[1. CONVENE]
[00:00:08]
>> [NOISE] GOOD AFTERNOON. IF YOU CAN'T HEAR ME, YOU CAN NOW.
SO WELCOME TO OUR STUDY SESSION.
I'M HAPPY TO BE HERE AND EXCITED TO HEAR MORE ABOUT THE MENTAL AND BEHAVIORAL HEALTH AND WHAT'S GOING ON IN THE DISTRICT.
BUT BEFORE WE START, WE WANT TO GO AHEAD AND GET FEW THINGS OUT OF THE WAY AND THE FIRST IS, IF YOU'LL ALL PLEASE JOIN ME FOR THE PLEDGE OF ALLEGIANCE.
WE'LL HAVE THE LAND ACKNOWLEDGMENT AND MELINDA WILL BE READING THAT. THAT'S WHAT IT SAYS.
>> ONE SECOND, I'LL BE THERE IN JUST ONE SECOND.
YOU WOULD THINK AFTER THIS TIME I WOULD KNOW IT BY HEART.
WE, THE FERNDALE SCHOOL DISTRICT ACKNOWLEDGED WE ARE RESIDING ON THE TRADITIONAL ANCESTRAL AND UNSEATED TERRITORY OF THE LUMMI PEOPLE.
THE LUMMI PEOPLE ARE THE ORIGINAL INHABITANTS OF WASHINGTON'S NORTHERN MOST COAST AND SOUTHERN BRITISH COLUMBIA.
THEY LIVED IN VILLAGES THROUGHOUT THIS TERRITORY AND CONTINUED TO HAVE AN ONGOING RELATIONSHIP WITH THESE AREAS.
SINCE TIME IMMEMORIAL, THEY HAVE CELEBRATED LIFE ON THEIR WATERWAYS AND ON THE TRADITIONAL ANCESTRAL AND UNSEATED LANDS OF THEIR PEOPLE TO PERPETUATE THEIR WAY OF LIFE.
WE HONOR THEIR ANCESTORS AS WE ACKNOWLEDGED THE PAST, PRESENT, AND FUTURE LUMMI PEOPLE AS THE ORIGINAL INHABITANTS OF THIS LAND.
>> THANK YOU. SO ONE LAST ITEM
[2. SUPERINTENDENT CONSENT AGENDA]
OF BUSINESS BEFORE WE GET ON TO LEARNING ABOUT MENTAL AND BEHAVIORAL HEALTH, AND THAT IS THE SUPERINTENDENT'S CONSENT AGENDA.THERE'S ONE ITEM ON THIS AGENDA TONIGHT AND IT HAS TO DO WITH SOME TRAVEL THAT WE NEED APPROVAL FOR.
KRISTI, DO YOU WANT TO MENTION ANYTHING ABOUT THAT?
>> THIS IS THE FIFTH GRADE CAMP, OVERNIGHT CAMP.
ORIGINALLY THIS GROUP OF FIFTH GRADERS WAS GOING TO NORTH CASCADES.
THEY CLOSED. EAGLE RIDGE WAS ABLE TO GET INTO CAMP KUOKOA. THANK YOU.
SO THIS IS JUST NOTIFYING US THAT THERE'LL BE GOING ON THAT TRIP AT THE END OF THE MONTH.
SO THIS IS MORE NOTIFICATION FOR YOU THAT THAT'S HAPPENING.
I THINK WE TALKED ABOUT IT EARLIER THAT THEY WERE GOING TO TRY TO SWITCH AND THEY WERE ABLE TO GET IN.
>> THANK YOU. SO IF THERE'S ANY DISCUSSION IN REGARDS TO THIS OR THE CHAIR WILL ENTERTAIN A MOTION.
WERE ANY OF THE OTHER FIFTH GRADE SCHOOLS IMPACTED BY THIS?
>> NO. EAGLE RIDGE IS THE ONLY ONE THAT WENT TO NORTH CASCADES, SO THEY ALL OTHERWISE NOW THEY'RE ALL GOING TO THE SAME PLACE.
>> THANK YOU. I WILL MAKE A MOTION TO APPROVE THE TRAVEL REQUESTS.
>> SO IT HAS BEEN MOVED TO APPROVE THIS TRAVEL REQUEST TO MAKE IT PART OF THE MINUTES.
ALL THOSE IN FAVOR SIGNIFY BY SAYING, AYE.
>> ALL OPPOSED. SO MOTION CARRIES AND THEN WE WILL GO AHEAD AND
[3. MATTERS FOR BOARD DISCUSSION]
MOVE ON TO THE MAIN PURPOSE OF TONIGHT'S STUDY SESSION WHICH IS A DISCUSSION ABOUT MENTAL AND BEHAVIORAL HEALTH.FOR THAT I WILL TURN IT OVER TO KRISTI.
>> SO WE'VE BEEN GETTING LOTS OF QUESTIONS AS AN ORGANIZATION AND I KNOW THAT YOU'VE HEARD FROM STAFF WHO'VE GIVEN PUBLIC COMMENT CONCERNS AROUND BEHAVIOR.
WHAT ARE WE DOING FOR MENTAL HEALTH? HOW ARE WE MAKING CONNECTIONS? ESPECIALLY IN LIGHT OF COMING OUT OF THE PANDEMIC, THIS HAS BEEN AN AREA OF CONCERN.
SO WE ACTUALLY, AND THERE'S MISINFORMATION OUT THERE ABOUT WHAT WE MEAN WHEN WE TALK ABOUT BEHAVIORAL AND MENTAL HEALTH, SOCIAL EMOTIONAL LEARNING AND SO WE THOUGHT WE WOULD USE TONIGHT'S STUDY SESSION TO DEMONSTRATE WHAT IT IS WE'RE TALKING ABOUT.
SO WHEN YOU HEAR THE WORD SOCIAL, EMOTIONAL HEALTH, OR BEHAVIORAL HEALTH OR MENTAL HEALTH, WHAT ARE WE ACTUALLY TALKING ABOUT? THEN WHAT DOES THAT ACTUALLY LOOK LIKE IN PRACTICE IN OUR SCHOOLS? SO WE HAVE SOME REAL LIFE EXAMPLES.
I'M GOING TO TURN THIS OVER TO EXECUTIVE DIRECTOR TRINA HALL TO JUST START AND
[00:05:02]
MAYBE INTRODUCE HER GUESTS AND THEN SHE AND OUR NEW DIRECTOR OF BEHAVIORAL AND MENTAL HEALTH, DR. CHRIS COCHRANE WILL TAKE IT FROM THERE.>> LET'S SEE. DOES THE MICROPHONE WORK IF I'M RIGHT HERE? I'M EXCITED TO BE HERE TONIGHT TO TALK ABOUT ONE OF MY FAVORITE TOPICS IS HOW WE'RE SUPPORTING THE SOCIAL AND EMOTIONAL SIDE OF OUR STUDENTS SO THAT THEY CAN ATTEND TO THEIR ACADEMICS AND FEEL THAT SENSE OF BELONGING THAT WE'VE BEEN TALKING ABOUT.
WHEN WE GET INTO THE PRESENTATION WE'RE HOPING TO REALLY HIGHLIGHT, AS KRISTI SAID, SOME OF THOSE PROTECTIVE FACTORS THAT WE'RE PUTTING INTO PLACE TO SUPPORT THE PREVENTATIVE SIDE OF THIS TOPIC, AND THEN WE'LL ALSO, TOWARDS THE LATTER THIRD OF THE PRESENTATION, WE'LL BE TALKING ABOUT THE RESPONSIVE PIECES THAT WE'RE DOING, KNOWING THAT WE DO HAVE AREAS THAT NEED SOME RESPONSE OR SOME SUPPORT AFTER CRISIS OR SOME BEHAVIOR CHALLENGES.
BUT WE'RE GOING TO START WITH THE PREVENTATIVE SIDE AND WE HAVE SOME GUESTS HERE THAT ARE GOING TO HELP WITH THAT.
