Category: Health and Safety

30 Maine School Nurses Complete National Certification in School Nursing 

As part of the Maine Department of Education’s (DOE) efforts to provide opportunities to the current workforce of school nurses to build upon their expertise and to promote evidence-based practice in all Maine schools, the Maine DOE hosted a National Certification in School Nursing (NCSN) Review Course created by Nurse Builders this past fall.

Fifty Maine school nurses participated in the course that was delivered online synchronously by Dr. Janice Selekman, DNSc, RN, NCSN, FNASN. As of January 1, 2023, 33 individuals have taken the certification exam with 30 passing. Those 30 are now able to use the NCSN credentials, which is a nationally accredited credential that validates specialized knowledge and expertise as a school nurse. We now have 30 more school nurses within the State of Maine who have met nationally recognized standards for providing excellence in school nursing care.

The National Association of School Nurses endorses national certification of school nurses through the National Board for Certification of School Nurses (NBCSN). School nursing is a subspecialty of public health nursing, incorporated into the baccalaureate nursing programs’ curriculum. Baccalaureate nursing education develops leadership, critical thinking, quality improvement, and systems thinking competencies attained through a minimum of a baccalaureate degree in nursing and validated by specialized certification in school nursing (IOM, 2011).

Congratulations to the following Maine School Nurses who completed the NCSN certification!

Jean Barbour, Falmouth Schools
Melissa Bishop, Mount Desert Island Regional School System
Brenda Bladen, Kittery School Department
Jennifer Bowdish, Brunswick School Department
Nell Bridger, Portland Public Schools
Angie Buker, MSAD 46
April Chapman, Blue Hill Consolidated School
Michele Cooney, RSU 40
Jean Cote, Waterville Public Schools
Candace Crocker, AOS 98
Sarah DeWitt, Winslow Public Schools
Heather Emerson, RSU 40
Jody Gray, RSU 4
Crystal Greaves, MSAD 46
Emily Guyer, RSU 5
Lori Huot, Maine DOE
Brittany Layman, RSU 22
Melanie Lord, Yamouth Schools
Monique Michaud, MSAD 27
Shirah O’Connell, Portland Public Schools
Tara Oxley, Erskine Academy
Alyssa Rainey, Waterville Public Schools
Cathryn Sherman, Brewer School Department
Elizabeth Spaulding, Portland Public Schools
Janneke Strickland, RSU 9
Melissa Tringali, Gorham Schools
Sherri Vail, RSU 40
Rosemary Wiser, MSAD 44
Jessi Woodman, MSAD 6

Resources to Prevent Opioid Overdose in Maine Schools

As directed by the 130th Maine legislature the Department of Education created and collected guidelines and resources for schools who choose to stock emergency medication for a suspected opioid overdose on school grounds.  Naloxone is used in opioid overdoses to counteract life-threatening depression of the central nervous system and respiratory system, allowing an overdose victim to breathe normally. Naloxone is a nonscheduled (i.e., non-addictive), prescription medication. Naloxone only works if a person has opioids in their system; the medication has no effect if opioids are absent. It can be administered by trained persons, which makes it ideal for treating a person experiencing an apparent opioid overdose during school or a school-sponsored activity or otherwise on school grounds. The Rule for Medication Administration in Schools [05-071, Ch. 40, Section 6 (last revised 5/11/2022)], outlines the requirements if a school administrative unit plans to stock naloxone. However, schools must consider including naloxone as only one strategy in combatting substance use disorder.

The Substance Use Among Young Adults Summary in Maine was recently released by Maine CDC and reported that in 2020, nearly one in three young adult Mainers qualified as having a substance use disorder: ranking Maine 3rd in the nation. Research suggests that the area of the brain responsible for decision-making does not fully mature until 25 years of age, making this population more vulnerable to risky and harmful behaviors. Now more than ever we must focus on upstream primary prevention efforts before negative health outcomes occur. Prevention programs within schools can be part of comprehensive health education and social-emotional learning.

