed later in the plan (Line 7 disabilities or barriers)
Choose a category (“defiance” or “escalating aggression pattern”) AND give examples including some detail
Use observable & measurable terms
“What does the behavior look like?”
Focus on ONE behavior

36. Line 1: The Behavior Poor Example: Good Example:
Jeremiah is stubborn, defiant, and insists on doing his own thing.”
Good Example:
Compliance Issues: Jeremiah does not immediately follow directives. He argues with staff and cusses them out/ relying heavily on put downs. When the group is engaged in assigned activities, Jeremiah will walk away, refuse to engage, and/or enter restricted areas.

37. Line 2: Baseline Data Frequency: How often the behavior occurs
Every 10 seconds
2 times per year
Intensity: A description of the heightened impact of behavior (e.g. the depth, the force, the strength, the vigor) in terms of LOW, MEDIUM, HIGH, EXTREME
Yells loud enough to be disrupt unit activities- Med
Yells loud enough to STOP unit activities- High
Duration: How long the behavior lasts
Continuous for 30 minutes (SIPP Reference Guide pg. 5)
Baseline Data allows us to determine if the behavior has changed. Measure effectiveness.

38. Activity Read Case Study: Mario Take out “Mario”
Score Line 1 – Problem Behavior as adequate or inadequate and why?
Discuss
Show drop down on the smart doc.
Pull our Mario case (add Color)/ vol. to read
Take our scoring rubric (add Color)
Explain scoring rubric for line A
Take our mario inadequate SIPP (add color)
Read line 1 of Mario SIPP and note as Adequate or inadequate
Why?
Show Mario Adequate
Behavior Support Plans

39. Mario Adequate
A: Line 1-Problem Behavior Line 1: Escalating Aggression Pattern/Fighting: Mario orchestrated and participated in a gang fight in the classroom. Mario and three other Norteno gang members attacked two other Sureno gang members . Mario repeatedly stomped and punched opposing gang members requiring medical attention. The minor stopped immediately when direct by staff

40. Environmental Factors
A SIPP will not be effective
unless it addresses the environmental factors
which are contributing to the problem behavior.
Line 3 & 4
Adjustments in the environment can make the PROBLEM Behavior LESS likely to occur

41. Line 3: Environmental Predictors
Physical Setting
Social Setting
Instruction, Intervention, & Activities
Scheduling Factors
Degree of Independence
Degree of Participation
Social Interaction
Degree of Choice
REFERENCE LINE 3 HELP BUTTON ON SIPP FORM FOR DESCRIPTIONS!
There are ALWAYS Predictors
Immediate
Immediate past
Opportunity
Lack of something (like attention?)
Too much of something (like noise or work)

42. Line 3: Environmental Predictors
Poor Example (does not relate to context)
Lack of sleep
Dysfunctional home life
Needs more medication
Good Example (directly relates to context)
1.) Instruction, Intervention, Activities:
a.) When activities are of low interest or when the resident perceives the
activity is challenging.
b.) When only one activity is available
“ Be Sensitive”

43. Mario Adequate
B: Line 3-Predictors of Behavior Social Setting: 1.) When Rival gang members are present and minor feels pressure to become violent. 2.) Attack more likely when the minor has tactical advantage or identifies and opportunity to engage in the behavior. In group settings (e.g. meals, classroom, group free time)

44. Line 4: Environmental Changes
Time
Space
Materials
Interactions (Teflon responses)
Reference Line 4 on SIPP
Do the teflon responses
Look at sheet with responses/handout (Color) Do this fun exercise
Have some people share if they want to

45. Line 4: Environmental Changes:
Poor Example:
Send the resident to the couches for rough housing (Consequence vs Prevention)
Good Example:
Interaction Change: Review rules with minor prior to his/her involvement in the activity that could trigger behavior (e.g. playing basketball)
Another example: if play becomes rough, prompt resident to take five minute break //resident will loose activity if behavior continues

46. Line 4: Environmental Changes
Specify the environmental, instructional, or interaction changes necessary to remove the resident’s need to use the problem behavior.
These changes must be logically related to and consistent with the triggers/predictors.
SIPP Reference guide pg. 8
WE can control the environment

47. Mario: Line 4 Links to 3- Environmental Changes
Line 3 Social Setting: 1.) When Rival gang members are present and minor feels pressure to become violent. 2.) Attack is more likely when the minor has tactical advantage or identifies an opportunity to engage in the behavior. Most likely in group settings (e.g. meals, classroom, group free time)
Line 4 Space Change: 1.) Minor not to be in the vicinity or communicate with gang involved youth. Limit to areas and activities with no other gang affiliated youth 2.) Limit minor to closely supervised areas on unit

48. Break

49. Line 5: Function (Purpose)
All problem behavior serves a purpose (function) for the youth who uses it. This behavior has worked in the past, or is working currently to achieve an outcome desired by the youth.