KRISTI ALREADY INTRODUCED CHRIS COCHRANE.
WE ALSO HAVE OUR SKYLINE TEAM HERE TONIGHT, WE HAVE STACY MOORE.
WE HAVE [INAUDIBLE] OBADIAH IS IN THE AUDIENCE.
STACY AND PAT WILL BE TALKING ABOUT PROGRAM WE HAVE PUT IN PLACE THIS YEAR CALLED SKYLINE SUPPORT, WHICH YOU'LL LEARN ABOUT TONIGHT.
KAREN WILL BE ABLE TO SHARE FROM A DEAN'S PERSPECTIVE HOW THE SKYLINE SUPPORT AS WELL AS OTHER PREVENTATIVE PIECES WERE PUTTING INTO PLACE FROM A DEAN'S PERSPECTIVE, HOW THOSE ARE SUPPORTING STUDENTS.
WE ALSO HAVE MELANIE [INAUDIBLE] WITH US, WHO IS ASSISTANT PRINCIPAL AT HORIZON, AND SHE'LL BE ABLE TO SHARE HER ASSISTANT PRINCIPAL MIDDLE-SCHOOL VIEW, FORMER MTSS INSTRUCTOR, AND BE ABLE TO TALK.
SHE'LL TALK MORE TOWARDS THE END AND TALK ABOUT SOME OF THOSE RESPONSIVE PIECES THAT WE'RE HAVING IN PLACE AND SOME OF THE STAFF WE HAVE IN PLACE LIKE OUR SCHOOL COUNSELORS, OUR MENTAL HEALTH SPECIALISTS, AND THE LIKE.
WE HAVE MICHELLE [INAUDIBLE] WITH US.
MICHELLE HAS BEEN PROVIDING SUPPORT TO OUR PEER EDUCATORS AND BUS DRIVERS IN THE FORM OF PROFESSIONAL DEVELOPMENT AND COLLABORATION AND PROBLEM-SOLVING, AND SHE'LL BE ABLE TO SPEAK TO THAT AS PART OF OUR BEHAVIOR SUPPORTS THAT WE'RE PUTTING INTO PLACE ACROSS OUR SYSTEM.
WE HAVE ANITA AND SCOTT LOCKER HERE AND THERE'LL BE ABLE TO SHARE ABOUT BE THE ONE WHICH IS A MENTORING PROGRAM THAT I BELIEVE YOU'RE FAMILIAR WITH AND HOW IT IS ONE OF THE EXAMPLES OF PROTECTIVE FACTOR IN PLACE FOR OUR OLDER YOUTH.
THAT IS OUR GUESTS AND WE'RE GOING TO JUMP RIGHT IN AND TALKING ABOUT THAT IDEA OF WHAT WE MEAN WHEN WE'RE TALKING ABOUT MENTAL HEALTH.
I THINK WHEN WE'RE TALKING ABOUT MENTAL HEALTH IN SCHOOLS, WE'RE REALLY TALKING ABOUT BEHAVIOR.
WE KNOW THAT BEHAVIOR IS ONE OF THE MOST CHALLENGING THINGS THAT WE ARE DEALING WITH IN SCHOOLS RIGHT NOW AND MANY TIMES ARE CHALLENGING BEHAVIORS ARE GETTING IN THE WAY OF THE LEARNING.
WITH THE VIEW THAT WE'RE THINKING OF AS WE THINK OF MENTAL HEALTH, THAT STUDENT ENGAGEMENT AND LEARNING IS ONE OF THOSE FACTORS THAT HELPS WITH THE BEHAVIORS AND VICE VERSA.
SO IF WE CAN HAVE SUPPORTS FOR THE BEHAVIORS WHEN THEY ARE CHALLENGING BUT ALSO IF WE CAN PROVIDE HIGH-QUALITY ENGAGEMENT IN THE CLASSROOM, THAT'S MEETING STUDENTS WHERE THEY'RE AT, THAT'S BASED ON THEIR INTERESTS AND THEIR PASSIONS.
WE CAN ALSO ALLEVIATE SOME OF THOSE BEHAVIORS AS WELL BY HAVING STUDENTS BE ENGAGED AND CONNECTED.
WE'LL ALSO TOUCH ON SCHOOL SAFETY TONIGHT AND WE'LL TALK ABOUT SOME OF THOSE OUTCOMES AS WELL AS TALKING ABOUT SOCIAL EMOTIONAL LEARNING.
YOU GUYS HEAR US TALK ABOUT SOCIAL EMOTIONAL LEARNING A LOT AND I JUST WANTED TO TAKE A QUICK MINUTE TO TALK ABOUT WHAT IT IS WE MEAN WHEN WE TALK ABOUT SOCIAL EMOTIONAL LEARNING, WE'RE REALLY TALKING ABOUT THOSE SELF-MANAGEMENT SKILLS THAT STUDENTS AND ADULTS NEED.
WE'RE TALKING ABOUT SOCIAL AWARENESS, SO HOW WE'RE UNDERSTANDING THOSE AROUND US, HOW WE ARE ABLE TO ASSESS THE SITUATION.
WE'RE TALKING ABOUT RELATIONSHIP SKILLS AND THEN RESPONSIBLE DECISION-MAKING.
SO THESE ARE REALLY SKILLS THAT ARE GOING TO HELP STUDENTS WITH ACCESS TO THEIR LEARNING, TO RELATIONSHIPS.
JUST A POSITIVE EXPERIENCE IN SCHOOL AS WELL AS IN LIFE.
ONE OF THE THINGS THAT WE KNOW FROM RESEARCH,
[00:10:03]
AND THIS IS FROM CASEL, WHICH IS THE CENTER FOR ACADEMIC, SOCIAL, AND EMOTIONAL LEARNING.I HAD TO PAUSE FOR A MINUTE, THAT THERE'S A RETURN ON THE INVESTMENT FOR ANY INITIATIVES THAT WE PUT INTO PLACE THAT ARE FOCUSED ON INCREASING SOCIAL EMOTIONAL LEARNING SKILLS.
THOSE SKILLS YOU SAW ON THE PREVIOUS SLIDE THAT THERE'S A RETURN ON THAT INVESTMENT, 11 TO ONE DOLLAR TO RETURN AND THAT'S LOOKING AT THOSE LONG-TERM OUTCOMES THAT SAVE MONEY WHEN WE'RE THINKING OF A LOT OF POST-SCHOOL OUTCOMES, SUCH AS NOT GOING TO JAIL LIKE BIG THINGS.
HAVING HIGHER PRO-SOCIAL SKILLS AND HAVING REDUCED NEGATIVE OUTCOMES.
>> I WANTED TO SAY FIRST THAT IT'S BEEN A HUGE PRIVILEGE TO BE HERE AT FERNDALE SCHOOLS, NOT ONLY TO BE HERE WITH YOU TONIGHT, BUT ALSO TO BE PART OF THE TEAM OF SCHOOL COUNSELORS AND OTHER SUPPORT PEOPLE SCHOOL PSYCHES IN OUR DISTRICT, MANY OF YOU KNOW, I'M NEW AND GETTING TO MEET A LOT OF PEOPLE.
IT'S JUST BEEN AN INCREDIBLE GROUP OF PEOPLE THAT WE HAVE IN OUR SCHOOLS WORKING WITH THEIR KIDS, SO I JUST WANTED TO SAY WHAT A PRIVILEGE IT IS TO BE PART OF THAT TEAM.
IN THIS SLIDE, YOU'LL SEE A LOT OF PICTURES OF KIDS AND STAFF AND LEARNING GOING ON.
WE KNOW THAT SCHOOLS ARE COMMUNITIES OF LEARNING AND THEY'VE BEEN AROUND FOR A LONG TIME.
WHAT WE ALSO KNOW AS WHEN BAD THINGS HAPPEN IN SCHOOLS, IT AFFECTS THE KIDS, IT AFFECTS THE STAFF [NOISE] EXCUSE ME.
