Goal 3: Mental Health

Support student mental health and executive functioning skills.                                        

Objective 3.1 Expand access to student mental health resources.

• 3.1.1 Evaluate the role and need of internal school-based mental health professionals (e.g., school counselors, social workers, and psychologists).
  • Follow a Prevent, Reaffirm, Evaluate Provide and Respond and Examine (PREPaRE) informed approach for school crisis response.
  • Provide training for stakeholders related to school-crisis response and Behavioral Threat Assessment and Management (BTAM).
• 3.1.2 Partner with external community mental health providers and reduce barriers for families to access resources.
  • Review district process for vertical articulation of outside agency supports (e.g., CARE, MiBest).
  • Provide community events to promote mental health awareness and resources.
• 3.1.3 Provide Crisis Prevention Intervention (CPI) verbal de-escalation strategies training for staff, including non-instructional staff.

Objective 3.2 Strengthen executive functioning and social-emotional learning in the curriculum.

• 3.2.1 Leverage our Multi-Tiered System of Support (MTSS) system to promote self-regulation, organization, and resilience at all levels.
  • Embed Social-Emotional Learning (SEL) and executive functioning across content areas.
  • Train educators to support social-emotional learning and executive functioning development.

Objective 3.3 Cultivate a school culture that supports students' mental, physical, physical and social well-being.

• 3.3.1 Expand on School-wide Positive Behavioral Interventions and Supports (SW-PBIS).
  • Increase positive, prosocial school behaviors through teaching and reinforcement.
  • Reduce behavioral challenges through consistent implementation of tiered supports, protocols, and data-informed practices.
• 3.3.2 Promote inclusive, trauma-informed practices.
  • Engage stakeholders in professional development.
  • Develop strategies and provide coaching to support staff in implementation.

Objective 3.4 Strengthen systems and supports for addressing student behavior within the classroom setting using the Problem-Solving Team (PTS) process. 

• 3.4.1 Refine building-level student problem-solving teams to proactively support student behavior and academic needs.
  •  Provide training for staff on implementing Behavior Intervention Plans (BIPs), Functional Behavior Assessments (FBAs), and data-driven decision-making.
  • Develop a consistent process for identifying, documenting, and monitoring behavioral interventions and student progress.
  • Engage families as partners to ensure consistency and collaboration between school and home.