Health education can assist students to be better consumers of information, manage the complex world around them and be more inclusive of others. Through an effective skills-based health education curriculum, students will practice skills that protect, promote, and enhance lifelong health. Similarly improving foundational social emotional skills such as self-awareness, self- regulation, social awareness (empathy, compassion & respect for self and others), relationships and critical thinking skill development can be applied to address risk factors for substance abuse. These educational programs can complement a Substance Use Policy within a school administrative unit along with distributing naloxone and educating people about how to prevent, recognize and intervene in overdoses to prevent deaths.

Procurement:

Other Resources:

Contact the Office of School and Student Supports at DOESchoolandStudentSupports@Maine.gov with questions.

Collection of Resources for Supporting Maine Schools During and After Crisis

The Maine PBIS (Positive Behavioral Intervention System) Team acknowledges the difficulties that may arise for schools, families, and communities in response to the threats of violence in Maine schools today. We recognize that individuals will respond to these events differently, and some may require additional supports to process the experience. Reassuring students, staff and families that school is a safe, predictable, positive, and supportive environment is an important first step. Below are several recommended resources that may be consulted to support administrators, teachers, and families as they work to return to normalcy and re-instill a sense of security for themselves and their students in the coming days.

Comprehensive Resources

This comprehensive guide provides guidance to state, district, school, and classroom leaders on how to recover and return to school following a crisis. Specific guidance on practices that can be used immediately can be found within the guide targeted to specific levels.

Supporting Schools During and After Crisis

  • Critical Practices Overview p. 9
  • Critical Practices for Districts p. 26
  • Critical Practices for Schools p. 29
  • Critical Practices in the Classroom p. 36

This page provides links to a variety of resources for schools and families to use when supporting students after incidents of community violence.

Resources for educators supporting students after an incident of violence

Quick References

This guide helps parents and teachers to discuss violence and threats of violence with students, and to help re-establish a sense of safety.

Talking to Children About Violence: Tips for Parents and Teachers

This resource provides concrete strategies for coping with increased stress after difficult situations.

Coping Tips for Traumatic Events and Disasters

This resource offers suggestions for family members when talking with youth after a crisis or unexpected events. It provides predictable youth reactions, how to support, and examples of things to do and say.

Parent Tips for Helping School-age Children

If you need additional support for your school or district, please contact pbis@maine.edu.

 

WEBINAR: Developing Comprehensive and Equitable School Safety Programs that Consider the Whole Child, Whole School, and Whole Community

The U.S. Department of Education, Office of Elementary and Secondary Education, Office of Safe and Supportive Schools and its Readiness and Emergency Management for Schools (REMS) Technical Assistance (TA) Center will host a Webinar on Wednesday, November 16, 2022, from 12:30 p.m. to 1:30 p.m. ET. This Webinar will highlight comprehensive approaches to school safety and emergency operations plan (EOP) development that include physical and psychological safety and well-being that are rooted in equitable approaches.

The objectives of this 60-minute Webinar are to

  • Reinforce the significance of creating plans that consider the needs of the whole school community and that represent an equitable approach to emergency preparedness.
  • Describe the concept of the Whole Child, Whole School, and Whole Community and the role that it can play in enhancing school safety, security, emergency management, and preparedness efforts.
  • Share state-based approaches used by education agencies and their community partners to enhance emergency preparedness planning using the Whole Child, Whole School, and Whole Community model.

Register on the REMS TA Center Website to participate in the Webinar

Presenters:

  • Ohio Department of Education, Office of Whole Child Supports
    • Jennifer Vargo, Director of the Office of Integrated Student Supports
  • Ohio Department of Mental Health and Addiction
    • Bobbie Boyer, Deputy Director for Prevention Services
  • Ohio Department of Public Safety
    • Emily Torok, Executive Director, Ohio School Safety Center
  • Center to Improve Social and Emotional Learning and School Safety
    • Shaun Ali, Senior Justice Technical Assistance Specialist
  • REMS TA Center
    • Janelle Hughes, Project Director

Twitter Chat

You are invited to participate in a Twitter Chat immediately following the Webinar, where presenters will continue to answer your questions. No Twitter account is necessary to view questions, but an account is needed to pose questions and engage in tweets. Follow @remstacenter and tune in at 1:30 p.m. ET on November 16.

