2018-19 PMBH COMP
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BCDEAA
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Purpose and Work Streams 2018-19
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Physical, Mental, and Behavioral Health
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Purpose
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PurposeRole
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We believe that promoting social, emotional, & physical well-being, as well as positive, safe, and equitable school climates maximizes learning for all students. Our work is grounded in the values of compassion, dignity, advocacy, justice, and collaboration, as is organized into four areas of focus: Integrating Classroom and Schoolwide Practice, Enhancing School Culture and Climate, Promoting Student Services Teams, and Promoting Social, Emotional, Physical Well-Being. We 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, our department contributes to the district vision of preparing all children to be college, career and community ready upon graduation.Department Manager
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Jay Affeldt
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Data Point People
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Brian Holmquist and Quinn Craugh
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Major Work Streams
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TitleDescriptionLead
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BEP Revision ProcessEstablish and facilitate the Board of Education Ad Hoc Committee, inclduing the development of a Plan of Work and meeting schedule, to effectively gather stakeholder input and collaborate to make formal recommendations to the full Board of Education. Plan and facilitate the Guiding Coalition, to identify and discuss various section sof the Behavior Education Plan policy in need of revision, to advise the Ad Hoc Committee. Conduct electronic stakeholder surveys and listening sessions for families and staff to gather anecdotal input on necessary revisions to policy, staffing, and implementation. Engage principals in a discussion on necessary adjustments. Draft and finalize recommendations for changes in policy, staffing, resources and implementation. Jay Affeldt
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Culture and Climate VisitsProvide tools and resources for schools to implement a restorative approach to school discipline, ensuring explicit instruction in social/emotional standards K-12. Complete school visits to Phase 1 and Phase 2 schools, as identified by data analysis. Inform key stakeholders (PMBH, BELT, Chiefs, Superintendent) of the results of the pre-assessment and areas of focus for implementation by school. Complete follow up meetings/action planning with schools after the visit to monitor implementation of the chosen focus area"Quinn Craugh
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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 targeting central office based staff. Prioritize training departments who conduct 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
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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 mechanisms for real-time data pulls on students involved with the IST and monitor consistently.Brian Holmquist
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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
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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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Restorative PracticesContinue the development of system-wide use of restorative practices at the schools in Cohorts 1 and 2, and further develop a continuum of implemmentation as a tool for every school to self-reflect on their own development of these practices. Consult and support in a range of schoosl to continue moving schools forward in their developmentand use of these practices. Restorative justice is a philosophical framework and a social movement, rooted in values such as interconnectedness, equality, and respect, holds that wrong-doing is more fundamentally a violation of people and relationships than of rules or laws. Violations, or harms, create needs and obligations, and the primary obligation in a restorative process is to repair the harm to the extent possible. Restorative practices grow out of this philosophy, and are particular approaches to both building and maintaining healthy relationships and community, and addressing a range of challenging situations, including when harm has been done. Quinn Craugh
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Welcoming Schools Contnue direct support of and facilitate professional learning for the Welcoming Schools cohorts, to further develop use of the Welcoming Schools practioces across these school communities. Welcoming Schools is a national program being used in MMSD to create more respectful and supportive schools for all students, staff and families. Every educator has a personal responsibility, regardless of personal values and beliefs, to provide a sdafe and accepting learning envioronment for all students. Professional development, lesson plans, books and inclusive language are provided around family diversity, gender and LGTBTQ+ inclusion and preventing bias-based bullying. Social emotional learning, families, equity, respect, diversity, beloning, sfaety, bullying prevention. Not teaching our own beliefs or trying to change others' beliefs. Quinn Craugh
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MindfulnessMindfulness in MMSD, a part of the MMSD Employee Wellness Program, offers professional development and training to all MMSD staff. The program is founded on evidence that mindful awareness contributes significantly to personal and relational well-being and a belief that mindfulness is a way of being and not a technique. Guided by a vision that prioritizing staff well-being ultimately enhances student wellness and learning, the aim is to provide wide access for our teachers and all staff. District-wide courses are offered frequently throughout the school year and during the summer. Consultation and presentations to schools and departments are available upon request, and resources for deeper individual exploration and learning are also available.Sally Zirbel-Donisch
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NVCIWisconsin Act 125 mandates that training in the use of restraint and seclusion is required for any school staff member prior to using physical restraint or seclusion. Participation in this 1-day training is for the safety of our students and staff. MMSD’s Nonviolent Crisis Intervention (NVCI) training is designed to assist you in learning how to effectively prevent emotional and behavioral escalation as well as assist a person who has already escalated. Stages of emotional and behavioral escalation are described, and each stage is paired with a positive action plan for educators and teams to prevent escalation or support an already escalated student to deescalate. The content emphasizes proactive interventions and supports, State of Wisconsin legal requirements, MMSD guidelines, and appropriate restraint and seclusion techniques. Each participant will be expected to pass a legal quiz, as well as demonstrate proficiency in implementing appropriate restraint techniques.Brian Holmquist
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LGBTQ+Advocate for macro-level school change efforts and policies, based on student & family voices. Consult with MMSD Staff, empowering them with the tools and support they need to assist LGBTQ+ youth and their families. Lead Professional Development, focusing on creating safe and inclusive school climates for all students. Strengthen Home, School & Community Partnerships for LGBTQ+ youth. Collaborate with Gender & Sexuality Alliances (GSAs) and Student Leadership Groups to gain youth voice. Lead Action Team to expand guidance for transgender, non-binary, and gender expansive youth. Advocate for Mental Health needs of LGBTQ+ youth, including Trans Youth Group, community resource development, and family involvement. Coordinate team to implement All Gender Restrooms and Changing Areas district-wide. Coordinate District-wide training for all MMSD staff on Supporting Transgender, Non-binary, and Gender Expansive YouthQuinn Craugh
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Nursing ServicesSupervise and evaluate the care given by school-based RNs and NAs. Work closely with other MMSD administrators and community partners to coordinate Health Services program planning and service delivery. Maintain effective quality assurance, staffing, and crisis response as necessary. Coordinate with Nurse Leads to provide program and clinical support to school nurses and nurse’s assistants across the district. Develop, communicate and support the implementation of the MMSD Wellness Policy. Coordinate maintenance of immunization records and other student heath records. Maintain health services equipment and provide necessary training on CPR, first aid, and medication administration for staff. Sally Zirbel Donisch
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EduCLIMBER implementation for behavior data entry and analysisCollaborate with other MMSD to communicate with eduCLIMBER programmers to recommend necessary program adjustments to the software. Develop effective resources to train all stakeholders in incident entry, data access and analysis. Consult with mobile repsonse teams to develop effective systems of response to document necessary interventions and consequences, and to ensure incident closure.Quinn Craugh
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Restorative Critical Response
In collaboration with the District Critical response Team, we will collaborate to provide any necessary level of support for school communities dealing with a critical incident, through effective coordination and deployment of expert supports and other resources from within our deprtment. A critical incident is a sudden, unexpected and uncontrollable event that poses a serious threat to life and may result in an acute stress response. Often referred to as ‘crises’, incidents can be either acute or chronic in nature, and can be experienced or witnessed. Examples of critical incidents include, but are not limited to, death, accidents, illness, community violence, domestic violence, abuse, neglect, assault, and/or natural and man-made disasters. While a distress response is inevitable, behavioral changes and psychiatric disorders may also follow a critical incident. An effective response can help ameliorate these effects. Brian Holmquist
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