- Welcome
- Behavior / Classroom Management
- Mental Health
- PBIS
- CPI
- Crisis Response & School Safety
- FEP
- Contacts
Welcome
- Welcome
- Self-Care Tips for Educators
- MTSS for SEBH (Social, Emotional, Behavioral Health) Updates from Keystone
- Contacts
Welcome
Website designed to help Iowans with mental health needs
Mental health professionals from Iowa’s nine AEAs recently collaborated to create a website for Iowans who are searching for mental health assistance. The website at www.IowaAEAMentalHealth.org came from a request by the state legislature to help educators, parents, and students navigate resources related to mental health and well-being in Iowa. In addition to AEA contacts for the schools, the site provides contacts for the home setting from Iowa’s Mental Health and Disability Services (MHDS).
The website features vetted sources to educate visitors about addiction and substance abuse; anxiety and stress disorders; attention deficit disorder; depression; eating disorders; and self-harm.
SEBH Learning Opportunities
👉 Explore Social Emotional Health learning opportunities. We hope to see you there!
Virtual Calming Room
Take a few minutes for yourself to explore the sounds and sights of a virtual calming room.
Iowa AEA Mental Health Website printables available
Self-Care Coloring and Activity Books
designed for students in Grades 5-8
Order Form for Resource Bookmark
designed for educators and parents
Elevate Mobile Crisis Response
Elevate Mobile Crisis Response team
runs 24/7/365. Learn more.
Educators, parents, healthcare workers, and citizens of Iowa who experience a mental health crisis are encouraged to contact their county’s mobile crisis provider for assistance within 60 minutes. Please see the Mobile Crisis Response map for more details.
RESOURCES FOR CHECKOUT
We offer many resources in our lending library. to support social, emotional, behavior, and mental health.
Self-Care Tips for Educators
MTSS for SEBH (Social, Emotional, Behavioral Health) Updates from Keystone
Get the latest updates
SEBH Updates: Helpful tips for supporting students and staff transitioning back to school. Reminders of upcoming trainings and changes in legislation impacting SEBH in schools.
- SEBH
- all others
- dbq
- teacher update
SEBH Updates: Linking information shared by Dr. Ruby Payne to research and current practices. Review various brain-based differences and how you can support all students in your classroom. Information is also provided on upcoming learning opportunities for adults.
- SEBH
- all others
- dbq
- teacher update
SEBH Updates: Linking information shared by Ruby Payne to research and current practices. Review the impact psychosocial development can have on school-age students. Information provided on upcoming learning opportunities for adults.
- SEBH
- all others
- dbq
- teacher update
SEBH Updates: Linking information shared by Ruby Payne to research and current practices. Review the way our brains process emotional information. Information provided on upcoming learning opportunities for adults.
- SEBH
- all others
- dbq
- teacher update
SEBH Updates: Linking information shared by Ruby Payne to research and current practices. Review the importance of adult emotionally stability. Information provided on upcoming learning opportunities for adults.
- SEBH
- all others
- dbq
- teacher update
Contacts
Please contact a member of your district's Navigator Team or refer to our specialized services directory.
This site provides resources for the multi-tiered system of supports for social, emotional, behavioral health – sometimes referred to as safe, supporting, and sensitive schools.
Behavior / Classroom Management
Welcome
Universal Supports (Well Managed Classroom)
These nine practices impact academic learning time and ultimately student achievement while ensuring a positive learning environment. Implementing these evidence-based practices has been shown to maximize learning for all students while minimizing discipline problems. These materials can be utilized in small or large facilitated groups.
Modules can be utilized individually or as a series. Each module will take 30-45 minutes to complete (with times variable based on length of discussions, etc.). In each module, you will find:
- Presenter slides: There are detailed notes for slides with resources listed and links within the notes of each slide. Videos are embedded and can be accessed by clicking on links.
- Supporting documents: Activities and handouts for each module. Facilitator may want to print these off prior to the session.
- Action plan: The action plan is a comprehensive document that can be utilized throughout the series or for an individual module to facilitate implementation of the practices.