IN OUR COUNTY, IN THE 1980S, THERE HAD BEEN EVERY ONCE IN AWHILE, THINGS HAPPEN IN COMMUNITIES WE'VE HAD IN FERNDALE WHERE WE HAVE THE DEATH OF A STAFF PERSON, THE DEATH OF A CHILD, DIFFERENT THINGS LIKE THAT HAPPEN.
THAT HAD BEEN HAPPENING FOR A LONG PERIODS OF TIME BUT IN THE 1980S IN OUR COUNTY, SOME PEOPLE START TO SAY EVERY TIME THIS HAPPENS, OUR SCHOOLS ARE REALLY SHOOK, WHETHER IT'S A DEATH OF A PRINCIPAL OR A CUSTODIAN OR A SECOND GRADER OR A 10TH GRADER, OUR WHOLE FAMILY OR WHOLE LEARNING COMMUNITY HAS REALLY IMPACTED.
WHAT CAN WE DO? EVERY TIME THIS HAPPENS, WE KEEP GETTING SHOCKED TO A PLACE WHERE WE DON'T KNOW HOW TO SUPPORT EACH OTHER.
THEY STARTED LOOKING AT DIFFERENT MODELS AND THE 1980S AND IN BELLINGHAM SCHOOLS IN ONE PLACE IN OUR COUNTY STARTED LOOKING AT HOW CAN WE DO THIS BETTER AND HOW WE SUPPORT PEOPLE.
THEY CAME AROUND SEVERAL MODELS THAT THEY LOOKED AT.
ABOUT 35 YEARS AGO, A PLUS, THEY FOUND A MODEL THAT THEY DECIDED TO GO WITH AND IT'S CALLED CRITICAL INCIDENT STRESS DEBRIEFING AND IT'S PART OF OUR MOBILE RESPONSE TEAM.
IT'S LIKE AFTER THE RED CROSS USES IT, A LOT OF PLACES USES DEVELOPED BY A GUY NAMED JEFFREY MITCHELL.
BUT THE IDEA IS THAT WHEN YOU HAVE A STAFF DIE OR A STUDENT DIE OR A NATURAL DISASTER LIKE THE KNAPSACK FLOODING, YOU HAVE A WHOLE SCHOOL IN CRISIS AND THEY CAN'T DO WHAT THEY'RE MEANT TO DO WHETHER IT'S TEACHING AND LEARNING.
HOW DO WE COME AROUND THEM IN A WAY THAT ALLOWS US TO NOT OFFER TOO MUCH SUPPORT, NOT GET IN THE WAY OF LEARNING.
BUT HOW DO WE COME AND SHORE THEM UP SO THAT WE CAN SUPPORT? IT'S NOT GRIEF COUNSELING AND MOBILE RESPONSE TEAMS, BUT IT IS STRESS DEBRIEFING.
WE COME AROUND THEM IN A WAY THAT ALLOWS THEM TO SAY, HOW DO WE HELP THEM IN THAT SHOCK AND GRIEF SO THAT THEY CAN GET BACK TO WHAT THEY DO BEST WHETHER IT'S TEACHING AND LEARNING AND WORKING THROUGH THOSE THINGS.
THE GOAL WITHIN A MOBILE RESPONSE TEAM IS THAT YOU COME IN, YOU PROVIDE AS MUCH SUPPORT AS NEEDED, NOT MORE, NOT LESS.
THEN AS SOON AS YOU CAN HAND THEM OFF TO EACH OTHER AS A COMMUNITY, THEY CAN SUPPORT EACH OTHER AND GET BACK TO THAT REALLY IMPORTANT WORK OF LEARNING.
I THINK EVERYTHING WE'RE GOING TO TALK ABOUT TONIGHT IS LIKE THAT.
IN THAT WE ARE ABOUT DOING MENTAL HEALTH AND COUNSELING IN SCHOOLS ALL TO THE PURSUIT OF HELPING KIDS LEARN AND HELPING STAFF TEACH.
IN WHATEVER WAY THAT THAT HELPS KID AT FERNDALE HIGH SCHOOL FOCUS ON ALGEBRA, THAT'S GREAT.
WHATEVER WAY THAT HELPS AN ELEMENTARY STUDENT LEARN AND READING AND LITERACY, THAT'S WHAT WE'RE ABOUT.
IT'S LESS ABOUT US DOING SPECIFIC THINGS AROUND MENTAL HEALTH IN SCHOOLS AS MUCH AS IT IS ABOUT MAKING SURE THAT EVERY CHILD HAS THE SUPPORT THEY NEED TO DO THEIR VERY BEST WORK IN SCHOOL EVERY DAY.
I THINK MOBILE RESPONSE TEAM AND WE'LL TALK ABOUT THAT LATER.
YOU'VE TALKED ABOUT TRINA, WE HAVE A LOT OF PREVENTATIVE THINGS, WE HAVE REALLY CRISIS RESPONSE FOR ANY TWO THINGS.
WE'LL TALK ABOUT ALL THOSE THINGS.
BUT ALL THOSE SHARE IN COMMON THE IDEA THAT THERE'S A FOCUS ON LEARNING ALL THE WAY THROUGH.
SOMETIMES WHEN I THINK ABOUT IT OR IN THE PAST OR WHEN I TALK WITH PEOPLE THAT ARE LIKE, WELL, WHY WERE SCHOOLS WE SHOULD BE TEACHING, READING, WRITING, AND ARITHMETIC? WHY ARE WE DOING MENTAL HEALTH THINGS?
[00:15:01]
I HAVE THAT SAME QUESTION YEARS AGO AND SO WHAT I'VE NOTICED OVER THE YEARS IS THAT, WHEN I'VE BEEN IN SCHOOLS, WHICH HAS BEEN A COUPLE OF DECADES NOW, WHEN I SEE KIDS THAT I KNOW THAT THEY'RE SMART AND I KNOW THEY CAN LEARN AT THIS LEVEL, BUT THEY'RE LEARNING AT THIS LEVEL OR THEY'RE SHOWING UP TO CLASS NOT AS MUCH, OR THEY'RE IN CLASS, BUT THEY'RE NOT ENGAGING.WE LOOK FOR THOSE REASONS, HOW CAN WE REMOVE THOSE BARRIERS AND GET THAT CHILD TO A PLACE WHERE THEY CAN LEARN.
THERE'S SOME STATS THAT MIGHT BE INTERESTING FOR YOU.
WE KNOW THAT MENTAL HEALTH RATES, IF WE LOOK THROUGHOUT HISTORY AND SEVERAL DECADES AND ACROSS THE COUNTRY, WE SEE PRETTY CONSISTENT RATES AROUND THINGS LIKE ADHD, ANXIETY, BEHAVIOR PROBLEMS, DEPRESSION.
WE CAN LOOK AT LOTS OF OTHER THINGS, BUT THESE ARE SOME THINGS THAT WE SEE IN OUR SCHOOLS.
IF YOU THINK ABOUT 9.8% OF OUR KIDS, GENERALLY ACROSS THE COUNTRY IN THE LAST THREE DECADES ARE GOING TO HAVE SOME INTERRUPTION IN THEIR DEVELOPMENT WITH ADHD.
THIS IS ABOUT HAVING A DIAGNOSIS.
THAT 9.8%, IF WE WERE LOOKING JUST WITHIN FERNDALE SCHOOLS, THAT REPRESENTS ABOUT 460 OF OUR KIDS THAT ARE DEALING WITH ADHD.
NOT JUST THAT, IT MIGHT BE SOMETHING, BUT IT'S ACTUALLY A DISRUPTIVE PIECE OF THEIR LIFE.
THE DROPS ARE LEARNING SOMETHING TO THE POINT WHERE THEY HAVE A DIAGNOSIS FOR THAT.
AND ANXIETY AROUND THAT SAME AREA OF 441 STUDENTS AT THAT LEVEL AND WE'LL LOOK AT THAT PERCENTAGE, WHETHER IT'S INCREASING OR DECREASING.
