All district-run schools have at least 1.0 FTE of a mental health provider (school social worker and/or school psychologist). This provider should be the first responder for high level behavioral or mental health concerns. If these providers need consultation, coaching or a thought partner, please encourage them to reach out to the department leadership, Senior Manager, Meredith Fatseas and Managers, Cari Ledger, Maria Huber and Courtney Sommer.

• Support, coaching and consultation for SW/SP staff (ess@dpsk12.org, 720-423-2400):
• Cari Ledger, Manager, School Psychology and Assessment
• Maria Huber, Manager, Social Work and Mental Health
• Amanda Wentz, Manager, Substance Abuse Prevention and Intervention
• Courtney Sommer, Manager, Mental Health and Behavior Support

The District Crisis Recovery Team (DCRT)  assists schools with significant crises that affect the school community and overwhelm the capacity of the school based mental health team. The DCRT assists schools in ensuring safety and the quick return to instruction. The team provides student support groups, individual counseling, sample scripts and/or letter temples, as well as provide general consultation in responding after a crisis. DCRT can also assist staff meetings, as well as coordination of EAP services. 

Contacts:

• DCRT Coordinators: 
• Dr. Jane Lineman, Team Lead Student Saftey, 720-656-2989, jane_lineman@dpsk12.org
• Meghan Kimball, Student Safety Coordinator, 720-812-0281, meghan_kimball@dpsk12.org                                             
• Alicia Franks Gibson, Student Safety Coordinator, 303-946-4369, alicia_franksgibson@dpsk12.org                                                                                                                                                                                                                                                                                                                                              

DPS School Counselors are Licensed Professional School Counselors who use school-wide outcome data to design counseling interventions that benefit ALL students through counseling core curriculum (Tier 1), intentional groups (Tier 2), and individual planning (ALL Tiers). Learn more at http://thecommons.dpsk12.org/Page/1689. 

The Therapeutic Service Providers Program supports 13 DPS schools (grades K-12) with trauma-informed, culturally relevant therapeutic interventions for students not receiving special education services. The goal of this  pilot is to increase access to mental health support and improve overall mental health among students. This is funded by the 2020 Mill Levy. 

Contact:

• Therapeutic Service Provider (TSP) Supervisor: Amanda Wentz, LCSW, SSP, 720-423-3955  

Link to resource

One of our universal expectations is that schools assemble multi disciplinary teams. Learn how to assemble a multi disciplinary team to monitor data, climate and culture, and relationships, throughout the year, with district implementation support.

See more resources.

DPS is committed to supporting the whole child, incorporating a student’s social-emotional skills in addition to their academic success. We are also deeply aware that trauma can contribute to systemic and individualized educational barriers that interfere with emotional and physical health and impede access to education. Adopting trauma-informed practices helps us to recognize the impact of trauma, implement changes and bring our entire school community together to help students build healthy relationships and feel safe to learn and grow. When students feel safe and ready to learn, they are able to pursue their academic goals more easily. We want to ensure all of our educators understand how to use trauma-informed practices and strategies to help students be in a safe space to support positive behavior and learning. 

Online Trauma 101 Training for DPS Staff: 

• Access the online version of our Trauma 101 training in Schoology at the following link:  https://docs.google.com/document/d/1F1oY-kgzun4Ed2w13xYsAXU10RmkUaoaaVcwM_oPTUM/edit.

Learn more on Trauma Informed Practices page on The Commons.

Contacts:

• Marccus Spearman (marccus_spearman@dpsk12.org), Manager of Trauma Informed and Restorative Practices                                                                                                                                
• Monica Padilla (monica_padilla@dpsk12.org), Trauma Informed Specialist                                                                                                                                                                
• Dina Zainy (dina_zainy@dpsk12.org), Trauma Informed Specialist
• Request In-person Training (tip_training@dpsk12.org)

To support the social-emotional health of students and close the opportunity gap, creating equitable spaces and promoting positive school culture and community are essential.  Restorative practices do this through creating safe and trusted relationships - both individual and community-wide. Through the use of restorative practices, schools proactively plan and respond to community needs in a less punitive way. The work of RP is 80% preventative and 20% responsive. 