Questions

Contact the REMS TA Center Help Desk at 1-855-781-REMS [7367] or info@remstacenter.org from 9:00 a.m. to 5:00 p.m. ET, Monday through Friday. Can’t make the live event? This Webinar will be archived on the REMS TA Center’s Website within 7 business days.

Human Trafficking Webinar Series – Protecting Young People from Online Exploitation

Since 2020, the U.S. Department of Education has conducted a webinar series to address the growing response of America’s schools to child trafficking. The series draws attention to the important efforts underway in our nation’s education community to address both sex and labor trafficking.

On behalf of the U.S. Department of Education, Office of Elementary and Secondary Education’s Office of Safe and Supportive Schools, the National Center on Safe Supportive Learning Environments (NCSSLE) invites you to join the next webinar in this series, Protecting Young People from Online Exploitation.

Date: Wednesday, October 26, 2022

Time: 3:00 – 4:30 pm EDT

This webinar is focused on understanding what online exploitation is and how schools can protect young people from it. Speakers will start by defining what online exploitation is – describing how it is facilitated via technology and how online human trafficking compares with online sexual abuse – and then share what you can look out for and do if it is happening. Following a set of presentations, the speakers will engage in a panel discussion to share how they implemented mitigation strategies and how schools can educate young people to recognize grooming and other dangerous online behavior. After the panel, the speakers will be available to answer a few questions from participants. Join us to learn strategies you can use tomorrow!

Speakers/Panelists

  • Ruth Ryder, Deputy Assistant Secretary, Office of Elementary and Secondary Education, U.S. Department of Education
  • Jennifer O’Brien, Assistant Professor, Crimes Against Children Research Center, University of New Hampshire, Durham, NH
  • Wendy Walsh, Research Associate, Crimes Against Children Research Center, University of New Hampshire, Durham, NH
  • Stacey Robinson, Manager, Project-Grant Fund, Division of Equity and Student Empowerment, DeKalb County School District, Stone Mountain, GA
  • Dr. Nicole Prad-Jennings, Human Trafficking Prevention/Not a Number Facilitator, DeKalb County School District, Stone Mountain, GA
  • Dave Alley, Special Agent, U.S. Customs and Immigration Enforcement, Detroit, MI
  • Rachel Thomas, Member, U.S. Advisory Council on Human Trafficking, Person with Lived Experience

Webinar Materials

  • Speaker Bios (Coming Soon on October 26)
  • Slides (Coming Soon on October 26)
  • Recording (Coming Soon on October 27)
  • Transcript (Coming Soon on October 28)

Registration

You must register to participate in this presentation.

Please contact NCSSLE if you have any questions.

National Summit on K-12 School Safety and Security Summit – Nov. 1-3

The Maine Department of Education supports Cyber Awareness Month. The National Summit on K-12 School Safety and Security Summit includes CYBERSECURITY AND ONLINE SAFETY.  Please consider attending!

November 1-3, 2022 @ 2:00-4:00pm

The Cybersecurity and Infrastructure Security Agency (CISA) will host the inaugural National Summit on K-12 School Safety and Security on November 1-3, 2022. This three-day, virtual event will convene school safety experts, practitioners, and leaders from across the country to discuss current threats in school safety and explore research-informed strategies for addressing security challenges and risks in K-12 schools.

Sessions are planned for all members of the K-12 community and will include keynote remarks, one-on-one interviews, and panel discussions on issues such as targeted violence, violence prevention, cybersecurity, online safety, emergency planning, and physical security. The event is designed to foster a nationwide dialogue on school safety, as well as equip school stakeholders and personnel with resources, training, and expertise to apply in their local school settings and communities.

ABOUT THE SUMMIT

The Summit is a free, virtual event that combines discussion, education, networking, and knowledge-sharing among federal, state, and local school safety stakeholders. Through the event, attendees will hear from government, private sector, and community leaders in the field, who will speak about current and critical school safety issues, threats, and solutions.

EVENT DETAILS

The Summit will be held virtually over the course of three days in November. Each day will consist of a two-hour session centered around the themes of violence prevention (Day 1); cybersecurity and online safety (Day 2); and physical security (Day 3).

