PMBH COMP 2017-18
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Purpose and Work Streams 2017-18
Student Physical, Mental, and Behavioral Health
Vision: All students will live, work and thrive as contributing and valued members of our community

Mission: To achieve MMSD Vision 2030, we work collaboratively to provide high-quality, equitable, inclusive instruction and services to engage all students in high levels of learning.

Services: Student Services provides the necessary resources and supports to assist students in accessing high quality instruction, especially those experiencing barriers to success in areas such as attendance, achievement, behavior, physical health, mental health, and basic needs. By promoting wellness for the whole child, this department contributes to the district vision of preparing all children to be college, career and community ready upon graduation

Theory of Action: If the Student Services Physical, Mental, and Behavioral Health team coordinates to develop and implement our cohesive framework; in partnership with principals and their school-based leaders, in support of a school’s improvement plan; then school-based staff will have the knowledge, skills and corresponding infrastructure; to ensure all students have equitable opportunities and high levels of social emotional and academic learning in a safe environment
Department Manager
Leia Esser
Data Point Person
Brian Holmquist
Major Work Streams
Developmental DesignsRevise and review annual training plan, informed by saturation plan, targeting schools based on number of staff trained and / or school need. Prioritize training to target schools based on culture and climate visits. Work with principal to get all staff trained and calibrated, including the principal(s). Provide job-embedded professional development through school support from central office.

Develop annual training plan, informed by saturation plan, targeting central office based staff. Prioritize training departments who do PD for the purpose of SEL and RC/DD integration. Work with department staff to get all staff trained and calibrated. Provide job-embedded professional development through co-designed professional development
Quinn Craugh
Intensive Support TeamMonitor and refine the request for support system to address the needs from schools. (The current system is intended to be efficient for schools to request support, for Central Office IST to respond and initiate supports to address the request. ) Advance the use of the referral system to address student-record documentation of these services will be initiated and monitored during. (This additional documentation will allow/support schools/teams in the future to be aware of the problem solving, supports, and recommendations related to the "request for support" from the Intensive Support Team). In addition to the "basic" documentation of these services, any additional plans, data collection tools, or supporting documents will be archived into the student record (digitally) for future access). Closing process/procedures to include school-based feedback for the IST to review and adjust future services will be developed and initiated. This data will be reviewed quarterly by the IST and refinements will be made accordingly. Work with Research and Evaluation to develop reporting mechanisim for real-time data pulls on students involved with the IST and monitor consistently.Brian Holmquist
Behavioral Health in SchoolsRefine referral pathways in order to meet caseload expectations through student services teaming and partnership with BHC Clinicians. Optimize data collection systems to facilitate data sharing and analysis (e.g., optimal use of BHS Data Dashboard and Referral Snapshot). Improve SDQ completion by both Teachers and Parents. Work with evaluation team to adjust outcome expectations, especially those related to attendance, behavior, and suspensions. Clarity expansion expectations and future investment in BHS to reach sustainability. Develop advisory council for families/parents. Armando Hernandez
Behavior Education Leadership Team Meet weekly prioritizing the following major outcomes: 1) review culture and climate data to inform action steps and support needs in conjunction with the timeline of implementation of the Behavior Education Plan and 2) use protocols to dig deeper into structures and systems related to behavior management and then disrupt strategies and systems marginalizing and disproportionately impacting African-American students and students with disabilitiesQuinn Craugh
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