- Module 1: Relationships and Classroom Structure
- Module 2: Classroom Expectations and Rules
- Module 3: Procedures and Routines
- Module 4: Encouraging Expected Behavior
- Module 5: Discouraging Inappropriate Behavior
- Module 6: Active Supervision
- Module 7: Multiple Opportunities to Respond
- Module 8: Activity Sequencing and Choice
- Module 9: Task Difficulty
- Resources for Checkout
- Contacts
Module 1: Relationships and Classroom Structure
Teacher-student relationships provide an essential foundation for effective classroom management—and classroom management is a key to high student achievement. Classroom management and organization are intertwined. While rules and routines influence student behavior, classroom organization affects the physical elements of the classroom, making it a more productive environment for its users.
Module 2: Classroom Expectations and Rules
Module 3: Procedures and Routines
Module 4: Encouraging Expected Behavior
Module 5: Discouraging Inappropriate Behavior
Module 6: Active Supervision
Module 7: Multiple Opportunities to Respond
Module 8: Activity Sequencing and Choice
Activity Sequencing includes thinking about and altering the manner in which instructional tasks, activities or requests are ordered in such a way that promotes learning and encourages appropriate behavior.Offering Choice includes providing options in activities such as the type, order, materials, who, where and when they occur to engage in or complete activities.
Module 9: Task Difficulty
Resources for Checkout
We offer many resources in our lending library to support classroom management.
Contacts
Mental Health
Mental health professionals from Iowa’s nine AEAs recently collaborated to create a website for Iowans who are searching for mental health assistance. The website at www.IowaAEAMentalHealth.org came from a request by the state legislature to help educators, parents, and students navigate resources related to mental health and well-being in Iowa. In addition to AEA contacts for the schools, the site provides contacts for the home setting from Iowa’s Mental Health and Disability Services (MHDS).
The website features vetted sources to educate visitors about addiction and substance abuse; anxiety and stress disorders; attention deficit disorder; depression; eating disorders; and self-harm.
Welcome!
Please select a mental health topic from the list below to access strategies, resources for check-out, and additional online tools.
- Anxiety
- Behavior Management
- Depression
- Executive Function
- Grief
- Suicide / Self Injury
- Trauma Sensitive Schools (TSS)
- Training / Resources
Anxiety
Anxiety
Anxiety is an emotion characterized by feelings of tension, worried thoughts and physical changes like increased blood pressure.
People with anxiety disorders usually have recurring intrusive thoughts or concerns. They may avoid certain situations out of worry. They may also have physical symptoms such as sweating, trembling, dizziness or a rapid heartbeat. (Adapted from the Encyclopedia of Psychology)
Common anxiety signs and symptoms include:
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Feeling nervous, restless or tense
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Having a sense of impending danger, panic or doom
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Having an increased heart rate
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Breathing rapidly (hyperventilation)
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Sweating
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Trembling
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Feeling weak or tired
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Trouble concentrating or thinking about anything other than the present worry
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Having trouble sleeping
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Experiencing gastrointestinal (GI) problems
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Having difficulty controlling worry
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Having the urge to avoid things that trigger anxiety
Several types of anxiety disorders exist:
- Agoraphobia (ag-uh-ruh-FOE-be-uh) is a type of anxiety disorder in which you fear and often avoid places or situations that might cause you to panic and make you feel trapped, helpless or embarrassed.
- Anxiety disorder due to a medical condition includes symptoms of intense anxiety or panic that are directly caused by a physical health problem.
- Generalized anxiety disorder includes persistent and excessive anxiety and worry about activities or events — even ordinary, routine issues. The worry is out of proportion to the actual circumstance, is difficult to control and affects how you feel physically. It often occurs along with other anxiety disorders or depression.
- Panic disorder involves repeated episodes of sudden feelings of intense anxiety and fear or terror that reach a peak within minutes (panic attacks). You may have feelings of impending doom, shortness of breath, chest pain, or a rapid, fluttering or pounding heart (heart palpitations). These panic attacks may lead to worrying about them happening again or avoiding situations in which they've occurred.
- Selective mutism is a consistent failure of children to speak in certain situations, such as school, even when they can speak in other situations, such as at home with close family members. This can interfere with school, work and social functioning.
