/Social, Emotional and Behavioral Supports for Students
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Social, Emotional and Behavioral Supports for Students2018-02-14T08:23:23+00:00


(This summary does not contain every practice to support the social and emotional needs of students at each school but is a comprehensive summary.)

  • Constant focus on school climate and response to student needs. This includes evaluation of data related to student behavioral, discipline, attendance and other factors. Multiple schools use formal, research-based programs such as Positive Behavioral Intervention Support (PBIS), Tribes, Character Counts and Second Steps. The priority in each building is to provide a safe and welcoming learning environment for each student to feel successful.
  • Problem solving methods and practices with students. These include peer resolution.
  • School Climate programs include bullying, intimidation, threat recognition and response training opportunities for all staff, especially playground supervisors and teachers.
  • Character Counts programs – Monthly respectful and responsible themes.
  • Training of staff members in “Systematic Supervision”.
  • Guidance lessons from teachers and counselors including weekly focus lessons.
  • Social skills groups.
  • Student connection to a positive, caring adult – every day.
  • School assemblies specific to appropriate behaviors and student anti-bullying responses.
  • Use of instructional programs such as “Bully B Ware” and activities during October, National Anti-bullying month.
  • Student mentoring programs.
  • Standardized building expectations communicated through classrooms, assemblies, Advisory Groups and daily expectations.
  • Use of curriculum that addresses the behavioral support of students. The most prominent elementary curriculums in the district include “Second Steps Anti-Violence”, “Steps to Respect” (anti-bullying), and “The Michigan Model” Health Curriculum (drug prevention, anti-bullying, conflict resolution, etc.).
  • Internet safety curriculum and instruction. Includes instruction on Internet etiquette and cyberbullying.
  • Student body meetings and use of support groups such as Link Crew.
  • School-wide focus with an emphasis on cooperative and collaborative learning, empathy, positive character traits, respect and kindness to others.
  • Required background checks for all district volunteers.
  • Annual inservice to principals about laws related to student social/emotional support, anti-bullying and threatening behaviors.
  • Staff meetings used for training purposes.
  • School and district newsletters with safety, behavioral and mental health information.
  • Annual District Safety Awareness Month – October
  • Data driven feedback — safety surveys and use of the Oregon Healthy Teen Survey.
  • Immediate and consistent response to all reports of bullying and threatening behaviors. “No tolerance” is a district-wide attitude.
  • Peer monitoring behaviors with instruction about the necessity to report when it is observed. Focus on themes — “There are no innocent bystanders”, “Safety is not tattling”, “Failure to report is a consequence”.
  • Use of “Options” room and “Respect” room.
  • Use of security staff members.
  • Collaboration with city and county law enforcement agencies including campus presence during the school day, during safety drills, during class presentations and response to school behavioral needs.
  • Student support (CARE) Teams to address student behavioral needs and to develop plans for social-emotional support.
  • Uniform District-wide safety procedures and training.
  • Applied results of district-wide vulnerability assessment including security fencing, improved communication systems and training.
  • District-wide training on Standard Response Protocols (lockdown and lockouts)
  • Use of district School Resource Officer

Higher Level Responses

  • Behavioral CARE Intervention teams.
  • Level I and Level II Threat Assessment Teams and Response.
  • Level I and Level II Suicide Assessment Teams and Response.
  • Level I and Level II Sexual Incident Assessment Teams and Response
  • School discipline systems and behavioral intervention systems, including communication to parents.
  • Required psychological exams, including recommendations for student behavioral plans.
  • Use of Functional Behavioral Assessments
  • School/Building Security systems.
  • Collaboration with mental health specialists, private mental health providers.
  • On-staff district psychologist and behavioral specialists.
  • Suicide prevention and intervention practices.
  • Use of Marion County Health Department Family Support Advocates.

Common prevention, intervention and response supports related to student anxiety, depression and suicide risk

  • Student Anxiety and Depression
  • 504 Plans
  • Group Counseling
  • Individual counseling and individual support plans
  • Family and private provider communication plans
  • 3 Staff trainings on adolescent anxiety
  • Student Education in Health Classes
  • Suicide Risk
  • Staff, student, parent, community referrals
  • Level 1 and 2 risk assessments
  • No harm contracts
  • Student Support Plans
  • Student Education in Health Class
  • 2 Staff QPR (Question, Persuade, Refer) trainings through WESD
  • Use of Safe Oregon web site
  • Marion County Youth and Family Crisis Services
  • Secondary Trauma
  • Flight Team (Researched-based model to immediately identify needs and create support plans)
  • Student Support Groups
  • Referrals to Marion County Crisis Services
  • Specialize Advisory Group lessons
  • Ongoing training and support for staff