Behavior Health and Wellness Project Team

• Welcome and Agenda Overview
• Project Team Members Introductions
• Context: Defining Behavioral Health and Wellness
• Quality Curriculum Cycle Overview
• Behavioral Health and Wellness Cadre Work 2021-Present
• Project Team Goals and Objectives
• Jigsaw Foundational Documents: Position Paper and Best Practices
• Closing

• Danielle Hudson, Executive Administrator for Student Services
• Mason Rivers, Behavioral Health and Wellness Specialist
• Vilay Greene, Behavioral Health and Wellness Specialist
• Rachel Christensen, Administrative Assistant

• Reviewed Zoom etiquette.
• First Behavioral Health and Wellness project team meeting.

• Project team members went into breakout rooms to introduce themselves to one another including their role, community they represent, the person who has positively impacted their life, and their intention for project team.

• Behavioral Health and Wellness (BH&W) Defined 
  Behavioral Health and Wellness refers to the social, emotional and behavioral welfare of all. 
  This comprehensive system of trauma informed and anti-racist foundational strategies, universal prevention, and evidence-based interventions is intended to improve student engagement, reduce barriers to learning, and ultimately contribute to post high school success. The Behavioral Health and Wellness framework nurtures the resiliency of our students, staff, and organization by promoting well-being and building community, the core tenets of Behavioral Health and Wellness.
• The journey to Behavioral Health and Wellness began in 2015. After a large round of staffing layoffs due to a lack of funding, it was proposed to Cabinet that Beaverton invest student mental health and wellness.
• Beaverton onboarded five district social workers in the fall of 2015. 
• A Mental Health Task Force was formed during the 2019-20 (pre pandemic) school year to discuss ways to support student and families with prevention and intervention support. The task force recommended more mental health professionals in schools. That proposal was adopted as part of the district's Student Investment Account (SIA) plan.
• 2021-Present Additional social workers have been along with other support specialists under the Behavioral Health and Wellness umbrella including school counselors, nurses, and Social Emotional Learning coaches.

• About the QCC Process
• The first time in Beaverton that Behavioral Health and Wellness is undergoing QCC.
• Three main stakeholders in the QCC process: Cadre, Project Team, and School Board.

• Cadre members consists of approximately 60 field experts represented by School Counselors, School Social Workers, School Psychologists, Student Success Coaches, School Support Specialists, District Specialists, Special Education Teachers, Nurses, and Administrators.
• Context for Cadre work is rooted in: Advancing Comprehensive School Mental Health, Trauma Informed Care practices, and Equity and Inclusion.
• In the spring of 2021, Cadre members split up into three small work groups to begin drafting a position paper, best practices document, and identifying learning targets later renamed as "growth goals."
• Fall 2021, Cadre members began identifying potential social emotional learning curriculum and universal screeners, contacted publishers, and developed a plan to pilot the materials at various schools across the district.

• Project Team is a multidisciplinary group that represents all facets of education including staff, students, parents, and community members. This group reviews the proposals put forth by Cadre and makes curricular and training recommendations to the School Board for adoption.
• Defined a Multi-Tiered System of Support and its components.

  • Tier 1 - Universal delivery, of social emotional learning curriculum. All staff provide for all students.

  • Tier 2  - Small group instruction. Students have had access to everything in tier 1 but need more support. Might engage in small group curriculum around a specific need.

  • Tier 3 - Students that need intensive supports, fewer students will need this, more individualized and specific.

  • Universal Screener - Similar to an academic screener, this screener tries to identify students who are at risk or students who need additional support. Results will help guide instructional decisions. Helps us understand who are students are and who needs additional behavioral health and wellness supports.

• Phase 1 of the Adoption: For the remainder of the 2021-22 school year, Project Team will focus on phase 1 of the adoption which includes recommended a universal screener, K-12 tier 1 social emotional learning curriculum, and 6-12 tier 2 drug and alcohol intervention program.
• Phase 2+ of the Adoption: Will resume 2022-23 and integrate universal screener results to identify, explore, and recommend tier 2 and 3 programs and curriculum to adopt.
• Current project team members are invited to participate in Phase 2+ of the adoption next year, no need to re-apply.

• Project Team members had the opportunity for a first read of the Behavioral Health and Wellness position paper (draft) and best practices (draft) document.
• Members jigsawed the documents in small groups for a deeper discussion, reflection, and review.
• Members were given time to make suggestions, edits, and ask clarifying questions about the two documents.
• Project Team will have until March 4 to submit their recommendations, suggestions, and edits.
• Cadre will review all recommendations from Project Team and return to the April 20th with a final draft to vote on.

• Next meeting will be on April 20, 2022. We will have a presentation from the secondary drug and alcohol intervention small group, universal screener small group, and vote on finalizing the position paper and best practices document.

• Welcome
• Connection
• 2nd Read: Best Practices and Position Paper
• Best Practices Vote
• Position Paper Vote
• Presentation: K-12 Universal Screener
• Presentation: 6-12 Drug and Alcohol Prevention

• Danielle Hudson, Executive Administrator for Student Services
• Mason Rivers, Behavioral Health and Wellness Specialist
• Vilay Greene, Behavioral Health and Wellness Specialist

• Reviewed Zoom etiquette.
• Reviewed project team goals.

• Watched Cal's Story
• Project team members went into breakout rooms to dialogue around two central questions:
  • From your perspective, what issues do you see most impacting adolescent substance use?
  • What opportunities exist in the school system to address adolescent substance use?

