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Social Emotional Wellness

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Title: Social Emotional Wellness


1
  • Social Emotional Wellness
  • In Schools

2
What We Will Cover This Morning
  • MBI
  • Big ideas
  • Critical components
  • Administrator role
  • IERS
  • Who we are and what we do
  • Trauma-informed Positive Behavior Supports
    (TI-PBS)
  • Students, Trauma, and Resilience (STAR)
  • Secondary Traumatic Stress and Self Care
  • Applied Suicide Intervention Skills Training
    (ASIST)
  • Bullying Prevention and Internet Safety
  • Psychological First Aid (PFA)

3
What is PBIS/PBS/MBI????
  • PBIS is a method for defining, teaching, and
    supporting appropriate student behaviors to
    create positive school environments while
    providing a continuum of positive behavioral
    support for all students within a school
    community.

4
MBI
  • Helps students increase positive behaviors and
    decrease negative behaviors
  • Supports students in behavior change rather than
    controlling behavior
  • Helps build positive relationships between
    students, staff, and families and helps build a
    sense of community

5
Implementing MBI
  • 3 tiered system to provide academic (RtI) and
    behavioral (MBI) supports that are consistent,
    proactive and preventative
  • Establish school environments that support long
    term success of effective practices 
  • Focus on prevention and instruction
  • For all students
  • Typically a 3 to 5 year process

6
CONTINUUM OF POSITIVE BEHAVIOR SUPPORT
7
Supporting Social Competence and Academic
Achievement
4 MBI Elements
OUTCOMES
Supporting Decision Making
DATA
SYSTEMS
Supporting Staff Behavior
PRACTICES
Supporting Student Behavior
8
What is Your Role in MBI?
9
Administrative Leadership
  • Feature Purpose
  • Administrators publicly support the MBI process
    in their school/district and community
  • Active members of the MBI team
  • Provide ongoing leadership and support leadership
    of other team members
  • Feature Outcomes
  • Administrators provide resources to implement and
    sustain MBI
  • Indicate commitment by assuring MBI is one of top
    3 goals/missions, regularly attending meetings,
    and providing regular opportunities for
    dissemination of MBI related topics to staff

10
Examples of Administrative Leadership
  • Include MBI in School Improvement Plan
  • Write MBI into school policy
  • Serve as gatekeeper for high yield strategies
  • Provide support/training for all staff
  • Counsel and support teachers not implementing MBI
  • Provide financial support/time for MBI team and
    activities
  • Establish a representative MBI team including
    teacher leaders, support staff, etc.
  • Recruit and support the MBI Coach

11
Examples of Administrative Leadership
  • Collaborate with team to establish process for
    communicating to whole school about MBI
  • Prioritize time for MBI team members and
    acknowledge their efforts
  • Share public support for MBI with all staff,
    students, and families
  • Make MBI a standard faculty meeting agenda item
  • Provide ongoing info about MBI goals and
    activities to key school groups

12
Examples of Administrative Leadership
  • Expect teachers to list social skills lessons on
    posted class schedule and to post classroom
    expectations, common routines, and lesson of the
    week/month
  • Support the establishment of a system to provide
    specific positive feedback to students when they
    meet expectations
  • Support teachers in using the building process
    for addressing behavior violations
  • Establish a data collection and reporting process
    that provides complete and accurate time out of
    instruction information
  • Regularly use data for decision-making

13
Administrative Commitment
  • Commitment and support begins at the district
    level
  • District leaders need to be informed and
    dedicated to the implementation of MBI
  • Building administrators are expected to be
    actively involved in implementation
  • A majority of school staff needs to support
    implementation of MBI

14
Education Revolution Preview
15
Universal MBI Strategies
  • Building positive relationships
  • Define expected behaviors
  • Teach expected behaviors
  • Encourage expected behaviors
  • Discourage problem behaviors
  • Data-based decision making

16
Define Expected Behavior
  • 3 to 5 overarching values
  • Creates a common language and vision
  • Define what the expectations look like in your
    school
  • Matrix becomes The Behavior Curriculum in your
    building
  • Gives specific observable examples
  • Keeps expectations positive

17
Teach Expected Behaviors
  • Once you have developed school-wide expectations,
    it is not enough to just post the words on the
    walls of the classroom
  • Youve got to
  • TEACH THEM!