50. Functional Assessment
Consider communicative intent of behavior
Match to the predictors of behavior
Look at what happens after the behavior occurs to get a clue to the function
“Outcomes” sustains the behavior… “Got what wanted with inappropriate beh.”
Behavioral bursts
Coke machine theory: What happens if you put $ in a coke machine and the coke doesn’t come out?
You shake it.. Pushing buttons rapidly… your behavior escalates…
If the child expects to get removed from class when problem behavior occurs,
If behavior is not reinforced… it escalates! In behavioral terms “extinguishing burst”
Behavior Support Plans

51. Some Functions of Behavior
To Get:
Choice
Attention in the form of:
Social status in group
Interaction w/ peers
Interaction w/ adults
Objects
Internal events
Brain chemical release
Regulate Emotions
Preferred Activities
Self-Stimulation
Play, fun
Justice or Fairness
Sensory Input
To Avoid/Protest/Reject:
Task/Activity/Demand
Specific person or group
Undesired Objects
Internal States:
Changes
Embarrassment
Lack of Meaning/Relevance
Protest past action of a person
Protest lack of choice
Protest lack of fairness/justice
Sensory In-Put
Discomfort
Go over to get and avoid
Behavior Support Plans

52. Contaminators
DO NOT use: revenge, vengeance, or power because a FERB will be developed to get that function met in a socially acceptable way, e.g., vengeance in another way is not acceptable.
Reframing Examples:
-To protest past actions of peers (use instead of “vengeance or revenge”)
-To gain sustained peer attention and positive
comments (use instead of “power”)
Retaliation, humiliation
Important to frame purpose of frame appropriately

53. Line 5: Behavioral Function
Poor Example:
The function of Jeremiah’s behavior is to gain vengeance against staff who he perceives as evil and unfair.
Good Example:
The function of Jeremiah’s behavior is to protest the requests of staff that he perceives as unfair.

54. Mario Adequate
Line 5- Function Gain status in the gang and solidify perceived identity as a gang member (Gain social status amongst peers)
FERB- have them write that on their Adequate example

55. Line 6: Functionally Equivalent Replacement Behaviors (FERB)
FERB must address/meet the function/need of the problem behavior.
Think of this as a negotiated settlement:
The youth still gets or rejects something
You get to have this happen in an acceptable manner
Win-Win – at least for now
Remember coke machine example: We do what we need to do to get what we want!
In behavioral terms “extinguishing burst” of old behavior until FERB feels just as good as
The problem behavior.

56. Another Example: Line 6 LINKS to 5
Line 5- Function Mario: Gain status in the gang and solidify perceived identity as a gang member
Line 6- FERB Mario: Positive interaction with non-gang affiliated youth to gain status and expand self-perception of identity
Grace: Mirlany Noyola example example
5. Escalating aggression pattern: Mirlany attempts to gain peer attention and positive comments when fighting. Mirlany also attempts to protest past actions of peers whom she feels threatened or disrespected by.
6. A. Escalating aggression pattern
A1. Use protest language taught in pro-social skills classes.
A2. Request a time away or break.
A3. Gain sustained positive peer attention from an alternative group for prosocial behavior.

57. Line 5- Function Gain social status amongst peers.
Mario: Line 6 LINKS to 5
Line 5- Function Gain social status amongst peers.
Line 6- FERB Mario will utilize Prosocial Skills Describe: Through positive interaction with non-gang affiliated youth
Show on SIPP FORM
Link 6 back to 5

58. Line 6: Functionally Equivalent Replacement Behaviors (FERB)
A FERB does not need to completely solve the behavioral problem. It can be a step in bringing the youth closer to the norm.
A FERB might not meet your ultimate expectation for the youth’s behavior (progress)
A FERB is not simply the absence of an inappropriate behavior.
More than one function, more than one FERB
Show MAP!
“Reward PROGRESS not PERFECTION”

59. Minor will “say okay” and comply
Ultimate Goal
FUNCTION
Protest Demands
DESIRED OUTCOME
Minor will comply with staff directives
PROBLEM BEHAVIOR
When given a directive Minor
Threatens Staff
FERB Goal
Minor will comply with staff directives, then write down his protest in the form of a grievance.

60. Does the youth already demonstrate a FERB?
If he has one REINFORCE IT!!!!
If he doesn’t have one, TEACH IT !!!!!
Andi- use of nurses office… rather than tantrum ask for pass to go outside 1st… Then if need break to nurses office following 1st attempt
Sam- Drawing
Behavior Support Plans

61. Break
WORD!!!

62. Line 7: Teaching Strategies
Can’t Do vs. Won’t Do
Be specific about teaching steps, how behavior will be taught, staff involved, and time periods.
Give at least one detail, or set of procedures
SIPP Reference Guide pg

63. Teaching the FERB
Replacement behavior needs to be taught like any other skill
Replacement behavior can be taught by any staff member assigned
Waiting for the replacement behavior to occur naturally and then reinforcing it is good/sometimes occurs, but teaching the skill guides the process
Students Need…
To be taught the skills set
To practice
feedback
Behavior Support Plans