THEN BEHAVIOR PROBLEMS, YOU CAN SEE THOSE OTHER ONES, BUT I WANTED TO PUT THIS INTO NUMBERS SO THAT YOU CAN SEE ALL OF OUR KIDS THAT WE SERVE 206 OF OUR KIDS IF WE'RE LOOKING AT THE NATIONAL AVERAGES, ARE PROBABLY AT ANY ONE TIME DEALING WITH SIGNIFICANT DEPRESSION.
THEN DOWN BELOW WHERE IT SAYS DEPRESSION AND ANXIETY, ARE THEY INCREASING OR DECREASING.
[NOISE] WHEN WE'VE ASKED PEOPLE ACROSS THE COUNTRY, HAVE YOU EVER BEEN DIAGNOSED WITH ANXIETY? THIS IS THE SAME AGES OF 3-17, WHICH IS A HUGE AGE RANGE WE'LL LOOK AT THAT IN A MINUTE.
BUT IN 2007 IT WAS AROUND 5.5 WITH ANXIETY AND THEN 11, 12, ABOUT 6.4, YOU CAN SEE THAT GROWTH.
IF WE LOOK AT 16, 19, AND WE HAVEN'T EVEN HIT THE PANDEMIC YET AND WE'LL LOOK AT THAT IN A LITTLE BIT.
ANXIETY GROWS. IF YOU LOOK AT DEPRESSION, YOU CAN SEE IT REALLY STAYS THE SAME.
IT'S ABOUT 4.7 DOWN TO 4.4 IN 2019.
YOU'LL SEE THOSE TRENDS WHERE USUALLY CLINICALLY SPEAKING, ANXIETY IS ONE WHERE YOU START TO FEEL LIKE I HAVE CHALLENGES IN MY LIFE AND I'M NOT SURE HOW TO ADDRESS THOSE CHALLENGES, WHETHER IT'S FUTURE CHALLENGES, PAST CHALLENGES.
ONCE WE START TO FEEL A SENSE OF POWERLESSNESS THAT I'VE TRIED ALL THE TOOLS I HAVE, OFTEN THAT'S WHEN DEPRESSION SETS IN.
OUR HOPE IS, HOW DO WE ADDRESS THE ANXIETY BEFORE IT CONVERTS OVER TO DEPRESSION.
THAT'S WHY I THINK THOSE NUMBERS ARE HIGHER.
WITH THIS BAR CHART, THIS IS TALKING MORE ABOUT IN THOSE AGES BETWEEN 3-17, WHEN DO THOSE BEHAVIORS GENERALLY MANIFEST THEMSELVES AS A DIAGNOSIS? YOU CAN SEE WITH BEHAVIOR DISORDERS.
LOOK AT OUR YOUNG KIDS ACROSS THE COUNTRY, 3-5 OBVIOUSLY HAVE A LOT MORE BEHAVIOR DISORDERS.
THE IDEA OF A DISORDER IS THAT THE ONLY REASON TO ACCOUNT FOR THAT IF THAT HAS BECOME A LARGE DISRUPTION AND CHILD'S LIFE IN SCHOOL, HOME, CHURCH, OTHER PLACES LIKE THAT.
SO 3-5 YEARS BEHAVIOR DISORDERS ARE BECOMING A BIG THING FOR ABOUT 3% OF KIDS.
OF COURSE THAT GETS BIGGER AS YOU GO TO 6-11 YEARS AND THEN SMALLER 12-17 YEARS, WHICH IS ALWAYS NICE WHEN WE SEE THAT PREFRONTAL LOBE KICK IN AND KIDS ARE LIKE, MAYBE IF I DON'T DO THIS AND THEY GET 12-17, SO THIS IS NICE.
MAYBE I'LL GET IN LESS TROUBLE IF I DON'T DO THESE THINGS.
THEN WITH ANXIETY MOVING BACK TOWARDS THE CENTER, WE SEE LESS OF THAT AT YOUNG AGES.
BUT 6-11, [BACKGROUND] IT COMES UP AND THEN GETS QUITE HIGH AT 12-17 AND IT CONTINUES TO RISE EVEN AS OUR KIDS GET OLDER AND MORE MATURE.
THEN DEPRESSION, OF COURSE, IS VERY LOW, 3-5, 6-11.
THEN THIS BAR CHART REALLY AGREES WITH WHAT WE SAW ON THE SLIDE BEFORE, WHICH IS THAT AROUND 4-4.5% OF NATIONAL AVERAGES FOR YOUTH WITH DEPRESSION VERSUS THAT ALMOST 9% FOR THINGS WITH ANXIETY.
JUST WANTED TO SET THE STAGE OF WHY THIS IS PREVALENT ACROSS OUR COUNTRY.
THEN THE NEXT SLIDE BRINGS US TO REALLY LOCAL STUFF, BRING IT DOWN TO OUR COUNTY.
[NOISE] THIS IS ONE THAT DOES SPREAD EVEN DURING AND INTO THE PANDEMIC AND AFTER.
IF WE LOOK AT WHATCOM COUNTY, THE FIRST PROMPT UP THERE WAS ANYBODY IN OUR GRADE 8, GRADE 10, AND GRADE 12 STUDENTS THAT ANSWERED YES TO THIS AND THE LAST TWO WEEKS, DID YOU FEEL ON EDGE ANXIOUS?
[00:20:02]
WE'RE UNABLE TO STOP WORRYING.YOU CAN SEE IN 2014, THOSE RATIOS ARE THE PERCENTAGES WERE 51% UP TO 65.
THERE IS ABOUT A 3-8% INCREASE UP TO 2018.
THEN AT 2021, AGAIN, ANOTHER INCREASE, PRETTY SUBSTANTIAL PERCENTAGES.
WHEN WE'RE LOOKING AT, SAY, 12TH GRADERS GOING FROM 65% UP TO 73% OR 73.5, IT'S ABOUT AN 8% INCREASE AND SAME WITH GRADE 8.
MORE THAN THAT, OBVIOUSLY IT'S ABOUT 10%.
I THINK JUST THIS IS ECHOING WHAT WE HAD HEARD BEFORE OR WHAT WE LOOKED AT BEFORE.
THEN THE NEXT ONE AND THE LAST 12 MONTHS, DO YOU EVER FEEL SAD OR HOPELESS ALMOST EVERYDAY FOR TWO WEEKS OR MORE? NOW, THE REASON THESE PROMPTS ARE WRITTEN THAT WAY OBVIOUSLY IS BECAUSE THEY ECHO WHAT DIAGNOSTIC CRITERIA OR GRADE 8, GRADE 10, GRADE 12, THOSE NUMBERS DO INCREASE, BUT AS YOU CAN SEE AT 35% VERSUS 62%, IT'S A PRETTY BIG DIFFERENCE THERE.
THAT IS ALWAYS NICE WHEN WE SEE DATA THAT ACTUALLY ECHOES WHAT WE KNOW TO BE TRUE FROM OTHER DATA.
BUT I WANTED TO SHARE THIS AS THE WHY.
I THINK WHEN WE KNOW THAT SO MANY OF OUR KIDS ARE STRUGGLING WITH THESE THINGS, TO NOT REACT AND NOT RESPOND TO IT COULD BE NEGLECT AND A SENSE OF LIKE, WE'RE HERE TO EDUCATE CHILDREN.
BUT I ALSO THINK WHATEVER WE CAN DO TO SET UP EACH OF OUR KIDS TO DO THEIR VERY BEST IS REALLY IMPORTANT.
THIS CONTINUUM OF SUPPORT. [NOISE] LIKE I SAID WITH MOBILE RESPONSE TEAM, IF EVERY TIME A CRISIS COMES UP AND EVERY TIME WE PRETEND TO BE SURPRISED AND WE'RE LIKE, WELL, THIS HAPPENS AGAIN, IT'S ONE THING AND WE GET INTO A REACTIVE MODE.