18
Encourage Expected Behavior
  • Positive feedback41 ratio
  • Rates of positive interactions
  • Reinforcement systemsfor ALL kids
  • Precorrects
  • Active supervision

19
Research
  • Acknowledging positive behaviors coincided with
    a 62 reduction in office discipline referrals
  • 80 of behavior problems can be eliminated by
    increasing the frequency of praise statements

20
Discouraging Problem Behavior
  • We will still use negative consequences in
    schools
  • Why?...Because they are effective for many
    students
  • BUT too often we keep using negative
    consequences when they are not effective in
    changing behavior
  • Happens once shame on student Happens three,
    four, ten times shame on me

21
Defining Problem Behaviors
  • Operationally define
  • The critical feature is that all staff agree on
    mutually exclusive and operationally defined
    labels and definitions
  • Once defined whole school trained on the
    definitions

22
A reason to define problem behaviors
23
Looking At The Big Picture!
  • Instructional Time Lost
  • Each minor incident takes an administrator about
    25 minutes to process
  • Students are losing instructional time when minor
    incidents are handled in the office
  • Classes are interrupted whenever the teacher has
    to write up a student and get them to the office

24
Major Discipline Incidents
  • Defined
  • Discipline incidents that must be handled by the
    administrationthese may include, but are not
    limited to physical fights, property damage,
    drugs, weapons, tobacco, etc.
  • Purpose
  • Once problem behaviors are operationally defined,
    it is essential that the team distinguish the
    major discipline incidents from the minor to
    determine the appropriate consequences

25
Minor Discipline Incidents
  • Defined
  • Discipline incidents that can be handled by the
    classroom teacher and usually do not warrant a
    discipline referral to the office. These may
    include, but are not limited to tardiness to
    class, lack of classroom materials, incomplete
    classroom assignments, gum chewing, etc.
  • Purpose
  • To determine appropriate consequences and where
    the consequences should be delivered

26
Discipline Referral Process
  • This process must be defined, taught, and agreed
    upon with all staff, and must include definitions
    for
  • major discipline incidents
  • minor discipline incidents
  • emergency or crisis incidents
  • a continuum of discipline procedures

27
Why Arent Traditional Consequences Effective?
  • Not aligned with school rules/ expectations
  • Not aligned with whats being taught and
    reinforced
  • Not related to the function of the behavior!
  • If a student tries to avoid a task by disrupting
    and the teacher sends him to the office or to
    time out, then
  • the behavior has served its function
  • the task has been avoided, and
  • the student will see no need to change

28
Sample minor consequences
  • Reteach the expectations/rules
  • Restitution/ Apology of Action
  • Student contracts/conferences
  • Problem-solving
  • Provide choices
  • Failure to earn a privilege
  • Consequences that teach

29
Corrective Consequences
  • Assign corrective consequences based on the
    purpose/motivation (function) of the problem
    behavior
  • Get attention, activities, objects, etc.
  • Avoid attention, activities, tasks, etc.
  • Use consequences that teach
  • Example tardy 1st bell monitor, tally
    instructional time lost

30
All consequences should include teaching
  • Staff trained to immediately correct and respond
    consistently
  • Name problem behavior
  • State school-wide expected behavior
  • Model expected behavior
  • Ask student to demonstrate behavior
  • Provide acknowledgement to student

31
  • Sample Schoolwide Consequences
  • Prevention activities reminders,
    precorrections, practice expectations,
    reinforcement systems
  • Warning 1 Enforceable statements
  • Warning 2 Repeated redirect
  • Warning 3 Take space in class/reteach a.s.a.p.
  • Office Referral R1 Parent call/conference
  • Office Referral R2 Parent call/conference
  • Reflection sheet
  • Counseling session
  • Office Referral R3 Parent call/conference
  • Behavior Intervention Plan
  • OSS Administrative Decision Drugs/Weapons/F
    ighting

32
Points to Remember
  • If the number of violations for specific
  • misbehaviors continues to increase
  • the consequence for that misbehavior is
  • not effective
  • Reinforcements (at a 4 to 1 ratio)are more
    effective than punishments
  • Always ask Is what we are doing working?

33
Data-Driven Decision Making
  • The concept isnt new
  • Using it tenaciously to focus change and evaluate
    effectiveness is new!