- Separation anxiety disorder is a childhood disorder characterized by anxiety that's excessive for the child's developmental level and related to separation from parents or others who have parental roles.
- Social anxiety disorder (social phobia) involves high levels of anxiety, fear and avoidance of social situations due to feelings of embarrassment, self-consciousness and concern about being judged or viewed negatively by others.
- Specific phobias are characterized by major anxiety when you're exposed to a specific object or situation and a desire to avoid it. Phobias provoke panic attacks in some people.
- Substance-induced anxiety disorder is characterized by symptoms of intense anxiety or panic that are a direct result of abusing drugs, taking medications, being exposed to a toxic substance or withdrawal from drugs.
Other specified anxiety disorder and unspecified anxiety disorder are terms for anxiety or phobias that don't meet the exact criteria for any other anxiety disorders but are significant enough to be distressing and disruptive.
Behavior Management
Behavior management promotes positive behavior and reduces opportunities for poor behavior. Each mental health disorder has its own set of emotional and behavioral symptoms. By understanding the behavior, then developing and using a set of intervention strategies on a regular basis, emotions and behavior can be effectively managed and changed in the classroom.
Characteristics
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Many students with mental health challenges have difficulty regulating their emotions and behaviors, often becoming inflexible and oppositional, disengaged or disruptive.
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Students with anxiety or other mental health challenges may demonstrate inconsistent performance and behavior, which may fluctuate with their emotional state.
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Most students with mental health challenges exhibit small behavior changes (wiggling in their seats, speaking loudly, or putting their heads down) before they become overwhelmed, act inappropriately, or stop working.
Depression
Depression
Depression is a disorder that causes a persistent feeling of sadness and loss of interest. It is more than just a bout of the blues, it isn’t a weakness that can be simply “snapped out of”. With depression a child may have trouble doing normal day-to-day activities, and sometimes you may feel as if life isn’t worth living. Depression may require long-term treatment but most people feel better with help.
Characteristics
Although depression may occur only one time during your life, usually people have multiple episodes of depression. During these episodes, symptoms occur most of the day, nearly every day and may include:
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Feelings of sadness, tearfulness, emptiness or hopelessness
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Angry outbursts, irritability or frustration, even over small matters
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Loss of interest or pleasure in most or all normal activities, such as hobbies or sports
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Sleep disturbances, including insomnia or sleeping too much
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Tiredness and lack of energy, so even small tasks take extra effort
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Changes in appetite — often reduced appetite and weight loss, but increased cravings for food and weight gain in some people
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Anxiety, agitation or restlessness
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Slowed thinking, speaking or body movements
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Feelings of worthlessness or guilt, fixating on past failures or blaming yourself for things that aren't your responsibility
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Trouble thinking, concentrating, making decisions and remembering things
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Frequent or recurrent thoughts of death, suicidal thoughts, suicide attempts or suicide
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Unexplained physical problems, such as back pain or headaches
For many people with depression, symptoms usually are severe enough to cause noticeable problems in day-to-day activities, such as work, school, social activities or relationships with others. Other people may feel generally miserable or unhappy without really knowing why.
Depression symptoms in children and teens:
Common signs and symptoms of depression in children and teenagers are similar to those of adults, but there can be some differences.
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In younger children, symptoms of depression may include sadness, irritability, clinginess, worry, aches and pains, refusing to go to school, or being underweight.
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In teens, symptoms may include sadness, irritability, feeling negative and worthless, anger, poor performance or poor attendance at school, feeling misunderstood and extremely sensitive, using drugs or alcohol, eating or sleeping too much, self-harm, loss of interest in normal activities, and avoidance of social interaction.
From Mayoclinic.org
Executive Function
Executive Function
Executive functioning skills are generally described as deficits that impact an individual’s ability to organize and act on information. The eight common sets of skills are: impulse control, emotional control, flexibility, working memory, self-monitoring, planning and prioritizing, task initiation, and organization. We often see these deficits in our students through their struggles with initiating tasks, using class time appropriately, difficulty making decisions, and task completion.
