How We Are Addressing The Needs Of Our Students Now And In The Future

1. How We Are Addressing The Needs Of Our StudentsNow And In The Future Reading Public Schools Behavioral Health Task Force Recommendations With Year 1 Updates!

2. Initiatives and Direction

3. Initiatives and Direction • Partnership with Reading Police Department • Updated Safety Plans and Coordinated Drills • Revised Search and Seizure Policy • Breathalyzers at School Events • Engaged Community in Race to Nowhere • Increased Social Emotional Curriculum in Schools • Open Circle (K-5) • Second Step and World of Difference (6-8) • Cyberbullying and World of Difference (9-12) • Implemented Grade 9 Advisory at RMHS • Hired Behavioral Health Coordinator • Piloting Restructured School Psychologist Role

4. Additional Initiatives • Health Education/Wellness • Lifeskills • Decisions Program w/Opiate Prevention • Choice Programs • Project Adventure • Special Programs (Improbable Players, District Attorney, Michael Fowlin, Rachel’s Challenge) • Education Through Drama • Middlesex Partnership for Youth • Child Development Class • Hospitalization Re-Entry Program • MIAA Trainings and Rules Enforcement • Developed the Behavioral Health Task Force

5. Behavioral Health

6. Our Students • Dealing with Social Pressures and Expectations • Academic Demands • Family Expectations • Family Issues • Fear of Failure • Fear of not being liked by peers • Overscheduled • We need to provide opportunities for students to access resources and build the skills for them to advocated for their needs and balance their lives

7. What is Behavioral Health? The social, emotional, and behavioral well-being of all students, including but not limited to students with mental health needs. Behavioral health concerns both the reduction of problem behaviors, and the optimization of positive and productive functioning.

8. Key Findings of Improved Behavioral Health in Schools • Improved academic achievement: Students in SEL programming experienced significantly greater academic achievement than students who do not receive SEL. • Improved school attitudes and behaviors: SEL instilled greater motivation to learn, a deeper commitment to school, increased time devoted to schoolwork, better classroom behavior, and improved attendance and graduation rates. • Fewer negative behaviors: Among students receiving SEL instruction, disruptive class behavior, noncompliance, aggression, delinquent acts, and disciplinary referrals decreased significantly. • Reduced emotional distress: Reports of student depression, anxiety, stress, or social withdrawal significantly decreased among students receiving SEL instruction.Source: Durlak, J.A. Weissberg, R.P., Dymnicki, A.B., Taylor, B.D., & Schellinger, K.B. The impact of enhancing students' social and emotional learning: A meta-analysis of school-based universal interventions (2010).

9. Behavioral Health Task Force • 26 Teachers, Parents, Administrators, Community • All Schools Represented • Met 5 Times During Summer

10. Recommendations Behavioral Health Task Force

11. Leadership • As a community, use the theme of supporting the behavioral health of the whole child as an overarching goal for all areas. • Revise the mission, vision, and district wide goals of the Reading Public Schools to include and emphasize the behavioral health of all students in all areas.

12. Professional Development • Align professional development with the district and school wide behavioral health goals. Use our school based and community experts and resources to provide training, where appropriate. Staff training needs to focus on the identification and understanding of the social and emotional development of students. • Develop a robust data system that allows staff to easily access pertinent student data in a confidential manner, particularly during transition years. • Include other community organizations (youth sports, Reading Recreation, RCASA, and church youth groups) and parents as participants in professional development opportunities.

13. Access to Resources and Services • Provide a fully integrated behavioral health model so that all students have access to services when needed. • Develop and implement a plan to increase building based clinical staff to improve access for all students, families, and staff. As part of this plan, examine current caseloads and restructure the roles of our mental health and other student service staff in order to provide equitable distribution of behavioral health resources throughout the school district. • Improve reentry plans for students at all levels who have been out of school for a period of time. (i.e. hospitalization, family death, illness)

14. Academic and Non-Academic Services • Provide a social emotional curriculum as part of every student’s schedule in grades PreK-12. This includes, but is not limited to Open Circle (Grades K-5), Second Step (6-8), Advisory (Currently in Grade 9) and Wellness (9-12). • Examine course offerings at all levels to integrate strategies and practices addressing the needs of the whole child. Expand high school elective programs to offer more engaging and relevant courses, including Health and Wellness choices.

