Every Child Safe, Healthy and Connected
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DPI Updates
Link to Fall 2013 DPI Updates.
The Faces of WI
Safe and Healthy Schools Center

DIRECTOR: Tracy Herlitzke
Phone: 608-786-4838
therlitzke@cesa4.k12.wi.us

NORTH (CESAs #5, #9, #12)
Coordinator: Lynn Verage
Phone: 715-453-2141
lverage@cesa9.k12.wi.us

WEST (CESAs #4, #10, #11)
Coordinator: Carol Zabel
Phone: 715-720-2145
czabel@cesa10.k12.wi.us

CENTRAL (CESAs #2, #3, #6)
Coordinator: Jackie Schoening
Phone: 920-236-0515
jschoening@cesa6.org

EAST (CESAs #1, #7, #8)
Coordinator: Christine Kleiman
Phone: 920-465-2139
ckleiman@cesa7.k12.wi.us
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Suicide Prevention
QPR Training
Please contact your Regional Coordinator listed above if you are interested in a QPR training for school staff to learn steps to help save a life from suicide.
a tool for parents on talking with children about drugs
School-Based Suicide Prevention Training-4 Locations
  • December 12, CESA #5 Portage
  • January 22, CESA #6, Oshkosh
  • February 21, CESA #1, Pewaukee
  • April 9, CESA #7 Green Bay
  • Click here for more information
November 2013

Safe and Healthy Updates
"Molly"-What You Need to Know
Adapted from Join Together and Partnership at Drugfree.org

The now-popular party drug named "Molly" sounds friendly and safe, and young people know that the name is supposed to refer to the pure crystalline powder form of 3,4-methylenedioxy-N-methylamphetamine or MDMA-what used to be taken in pill form as Ecstasy. But many are learning the hard way that, despite appearances, Molly is often not what it seems, and this version of MDMA is no more pure, safe, or innocent than its previous incarnation. Read More


 Links to more information:  

Tobacco Updates

 
Flavored Cigarettes and Little Cigars Used by More Than 40 Percent of Middle and High School Smokers
More than two out of every five middle and high school students who smoke report using either flavored little cigars or flavored cigarettes, according to a report by the Centers for Disease Control and Prevention published in the Journal of Adolescent Health. This article, using data from the 2011 National Youth Tobacco Survey (NYTS), is the first to measure how many American youth are using flavored little cigars and flavored cigarettes. Read More

Products Like E-cigarettes, Hookahs and Cigars Gaining Popularity Among Teens
The use of emerging tobacco products like e-cigarettes, hookahs (or water pipes) and cigars increased among teens in 2012, according to new data from the Centers for Disease Control and Prevention (CDC). At the same time, there was no significant decline in cigarette smoking or overall tobacco use among U.S. middle and high school students.  Link to CDC Report

Sweet Talk: Big Tobacco's Kid-friendly Campaign
The video created by Public Health Madison and Dane County showcases how the tobacco industry is marketing cheap, flavored tobacco products in their attempt to hook youth on a lifetime of nicotine addiction. Great information on other tobacco products. Watch Video
DHS Memorandum on Mental Health in Schools

 

The Department on Health Services (DHS) has issued a memorandum to Wisconsin mental health and substance abuse providers regarding the provision of outpatient services in public and private schools.  This new policy establishes specific guidance for outpatient clinics to follow in the establishment and operation of a branch office in a school.  This information will be of interest to educators in schools that presently have or may be considering allowing mental health services to be provided in school during school hours. Link to Memorandum

 

Questions about school-based mental health branch offices can be directed to  the DHS Behavioral Health Certification Section at (608) 261-0656 or DHSDQAMentalHealthAODA@dhs.wisconsin.gov or to Nic Dibble, Consultant, School Social Work, at (608) 266-0963 or nic.dibble@dpi.wi.gov. 

Addressing Inappropriate Student Behavior
Submitted by Christine Kleiman, Eastern Regional Coordinator

When approaching a student about a behavior or a behavior intervention; the most positive impact is to start with a well thought out discussion plan. Following the steps of a planned discussion will let the student know with certainty that you are there to help them learn and grow and there will be little question as to what behavior is being addressed and what the expected or replacement behavior is being sought.
When preparing to meet with a student think about the specific behavior concern; can it be measured? Is it something you can see, or hear? Be very specific when describing the behavior to alleviate any misunderstanding.
Identify some of the student's strengths. When you share your concerns, you want to be able to begin and end with valid information on the student's positive behaviors.

Schedule a time to meet with the student. The discussion meeting is not just a reaction to an immediate concern, but a time to work on a plan for the future. Document the meeting time in writing.

When meeting with the student; be very objective and specific about your concerns. Encourage the student to share their perspective. Help the student understand that this is a joint problem-solving session, not a lecture about what the student must do differently.

Brainstorm actions that each participant can take to help the student resolve the concern. This may be teaching the student a replacement behavior. When teaching a replacement behavior, be specific and objective about what that would look and sound like. Model for the student the appropriate behavior, inappropriate behavior, appropriate behavior. Note: our brains tend to remember the first and last thing that was said. Make sure there is time for the student to role play the replacement behavior.
Set up an informal action plan with the student; pick a few actions that seem manageable and likely to increase student success. Set up follow up times and end with words of encouragement.

To follow up: meet once a week with the student to discuss progress and adjust the action plan. If after two weeks, there has been no progress, look to introduce more structured interventions such a goal setting and data collection.

Your best bet for success is to build a bank account of positive interactions and positive feedback with the student. (Information from this article was taken from Interventions: Evidence-based Behavioral Strategies for Individual Students by Randy Sprick, Ph.D. and Mickey Garrision, Ph.D.
2014 WISH Professional Development Opportunities

 

Please visit our website calendar often for updates and to register for events.

January 2014School Climate 2.0
Online Course
1/13/14
Helping Students Through Trauma and Loss
Turtle Lake
1/21/14PREPaRE: School Crisis Prevention and Intervention
Turtle Lake
1/27/14Helping Students Through Trauma and Loss
Oshkosh
1/28/14PREPaRE: School Crisis Prevention and Intervention
Gillett
2/4/14PREPaRE: School Crisis Prevention and Intervention
Whitewater
2/14/14Helping Students Through Trauma and Loss
Pewaukee
2/25/14PREPaRE: School Crisis Prevention and Intervention
Fennimore
3/12/14PREPaRE: School Crisis Prevention and Intervention
West Salem
3/19/14 & 4/9/1412 Highly Structured Individual Behavior Interventions*
Chippewa Falls
3/20/14-3/21/14
Using Restorative Practices and Circles in a School SettingOshkosh
3/28/14
PREPaRE: School Crisis Prevention and Intervention
Oshkosh
*Graduate Credit Available
All events are contingent upon a minimum number of participants needed to hold event.
Wisconsin Safe & Healthy Schools Center | 608-786-4838 | therlitzke@cesa4.k12.wi.us | http://www.wishschools.org
923 East Garland Street
West Salem, WI 54669



Copyright 2013. All Rights Reserved.