Jackson Public Schools
Climate & Wellness Overview
Department Overview
The Office of Climate and Wellness, often referred to as Student Support Services, is committed to the mission and vision of Jackson Public Schools. We are focused on the District's core values and commitments and therefore provide support and assistance to schools and other departments in order to attain positive results.
Services
This office provides support by leading the following initiatives:
Student Appeals
The Office of Climate and Wellness seeks to improve academic performance and achievement for all students by providing an optional placement for students having difficulty functioning in the regular academic setting. This request also supports JPS Goals. Ensure safe schools, and protect the health and safety of all students by ensuring that discipline consequences are administered according to federal/state laws and district policy when students are removed from a regular school setting.
Universal Screening
Facilitates and manages the diagnostic screening and progress monitoring of students (K-10th grade) in reading, math, and behavior.
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Academic screening for reading and mathematics
- Behavior screening
Multi-Tiered System of Supports
State Board Policy Part 3 Chapter 41: Rule 41.1 Intervention
- Tier I – High-Quality Core Instruction+ Differentiated Instruction
- Tier II – Strategic/Targeted Interventions-Supplemental Instruction, small group
- Tier III – Intensive Intervention, Individual, Teacher Support Team (TST)
- Reading, Math, Algebra I, Biology I, U.S. History, English II, Behavior
- Diagnostic Assessment Data and Progress Monitoring
- MKAS2 Third Grade Literacy Assessment
- Progress Monitoring-Data-driven instruction/interventions and decision-making ( Proficiency and Growth)
Positive Behavior Interventions & Support (PBIS)
- Districtwide-Schoolwide
- Systemic Implementation of Positive Behavioral Interventions & Support
Technical Support
- Processes & research-based practices/strategies
- Data-driven technical support-action planning
- Coaching, modeling, and support
- Review current practices for TST/PBIS
- Provides practical ideas/suggestions to improve
Early Warning Systems
- Promoting student attendance
- Promoting re-engagement in educational services
- Promoting graduation and career pathways
These departments are also included in the Office of Climate and Wellness:
Quick links
504 Eligibility, Determination and Plan Development Support
In the Jackson Public School District, 504 plans are referred to as Equal Education Opportunity Plans. If a student is determined eligible under Section 504 and in need of accommodation, the 504 planning team will develop a 504 plan. The team is responsible for determining what specific accommodations are required and developing the Equal Education Opportunity Plan. The 504 planning team shall consider all relevant information, including parental input and any assessments conducted. The parent or guardian must be invited to attend any meetings where services for the student will be determined. Upon development, all school personnel who work with the student must be informed of the plan and provided a copy of the student's accommodations and modifications.
Please review the documents provided below for more information regarding the 504 Equal Education Opportunity Plan (EEOP) procedures. If additional information is needed, please contact Mrs. Hope Pearson, Section 504 Coordinator, at (601) 960-8868.
Equal Education Opportunity (EEOP) Quick Links
Mental health and wellness are innately connected to scholars’ success in the classroom and to a thriving school environment. With this in mind, we commit to accommodating and responding to students who have experienced traumatic events or situations.
What is Trauma?
Trauma (trôm, trou-) n. pl. trau·mas is defined as:
- A serious injury or shock to the body, as from violence or an accident.
- An emotional wound or shock that creates substantial, lasting damage to the psychological development of a person, often leading to neurosis.
- An event or situation that causes great distress and disruption.
Traumatic events cause physical, emotional, spiritual, or psychological harm. Such events that occur with children are called adverse childhood experiences (ACEs). These may include abuse or neglect.
Traumatic events cause physical, emotional, spiritual, or psychological harm. Such events that occur with children are called adverse childhood experiences (ACEs). These may include abuse or neglect. Some examples of ACEs include:
- Physical Abuse
- Sexual Abuse
- Emotional Abuse
- Physical Neglect
- Emotional Neglect
- Mother Treated Violently
- Substance Misuse within the Household
- Household Mental Illness
- Parental Separation or Divorce
- Incarcerated Household Member
For children who have experienced trauma, learning can be a big struggle. But once trauma is identified as the root of the behavior, we can adapt our approach to help kids cope when they’re at school.
Dr. Caelan Soma, Chief Clinical Officer at Starr Commonwealth
In order to respond to students who have experienced trauma, we are developing schools with safe and respectful environments that enable scholars to build caring relationships with adults and peers, self-regulate their emotions and behaviors, and succeed academically, while supporting their physical health and well-being.
Trauma Resources for Teachers
We encourage you to utilize these resources to intervene with scholars having difficulty coping with trauma.
- 10 Things About Childhood Trauma Every Teacher Needs to Know, We Are Teachers, July 17, 2019
- Child Trauma Toolkit for Educators (PDF), National Child Traumatic Stress Network, 2008.
- Child Traumatic Stress (PDF), National Child Traumatic Stress Network, 2008.