JOIN THE CONVERSATION PBISLC 20 Developing a Common

JOIN THE CONVERSATION #PBISLC 20

Developing a Common Understanding of Mental Health Terms Within Your e. MLSS Jill Kufalk, presenter kufalkj@wisconsinrticenter. org @jillkufalk Rachel Saladis, facilitator Rachel Denning, host saladisr@wisconsinpbisnetwork. org @Rachel. Saladis denningr@wisconsinrticenter. org

Experiencing Audio or Connection Issues? Call in Via phone: 646 -558 -8656 Meeting ID: 979 1814 4780

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We Want You To Get the Most Out of Your Virtual Conference Attendance BREAKOUT ROOMS: During the session, your host may place you into a breakout room. Click Join Breakout Room. An alert will display two minutes before a breakout room ends. When the breakout rooms close, you will be given the option to return to the main room immediately or in 60 seconds. TIP: Zoom organizes participants alphabetically. We may ask you to change your name to help us to group participants into breakout rooms (for example, “Susan Smith” might enter “Hartford Elementary Susan Smith” to make it easier to be placed in a breakout room with her team). To change your name, open the Participants panel (Windows: Alt + U; Mac: Shift + Command + U), mouse over your name, and select More > Rename.

Please Complete a Brief Survey at the End of This Session The link for this session’s survey is on the last slide of this presentation.

An Equitable, Multi -Level System of Supports This session connects to SYSTEMIC IMPLEMENTATION.

Equity Connection If you see this icon on a slide, there is a specific connection to the key system feature of equity.

Five Factors Resource If you see this icon on a slide, there is a specific connection to “Five Factors that Facilitate Sustained Implementation of a Culturally Responsive, Multi-level System of Support in Wisconsin. ” This resource can also be viewed on our website.

Session Outcomes • Gain a common understanding of mental health terms and acronyms embedded within an equitable, multilevel system of supports • Learn practical ways to build systemic common language with stakeholders Specific assessment line items connected to this session’s content: TFI, item 1. 7 SIR, item 57 TIP: Session presentations can also be downloaded from our app or from pbislc. online.

Common Language? Common Understanding? Read the following sentence: The coach asked for a pitcher.

I Put This in My Hair After I Shower. It Starts with an M….

Zoom Poll – Words Matter! • Three poll questions • Respond as best you can • Poll will close in about 60 seconds

Who Owns Mental Health and Wellness Initiatives in Your School or Building? Pupil Service or Student Services Team Grade Level Teams Academic Content Team Building Level Teams PBIS Team Individual Staff Members

EVERYONE! While each person will have different roles and responsibilities in terms of mental health and wellness in a school district, everyone MUST own the mental health initiative for all students, staff, and families. This moves us toward equity. • Understanding • Voice • Ownership

Session Outcomes • Gain a common understanding of mental health terms and acronyms embedded within an equitable, multilevel system of supports • Learn practical ways to build systemic common language with stakeholders Specific assessment line items connected to this session’s content: TFI, item 1. 7 SIR, items 57

Strategies for Capacity Building • • • Jeopardy Myths and facts (examples and non-examples) Retrieval practice Worksheets / word games Cloze activity

Culturally Responsive Practices Culturally responsive practices (CRP) account for and adapt to the broad diversity of race, language, and culture in Wisconsin schools and prepare all students for a multicultural world. DPI Culturally Responsive Education

Let’s Play Jeopardy! e. MLSS PBIS What is services, Wisconsin’s Providing equitable practices, vision and resources to every learner based uponmulti-level responsiveness to effective of an equitable, system instruction and intervention. of supports? An evidence-based three-tiered Interventions framework for What is Positive Behavior improving and integrating all of the data, systems, Supports and practicesand affecting student(PBIS)? outcomes every day. What are the key features of an equitable, multi-level system of There are 11 of these. supports? $200 Students achieve improved social and academic What happens when outcomes, schools experience reduced exclusionary discipline practices, PBIS is implemented well? and school personnel feel more effective. The key feature at the center of an. What equitable, multi-level is equity? system of supports. The number of tiers that align to the support that What students is need 3? within the PBIS framework. $100 $300 $100 $200 $300

What is Mental Health (MH)? Myths Facts Individuals experiencing significant mental illness A dimension of overall health That ranges from high level wellness to severe illness Requires individual treatment or therapy Universal strategies promote the social and emotional competence, well-being, and development of all students. It is the family’s responsibility to be the sole support for the mental health of their child. Relationships; engagement; resiliency; mental health education; stigma reduction; safe, active, and positive school climate are all important aspects of universal practice. Social and emotional learning is provided by specialists such as school counselors. Social and emotional learning are all important aspects of universal practice.

Trauma Sensitive Schools (TSS) Retrieval Practice Trus t Empowerment e c i o Ch Black, P. , Cook, E. , and Daniel, S. 2017 Col lab ora tion

Can You Name the 5 Core Values of TSS? Trus t Empowerment e c i o Ch Col lab ora tion

Social Emotional Learning (SEL) Worksheet/Word Games DPI definition: Social and emotional learning is the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to • understand manage emotions, • set and achieve positive goals, • feel and show empathy for others, • establish and maintain positive relationships, and • make responsible decisions.

Social Emotional Learning Competencies Social and emotional learning competencies are lifelong skills, essential for everyone.

Social Emotional Learning

Put Wisconsin’s Vision KNOWLEDGE: Students receive equitable access to the academic of College and Career content Readiness INTO ACTION SKILLS: School- and classroom-wide by Implementing behavioral expectations promote the application of these skills an Equitable Multi-Level System HABITS: Positive behavioral habits lead to responsibility, of Supports perseverance, adaptability, and leadership

Cloze Activity KNOWLEDGE: _____ receive equitable access to the academic _______ SKILLS: School- and classroom-wide behavioral _______ promote the application of these skills. HABITS: Positive behavioral _____ lead to responsibility, perseverance, adaptability, and leadership.

Cloze Activity KNOWLEDGE: Students receive equitable access to the academic content. SKILLS: School- and classroom-wide behavioral expectations promote the application of these skills. HABITS: Positive behavioral habits lead to responsibility, perseverance, adaptability, and leadership.

Activity Time! What Will You Bring Back to Your School or District? 1. Provide your role(s). 2. Choose an acronym from today’s learning. CRP, e. MLSS, PBIS, MH, SEL, TSS, CCR 3. Describe the strategy or activity you will use to teach the acronym/term. Jeopardy Myths and facts (examples and non-examples) Retrieval practice Worksheets / word games Cloze activity Other: share another strategy! 4. Tell us your intended audience for this activity. (my grade level team, my staff, the school board, family and community at a welcome back night) OPTIONAL: Provide your contact information, school/district, and role for networking!

Take 5 minutes to complete! Google Form Click on this link; link is also shared in chat Receive inspiration in your inbox Date: Aug. 21, 2020 From: information@wisconsinrticenter. org Subject: Brilliant Strategies Attached!

Questions? pbislc@wisconsinpbisnetwork. org

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