Characteristics
Formal Definition
“The executive functions are a set of processes that all have to do with managing oneself and one's resources in order to achieve a goal. It is an umbrella term for the neurologically-based skills involving mental control and self-regulation.”
Primary Executive Functioning Skills
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Organization
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The ability to keep track of things physically or mentally.
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Individuals who struggle with this aspect of executive functioning can often lose their train of thought, lose items, or lack the ability to impose order.
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Impulse Control
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The ability to think before acting.
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People who have poor impulse control are often impulsive which may take the form of blurting out inappropriate things or at inappropriate times. This may also take the shape of engaging in risky behavior (i.e. not considering consequences).
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Emotional Control
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This ability to regulate one’s emotions or keep them “in check”.
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Individuals who struggle to control their emotions may overreact or have difficulties accepting criticism or disappointment.
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Flexible Thinking
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Being able to adjust to the unexpected.
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People who struggle with flexible thinking are often rigid in their thought processes. This can be seen through an individual’s struggle to “roll with the punches” or problem solve.
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Working Memory
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The capacity to retrieve needed information from one’s memory.
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Working memory deficits can take the form of an individual’s difficulties with remembering directions or accessing information that has been taught previously.
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Self-Monitoring
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The ability to evaluate oneself.
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Individuals who have a hard time with self-monitoring may be surprised when given a grade or feedback because it might not match up to their perceived performance.
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Planning and Prioritizing
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The ability to decide on a goal and make a plan to meet that goal.
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Students who struggle with planning and prioritizing often do not know where to start a project or how to choose which aspects may be the most important.
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Task Initiation
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The ability to begin a task or activity.
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People who have weak task initiation skills often don’t know where to start on a task. Once one step is done they may not recognize the need to move on to the next step or to follow plans through to completion.
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These 8 primary executive functioning skills help individuals lead productive lives and deficits in any of these areas may have an impact that varies from minimal to extreme. Some individuals may struggle in only one skill area while others may have needs in many; however, it is important to note that executive functioning can be improved through the targeted instruction and practice of specific strategies.
From understood.org.
Grief
Suicide / Self Injury
Suicide/Self Injury
Suicide, taking your own life, is a tragic reaction to stressful life situations — and all the more tragic because suicide can be prevented. Whether you're considering suicide or know someone who feels suicidal, learn suicide warning signs and how to reach out for immediate help and professional treatment. You may save a life — your own or someone else's.
It may seem like there's no way to solve your problems and that suicide is the only way to end the pain. But you can take steps to stay safe — and start enjoying your life again.
(Taken from Mayo Clinic Symptoms and Causes)
Suicide warning signs or suicidal thoughts include:
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Talking about suicide — for example, making statements such as "I'm going to kill myself," "I wish I were dead" or "I wish I hadn't been born"
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Getting the means to take your own life, such as buying a gun or stockpiling pills
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Withdrawing from social contact and wanting to be left alone
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Having mood swings, such as being emotionally high one day and deeply discouraged the next
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Being preoccupied with death, dying or violence
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Feeling trapped or hopeless about a situation
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Increasing use of alcohol or drugs
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Changing normal routine, including eating or sleeping patterns
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Doing risky or self-destructive things, such as using drugs or driving recklessly
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Giving away belongings or getting affairs in order when there's no other logical explanation for doing this
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Saying goodbye to people as if they won't be seen again
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Developing personality changes or being severely anxious or agitated, particularly when experiencing some of the warning signs listed above
Warning signs aren't always obvious, and they may vary from person to person. Some people make their intentions clear, while others keep suicidal thoughts and feelings secret.
When to see a doctor:
If you're feeling suicidal, but you aren't immediately thinking of hurting yourself:
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Reach out to a close friend or loved one — even though it may be hard to talk about your feelings
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Contact a minister, spiritual leader or someone in your faith community
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Call a suicide hotline
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Make an appointment with your doctor, other health care provider or mental health provider
Suicidal thinking doesn't get better on its own — so get help.
For immediate help
If you think you may attempt suicide, get help now:
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Call 911 or your local emergency number immediately.
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Call a suicide hotline number. In the U.S., call the National Suicide Prevention Lifeline at 800-273-TALK (800-273-8255). Use that same number and press "1" to reach the Veterans Crisis Line.
