Comprehensive Suicide Prevention
Comprehensive Suicide Prevention
West Linn-Wilsonville Schools
I. PROMOTION
A. Supporting the multi-faceted, embedded approach to personalized education, educating the whole child, character education, multiple entry points for involvement, and a growth-mindset.
B. Continue to help staff and community understand the importance of actively supporting these values as a critical part of promoting the comprehensive health and wellness of our students.
C. Promote understanding of growth mindset and moral & performance character.
II. PREVENTION
A. Universal Prevention
1. High Schools:
a) Adopt RESPONSE curriculum as endorsed, evidence-based curriculum. Purchase for High Schools.
(1) Staff (Short training: Jan or Feb 2014, more training fall 2013) using RESPONSE
(a) Counselors provide key information at a staff meeting (see draft packet) winter 2013
(b) Plan for additional staff training next fall
(2) Students
(a) Dedicate one early release date to gathering secondary high school health/wellness teachers to reviewing RESPONSE curriculum and planning collaboratively for lesson implementation.
(b) Teach 4 RESPONSE lessons in Wellness classes in window from end of January to March
(3) Parents
(a) Each MS & HS develop a plan for Parent RESPONSE curriculum (Spring 2014)
(b) Year one: Healthy Teens Night Presentation: 3 Presentations, 1 at WVHS & Feeder MS, 1 at WLHS & Feeder, 1 at Art Tech
(c) Multi-panel approach to the presentations (School Counselors, Health Teachers, Admin)
(d) Written materials also sent to all parents and available on website
(e) Written material available in English and Spanish
2. Middle Schools
a) Order updated Second Steps Curriculum?, as this is already identified as a district resources for this purpose
b) Task Force identifies key lessons from Second Steps for Wellness teachers to review
(1) Staff (TBD)
(2) Students
(a) Wellness teachers meet on early release date (TBD) to review relevant health standards and key lessons in Second Steps
(b) Wellness teachers teach key lessons in Spring 2014, and in every Wellness class thereafter
(3) Parents (TBD)
3. Primary Schools
a) Order updated Second Steps Curriculum?, as this is already identified as a district resources for this purpose
b) Task Force identifies key lessons from Second Steps for Wellness teachers to review
(1) Staff (TBD)
(2) Students
(a) Counselors & Wellness teachers review key health standards for primary grades & new Second Steps Curriculum
(b) Teach key lessons
(3) Parents (TBD)
B. Selective Prevention
1. Research need for additional materials for small group work supports for students at-risk
2. Research secondary-appropriate connection strategies, such as mentor programs
3. Ensure all school counselors have up to date information around connecting children and families with community-based mental health supports
III. RISK ASSESSMENT
A. Develop Clear Procedures (WORK ON THIS 12/16/13)
1. Guidance for who to alert when a threat (direct or veiled) is made
2. Alignment around questions and documentation as to assessing the severity of risk
3. Guidance as to parental communication
4. Guidance as to consult outside crisis supports
5. Guidance as to when immediate crisis intervention (JIAC, Centerstone, SRO Police hold)
B. Invest in Additional Training for Key Staff
1. Send at least 2 people per MS/HS to ASIST Training, including all School Counselors
2. Plan for regular refreshers of key ASIST components embedded into on-going School Counselor meetings
3. Send newly hired school counselors to ASIST training within their first year of hire