34
School often functions as a collection of
independent contractors united by a
common parking lot.
Richard DuFour
Using data gets staff working as a team in an
efficient and effective way and provides the
common focus. as opposed to the common
parking lot.
35
Data
  • Big 5 Reports are generated using ODRs and
    reviewed monthly (number of referrals per day per
    month, location, problem behaviors, time and
    students involved)
  • Multiple data sources are used for mapping of
    resources and action planning
  • Data used to identify students needing Tier 2
    and/or Tier 3 supports

36
Office referrals per day/month
Referrals by problem behavior
Disruption
Lang.
Harass
Defiance
Skip
Cafeteria
1200
Hall
Commons
Class
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CONTINUUM OF POSITIVE BEHAVIOR SUPPORT
39
Institute for Educational Research and Service
(IERS)
  • Montana Safe Schools Center
  • Bullying prevention
  • Suicide prevention
  • Psychological First Aid
  • Emergency preparedness
  • National Native Childrens Trauma Center
  • Trauma awareness
  • Trauma-informed PBIS
  • STAR
  • CBITS

40
What is Trauma?
  • Trauma is
  • Not an event, but a response to a stressful
    experience, where ones ability to cope is
    overwhelmed
  • Trauma overwhelms the ability to adapt and
    generates feels of helplessness and terror

41
Acute vs. Complex Trauma
  • Acute Trauma
  • A single traumatic event that overwhelms a
    childs ability to cope. (Fitzgerald and Groves)
  • Complex Trauma
  • The experience of multiple or chronic and
    prolonged, developmentally adverse traumatic
    events, most often of a personal nature (sexual
    or physical abuse, family violence, war,
    community violence) and early life onset.
  • These exposures often occur within the childs
    care giving system (Spinazzola, et al)

42
A Range of Traumatic Situations
  • Automobile accidents
  • Life-threatening illness
  • Witnessing violence
  • Natural disasters
  • Terrorism
  • Physical or sexual abuse
  • Neglect
  • Abandonment
  • Death or loss of a loved one
  • Bullying
  • Living in a chronically chaotic environment
  • Military deployment
  • Substance abuse in caregivers
  • Depression or mental health disorder in caregiver
  • Intergenerational trauma
  • Historical trauma

43
Childhood Traumatic Stress
  • Childhood traumatic stress occurs when children
    and adolescents are exposed to traumatic events
    or traumatic situations, and when this exposure
    overwhelms their ability to cope with what they
    have experienced. (NCTSN)
  • It occurs because the event(s) pose(s) a serious
    threat to
  • The individuals life or physical integrity
  • The life of a family member or close friend
  • Ones surrounding environment

44
What happens with children that experience
traumatic events?
  • Resilient Children 2/3 of children will not
    suffer child traumatic stress from experiencing
    an adverse childhood event
  • 1/3 will experience symptoms of childhood
    traumatic stress
  • One of every four children attending school has
    been exposed to a traumatic event

45
Responses to Trauma
  • Hyperarousal
  • Feeling scared for no reason
  • Feeling crazy or out of control
  • Being on guard feeling like something bad is
    going to happen
  • Jumping when there is a loud noise
  • Re-experiencing
  • Nightmares or trouble sleeping
  • Thinking about the trauma all the time
  • Flashbacks
  • Intrusive thoughts
  • Sense of Foreshortened future
  • Withdraw from family/friends
  • Decrease in interests/activities

46
Responses to Trauma
  • Changes in affect
  • Feeling anger, sometimes for no reason
  • Feeling shame
  • Feeling guilty
  • Feeling sadness/grief/loss
  • Avoidance and Numbing
  • Wanting to NOT think or talk about the trauma
  • Avoiding places, people, or things that are
    connecting with the event
  • Not being able to remember parts of what happened
  • Having physical health problems and complaints

47
Impact on Learning
  • Lower GPA
  • Increased drop-out rates
  • More suspensions or expulsions
  • Decreased reading ability
  • Adversely affect memory and attention
  • Spacing out
  • Interfere with effective problem-solving
  • Result in overwhelming frustration towards school
  • Reduce ability to focus, concentrate, organize,
    and process information
  • Negative attitude
  • Diminished language and communication skills