School Printable Resources
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Suicide Risk Assessment (English)
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Warning Signs Suicide (English)
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Warning Signs Suicide (Spanish)
Teen suicide: What parents need to know
Helping Children and Youth Who Are Feeling Suicidal
Trauma Sensitive Schools (TSS)
Trauma Sensitive Schools
Children and adolescents vary in the nature of their responses to traumatic experiences. The reactions of individual youths may be influenced by their developmental level, ethnicity/cultural factors, previous trauma exposure, available resources, and preexisting child and family problems. However, nearly all children and adolescents express some kind of distress or behavioral change in the acute phase of recovery from a traumatic event.
Characteristics
Many of the reactions displayed by children and adolescents who have been exposed to traumatic events are similar or identical to behaviors that mental health professionals see on a daily basis in their practice.
~ American Psychological Association
These include:
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the development of new fears
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separation anxiety (particularly in young children)
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sleep disturbance, nightmares
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sadness
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loss of interest in normal activities
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reduced concentration
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decline in schoolwork
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anger
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somatic complaints
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irritability
Training / Resources
Monthly Updates
Mental Health Learning Opportunities
Mental Health Team Update
Each month the Mental Health Team puts together an update that includes information on what we are reading, listening to and watching, as well as our 2018-2019 Mental Health Professional Development Opportunities.
Additional Resources
- Building Direction for Families, Inc. Monthly Newsletter
Includes mental health and trauma trainings in Northeast Iowa.
- The Trauma Informed Project
Sponsored by Orchard Place, includes training, videos, resources.
- Three Core Concepts in Early Development
Three-part video series from the Center and the National Scientific Council on the Developing Child depicts how advances in neuroscience, molecular biology, and genomics now give us a much better understanding of how early experiences are built into our bodies and brains, for better or for worse.
- Crisis Text Line
Free, 24/7 support for those in crisis. Text 741741 from anywhere in the USA to text with a trained Crisis Counselor.
Videos
In this video participants will:
1. Learn the definition and of positive psychology.
2. Understand how to take a based versus deficits based approach to intervention.
3. Learn simple strategies to implement in the schools based on the principals of positive psychology.
4. Be exposed to evidence-based programs and interventions that utilize the tenants of positive psychology.
In this video learners will:
1. Understand what Adverse Childhood Experiences are and the landmark study that researched them.
2. Learn about the questions on the original ACEs study and , expanded questions in a recent large-scale study.
3. Review parts of the brain that are impacted by trauma and how these changes impact children at school.
4. Explore and understand how ACEs and trauma impact not only future health, but learning, behavior, and relationships for children in school.
In this video learners will:
1. Be exposed to practical educators strategies that research has found to be effective with students exposed to trauma.
2. Learn about a framework that can be taken back to leaders in schools to help make your district trauma-informed.
3. Explore programs that have promising results for students exposed to traumatic experiences.
4. Learn about additional online resources to further learning.
PBIS
Positive Behavioral Interventions & Support (PBIS)
Positive Behavioral Intervention and Support (PBIS) is a multi-tiered continuum of supports for improving behavioral outcomes at the universal, targeted, and intensive levels. PBIS provides schools with the framework and organizational plan to promote and maximize academic achievement and behavioral competence for all students.
The main logic behind PBIS is that behavior support in schools begins by investing in building a positive social culture. PBIS schools systematically and intentionally define and teach behavioral expectations, monitor and acknowledge appropriate behavior, provide corrective consequences for behavioral erros, and use data to make decisions about their systems and practices.
Keystone AEA, in partnership with the Iowa Department of Education, provides training and coaching to assist schools to develop, implement, and sustain PBIS in their building.