WHAT WE'VE LEARNED IS THAT IN THE CASE OF WHERE WE'RE AT IN FERNDALE, WE HAVE 4,700 CHILDREN THAT WE CARE FOR.
IF WE JUST REACT EVERY TIME SOMETHING COMES UP, IT WOULD BE VERY SCATTERED.
SO WHAT SCHOOLS HAVE LEARNED IS THAT WE NEED TO PLAN FOR THE WHOLE SPECTRUM.
AT ANY ONE TIME IN FERNDALE THERE'S GOING TO BE KIDS AND CRISIS.
THERE'S GOING TO BE KIDS DOING REALLY WELL.
THERE'S GOING TO BE A LOT OF KIDS IN THE MIDDLE.
WE'RE GOING TO HAVE PEOPLE THAT NEED ALL SKILLS AND SUPPORT AT DIFFERENT TIMES.
SO WE PLAN ON THIS CONTINUUM SUPPORT, MEANING THAT LIKE THAT BLUE SECTION OVER THERE PREVENTION, WE WANT 100% OF OUR STUDENTS TO HAVE SOME SKILLS TAUGHT TO THEM BEYOND ACADEMIC SKILLS.
FOR EXAMPLE, WE WANT 100% OF OUR STUDENTS TO LEARN HOW TO GET ALONG WITH OTHER PEOPLE, HOW TO SOLVE CONFLICTS WELL WITHOUT USING YOUR FIST, HOW TO SHOW UP TO WORK ON TIME, HOW TO RECOGNIZE YOUR FEELINGS SO THAT YOU CANNOT USE YOUR FIST AND TALK ABOUT IT.
THINGS LIKE THAT THAT WE KNOW ARE IMPORTANT FOR THAT.
IF YOU WORKED IN HIGH SCHOOLS LIKE I HAVE, YOU HAVE A KID THAT YOU WORK WITH AND THEY GET AND YOU SEE THEM LATER ON THEY'RE, 23, THEY GET THAT GREAT JOB THAT THEY WANTED AND THEN THEY HAVE A PERSONNEL PROBLEM OR SOMETHING WHERE THEY'RE NOT SHOWING UP TO WORK AND THEY LOSE THAT JOB.
THEY WERE MAKING 35 BUCKS AN HOUR AND WHAT OUR HOPE IS TO PREVENT THAT SO THEY CAN PURSUE THEIR DREAM AND KEEP IT.
THEN WHEN WE HAVE KIDS THAT HAVE A SMALL ISSUE OR A SMALL PROBLEM THEY NEED HELP WITH, WE HAVE THOSE INDIVIDUAL SUPPORTS LIKE SCHOOL COUNSELORS THAT CAN CHECK IN WITH THEM AND SAY, HEY, LET'S JUST CHECK IN EVERY DAY.
IF YOU'RE LIKE MY SON OR IF YOU'VE EVER HAD A KID LIKE ONE OF MY SONS WHERE YOU REACH INTO THEIR BACKPACK AND IT'S LIKE THE BLACK HOLE AND YOU PULL OUT LIKE, OH, WELL, THIS IS OCTOBER 9TH, THIS IS FEBRUARY 10TH AND THEY'RE LIKE, WHY I DID THE HOMEWORK, I DIDN'T KNOW I HAD TO TURN IT IN AS WELL, AND SO YOU HAVE THINGS LIKE A SCHOOL COUNSELOR THAT SAYS, HEY, LET'S MEET EVERY MORNING.
LET'S JUST CHECK IN AND WE'RE GOING TO PULL ALL THE THINGS OUT OF THE BLACK HOLE AND GET THOSE TO YOUR TEACHERS AND IT'S THAT ORGANIZATIONAL SKILLS THAT THEY'RE WORKING ON, HELPING THEM STAY ORGANIZED, THAT HOPEFULLY WILL HELP THEM IN THEIR LIFE.
COMMUNITY PARTNERS. ONE OF THE THINGS WE DO A LOT IS WORK WITH AGENCIES IN TOWN TO MAKE SURE THAT IF WE NEED SOMETHING TO SUPPORT OUR KIDS, WE SAY, WHO'S ALREADY DOING THAT? WHY WOULD WE REINVENT THE WHEEL IF THEY'RE ALREADY AMAZING AT IT? OUR GOAL IS TO NOT ONLY SAVE RESOURCES AND NOT DUPLICATE SERVICES, BUT WORK WITH PARTNERS AND BE A COMMUNITY PARTNER THAT WAY.
WE'LL TALK ABOUT THAT IN THE FUTURE.
THEN CRISIS RESPONSE, WHICH I ALREADY TALKED ABOUT WITH MOBILE RESPONSE TEAM.
WE WANT TO MAKE SURE WE'RE GOOD STEWARDS OF OUR CHILDREN, NOT ONLY WHEN THEY'RE DOING WELL, BUT WHEN WE HAVE A CRISIS, LIKE A SCHOOL-WIDE CRISIS.
WE ALWAYS PLAN FOR THIS CONTINUUM TO TRY AND BE READY WHEN THINGS COME UP ON EITHER SIDE.
>> TONIGHT WE'RE GOING TO SHARE SOME EXAMPLES OF THOSE PREVENTATIVE PIECES, AS YOU CAN SEE UP HERE AND WE'RE JUST GOING TO JUMP RIGHT IN.
ONE OF THE THINGS THAT WE DO, BUILDING ON THE DATA THAT CHRIS SHARED IS WE DO SOME ASSESSMENTS AROUND SOCIAL-EMOTIONAL LEARNING IN THE DISTRICT.
ASSESSING SOCIAL-EMOTIONAL LEARNING IS VERY DIFFERENT THAN,
[00:25:01]
SAY, ASSESSING READING SKILLS, OR MATH SKILLS.WE DO THAT IN A WAY WHERE STUDENTS ARE SELF-EVALUATING THEIR PERCEPTION OF THEIR OWN SKILLS AND THEN TEACHERS ARE ALSO DOING THE SAME ASSESSMENT FOR EACH INDIVIDUAL STUDENT BASED ON THE TEACHER'S PERCEPTION OF THOSE SOCIAL-EMOTIONAL SKILLS.
WE DO THAT TWICE A YEAR WITH STUDENTS AND WE THEN ARE ABLE TO LOOK AT THOSE RESULTS THAT MAKE FOR REALLY GREAT CONVERSATIONS BETWEEN TEACHERS AND STUDENTS WHEN SOMETIMES THERE'S A DISCREPANCY IN WHAT ONE PERCEPTION WAS AS COMPARED TO THE OTHER.
IT ALSO PROVIDES A REALLY GREAT GOAL-SETTING MECHANISM FOR STUDENTS TO BE ABLE TO SEE WHERE THEY ARE STRONG AND LEARN AND KNOW THEMSELVES AND SET SOME GOALS IN AREAS WHERE THEY WANT TO SEE SOME IMPROVEMENT AND THEN BE ABLE TO LOOK AT THAT AGAIN LATER IN THE YEAR.
I JUST PUT TWO EXAMPLES UP HERE.
ONE IS THE STUDENT SELF-ASSESSMENT OF EMOTIONAL REGULATION AND THE OTHER ONE IS SELF-MANAGEMENT.
IT'S INTERESTING BECAUSE IT WITHIN SELF-MANAGEMENT, YOU HAVE EMOTIONAL REGULATION AS ONE COMPONENT, BUT YOU ALSO HAVE A WHOLE HOST OF OTHER THINGS.
THEY ANSWER SEVEN OR EIGHT QUESTIONS IN SELF-MANAGEMENT ABOUT THEIR STUDY SKILLS, THEIR ABILITY TO PULL THEMSELVES OUT OF A BAD MOOD, THEIR ABILITY TO CONTROL THEIR EMOTIONS.