Additional event details include:

  • Dates: November 1-3, 2022
  • Time: 2:00 p.m. – 4:00 p.m. ET
  • Location: Held virtually via Microsoft Teams  (access link to be provided to all registrants)
  • Registration Information: The Summit is open to all interested parties and there is no cost to attend. Registration is required for planning purposes.

WHO SHOULD ATTEND

The Summit is open to anyone with a passion for improving school safety. K-12 educators, administrators, principals, school-based law enforcement, mental health professionals, policymakers, cybersecurity experts, community liaisons, and other school safety and security professionals are especially encouraged to attend.

Register here 

ADDITIONAL INFORMATION

Additional details, including confirmed speakers and a final agenda, will be shared when available. If you have any questions, please contact the CISA School Safety Task Force at SchoolSafety@hq.dhs.gov.

Student Mental Health Support Modules

The Maine Department of Education’s SEL4ME platform is now hosting over 100 free, PK-12th grade modules focused specifically on supporting student mental health and wellness. While schools and districts are faced with significant educational and developmental priorities for many children and students associated with the pandemic, there is a need for balanced programming that supports learning, while also supporting their social, emotional, and behavioral adjustment.

The following resources can be incorporated into existing Social Emotional Learning, School Counseling and Health programs as well as part of an overall MTSS approach, and are accessed through a free registration of the SEL4ME platform.

Mental Health Modules: https://www.maine.gov/doe/mentalhealthmodules

More information on SEL4ME and login: https://www.maine.gov/doe/sel/sel4me

For more information, reach out to Bear Shea, Maine DOE Mental Health / School Counselor Specialist at w.bear.shea@maine.gov.

Maine DOE and Lives in the Balance: Collaboration to Reduce Restraint and Seclusion

The Maine Department of Education (DOE) is partnering with Lives in the Balance, a Maine founded and nationally renowned organization that uses evidence based practice approaches to support schools seeking to reduce their use of Restraint and Seclusion.

Collaborative & Proactive Solutions (CPS) is the evidence-based model of care that helps educators focus on identifying the problems that are causing concerning behaviors in students and solving those problems collaboratively and proactively. The model is a departure from approaches emphasizing the use of consequences to modify concerning behaviors. In families, general and special education schools, inpatient psychiatry units, and residential and juvenile detention facilities, the CPS model has a track record of dramatically improving behavior and dramatically reducing or eliminating discipline referrals, detentions, suspensions, restraints, and seclusions. The CPS model is non-punitive, non-exclusionary, trauma-informed, transdiagnostic, and transcultural.

Lives in the Balance will be offering free technical support and training in the CPS model to Maine schools working to reduce or prevent the use of restraint and seclusion.

Webpage link: https://www.maine.gov/doe/reducerestraintandseclusion

For more information, reach out to Bear Shea, Maine DOE Mental Health / School Counselor Specialist at w.bear.shea@maine.gov.

WORKSHOP: Creating a Restorative Code of Conduct

As schools continue to adjust to a post-pandemic educational reality, teachers, administrators and students struggle to rebuild a sense of community and safety while undesirable behavior continues to escalate. The Maine School Safety Center, a division of the Maine DOE, believes that the development of an intentional community based on Restorative Practices is the best way to build a sense of safety, equity and belonging, while also responding to behavior in a victim centered, nonpunitive manner that encourages accountability, and restoration to individuals and community.

Restorative Practices in schools work best when initiated using a top-down approach, starting with consensus from all stake holders, followed by a review of district or school-based codes of conduct to ensure that both restorative language and restorative response to undesirable behavior is the standard. Analysis of current policies also allows for modifications that ensure equity for all students, regardless of race, ethnicity, academic ability or socio-economic status.

With this in mind, the Maine School Safety Center will begin our Restorative Practices training with a free of charge workshop, led by Stacey Barlow, Restorative Practices Coordinator of the MSSC and John Hudson, nationally recognized Restorative Code of Conduct expert, designed to help schools evaluate their current code of conduct through an equity lens and then integrate restorative policy and language, the foundation of building a restorative school culture. A Restorative Code of Conduct will put your school or district in alignment with Maine law, as described below:

15-A. School disciplinary policies. When revising the prescribed consequences for violation of the student code of conduct pursuant to subsection 15, paragraph C, a school board shall consider districtwide disciplinary policies that:

B. Focus on positive and restorative interventions that are consistent with evidence-based practices rather than set punishments for specific behavior and avoid so-called zero-tolerance practices unless specifically required by federal or state laws, rules or regulations. For the purpose of this paragraph, “restorative interventions” means school practices that are designed to strengthen relationships, improve the connection to school and promote a strong sense of accountability and that help students learn from their mistakes, understand the impact of their actions on others and find opportunities to repair the harm they have caused through their misbehavior; [PL 2011, c. 614, §7 (NEW).]