• Position Paper Vote Summary
  • Five - 13
  • Four - 7
  • Three - 1
  • Two - 1
  • One - 0
  • Zero - 0
• Best Practices Vote Summary
  • Five - 12
  • Four - 7
  • Three - 2
  • Two - 1
  • One - 0
  • Zero - 0

• We are suspending presenting the universal screening tool proposal tonight due to information from the publisher that would impact the district's capacity to implement the tool.
• Mason and Danielle will meet with the publishers to discuss implementation barriers. If an agreement is not reached with the publisher, cadre will go back and look at other options. 
• More information will be shared with the project team after the meeting with the publisher.

• Introduced the two district specialists spearheading the substance use exploration committee.
• Provided an overview of past and current substance use diversion programs:
  • Insight - a 4 part diversion program that students and families attended in the evenings. This occurred pre-COVID.
  • Insight Online - During the pandemic, Insight moved to an online, self-directed course students had 4 weeks to complete. No family component. 
• Drug and Alcohol Assessments
  • Prior to the 2021-22 school year, students and families were responsible for finding their own provider to conduct a chemical dependency assessment.
  • Currently, BSD has a contract with Lifeworks Northwest to provide a chemical dependency assessment, free of charge.
• Teen Intervene Overview
  • Teen Intervene (TI) is a guided program that aligns with the SBIRT model: Screening, Brief Intervention, and Referral Treatment.
  • Students who are referred to Teen Intervene meet one-on-one with a Substance Use Specialist for a total of three sessions. Two sessions will be 1:1 between the student and specialist, the third will include parent/guardian participation.
• Reconnecting Youth Overview
  • Credit based class for 10-12 students.
  • Students who are at risk for dropping out, exhibit poor attendance, multiple violations, and/or have exhibiting mental health issues are eligible.
  • This course would be offered at both the middle and high school level.
  • Focus of the program is on harm reduction and working with parents to keep students in school.
  • Program outcomes: increased school achievement, increased mood management, and decrease in drug involvement.
  • The course also covers strategies on how to manage stress, help seeking behaviors, and asking adults for help.

• Continued partnership with community agencies to provide chemical dependency assessments free of charge to families.
• Harmony High
• Additional staff and training of 5 district Substance Use Specialists.
• Training for Behavioral Health and Wellness staff on screening and referral processes.

• Meeting reminder: May 4th, 4:30pm-6:30pm

• Welcome
• Connection
• Introduce Secondary (6-12) Social Emotional Learning Instructional Resources 
• Introduce Elementary (K-5) Social Emotional Learning Instructional Resources
• Second Read: Secondary (6-12) Substance Use Resources

• Danielle Hudson, Executive Administrator for Student Services
• Mason Rivers, Behavioral Health and Wellness Specialist
• Vilay Greene, Behavioral Health and Wellness Specialist

• Reviewed Zoom etiquette.
• Reviewed project team goals.

• Welcome
• Community
• Content
• Character
• Closing

• Starting in September with gathering recommendations from staff and Cadre members
• Initial review of recommendations by our QCC steering team. Utilized criteria set by the Cadre member
• 3 small groups of Cadre members reviewed all programs (cut one program)
• Teacher pilots happened in the month of April (40 teacher pilots)
• 3 small groups reviewed pilot information to make final recommendations

Watched a brief Character Strong overview video.

• What resonated with you?
• What are you excited about?
• What do you need to know more about?

• Scope and sequence of sessions
• Additional overview videos
• Evidence base
• Summary
• Program login
• Feedback form

• Share
• Inspire
• Empower
• Act
• Reflect

Watched The Science of Kindness video.

• Kindness Concepts are taught through 6 units of the same title
• K-5 alignment. Sequence for each grade. All grades do the same unit at the same time.
• Lessons are once a week, then approximately 2 weeks of projects
• Core Social Emotional Learning Competencies from CASEL (Collaborative for Academic, Social, and Emotional Learning)
• Aligns with NHES (National Health Education Standards) and Common Core English Language Art
• Family letter introducing the concept and offering activities/recommendations
• Each lesson includes a teacher connection
• Tips to differentiate lessons for diverse learners

Watched How Full is Your Bucket video from the second grade 'Respect' unit.

Project team members reflected on what resonated with them, what excited them about the program, and what additional information they wanted.

Shared that additional information, similar to Character Strong, will be sent out to project team members for review.

• Temporary pause on Reconnecting Youth for phase 1
• Reviewed program goals, scope and sequence, and implementation of Teen Intervene.
• Project team members engaged in a small group reflection activity and were given time to explore the additional Teen Intervene resources.

Reminder that the next project team meeting is May 18 where we will pose a vote on the elementary and secondary social emotional learning instructional resources as well as the secondary substance use prevention program.

• Welcome and Connection
• Vote: Elementary Social Emotional Learning Instructional Resources (Kindness in the Classroom)
• Vote: Secondary Social Emotional Learning Instructional Resources (Character Strong)
• Vote: Secondary Substance Use Intervention Instructional Resources (Teen Intervene)

Project Team members voted on the three instructional resources:

• Elementary Social Emotional Learning: Kindness in the Classroom
• Secondary Social Emotional Learning: Character Strong
• Secondary Substance Use Intervention: Teen Intervene

The following are the results of the Fist-to-Five Vote:

• Kindness in the Classroom
  • 0 - NA
  • 1 - NA
  • 2 - NA
  • 3- 4 Votes
  • 4 - 8 Votes
  • 5 - 12 Votes
• Character Strong
  • 0 - NA
  • 1 - NA
  • 2 - NA
  • 3- 2 Votes
  • 4 - 9 Votes
  • 5 - 14 Votes
• Teen Intervene
  • 0 - NA
  • 1 - NA
  • 2 - NA
  • 3- 3 Votes
  • 4 - 9 Votes
  • 5 - 13 Votes

Project Team moved to pass all three proposals for instructional resources. The proposal will be shared with the school board on May 23, 2022.