Each of Wisconsin’s LEAs: Racine, Menominee and Beloit, convened a SS/HS Core Management Team (CMT) to collaboratively lead, plan, and implement local SS/HS strategies to address the needs of students, families, and community. Needs assessment data confirmed that substance use was a serious concern leading to the implementation of alcohol and other drug abuse (AODA) screenings, prevention, and intervention services to prevent behavioral health problems.
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A developmentally appropriate practice is grounded in theory and research on typical child and adolescent development. Developmentally appropriate practices involve adults (e.g., teachers, parents, caregivers, and clinicians) meeting children where they are based on their stage of development. In school, at home, and in the community, children thrive physically, socially, emotionally, behaviorally, and academically when developmental learning goals are challenging but achievable.
Three core considerations for implementing developmentally appropriate practices are knowledge of typical child development and learning, knowledge of what is individually appropriate for a child based on his or her development, and knowledge of cultural appropriateness.
The SS/HS Initiative responds to the needs of children and adolescents across the developmental spectrum. A key component of the evidence-based prevention and intervention strategies that are characteristic of SS/HS elements is that they are developmentally appropriate. SS/HS encourages States and communities to select, implement, and adapt existing evidence-based curricula, programs, and strategies that are proven to be effective for the associated developmental level of the recipients to meet the needs of the target population (e.g., preschool, kindergarten, early elementary, late elementary, middle school, and high school).
For instance, a former SS/HS grantee provided an alternative high school diploma program for young adults who were academically behind due to socioeconomic stressors (e.g., high rates of poverty and teen pregnancy). The array of services extended beyond academic supports to include such features as child care to serve the unique developmental needs of the target population (mostly teen parents).
Each of Wisconsin’s LEAs, Racine, Menominee and Beloit, convened a SS/HS Core Management Team (CMT) to collaboratively lead, plan, and implement local SS/HS strategies to address the needs of students, families, and community. Needs assessment data confirmed that substance use was a serious concern leading to the implementation of alcohol and other drug abuse (AODA) screenings, prevention, and intervention services to prevent behavioral health problems.
This module presents a strategic approach to communication, including how to assess your situation and develop communication goals and objectives.
This module helps Safe Schools/Healthy Students grantees develop their evaluation plan, which is an integral part of their comprehensive plan.
Discusses resources youth and doctors can use to talk about sexual health and feel better prepared for their upcoming visits. Resources include a best practices guide for providers, a health assessment tool for young men, information on well-woman visits, a youth-friendly health website, and more.
Reviews each state’ s early childhood regulations and any other policies associated with these regulations.
Compiles a list of NAEYC online resources arranged according to application selection criteria intended to guide states as they complete their applications. The resources range from web pages to briefs and reports to position statements.
Provides guidance to support states’ development and implementation of kindergarten readiness assessment systems developed by the Center for Applied Research at the National Association for the Education of Young Children.
Safe Schools / Healthy Students
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