48
Impact on Behavior in School
  • Lack of capacity for emotional regulation
  • Hyperalert
  • Focus on non-verbals of others
  • In a constant state of survival mode
  • Difficulty describing feelings and internal
    experiences
  • Poor impulse control
  • Use of aggressive behavior
  • Self soothing behaviors
  • Dissociation
  • Difficulty complying with rules
  • Replaying of trauma
  • Difficulty communicating

49
Adaptive Responses to Trauma
Rest Vigilance Freeze Flight Fight
Hyper-arousal Continuum Rest Vigilance Resistance Defiance Aggression
Disassocia-tive Continuum Rest Avoidance Compliance Dissociation Fainting
Mental State Calm Alert Alarm Fear Terror
Perry, 2009
50
Understanding Trauma
It begins with the ACE Study The Adverse
Childhood Experiences (ACE) Study is one of the
largest investigations ever conducted on the
links between childhood maltreatment and
later-life health and well-being.
51
ACE Study Questions
  • Did you experience physical abuse?
  • Did you experience emotional abuse?
  • Did you experience contact sexual abuse? 
  • Was there an alcoholic or drug-user in your
    household? 
  • Was there a member of your household imprisoned?
     
  • Was there a member of your household that was
    mentally ill, or did you have a depressed parent
    or institutionalized family member? 
  • Did you witness your mother being treated
    violently?
  • Were both of your biological parents absent from
    the home?

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Looking Through the Trauma-sensitive Lens.
  • Not realizing that children exposed to
    inescapable, overwhelming stress may act out
    their pain, that they may misbehave, not listen
    to us, or seek our attention in all the wrong
    ways, can lead us to punish these children for
    their misbehaviorIf only we knew what happened
    last night, or this morning before she got to
    school, we would be shielding the same child
    were now reprimanding.On Playing A Poor Hand
    Well Mark Katz

65
What is helpful
  • Understand traumatic responses in children
  • Depersonalize the childs behavior
  • Identify, own, and give permission to have
    feelings regarding stressful interactions
  • Identify those reactions
  • Modify those reactions

66
Trauma-informed Positive Behavioral Interventions
and Supports
FEW
SOME
ALL
67
Universal Strategies for ALL students
  • Build positive, trusting relationships with
    students and families
  • Create safe, nurturing environments
  • Provide consistent, predictable routines
  • Create clear behavioral expectations
  • Provide specific, positive feedback often
  • Teach behaviors and social skills
  • Use reinforcement systems
  • Provide pre-corrects (reminders) and actively
    supervise
  • Use consistent consequences that teach

68
Universal Strategies for ALL students
  • Model appropriate behavior
  • Create behavior support teams
  • Consult with mental health professionals
  • Establish and practice emergency procedures
  • Trauma awareness training for all staff
  • Psycho-education Students Trauma and Resilience
    (STAR)
  • Self-care training and support teams for staff
  • STS mitigation
  • Data collection
  • why is the behavior occurring?
  • Are these interventions working?

69
Targeted Interventions for SOME students
  • Provide choices (build sense of control)
  • Provide warnings before changes
  • Intensive social skills instruction (relaxation
    techniques, coping, anger management, etc.)
  • Check-in/Check-Out program
  • Mentorship program
  • Behavior Support Team
  • Peer network
  • Cognitive Behavioral Interventions for Trauma in
    Schools (CBITS) groups

70
Individualized Interventions for a FEW
  • Individualized strategies to address individual
    symptoms (aggression, impulsivity, short
    attention span, social isolation, etc.)
  • Trauma focused individualized counseling or
    therapy (TF-CBT)
  • Behavior support team connects student to
    counselor or therapist, works with family

71
Why Students, Trauma, and Resiliency (STAR)
  • Universal Strategy
  • Can be lead by educators
  • Many students are exposed to violence and trauma
  • Based upon 2009 screening results, 78 of middle
    school students indicated the need for a trauma
    intervention

72
Goals of STAR
  • Increase Coping Strategies
  • Understanding of stress, trauma, and loss
  • Self-care
  • Relaxation
  • Utilizing support systems
  • Problem-Solving
  • Helpful thoughts
  • Feelings Identification
  • Decrease effects of trauma exposure
  • Feelings of isolation
  • Anxiety level
  • Avoidance
  • Impulsivity
  • Negative thinking
  • Hypervigilance