The Restorative Practices team is excited to share an online training series that will serve as the Restorative Practice 101 training for DPS. The series is hosted in Schoology and credit will be automatically entered into Learning Space. For additional information on the training series, check out the flier. 

Resources and Contacts: 

• Restorative Practices page on The Commons.
• Access RP 101 training here.
• Marccus Spearman (marccus_spearman@dpsk12.org), Manager of Trauma Informed and Restorative Practices
• PJ Damico (PJ_Damico@dpsk12.net), District RP Coordinator       

The DPS Substance Use Prevention (SUP) Program was created to support schools with the design, implementation, and evaluation of multi-tiered systems of support for substance use prevention and early intervention in DPS schools. Services range from prevention initiatives that impact entire school populations to targeted interventions with identified students who are in the early stages of substance use; included is a focus on alternatives to traditional disciplinary measures for substance related offenses. 

For general information on DPS's Substance Use Prevention Program, visit: https://www.dpsprevention.org. 

For additional information, please contact preventionservices@dpsk12.org. 

DPS is committed to eradicating the school-to-prison pipeline. Studies show a national trend where children are removed from public schools and moved into the criminal justice system for minor offenses and non-violent behavior. Many of these children have trauma, learning disabilities, and a history of poverty. The resources provided are to assist schools in eliminating the need for law enforcement contact, and empower schools to have safe, welcoming and restorative communities. Learn more at http://thecommons.dpsk12.org/Page/3021.

The student must have a physical or mental impairment that substantially limits one or more major life activities as determined by a Section 504 team. Eligible students will have Section 504 plans. Students should be referred for an evaluation if they have been diagnosed or if staff suspect the student may have a disability. Students with mental health disabilities can be served by Section 504 or Special Education Services if they qualify for services based on their needs.

Contacts:

• Arianna Shami, Section 504 Specialist (ESS@dpsk12.org, 720-423-2400)
• Kelley Morrison, Director of Special Services (ESS@dpsk12.org, 720-423-2400)

Special Education Services

Students must have been found eligible for Special Education and will have Individualized Education Plans (IEP). Special Education has centralized staff to support school teams, students and families.

Contacts:

• Crystal Burkhart, Senior Manager, Instruction and School Support
• Lindsey Keese, Senior Manager, Instruction and School Support
• Toni Becker, Senior Manager, Instruction and School Support
• Jared Lemieux, Senior Manager, Instruction and School Support
• Courtney Leyba, Senior Manager, Extended School Support
• Julie Hemphill, Senior Manager, Special Services
• Meredith Fatses, Senior Manager, Mental Health
• Michael Winstons, Director of Special Education, Instruction and School Support
• Charlie Merrow, Director of Special Education, Special Education, Compliance
• Marie Quinn, Director of Nursing and Student Health
• Kelley Morrison, Director of Special Services
• Julie Rottier-Lukens, Executive Director of Exceptional Student Services

Special Education Website (find assigned providers utilizing the map): Standard Operating Procedures, Resources, Information on Departments and Teams

Special Education Schoology:   The Special Education Schoology Group is a support community to access resources, instructional tools and access to newsletters:

• Go to DPS Schoology at https://schoology.dpsk12.org 
• Click on Groups 
• Click on My Groups (right hand side)
• Click on Join (at bottom of drop down)
• Type in code: 3PVTJ-74S6T

• This should take you to the list of groups you have joined.  Look for the group DPS Special Education Group.  If not, Click on Groups and then Click on DPS Special Education Group

All AN centers have at least .5 FTE of a Mental Health Provider (school social worker or school psychologist) providing mental health interventions for these students as outlined in their IEPS. The Mental Health Leadership team provides coaching, evaluations and support for these school mental health staff. 