CPI
Nonviolent Physical Crisis Prevention (CPI)
The Nonviolent Physical Crisis Intervention Program, developed by the Crisis Prevention Institute (CPI), not only teaches staff to respond effectively to the warning signs that someone is beginning to lose control, but also addresses how staff can deal with their own stress, anxieties, and emotions when confronted with these challenging situations. The program trains participants to recognize changes in behavior that could be cues to escalating behavior and then teaches them appropriate responses to attempt to deescalate it. The training emphasizes staff awareness of verbal and nonverbal behavior and how it can either escalate or deescalate a situation. The training then teaches the staff about keeping themselves physically safe in dangerous situations and how team intervention is preferable to solo intervention. Finally, staff is instructed in the safe, non-harmful use of physical restraint only as a last resort.
CPI Training
Since 2020, Keystone has been offering a Blended/Hybrid Learning plan for initial and recertification for CPI. With this hybrid plan, the initial and recertification are considered the same training. This model requires teachers to complete work independently before a scheduled face-to-face training with a certified instructor to complete the physical interventions.
Given the importance of this work, Keystone will be shifting back to face-to-face instruction throughout the 2023-2024 school year.
Training Opportunities
In-district training requests can be made annually through the Professional Learning Collaborative Conversations each spring. In-house training will require 15 or more staff. Districts that have less staff needing certification or recertification are able to register for the regional offerings held in the fall and spring.
Additional Opportunities for Training
If your district is looking for de-escalation training, you can choose to utilize the Keystone Microcredential for the Top Ten Tips for De-Escalation.
CPI Contacts
If you have questions, please reach out to Tasha Fritz or Carissa Otto.
What professional learning do staff need?
Please review CPI’s Risk Pyramid for Education.
Highest Risk
Special Education Teachers, BD/ED Classroom Staff
Full CPI Certification Annually which includes Online Modules and In-Person Learning
Considerations: Have staff attend a regional or in-district CPI training. This will comprise of two components: online modules and face-to-face review and practice.
Use the Micro-credential titled, Top Ten Tips for De-Escalation in some format to emphasize the importance of these skills and strategies prior to a physical restraint.
Moderate Risk
General Education Teachers, some Paraprofessionals
Full CPI Certification Annually which includes Online Modules and In-Person
OR
Verbal De Escalation Training
- Micro-credential
- Facilitated Learning
- In district facilitated learning
Consider having staff attend a regional or in-district CPI training. This will comprise of two components: online modules and face-to-face review and practice.
Low-Medium Risk
Bus Drivers, Lunchroom staff, Custodial Staff, some Paraprofessionals
Verbal De Escalation Training
- Micro-credential: Top 10 Tips for De-Escalation
- Facilitated Learning
- In district facilitated learning
Consider having staff engage independently in the micro-credential or attend a facilitated Zoom session or onsite session for the micro-credential.
Crisis Response & School Safety
Crisis Response
Select your role:
Administrator
During a critical incident:
The CRT should assemble prior to the staff meeting to: Share updated factual information, preview staff meeting format and discuss procedures for day.
Sometime between the initial telephone contact and the morning teachers' meeting, some specific logistics need to be agreed upon. Initially, to what extent does the "full-blown" response plan need to be implemented? After this is resolved then: Items listed below are part of the agenda for the CRT meeting set by the principal.
- Who will be present in selected/all first period classes?
- Who will address teachers' meeting before school?
- Who will staff the counseling center?
- Who will cover other locations in building (library, cafeteria, gym, hallways)?
- Schedule after school and continuing meetings for all.
Step 1
- Verify factual information with the appropriate authorities. Work up a fact sheet to be shared with building personnel. Review information with parents, as appropriate, prior to sharing information with others.
- Inform necessary school personnel (Superintendent, building principal) that a critical incident has occurred.
- Consult Crisis Communication Guidelines
Step 2
Step 3
- Contact staff members via phone tree. Only share as needed information (event that occurred, when the meeting will be, and consider sensitivity to staff members.
- Brief secretary in handling calls and requests for information.
- If appropriate, determine what school resources (buses, school gym, etc.) can be used in the event according to board policy.
Step 4
Create an agenda for CRT meeting. Remember to cover facts of the event, determine how information will be shared with students and families sample letter home, sample letter #2, sample letter #3, create an announcement for students, discuss funeral and memorial arrangements, and removal of student possessions. Other topics are also included in this sample agenda.