ONCE YOU GET UPSET, HOW OFTEN CAN YOU GET YOURSELF TO RELAX? WHEN THINGS GO WRONG, HOW ARE YOU ABLE TO STAY CALM? THOSE ARE SOME EXAMPLES OF WHAT STUDENTS ARE ASSESSING THEMSELVES ON AND THEN TEACHERS ARE ASSESSING THEM ON THOSE SKILLS AS WELL IN THE SELF-MANAGEMENT AREA.
THEN IN EMOTIONAL REGULATION, IT'S REALLY JUST THAT NARROWER FOCUS OF WHEN THINGS DO GO WRONG, HOW DO I RESPOND AND HOW CAN I SELF-REGULATE? YOU CAN SEE WHEN WE GET THOSE RESULTS AND WE HAVE THOSE IN MULTIPLE AREAS.
HOW ARE WE IMPROVING OVER TIME AND THEN ALSO WHERE ARE WE IN COMPARISON TO THE NATIONAL AVERAGE, AND YOU CAN LOOK AT THE NATIONAL AVERAGE BROKEN DOWN IN COMPARISON IN A NUMBER OF WAYS.
THIS IS JUST THE OVERALL AND YOU CAN SEE IN THIS EXAMPLE WHEN WE LOOK AT GRADES 3 THROUGH 5, THERE, I'M LOOKING AT THE EMOTIONAL.
ACTUALLY, LET'S LOOK AT SELF-MANAGEMENT BECAUSE IT'S MORE INTERESTING WHEN YOU LOOK AT THE SELF-MANAGEMENT, STUDENTS ARE ASSESSING THEMSELVES IN GRADES 3 THROUGH 5, THEIR PERCEPTION IS THAT 70% SHOWS THE FAVORABLE ANSWERS WHERE THEY'RE POSITIVE ABOUT THEIR SKILLS AND YOU CAN SEE WE'RE RIGHT IN THE MID-RANGE BASED ON THE COMPARISON WITH THE NATIONAL AVERAGE.
WITH GRADES 6 THROUGH 12, EVEN THOUGH THAT PERCENTAGE FAVORABLE IS ONLY SLIGHTLY LESS AT 66% IN COMPARISON TO THE NATIONAL AVERAGE WHERE OUR STUDENTS PERCEPTION OF THEIR SELF-MANAGEMENT SKILLS IS LOWER THAN THE NATIONAL AVERAGE.
THEN WE HAVE THE TEACHER AND STAFF PERCENTAGE, WHICH WHEN YOU LOOK AT EMOTIONAL REGULATION, TEACHERS HAVE A HIGHER FAVORABLE RELATED TO STUDENTS.
YET IN THE SELF-MANAGEMENT, TEACHERS ARE RATING STUDENTS LOWER THAN STUDENTS ARE WRITING THEMSELVES.
THIS IS JUST AN EXAMPLE OF HOW WE'RE LOOKING AT ASSESSMENTS AND DATA AROUND SOCIAL-EMOTIONAL LEARNING.
>> CAN I CHIME IN FOR A MINUTE? THERE WAS A MESSAGE UP FROM PEGGY SAYING SHE WASN'T ABLE TO HEAR.
COOL. I JUST WANTED TO MAKE SURE WE'VE GOT THAT.
THE OTHER THING, [LAUGHS] I WAS LAUGHING BECAUSE IT'S SO COMMON TO BE IN A CLASSROOM AND OUR KID GET STUCK IN, HEY, I'M LEARNING, I'M DOING GREAT SELF-MANAGING, AND THE TEACHER IS LIKE YOU'RE NOT DOING AS WELL AS YOU THINK YOU'RE DOING.
[LAUGHTER] WHICH I COULD RELATE TO THAT.
I ALSO THINK ONE THING THAT IS OUR SCHOOL COUNSELING TEAM IS INCREDIBLE AT YOU MENTIONED IT'S TWICE A YEAR, AND SO OUR SCHOOL COUNSELORS ARE ABLE TO LOOK AT THE FALL DATA AND THE SPRING DATA AND THEN CHANGE THEIR INTERVENTIONS BASED ON THE DATA THAT'S COMING OUT AND SO THAT'S BEEN A REALLY HELPFUL OVER THE YEARS.
BEING ABLE TO SAY, OKAY, HERE'S WHAT WE'RE SEEING IN FALL FROM OUR KIDS.
WE CAN ADJUST WHAT WE'RE DOING AS THE SUPPORT GROUPS, WHATEVER IT IS, WHEN THEY GO INTO SCHOOL, INTO CLASSES, AND INSTRUCT ON THINGS LIKE SELF-MANAGEMENT AND THEY CAN CHANGE THAT UP, MAYBE INCREASE IT, DECREASE AT WHATEVER TO MAKE SURE IN THE SPRING, THEY CAN SEE WHERE THAT DATA IS.
THEY'RE REALLY RESPONSIVE TO THIS DATA TO HELP THEM BE MORE, LIKE THEY'RE ABLE TO BE MORE EFFECTIVE.
>> ANOTHER THING WE DO WITH PANORAMA.
STUDENTS ACTUALLY DO PANORAMA ASSESSING THREE TIMES A YEAR BUT IN THE WINTER THEY'RE REPORTING ON THEIR PERCEPTIONS OF SCHOOL, CLIMATE, AND CULTURE.
THIS IS WHERE WE'RE GETTING OUR PERCEPTION DATA AROUND HOW DO
[00:30:03]
STUDENTS FEEL ABOUT THE TEACHER-STUDENT RELATIONSHIPS THEY HAVE.WHAT ARE THEIR SENSE OF SCHOOL SAFETY, THEIR SENSE OF BELONGING OVERALL, WHAT DO THEY THINK OF THE SCHOOL CLIMATE, AND HOW ENGAGED ARE THEY? WE'RE LOOKING AT THIS, THIS IS LAST YEAR'S DATA AND IT REALLY WAS PRETTY STATIC COMPARED TO THE YEAR BEFORE THAT AS WELL.
ONE OF THE THINGS YOU'VE SEEN SHARED IN SOME OF THE THINGS KRISTI HAS TALKED ABOUT IN HER ENTRY PLAN IS THE SENSE OF BELONGING NUMBER FOR GRADE 6 THROUGH 12 AT 32% OF OUR STUDENTS FEELING A SENSE OF BELONGING AND YOU CAN SEE WHERE THAT FALLS IN THE NATIONAL AVERAGE COMPARISON.
THIS IS A NUMBER WE WANT TO FOCUS ON.
THIS IS A NUMBER WE WANT TO SEE INCREASE.
SEEING ONLY 32% OF OUR 6 THROUGH 12TH GRADERS FEEL A SENSE OF BELONGING, THAT'S NOT OKAY.
LIKE WE NEED TO DO EVERYTHING WE CAN AROUND THESE FACTORS OF ADULT STUDENT RELATIONSHIPS, LEVEL OF ENGAGEMENT TO BE ABLE TO INCREASE THOSE NUMBERS AND SO THIS IS OUR BASELINE AND WE WANT TO SEE THESE NUMBERS INCREASE BECAUSE THEY MATTER AND WE KNOW THAT WHEN STUDENTS DO FEEL THAT SENSE OF BELONGING AND THEY DO HAVE THOSE STRONG TEACHER-STUDENT RELATIONSHIPS.
THEY'RE GOING TO PERFORM BETTER.
THEY'RE GOING TO HAVE HIGHER GRADES.
THEY'RE GOING TO HAVE A GREATER CHANCE OF SUCCESS IN THE DIFFERENT PARTS AND PIECES OF SCHOOL AND HOME.
ALL OF THE PERCEPTION DATA, WE DO SEE HIGHER SCORES IN THE ELEMENTARY AND A LITTLE LOWER AND MIDDLE, AND THEN SIXTH GRADE IS STILL PRETTY FAVORABLE.
THEN ABOUT SEVENTH GRADE, THE FAVORABLE RESULTS START DECLINING.