15. Academic and Non-Academic Services • Educate high school parents and students about making realistic choices for course offerings that provide balance in their lives, while preparing for post secondary options. As part of this discussion, develop guidelines on the number of AP courses a student may take in a semester. • Develop and implement a set of guidelines at each level about homework. These guidelines should include the purpose of homework, estimated duration, support for students who do not complete their homework, and other factors.

16. School Policies, Procedures, and Protocols • Review all policies, procedures, and protocols regarding the behavioral health of students in all areas. • Develop a set of protocols and procedures for early identification of student needs, regardless of age. • Assess existing discipline policies and procedures at each level, including developing alternatives to suspensions. • Focus on student at-risk data such as tardiness and absences to identify patterns and address the issue.

17. Collaboration with Families and Communities • Conduct training and provide resources on a variety of topics including behavioral health issues in children, understanding student reports, and how to use Edline. • Review student grading and investigate the possibility of adding comments that describe the social emotional development of students.

18. Collaboration with Families and Communities • Hold a World Café discussion around topics that impact behavioral health issues (i.e. sports, extra-curricular activities, pressures of participating) and include community input and involvement in the recommendations. • Brainstorm a “Community Campaign” to promote behavioral health once recommendations have been established.

19. Year 1 Progress : Leadership • Behavioral Health Task Force meetings held. • Community Dialogues hosted. • Behavioral Health Blog and edline page actively maintained. • EWIS (Early Warning Indicator) state pilot participation.

20. Year 1 Progress : Professional Development • Dr. David Walsh and Dr. Robert Macy staff trainings. • Blue Ribbon Conference presenters: mindfulness, social/emotional learning, signs of depression, leveraging community resources, etc. • icanhelptraining for parents and teachers in development • Increased use of school based and community experts and resources to provide training where appropriate. • Participation in JobAlike group of transitional programs in the greater Boston area schools. • Clinical supervision provided for school mental health providers. • Behavioral Health Blog and edline page maintained. • WedikoChildren’s Services consultation with High School and WoodEnd Elementary. • Behavioral Safety Training with Quality Behavioral Solutions.

21. Year 1 Progress: Access to Resources • Member of CSA System of Care meetings, increasing access to services. • TeenScreenmental health screening for 8th and 10th graders piloted in the Spring. • Clinical supervision provided for school mental health providers. • Examine current caseloads and restructure the roles of our mental health and other student service staff. (See budget excerpts) New LISCW positions, New district-wide evaluator position. • Behavioral Health Blog and edline page maintained. • Eliot / DCF presentations to special education staff and district administration.

22. Year 1 Progress: Academic and Non-Academic Services • Re-entry process drafted/refined for students returning from hospitalization. • Investigate homework research at Administrative Council and building level. • WedikoChildren’s Services consultation with High School and WoodEnd Elementary.

23. Year 1 Progress: Policies, Procedures and Protocols • BaselineEdge data system pilot program in Killam Elementary School. • Supervisor of attendance certification secured for CHINS filing. • Re-entry process drafted/refined for students returning from hospitalization. • Create consistent Student Support Team process district-wide • EWIS (Early Warning Indicator System) state pilot participation. • New, comprehensive Chemical Health policy for all students grade 9-12.

24. Year 1 Progress: Family Collaboration • Dr. David Walsh and Dr. Robert Macy parent workshops. • Parent workshop series • Family for Depression Awareness • icanhelp/RCASA • Stress Management and Coping Skills • Strengthening Student’s Social Skills • EMarc/ RCASA presentations and trainings to parents and PAC meetings.