Contact:

• Courtney Sommer, Manager, Mental Health and Behavior Supports

• Jane Lineman, PhD, NCSP (Jane_Lineman@dpsk.org), Cell: 720-656-2939 2939                                                                                                         
• Meghan Kimball, EdS, NCSP (Meghan_Kimball@dpsk12.org), Cell: 720-812-0281
• Alicia Franks-Gibson, EdS, NCSP (Alicia_franksgibson@dpsk12.org), Cell: 303-946-4369                                                                                                                                                                                           
• Meredith Fatseas, Senior Manager, Mental Health

This 1.5 hour training supports facilitation of the Suicide Risk Review process for students identified at risk for suicide. Training dates and times listed in the Schoology course. (Online or in person)

• Directions for Accessing Protocols 
• Example Virtual SRR Action and Intervention Plan 
• Guidance for SRR Action and intervention Plans w/guiding questions  

Riding the Waves (5th grade): Riding the Waves is appropriate for fifth-grade students and taught by elementary school mental health staff. Lessons address healthy emotional development, depression, and anxiety. The goal is to build the emotional skills within children to prevent suicide at it’s earliest stages. Each of the 12 (30-40 minutes) lessons includes interactive discussions and skill-building activities. 

Signs of Suicide (6th & 9th grades): The Signs of Suicide Prevention Program (SOS) is a universal, school-based depression awareness and suicide-prevention program designed for middle school or high school students. The goals are to: decrease suicide and suicide attempts by increasing student knowledge and adaptive attitudes about depression; encourage help-seeking; reduce the stigma of mental illness; engage parents and school staff as partners in prevention through “gatekeeper” education; encourage schools to develop community-based partnerships to support student mental health. 

Access this content by visiting the Schoology site. Information pertaining to Riding the Waves, Signs of Suicide, Safe2Tell and other booster programming options may be accessed in the Suicide Risk Review Training course under “Suicide Prevention Programming.” Training site provides tools that include: SEL programming options, and relevant best practice literature. Registration is not required. (Online only). 

Schoology Login Information

• DPS Staff: https://schoology.dpsk12.org 
• Charter Staff:https://www.schoology.com 
• Course Code: DT9S6-5K57C
• Information on how to access the MindWise programming (SOS) 

Training requires a 1-2 hour commitment. Resources and protocols accessible on the Suicide Risk Review Training course under “Self Injury Protocol and Resources.” Training site provides tools that include: protocols, SEL programming options, and relevant best practice literature. Training provided during district TEAL days. Protocol and training materials are found in the Suicide Risk Review Training Schoology course. 

• Directions for Accessing Protocols 
• Self-Harm Pathway: Information, Advice and Guidance for Practitioners
• Self-injury & Recovery Resources (SIRR)

Training requires a 3.5 hour commitment. Training supports facilitation of the threat response process for concerns of targeted violence. Training site provides tools that include: protocols, SEL programming options, planning documents, Action and Intervention Plan planning documents, level of concern matrix, example student plans, and relevant best practice literature. Training dates and times listed in the Schoology course. (Online and in person)

• Directions for Accessing Protocols 
• NEW: An example script to support your virtual TA meetings. 
• Example Virtual TA Action and Intervention Plan
• How to Run a Flag Report 

Training requires a 1 hour commitment. Training site provides tools that include: protocols and example student cases. Training supports facilitation of the ISMP plan process. (Online only)

• Directions for Accessing Protocols
• Learn how to register for the safety protocol training courses by watching this video. 
• ISMP School Leader Guidance Manual

To ensure student safety, all schools need to implement Safe2Tell programming in the form of one lesson (or more) in at least one grade (e.g., 5th grade, 6th grade, 9th grade). Staff and parents should receive information on Safe2Tell during their annual training. 