Step 5
Lead the early morning staff meeting. Topics to cover may include sharing facts about the event, discussing the school day schedule, how to handle media, and review procedures for first hour of the day. Other topics may be included in this sample agenda.
Step 6
Designate an appropriate person to contact family to offer support.
Step 7
Schedule an informational meeting at the end of the day for staff to share experiences, reactions and other important information from the day’s events.
Step 8
- In the days following the event, begin to bring closure by encouraging teachers to resume regular classroom activities as quickly as is appropriate. Teacher tips
- Encourage teachers and other staff members to refer students who may still be at risk to a support network which could include guidance staff, peer groups, family or religious affiliation. Grief response resource
Teacher
Step 1
Attend all mandatory staff meetings and review all important information taking all direction from administrators and CRT
Step 2
Announce facts and explain, using accurate information, "to the best of our knowledge” at that time. They may be read from a statement distributed at the teachers' meeting Addressing Grief: Tips for Teachers, How to: Help Students Deal with Grief and Loss
Step 3
- Contact a CRT member for assistance in response to students’ needs
- Announce to students there will be support available
- Pay added attention to students who may be at risk due to close relationships with those involved in the incident; who have experienced similar incidents in the past; or students who seem particularly upset, agitated, or withdrawn
Step 4
Consider adjusting lesson plans and daily routine.
Step 5
- Allow yourself an opportunity to process what has happened during the day
- Utilize a support system yourself
Step 6
Following the event be aware of students who still may be at risk and share concerns with the administrators
Parent
Student
Crisis Response Team Member
The CRT should assemble prior to the staff meeting to: Share updated factual information, preview staff meeting format and discuss procedures for day.
Sometime between the initial telephone contact and the morning teachers' meeting, some specific logistics need to be agreed upon. Initially, to what extent does the "full-blown" response plan need to be implemented? After this is resolved then: Items listed below are part of the agenda for the CRT meeting set by the principal.
- Who will be present in selected/all first period classes?
- Who will address teachers' meeting before school?
- Who will staff the counseling center?
- Who will cover other locations in building (library, cafeteria, gym, hallways)?
- Schedule after school and continuing meetings for all.
Checklist
- Assign CRT lead.
- Attend all mandatory meetings.
- Serve as a resource to staff members who may need assistance in conducting their classroom discussions or have questions of their own (Resource: Varied responses to grief by age group).
- Assign roles; e.g., first period class discussion, assistance in crisis center, hall patrol, media contact, etc.
- Assist in identifying high risk students and staff (either present at school or absent) who may need immediate support.
- Follow up with students identified as high risk, contact parents as necessary.
- Work with small groups or individually with students and staff.
- Determine if more resources are needed.
- Follow up within one week of incident to assess need for further support.
Violent Intruder
FEP
About the Family & Educator Partnership
The Family & Educator Partnership, started in 1984, provides a unique opportunity for parents and educators to build partnerships to improve educational programs for children and young adults with special needs. Previously, the program was known as Parent and Educator Connection (PEC). Modeling an effective collaborative partnership, the FEP is staffed by a family coordinator who brings the perspective of a parent with a child having special needs and an educator coordinator who brings the perspective of an educator. Each of Iowa’s Area Education Agencies (AEAs) employs these staff to guide the program within the AEA. They collaborate directly with parents, local education agencies, and agencies outside the educational system.
The goal of the Iowa Family & Educator Partnership is to support successful outcomes in the areas of living, learning and working for individuals with disabilities ages 0-21, the Family & Educator Partnership will operate within a tiered system of supports across Iowa with intentional coordination, consistency, and continuity through partnerships between families and educators. Learn More
FEP Resources and Services for Families and Educators
- Facilitate understanding of special education, including family/student rights and responsibilities
- Support families and educators through personal, phone, email contact, including attending Individual Family Service Plan (IFSP)/IEP meetings
- Assistance preparing for IFSP/IEP meeting
- Information and support regarding transition from IFSP to IEP and post secondary transition
- Support communication between home and school to enhance family and educator partnerships
- Link family and educators to services within the AEA and the community
- Provide information and understanding regarding educational processes
Contact
Contacts
Please contact a member of your district's Navigator Team or refer to our specialized services directory.