ANOTHER PIECE WE CAN LOOK AT IS IN THAT SENSE OF BELONGING, FOR EXAMPLE, THERE ARE SIX DIFFERENT QUESTIONS THAT STUDENTS ANSWER.
IN SOME GRADE LEVELS, THE ACTUAL QUESTION OF DO I FEEL A SENSE OF BELONGING IS A HIGHER PERCENTAGE, BUT WHEN THEY TAKE THE FIVE OR SIX QUESTIONS COLLECTIVELY, IT COMES OUT AS 32%.
THESE ARE INDICATORS WE WANT TO KEEP WATCHING.
WE ALSO HAVE THE MECHANISM WE DON'T DO IT CURRENTLY, BUT WE CAN DO THE SAME FEEDBACK SURVEY WITH STAFF AND WITH COMMUNITY AND FAMILY AND IT'S SOMETHING THAT WE'VE TALKED ABOUT WOULD THAT BE ANOTHER TRIANGULATE THAT DATA.
HOW TO STAFF FEEL IN THESE AREAS? HOW DOES COMMUNITY AND PARENTS FEEL IN THESE AREAS? THEN LOOKING AT THAT RELATED TO OUR STUDENTS.
THE TEACHER-STUDENT RELATIONSHIP RIGHT HERE, AND THAT CARING ADULT DATA THAT WE KNOW IS SO IMPORTANT IS A GREAT SEGUE TO HEARING ANOTHER EXAMPLE OF THE ONE OF THE PREVENTATIVE PROTECTIVE FACTORS WE HAVE IN PLACE AND SO THE NEXT LITTLE BIT OF OUR TIME, WE'RE JUST GOING TO HEAR FROM OUR DIFFERENT GUESTS THAT WE HAVE AND WE'RE GOING TO START WITH HEARING FROM SCOTT AND ANITA.
SCOTT, I'M REALLY SORRY I DON'T HAVE YOUR NAME ON THE SCREEN, BUT YES. [INAUDIBLE] [LAUGHTER]
>> THE BETA 1 IS A COMMUNITY MENTORING PROGRAM.
THE WAY THAT THAT WORKS IS WE BRING IN COMMUNITY MEMBERS INTO THE HIGH SCHOOL TO MEET WITH ONE STUDENT, ONE HOUR ONCE A WEEK.
WE HAVE A NATIONAL TRAINING FOR THE MENTORS THAT THEY GO THROUGH THE TRAINING PROCESS OF [INAUDIBLE] PROCESS AND EVERYTHING.
WE HAVE MENTOR COORDINATORS THAT WORK IN THE SCHOOLS AND HAVE ACCESS TO THE KIDS' SCHEDULES AND THINGS LIKE THAT.
THEY WILL INTERVIEW THE STUDENTS AND THEY'LL INTERVIEW THE MENTORS AND THEY TRY TO MATCH UP THESE RELATIONSHIPS AS CLOSELY AS POSSIBLE SO THAT THEY HAVE THE SAME INTERESTS, THE SAME LIFE GOALS TYPE OF THINGS.
THE THOUGHT OF IT IS TO BE COMMUNITY SUPPORTED WHERE THE COMMUNITY IS SUPPORTING IT FINANCIALLY, THE COMMUNITY IS SUPPORTING IT BY COMING IN AND BEING A MENTOR.
THE IMPACTFUL THING ABOUT THAT FOR THE KIDS IS THAT THEY AREN'T BEING PAID TO DO THAT.
THEY'RE JUST DOING THAT BECAUSE THEY WANT TO BE THERE AND THEY CARE ABOUT KIDS.
THE KIDS JUST THINK THAT THAT'S AMAZING THAT THIS PERSON IS COMING BUT DOESN'T KNOW ME AND THEY'RE GOING TO COME EVERY WEEK JUST TO HELP ME.
JUST THAT ALONE IS SO IMPACTFUL FOR THEM.
WE'VE HEARD A LOT OF RESPONSE BACK FROM STAFF, THAT THE STUDENTS' BEHAVIOR, THEIR STUDIES HAVE IMPROVED, JUST THE IMPACT THAT IT HAS OVERALL.
THEN JUST HERE, WE INTERVIEW THE STUDENTS AT THE END OF EVERY YEAR AND YOU THINK,
[00:35:07]
ONCE A WEEK, ONE HOUR IS NOT ENOUGH FOR US? THE STUDENTS OFTENTIMES THEY'LL JUST KEEP THEIR THOUGHTS IN A JOURNAL OR SOMETHING AND THEY ARE JUST GOING TO ANTICIPATE THIS MEETING EVERY WEEK AND THEY WILL HAVE ALL THIS STUFF THEY CAN GO OVER WITH THEIR MENTOR.IT'S SO AMAZING TO HEAR THEIR TESTIMONIES AT THE END OF THE YEAR.
[INAUDIBLE] [LAUGHTER] I'M TERRIBLE AT PUBLIC SPEAKING.
>> [LAUGHTER] WELL, THE INTERESTING PART OF THOSE GRAPHS THAT YOU HAVE THERE WHEN YOU SAID THAT YOU SEE A DECLINE AFTER SIXTH GRADE, SOMETHING THAT WE'D REALLY LIKE TO DO, WE'VE GOT THE PROGRAM NOW IN THE HIGH SCHOOL AND WE'RE LOVING IT AND WE'RE LOVING TO SUPPORT THAT EVERYBODY IN THE SCHOOLS HAVE GIVEN US.
BECAUSE WE FEEL THAT IT'S VALUABLE AND TO HAVE THE SUPPORT FROM THE STAFF HAS BEEN WONDERFUL.
WHAT WE'D REALLY LIKE TO DO IS BE ABLE TO GET THIS INTO THE MIDDLE SCHOOL SO THAT WE CAN GET TO THOSE KIDS AT SIXTH GRADE AND HOPEFULLY WE CAN AFFECT 30-50 KIDS AT THAT AGE LEVEL.
THEN AS THEY MOVE INTO HIGH SCHOOL, THEY'D STILL CAN BE IN THE PROGRAM IF THEY'D LIKE AND FOLLOW IT FOR SIX YEARS OF THE PROGRAM.
WE MIGHT BE ABLE TO GET TO THEM BEFORE THEIR PROBLEMS ADVANCE.
WE'RE HOPEFUL OF THIS COMMUNITY.
I LOVE IT. I'VE BEEN IN MY WHOLE LIFE AND SO SUPPORTIVE IN THAT.
BUT THE WAY THAT THIS WORKS IS WE DRIVE THE COMMUNITY TO FUND IT AS WELL AS STAFF IT BASICALLY FOR US.
WE WERE TAKING COMMUNITY MEMBERS.
THE GREAT PART IS ONCE YOU CAN GET THEM IN AND THEY'RE IN THE SCHOOL AND WHEN THEY SAW THE OLD SCHOOL AND THEY THOUGHT, NOW I KNOW WHY WE NEED A NEW SCHOOL.
THERE'S A LOT OF THINGS THAT CAN HAPPEN THAT ARE POSITIVES WHEN YOU HAVE COMMUNITY MEMBERS COMING BACK TO THE SCHOOL.
MICHELLE'S RUNNING THE SHOW FOR US DOWN THERE NOW AND WE COULDN'T BE HAPPIER WITH THAT.
WE JUST LOVE THE DIRECTION THAT WE'RE GOING.
IF ANY OF YOU HAVE ANY OTHER QUESTIONS THAT YOU'D LIKE ANSWERED, IF THERE'S THINGS THAT YOU'RE WONDERING ABOUT, WE'VE GOT INFORMATIONAL STAFF HERE.
YOU CAN CALL ME ANYTIME YOU WANT TO ANSWER ANY QUESTIONS YOU HAVE.
BUT MOST OF ALL, I'M JUST THANKFUL FOR THE SUPPORT THAT WE GET FROM THE SCHOOL DISTRICT IN ALLOWING US ONE, TO BE IN YOUR SCHOOL TO DO SOMETHING THAT WE THINK IS GOOD.