The Safe2Tell Student Education Toolkit is designed to provide an overview to students, by age level, the importance of reporting concerns and how the Safe2Tell program works. The Toolkits are available at no costs to schools to equip teachers, school staff,law enforcement and community program leaders to effectively educate children and youth on the Safe2Tell message

https://safe2tell.org 

ARCH Staffings: The Denver Collaborative Partnership manages ARCH staffings (HB04-1451). ARCH is an acronym for Accessing Resources for Case-planning Help and as such, seeks to determine root-cause issues for chronic absenteeism, truancy, and delinquency. The goal is to provide family and student support services to improve attendance, school engagement, and academic achievement. ARCH staffings are typically court-ordered meetings that are strengths-based, trauma-informed, and family/student directed. 

ARCH Partner Agencies: ARCH partner agencies that seek to provide seamless and direct student supports include: Denver Department of Human Services, Mental Health Center of Denver, FamilyStrong Agency, Denver Public Safety Youth Programs, Denver Health and Hospital Authority, and tutor/mentor programs. If student cases involve delinquency charges, staffings include additional partners to discuss alternative placements or commitment within state facilities. 

School based referrals: ARCH has a mechanism for school support teams to make direct referrals for those students about to be filed upon for truancy or those that have previously been filed upon and may be awaiting a court date. Parental/guardian involvement, a release of information agreement (ROI), and other prerequisites apply for school-based referrals.

Contact:

• Scott Romero, M.S. (scott_romero@dpsk12.org), Truancy & Delinquency Support Specialist, (720) 423-3568

Below are example community resource handouts and links that support student safety needs. 

• Judi’s House to support referrals for grief/loss 
• Second Wind Fund of Denver free counseling for suicidal youth 
• Colorado Crisis Services to support with walk-in supports, hotline resources, and referrals for emergency response 
• Blue Bench supports referrals for students in the area of sexual assault prevention and education 
• Resources for Mental Health Services often accessed by school staff. 
• DPS Suicide Prevention Resources webpage

Student Safety Coordinators provide the following supports: 

• Weekly office hours on Tuesdays, 8:00 - 10:00 am via Google Meets: meet.google.com/dcd-ewda-jvh   
• Threat appraisal facilitation of  Level II Threat Appraisal Meetings as needed
• Safety protocol review and feedback
• Training, consultation and on call supports

“Transformative SEAL” is a process whereby young people and adults build strong, respectful, and lasting, relationships that facilitate co-learning to critically examine root causes of inequity, and to develop collaborative solutions that lead to personal, community, and societal well-being.

This form of SEAL is aimed at redistributing power to promote social justice through increased engagement in school and civic life. It emphasizes the development of identity, agency, belonging, curiosity, and collaborative problem solving

Resources:

• TSEAL Success Framework
• Explicit Instruction Resource 
• SEL Online Programs
• SEL Curriculum (Universal, Tier I,II, &III)

Contacts:

• Kim Price (Kim_Price@dpsk12.org
• Stephanie Karlstrum (Stephanie_Karlstrum@dpsk12.org)           

During the 2023-24 school year, all eligible* students will be screened for mental health risk using two forms of the BESS (Student Self-Report Form, Teacher Report Form, and/or Parent Report Form) three times during the 23-24 school year (beginning, middle and end of the year). *Parents may opt their child out of completing the Student Self-Report Form. 

• Julia Jones, LSW - Universal Mental Health Screening Coordinator
  • Julia_Jones@dpsk12.net
• Caroline DeWitt, NCSP - Universal Mental Health Screening Coordinator
  • Caroline_DeWitt@dpsk12.net
• Maria Huber, LCSW - Manager of Social Work and Mental Health
  • Maria_Huber@dpsk12.net
• Meredith Fatseas, LCSW - Director of Mental Health
  • Meredith_Fatseas@dpsk12.net

Restorative and preventative services include trauma-informed supports, restorative practice coordinators, substance use prevention, school culture and bullying prevention, as well as non violent crisis. 

Link to resource