Workshop dates/times (same workshop offered in three locations):

  • Monday, November 7, 2022 – USM Portland 9AM – 4PM
  • Wednesday, November 9, 2022 – Augusta Civic Center 9AM – 4PM
  • Thursday, November 10, 2022 – University of Maine, Bangor 9AM – 4 PM

All workshops are free for Maine Educators – Register for Workshops Here

For questions, please contact Stacey Barlow at Stacey.Barlow@Maine.gov (207)446-8313

Toileting Support Resources for Schools

Frequent inquiries from the field about how to support children who need toileting support has prompted the creation of this resource document for schools. Ultimately, a public school district cannot refuse to enroll or serve a child who has toileting needs, nor should there be any punishment associated with soiling, wetting, or not using the toilet. Each School Administrative Unit (SAU) is encouraged to adopt sanitation and hygiene procedures for assisting with toileting and/or diapering that adequately protect the health and safety of all children and staff. The determination of which school personnel within a school setting can be asked to assist with toilet training/toileting support is a local employment and collective bargaining matter.  

Transitioning into public school can be a time of trepidation and anxiety for many children and their families. Providing support, understanding, toileting routine, and consistent communication with the family will aid in a child becoming more independent. 

Foundational Support  

Consider using direct instruction on healthy toileting expectations for school in early elementary grades. Teach the behaviors that are expected; practice and reinforce the behaviors with all students. Establish a classroom routine and practice the routine with all students. Resources for providing direct instruction are included at this end of this document.  

Keep in mind that there are cultural differences in how children are toilet trained. Building knowledge and understanding of these cultural differences is important as the expectations of school personnel may not be the same as a child’s family. 

Provide visual directions in all bathrooms and stalls. 

Targeted Support 

Some students may need more targeted intervention in addition to the foundational support provided to all students. 

If possible, work with the family to create a home and school plan that acknowledges the goals and desires of both parties regarding the child’s individual development towards independent toileting. A home-school liaison, teacher, school nurse, or representative(s) from an outside agency that is supporting the child may work directly with the parent to develop a plan for toilet training at home and school. If the child attends another out-of-home care setting, in addition to public school, be sure to include all teachers and family providers in the conversation. Build communication between parties as well as regular review to revise a plan that may not be effective. 

Depending on the needs of the student, consider the following in building independence: 

  • Adaptive equipment (PT or OT) 
  • Visuals or social stories to teach steps in the routine 
  • Reinforcers (star/sticker chart, screen time, adult 1:1 attention, peer activities, etc.) can help students with the motivation to persist in learning bathroom skills 

Communicate with the family to establish whether there are any medical needs or physical limitations involved. If there are medical needs, work with the family using an individual health plan of care to support the child and possibly a 504 plan if indicated. 

The parent/legal guardian will need to supply clean clothes, underwear, pull-ups, and diapers (as appropriate). 

Sanitation and Safety 

Child size toilets or modified toilet seats with step stools are recommended. Potty chairs are not recommended for use in schools. 

Children in soiled or wet clothing and/or diapers that require full assistance due to medical condition or disability shall be changed on a washable vinyl table or mat that is cleaned and sanitized after each use or has a disposable single-use cover. 

All staff members must wash hands with soap and running water after assisting with toileting and/or diapering.  

Any materials used for cleaning/changing (including any diapers and diapering materials) must be discarded in a covered, lined, foot-pedal-operated step can separate from other trash or must be tied up in a separate bag and removed to a covered garbage location.  

Toileting and diapering areas shall be separated from areas used for cooking, eating or children’s activities. 