73
STAR Overview
  • Curriculum based
  • 4 lessons 1 per week
  • Based upon CBT
  • Designed for use by educators
  • Not therapy, but psychoeducational
  • Designed for use in the classroom
  • Recommend use of co-facilitators
  • Based upon evidence-based CBITS

74
Lesson 1 Education and Coping Strategies
  • Objectives
  • Pre-Group Assessments
  • Provide education
  • Validate experiences
  • Help student recognize signs of stress
  • Teach relaxation skills
  • Encourage healthy coping skills

75
Lesson 2 Feelings and Thoughts
  • Objectives
  • Review practice
  • Increase feelings identification
  • Link thoughts and feelings
  • Identify and challenge thinking errors
  • Decrease impulsivity

76
Lesson 2
Cognitive Behavioral Therapy Model (Langley
and Dean 2004)
77
Lesson 3 Facing Avoidance and Anxiety
  • Objectives
  • Review practice
  • Explain avoidance
  • Face and decrease anxiety

78
Lesson 4 Social Problem-Solving and Increasing
Support
  • Objectives
  • Review activities
  • Identify link between thoughts and behaviors
  • Decrease impulsivity by identifying pros and cons
    of decisions
  • Identify resources
  • Identify circles of support

79
August 2011 STAR Training
Date School District Trainers Time
August 19 Frazer Deb and Marilyn 8 1230p.m.
August 23 Lame Deer Deb and Erin 8 1230p.m.
August 25 Pryor Deb and Erin 8 1230p.m.
August 26 Lodge Grass Deb and Erin 8 1230p.m.
80
Cognitive Behavioral Interventions for Trauma in
Schools (CBITS)
  • Based on cognitive behavior therapy
  • Evidence-based
  • 10 session group counseling protocol
  • Each session builds on previous and allows for
    practice
  • 1to 3 individual sessions
  • Parent and teacher education sessions

81
  • Secondary Traumatic Stress Overview

82
Secondary Traumatic Stress Defined
  • The natural and consequent behaviors and
    emotions resulting from knowing about a
    traumatizing event experienced by a significant
    other, the stress resulting from helping or
    wanting to help a traumatized or suffering
    person. (Figley, 1995a)

83
Secondary Trauma Signs
  • The signs of secondary stress include those for
    PTSD
  • Intrusive thoughts or images
  • Avoidance
  • Nightmares, flashbacks
  • Increased startle response
  • Difficulty concentrating
  • Difficulty sleeping
  • Anxiety
  • Changes in the way one views the world
  • Denial and detachment from clients/students and,
    alternatively, an over-identification with
    clients/students.

84
What Situations Increase the Risk of Secondary
Trauma?
  • Being overwhelmed
  • Being isolated
  • Feeling disorganized
  • Feeling helpless
  • Personal history of trauma and/or depression

85
Important!!
  • Secondary traumatic stress is a NORMAL reaction
    to ABNORMAL circumstances
  • Secondary traumatic stress is a NORMAL reaction
    to ABNORMAL circumstances
  • Secondary traumatic stress is a NORMAL reaction
    to ABNORMAL circumstances

86
STS Survey
  • OPI contracted with IERS/NNCTC to develop and
    deliver STS survey
  • Survey delivered to all four SIG Schools
  • Teachers
  • STS survey also took place in Missoula
  • Purpose
  • Comprehensively assess improve
  • Psychological trauma in staff

87
STS Survey Overview
  • First of this type of survey completed nationally
    internationally
  • First of its kind to systematically assess
  • Secondary traumatic stress (STS)
  • Job satisfaction
  • Peer support among educators

88
STS Survey Results
  • Many assets from survey
  • High number of survey participants
  • Respondents average 8 years experience on job
  • Lots of job satisfaction
  • Staff looks to family peers to help w/coping
  • Peer support
  • Some staff love their job

89
STS Survey Results
  • Survey Measured
  • Compassion satisfaction feeling positively
    about the work you do (colleagues, setting,
    contributing to society)
  • Burnout feeling hopeless, difficulties doing
    job effectively, my efforts make no difference
  • Compassion fatigue/secondary trauma secondary
    exposure to traumatic events, repeated stories
  • PTSD-like symptoms
  • Intrusion recurrent thoughts, images, dreams of
    events
  • Avoidance efforts to avoid thoughts, feelings,
    people, activities
  • Arousal irritable, constant scanning of
    environment difficult to fall asleep, stay
    asleep, concentrate