64. Line 7: Intervention Strategies
Modeling
Role Play
Direct Instruction & Feedback
CCP Strategies & Tools
Treatment classes
Counseling or Therapy
Generalization Support
Teachable Moments
Needs to be taught by team
“Look! I made this card for you to use if you need a break!”
–Role play
Imbedded in curriculum: Practice Sharing markers while making a map of the school.
Counseling & Speech: Not the only way to teach! Don’t leave it up to somebody outside of the
Classroom… skills often do not generalize easily.
“Appreciative Inquiry”
Ask student what they did well or right today– appreciate effort then build upon it.
Behavior Support Plans

65. Line 7: Teaching the FERB
Poor Example:
Jeremiah going to receive counseling and Eric from mental health is going to teach him how to behave and not argue.
Good Example:
7a: Teach Jeremiah to respectfully disagree.
7b: Teach using Skillstreaming Skill Card “Making a Complaint” and Role Play 2 times per week with JIO.

66. Mario: Line 7 LINKS to 6- Teaching Strategies
Line 6- FERBS Positive interaction with non-gang affiliated youth to gain status and expand self-perception of identity.
Line 7- Teaching Strategies
7a)
1.) Teach prosocial skills to deal with people that he does not like or is in conflict with.
7b)
1.) These skills will be taught in ART, T4C, and through role playing volatile situations and appropriate interactions with non-affiliated peers with assigned counselors.
2.) Help minor identify vocational/long term goals, identify personal strengths, and decision making skills in order to help develop positive self-identity that is prosocial and not gang affiliated.
2.) Have student complete Cost/Benefit Analysis Chart. Debrief with minor. Review as needed, remind minor of goals.

67. Line 8: Positive Behavior Supports
Reinforcer must:
Be specifically stated
Include requirements to obtain
Also consider:
Evidence of Effectiveness
Frequency
Immediacy
Reference SIPP Form
What is the #1 reinforcer for kids K-12? Pizza
Allow youth to imitate teacher and perform warm-up activity.
Allow youth to be line leader or trash monitor with a name badge.
Behavior Support Plans

68. Line 8- Positive Behavior Supports
Mario Adequate
Line 8- Positive Behavior Supports
1.) Staff to provide feedback, verbal reinforcement, and be transfer coach for newly acquired skills.
2.) Allow minor to return to eating with group after 2 two days of no gang related activities and use of replacement behaviors (see line 9)
3.) Youth may return to school and become eligible for school points after 3 days of no gang related activities and use of replacement behaviors (see line 9)
4.) Following one week of no gang related activities and use of replacement behaviors (see line 9) youth will be given a choice of activities deemed appropriate by staff (e.g. going to gym, play field, phone call).
Tied to safety plan
Issue with these behavior supports is that they are short term-
What happens if minor progress past these goals?
Modified SIPP- changes to help support behavioral change and generalize desired behavior

69. Line 9: Sanctions
Define sanctions for targeted behavior/structure critical
Caution, use of sanctions inappropriately or inconsistently will undermine SIPP progress
Use Effective Disapproval and Authority when applying sanctions
SIPP Reference Guide pg. 17
Behavior Support Plans

70. Mario Adequate H: Line 9 Sanctions
Report gang activity to court and seek gang enhancement for gang violence
All behavior will be addressed using sanctioning grid.

71. Line 10: Behavioral Goals
At least one goal for the use of the FERB must be included
General goals to increase appropriate behavior or decrease inappropriate behavior
SIPP Reference guide pg.18
Develop goals that are defined
can be reported out on/measured

72. Mario Adequate
Line 10 Goals 1.) Stop attacking/assaultive behavior by using effective conflict resolution skills. 2.) Use prosocial skills to develop relationships/connections with non-gang affiliated peers. (linked to FERB) 3.) Minor will not engage in threatening or intimidating behavior.

73. Line 11 Conclusion General Summary of SIPP effectiveness
FERB effectiveness (successful/modified?)
What new skills were developed and used successfully?
To make sure we can measure progress.
Entries Separation database/ will begin to push this process

74. Daily Review in case notes
Our goal is to be responsive to the resident's needs and to reintegrate the minor to full group activities as soon as safely possible.  
SIPP should be dynamic and a living document, changing in response the minor’s needs and supports to meet defined behavioral goals.

75. Date SIPP ended
The date the SIPP is ended and youth functions in group activities without supports

76. Amending SIPP’s What to do when a SIPP does not work?
See page 20 of SIPP Reference Guide

77. Break

78. Group SIPP Development
Read Kyle Case Study
Find A Partner
Develop Full SIPP
Use information in Case Study given or other reasonable information from knowledge and experience of similar real life cases. Be creative & have fun!

80. Separation Data Entry All must be placed in the Database
Data is used for Monitor Reports
Unit Separation Sheet (all units)
Treatment units direct entry/GY for detention units