a. Discussion with Superintendent and consent to administer screen 

b. Presentation to and approval from the School Board 

c. Discussion and understanding with principals and building stakeholders - determine dates for each grade level (taking into consideration AP Testing, SATs,  school events, etc.) 

a. Develop flow of work - when screen delivered, how students advance through

b. Develop forms to be used Abbreviated Columbia - Suicide Severity Rating Scale (C-SSRS), data collection, screener feedback form, students who don’t respond  form 

c. Prepare emails to parents, staff and students to introduce the screening process

d. Prepare presentation materials for staff 

e. Prepare presentation materials for parents 

f. Establish communication channel and decide on level of support/involvement with  Lines for Life and County or Community Mental Health 

a. Decide who will be your Level 2 screeners and line them up for the dates and shifts (this is a big task and should be addressed early)

b. Assign roles to department staff - decide where their role ends and building staff starts

c. Arrange for building staff to be available on screening days (Counselors, Social Workers, Psychologists, Level 2 Screeners) Think of how you can cover their regular duties so they can be 100% dedicated to participating in the screening. d. Check in with staff about experience with suicide screens - find your leaders

a. District Administrator - served as liaison between Superintendent, the School Board, Building Administrators, Counselors, Social Workers, Psychologists, Lines for Life, OHA, County Mental Health. Oversees that things are done in accordance with the law. Followed up with building staff on students deemed high risk to assure the utmost care and follow-through is observed. Set schedule with Building Administrators. Hosted the parent and staff presentations and resulting Q and A sessions. Handled the staffing considerations as listed above.

b. Principal - communicates to parents, collects Opt Out data, sends introduction script to teachers, sends out screen. Coordinates meetings, training and parent sessions with the District Administrator. Is available on screening day for home visit if deemed necessary.

c. Staff (1 or 2) to monitor all aspects of screening day. This person must be computer literate and be comfortable with Google forms, Google docs, Google Sheets, Online texting, Gmail, Synergy (student database program) - this person monitors that survey was sent out, tracks google sheet responses, schedules students with positive screen answers to Level 2 screeners, meets students in the lobby of Zoom room to usher students to screeners’ breakout rooms, collects feedback forms from screeners, escalates students with high and medium risk to Level 3 intervention and creates packets to go to building counselor, psychologist and social worker. This person guarantees the confidentiality of the incoming student data.This person also tracks no shows, re-schedules them later in the day and tracks who attends screener appointments. Schedules lunch breaks in schedule, answers all questions from Level 2 screeners as they come up.

d. Level 2 Screeners - we found 5 worked well but we could have stretched it out longer in the day and gotten by with 3 or 4. The risk of scheduling late in the day is if a student No Shows it is harder to get in touch with them that same day.

e. Counselors, Social Workers and Psychologists - since we have Level 2 screeners from outside of our district we had these staff members working to get students to their appointments, provide Level 2 support if student was unwilling to meet with outside screener, provided Level 3 support to students who came out of screener appointment with a Medium or High Risk Level.

a. Employee presentation for Building Administrators, Counselors, Social Workers and Psychologists - discuss logistics, approach, workflow, responsibilities, review Columbia Screening tool.

b. Parent presentations (1 in the day, 1 in the evening) discussing myths about suicide, why do a screen, why the Columbia Screening tool, answer questions c. Have principals send out parent email and give parents opt out option.

a. Train Level 2 Screeners on workflow, expectations for data tracking, and feedback tool they will use, greeting scripts, full Columbia Screen, Harvard Partners Flow Chart, closing scripts and criteria for advancing to Level 3

b. Review forms packet with screeners. Distribute Confidentiality Agreement to collect before screening day.

c. Review with staff what the screening day will look like and collect staff phone numbers for the screening day

d. Prep forms that will be used for each grade level and school - have a plan for distributing forms prior to the first screening day

e. Principals maintain list of opt out students and remove student emails from their master list so student won’t receive screen on screening day

f. Set up non-personal texting number to be able to text students (i.e. Text Free)

a. Principal sends out screen to students at designated time

b. Teachers read Introduction statement to students and allow time for screen c. Students complete screen, majority in the first 15-20 minutes but stragglers too d. Staff monitor data as suicide screens are filled out by students

e. Students who have positive answers are scheduled with Level 2 screener f. Email sent to student with time of Level 2 screen (ours were virtual so a link was included in the email)

g. Using Text Free a text was sent to the student asking them to check their email for the email from us.

h. Students were greeted in virtual room and sent to breakout room with Screener i. Students who did not respond or report for their time were logged on a No Show document, counselors monitored this document for their students and reached out to them to reschedule another time

j. Screeners sent each student a resources list and filled out feedback form after meeting with student ranking them Low, Medium or High for risk and took notes on their discussions

k. High risk students were contacted by either their counselor, social worker or school psychologist. Their parent was contacted and permission to advance them for further support was sought

l. Option was available to send high risk students to Clackamas County Mental Health for immediate intervention

m. Staff were at the ready if a home visit was deemed necessary

n. All students with a positive screen were contacted by a staff member or seen by a Level 2 screener by the end of the day

o. Feedback forms from Level 2 screeners were compiled into summary packets and shared with the students’ counselors, school psychologists and social workers for awareness and future connection.

a. Counselors follow up with students in Low and Medium categories

b. Staff meet to provide feedback and address concerns

c. Check in on Staff mental health as there can be exposure to difficult topics

d. Review of data for trends

e. Review of data for students who identify other struggles/concerns

a. Student reactions: resentment, dismissive, withdrawn, confidentiality concerns b. Building Admin and Staff comfort with the topic and process - spend time making sure everyone knows their role and what they are responsible for. Some people have not been exposed to this and get very nervous they will cause harm by saying or doing something wrong.

c. Timing - we did each grade level back to back on consecutive days. Going forward we would space out each grade level over the course of the year. The demand on staff to drop everything else to support the screen for a week was daunting.

d. Day of Timing - make sure you give students a minimum of 30 minutes from when they are notified they have an appointment with a Level 2 Screener and the time of that appointment.