90
STS Survey Results
  • Compassion Satisfaction
  • Average for SIG schools 40.35
  • Average for normative sample of school personnel
    41.15
  • Burnout
  • Avg for SIG schools 23.82
  • Avg for normative sample 21.40
  • Compassion Fatigue/STS
  • Avg SIG schools 23.41
  • Avg sample 14.17
  • Note typically only 25 respond above 17

91
STS Survey Results
  • Levels of PTSD-like symptoms
  • Intrusion 95 exceeded cut off
  • Avoidance 84 exceeded cut off
  • Arousal 84.9 exceeded cut off
  • PTSD-like symptoms overall 74.8 exceeded cut
    off

92
STS Survey Results
  • 88.2 reported working w/at least mildly
    traumatized students
  • 66.5 reported at least occasionally their work
    involves addressing trauma-related issues
    w/students
  • 35.3 reported they felt like they were reliving
    their students trauma
  • 75.6 reported experiencing at least mild
    depression

93
STS Survey Results Peer Support
  • Indicates staff looking towards one another for
    support
  • How close is your emotional connection to your
    peers in your job?
  • 92.4 reported at least somewhat close
  • How frequently have you talked w/a co-worker
    about difficulties with your work?
  • 84.9 reported at least occasionally

94
STS Survey Results Peer Support
  • Does your job encourage talking to your
    co-workers about stress difficulties?
  • 42 reported yes
  • Would you like to see more structured
    opportunities to meet w/ learn from
    peers/co-workers about work-related stress how
    to cope with it?
  • 68.9 reported at least somewhat likely

95
STS Survey Results Peer Support
  • How likely would you be able to talk to a
    professional counselor about job related stress
    or dissatisfaction?
  • 60.5 reported at least somewhat likely

96
Responsibility of Self-Care
  • Self-care is an ethical imperative. We have an
    obligation to our clients-as well as to
    ourselves, our colleagues, and our loved ones-not
    to be damaged by the work we do. Saakvitne and
    Pearlman (1996)

97
3 Stages of Coping with STS
  • Stage 1 Knowledge Acquisition of information
    and skills
  • Stage 2 Recognition Identifying risk and
    exposures
  • Stage 3 Responding Application of skills

98
Self-Care and STS Mitigation
Body/ Physiological Mind Emotion Behavior
Personal Controlled breathing, muscle relaxation CBT (thoughts, feelings, actions) Self assessment, counseling, socializing Take breaks , eat well, exercise, drink water
Professional Physical environment, ergonomics Professional development, Provided feedback Enjoyable work place, support Organize time, Prepared, Participate
Organizational School facilities taken care of Clearly defined roles, mentorship Support systems, recognition Create policies to support staff needs
99
Suicide Prevention
  • Applied Suicide Intervention Skills Training

100
Introduction to the River of Suicide
Contributaries of Suicide (no thoughts of
suicide)
Thoughts of Suicide
Suicidal Behavior
Death or Harm
101
Structure of the Suicide Intervention Model Page
5
Understanding
reasons? risk?
listen review
Connecting
Assisting
invitations? suicide?
explore ask
safeplan? commitments?
contract follow-up
102
Bullying Prevention
  • Defining bullying
  • Teaching social skills
  • Assertiveness, empathy, bystander role, problem
    solving
  • Recognize, refuse, report
  • Assessment of climate
  • Consequences that teach (tie into policies)
  • Handling reports
  • Coaching
  • Cyberbullying and Internet Safety

103
Emergency Preparedness
  • Examine, modify, enhance emergency policies and
    procedures
  • Reference 4 phases of emergency management
  • Prevention, Preparedness, Response, Recovery
  • Discuss and practice
  • Table top activities (school and community)
  • Full scale exercises (school and community)

104
Contact Information
  • Amy Foster Wolferman
  • 406-243-5417
  • amy.fosterwolferman_at_mso.umt.edu
  • Marcy Otten
  • 406-243-2262
  • marcy.otten_at_mso.umt.edu
  • Dale Anderson
  • 406-248-3372
  • daleanderson_1944_at_msn.com
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