For me, the concept of innovation is both overwhelming and exciting. The blistering pace of change, particularly changes driven by technology, leave us in a state where it is difficult to predict the future of work and how life in our communities will look. This changing landscape necessitates innovation in education. We all have the power to innovate our practice and the profession. Innovation is not magic. It is not mysterious. Educational Innovation involves deep-thinking, creativity, and professional collaboration and results in reaching every student in effective, exciting, and sometimes unique ways.
I am proud to be part of a think-tank of district teams from across the state who are dedicated to educational innovation. BPS has four teams participating in the ND Innovation Academy. In addition to state-level support, the Academy has been co-sponsored by Ted Dintersmith, author of What School Could Be and a partner in the film Most Likely to Succeed. Dintersmith has worked with schools all over the nation to capture examples of innovation and post them to the Innovation Playlist (https://teddintersmith.com/innovation-playlist). The playlist is also available in Google Drive at BPS https://tinyurl.com/y5tfoxhb.
During the first ND Innovation Academy session, school teams were asked “What is Innovation?” Below are the initial responses. Give some thought to what your response would be and join us for Twitter Tuesday on September 24 at 9:00 p.m. for #learnbpschat to talk more about innovation in education.
Twitter Questions:
- What changes in the world (economic, technological, social, etc.) are impacting education and the need for innovation?
- What current education strategies, systems, or processes are most in need of innovation?
- What innovations have you experienced or seen in education in the past 5 years?
- If innovation is about reframing challenges as opportunities what are your innovation opportunities?
Wellness and Relations, A District Approach
By Dr. Jason Hornbacher, BPS Superintendent
As parents and educators it tends to be easy to identify the physical needs of our children such as housing, food, and clothing. It is much more difficult to identify a child’s mental health or emotional needs. Strong mental health allows all of us to develop social competencies, think clearly, and learn new skills. Approximately 20% of children and youth in our nation have a clearly identified need for mental health services, but only a third of them are receiving appropriate help. The barriers preventing children from receiving support range from a lack of identification of symptoms to timely access of services. When there are gaps in mental health supports, it is frequently left to schools to provide interventions, often times without the resources or the expertise they need.
I’m excited about a structure and process that Bismarck Public Schools is exploring to improve services for all students. This structure is referred to as an Interconnected Systems Framework (ISF). An ISF blends two things we are already implementing: Positive Behavioral Interventions and Supports (PBIS) and School Mental Health (SMH). The blending of BPIS and SMH reduces non-academic barriers to learning by emphasizing social/emotional learning for all, early identification of needs, effective treatment options and improved educational and life outcomes for all students. Schools are the ideal environments for implementing universal interventions aimed at promoting protective factors, resiliency, and positive emotional development. These systems are predicated on incredibly strong internal and external relationships.
Strong Partnerships and strong relationships with families and community are at the heart of an effective ISF. By opening the school doors and inviting in families and community partners we are able to build strong relationships and effectively program and teach all students. These partnerships promote several key messages;
1. Mental health is for all
2. Teams operate together providing for a single system of delivery
3. The teaching of Evidence Based Practices is provided for all students, families, and staff
4. Fidelity and outcomes of interventions are measured and monitored.
So what’s the end result? A Comprehensive continuum of supports for all students, positive school climates, improved relationships with families and community, school connectedness for all, reduced stigma regarding mental health, improved academics and emotional wellness, and ultimately safe students, staff, and schools.
Let us all remember mental wellness is for all of us and it starts with relationships!
Twitter Questions
Questions:
1. Is there a stigma to Mental Wellness and if so, how can we remove that barrier?
2. How do you create a culture of relationships?
3. What have you done to expand a continuum of supports for students, families and communities?
If you believe Mental Wellness is for all and it starts with relationships, ReTweet this and let us start creating a new tomorrow around wellness!