Guiding Principles 

  • Bathroom independence is a fundamental skill for independent living and dignity. We want each student to be as independent as possible in the bathroom. 
  • Assume that students are capable of learning new skills and routines. 
  • Adults should model boundaries by telling students when and why they are touching the student’s private areas. 
  • Assume the student is listening to everything you say. 
  • Students who are not yet independent in the bathroom may be vulnerable.  
  • For the protection of both students and staff, it is highly recommended that two adults be present in the bathroom assisting the student with clothing removal, changing, or wiping.  
  • Consider using a bathroom that is in sight and/or audio vicinity of other adults 
  • In many early childhood classrooms, the bathroom might have a cloth curtain as a door, or a half-door as opposed to a full closing door. 
  • Other students should never be involved in the changing routine. 
  • Staff should protect themselves by using appropriate Personal Protective Equipment. 

 

Toileting in Schools Resources 

Autism Adventures: Toilet Training in the Classroom  
J of Autism and Developmental Disorders Classroom Based Intensive Toilet Training for Children with Autism Spectrum Disorder 
4.21 NY Guidance for Supporting Toilet Learning for Prekindergarten & Kindergarten Students
Bathroom Routine Visual – Indiana University Resource Center for Autism (docx)
Going to the Bathroom Visual – Indiana University Resource Center for Autism (docx)
Going to the Bathroom Step by Step – Indiana University Resource Center for Autism (docx)
Soiling (Encopresis) from Kids Health
U Can Poop Too 

Virtual Lab School Trainings 

The Watson Institute, Toilet Training: Developing a Toileting Routine 

Sample Procedure 

Consider the environment and what is the least restrictive setting. A student bathroom is more typical/less restrictive than staff bathroom. 

If physical transfer of student is necessary, ensure that staff doing transfer have been trained by the Physical Therapist on appropriate transferring procedure. 

Have clean clothes available and a bag for wet/soiled clothes. 

Waste disposal: 

  • Disposal should be in a covered can and appropriate bagging that minimizes odor. 
  • Work with your building custodial engineer to ensure that appropriate trashcan and bags are accessible and being removed from the building on a daily basis. 

Personal Care Routine to be developed by a team, which may include OT or PT 

Training on Personal Care Routine provided and documented 

Basic procedure for full change (Remember, the goal is for the student to take over performing tasks as they are able): 

  1. Inspect the designated changing area and make sure that all of the necessary equipment and supplies are available in the area (i.e., gloves, wipes, etc.) 
  2. Bring student to changing area 
  3. Prepare table/surface where student will be changed by wiping with a sanitized cloth and/or by placing protective paper on the table surface 
  4. Wear appropriate Personal Protective Equipment — gloves (sleeves and apron if necessary) 
  5. Talk to student about what you are doing and why (i.e., “I’m going to use the wipes to clean your buttocks now.”) 
  6. Transfer student to changing table (per PT training) or standing position if able 
  7. Remove soiled diaper and place in a covered waste receptacle 
  8. Clean student using wipes 
  9. Dispose of soiled gloves and put on clean pair of gloves 
  10. Place clean diaper on student 
  11. Transfer student from changing area 
  12. Remove paper and clean surface with wipe 
  13. Wash hands with soap and running water 

Procedure developed from NYC United Federation of Teachers Safety and Health Department http://www.uft.org/files/attachments/uft-diapering-toileting-procedure.pdf 

References

Maine Department of Education, Public Preschool Toileting Policy. Available from: https://www.maine.gov/doe/learning/earlychildhood/publicpreschool/health  

National Resource Center for Health and Safety in Child Care and Early Education,
Caring for Our Children, Chapter 3.2 Hygiene. Available from: https://nrckids.org/CFOC/Database/3  

New York City, United Federation of Teachers Safety and Health Department, Para Protocols, Diapering and Toileting. Available from: http://www.uft.org/files/attachments/uft-diapering-toileting-procedure.pdf  

Virtual Lab School, Staying Healthy: Diapering and Toileting. Available from: https://www.virtuallabschool.org/infant-toddler/healthy-environments/lesson-3  

Virtual Lab School, Changing Soiled Clothing. Available from: https://www.virtuallabschool.org/infant-toddler/healthy-environments/lesson-3/act/14126