WHEN YOU HAVE THIS MANY PEOPLE SHOWING UP ON AN EVENING TO TALK ABOUT HEDGING YOUR BED ON TRYING TO GET THINGS IN PLACE THAT'LL HELP THESE KIDS, I APPLAUD YOU ALL FOR BEING HERE.
THANKS FOR LETTING US BE A PART OF IT. VERY THANKFUL FOR THAT.
>> THANK YOU BOTH AND THANKS FOR BEING HERE AND SHARING.
IN PREPARATION FOR TONIGHT, I SPENT A LITTLE BIT OF TIME ON THE BETA 1 WEBSITE AND SEEING THE TESTIMONIALS THAT ARE ON THERE EMBEDDED IN THE REPORTS THAT THE COORDINATORS PUT TOGETHER MONTHLY, AS WELL AS SOME OF THE VIDEOS THAT ARE ON THERE OF JUST STUDENTS WHO ARE REALLY TALKING ABOUT HOW ATTRIBUTING STAYING IN SCHOOL, STAYING WITH IT, BEING CONNECTED TO THE BETA 1 MENTOR.
IT WAS REALLY MOVING. THANK YOU FOR WHAT YOU DO.
>> WE UNFORTUNATELY HAVE ANOTHER COMMITMENT [OVERLAPPING] BUT WE CAN MAKE THIS INFORMATION HERE.
IF ANYONE HAS ANY QUESTIONS NOW.
>> JUST REAL QUICK, HOW MANY STUDENTS ARE WE [OVERLAPPING]
THIRTY MATCHES IN HIGH SCHOOL RIGHT NOW.
>> HOW MANY WE GOT IN THE PLAY, MICHELLE?
>> WELL, WE ENDED LAST YEAR WITH 41 AND THEN WE HAD 11 SENIORS SO WE WENT DOWN.
IT'S ALWAYS A LITTLE BIT UP AND DOWN.
BUT WE HAVE SEVEN KIDS CURRENTLY ON OUR LIST THAT HAVE ACTUALLY BROUGHT BACK PERMISSION SLIPS.
I INTERVIEWED WHICH IS THEIR CRITERIA TO BE A STUDENT IN THE PROGRAM.
THEN MENTORS, I'M NOT CERTAIN.
FIVE THOSE WHO HAVE ALREADY DONE ORIENTATION.
THEY'RE AT SOME STAGE OF THE ONBOARDING PROCESS.
WHAT'S NEXT FOR US IS THE RECRUITMENT.
WE'VE ALREADY GOTTEN A LIST MATCHED UP AND THEN START [INAUDIBLE] I'VE TALKED STUDENTS THAT ARE INTERESTED.
SOMETHING THAT I JUST WANT TO MENTION WITH THIS, WHEN I STARTED THREE YEARS AGO AND I DIDN'T REALIZE IT UNTIL THIS YEAR WHEN SOMEONE WAS ASKING ME, WE USED TO HAVE MOST OF OUR REFERRALS CAME FROM COUNCILORS OR STAFF MEMBERS,
[00:40:01]
TEACHERS WOULD REFER STUDENTS OR SOME OF THE OFFICE PEOPLE WOULD [INAUDIBLE] ON OUR RADAR.THEN WE WOULD MEET WITH THEM AND SEE IF THEY WERE INTERESTED.
I WAS REALIZING ACTUALLY NOW IT'S MOSTLY STUDENT REFERRALS.
MORE OF THE REFERRALS ARE COMING FROM STUDENTS THAT ARE EITHER IN THE PROGRAM OR STUDENTS ARE SELF-REFERRING BECAUSE THEY'VE SEEN.
THEY'RE IN THE BUILDING, SO YOU SEE THE MENTOR WALKING WITH THE STUDENT AND SO THEY KNOW WHAT IS HAPPENING.
I THINK THAT'S REALLY EXCITING.
I'M STILL IN TOUCH WITH MY FIRST MENTEE, ACTUALLY HELPED HIM GET A JOB.
LIKE YOU HAD SAID, IT'S REFRESHING TO THINK THAT THEY CALL YOU, THEY TRUST YOU.
MY GUY NEVER HAD A DAD OR A MAN IN HIS LIFE AND SO TO HAVE SOMEONE THEY CAN TRUST, SOMEONE THEY CAN GO TO, SPEAKS TO EVERYTHING YOU GUYS ARE HERE FOR TONIGHT. I'VE SAID ENOUGH.
>> [LAUGHTER] EVEN I CAN ATTACH TO THE POSITIVE REPUTATION THAT YOU GUYS HAVE AT THE HIGH SCHOOL.
I HAVE A CLOSE PERSONAL FRIEND WHO IS STRUGGLING WITH SUICIDAL IDEATION, DEPRESSION, STRUGGLING IN SCHOOL CLASS-WISE AND THEY GOT TO BE THE ONE MENTOR AND THE WAY THAT THEY WOULD LIGHT UP WHEN THAT LITTLE NOTE CAME INTO OUR FOURTH PERIOD CLASS, FRESHMAN YEAR.
THEY LOOKED FORWARD TO THOSE MEETINGS AND THEY WERE REALLY CLOSELY CONNECTED WITH THEIR MENTOR.
IT REALLY PULLED THEM OUT OF A DARK PLACE MENTALLY AND THEY STARTED DOING BETTER IN SCHOOL.
THEY STARTED FEELING CONNECTED AND SUPPORTED.
I JUST REALLY THINK I WOULD REFER PEOPLE, MY FRIEND WOULD REFER PEOPLE.
IT'S A GOOD PROGRAM TO HAVE AND IT REALLY DOES HELP THOSE KIDS CONNECT. THANK YOU.
>> WE'RE DONE FOR THE NIGHT THOUGH.
[LAUGHTER] IT'S SO GREAT TO HEAR.
>> QUESTION FOLLOWING WITH THAT IS YOU'VE GOT 30 KIDS, WHAT ARE THE LIMITING FACTORS?
>> WELL, WE HAVEN'T GOTTEN TO THAT POINT YET.
I THINK MICHELLE CAN HANDLE 100.
NO, WE LOOK AT IT AND THINK, IF WE GET TO 50-60 KIDS WOULD BE REALLY TOPPING OUT ONE PERSON.
THEN YOU NEED TO LOOK INTO, WHAT DO WE DO FROM THERE? WHEN WE GET TO THE POINT THAT WE NEED TO INTRODUCE ANOTHER ANOTHER STAFF MEMBER BASICALLY TO HELP US RUN THE PROGRAM.
THEN IT'S JUST MORE FUNDRAISING.
NOT THAT THAT CAN'T BE DONE, WE'RE WORKING ON THINGS RIGHT NOW THAT WILL HELP US TO GET TO THE MIDDLE SCHOOL AS WELL AS HANDLE.
BECAUSE ONCE YOU GET TO THE MIDDLE SCHOOL AND YOU HAVE THEM THERE FOR THREE YEARS, WELL, IF YOU HAVE 30 OF THEM, NOW YOU HAVE 30 IN THE HIGH SCHOOL TO ADD YOUR 30.
WE ALMOST CREATE OUR OWN PROBLEM WITH DOING IT. GREAT PROBLEM TO HAVE.
WE'RE WORKING TOWARDS SOME IDEAS THAT WE THINK WE CAN STAFF THAT WHEN WE GET THERE AND WE'RE REALLY HOPING TO GET THERE SOON OR LATER.
>> MAY I ASK WHAT IS THE ONBOARDING LOOK LIKE FOR THE MENTORS?
>> PROBABLY BEST FOR MICHELLE ANSWER.
WE HAVE A TWO-HOUR ORIENTATION THAT ANNIE OR MYSELF FACILITATES.
WHAT WE DO IS IT'S BASICALLY A TIME TO ASK QUESTIONS TO SEE IF YOU THINK YOU'LL BE A GOOD FIT FOR THE PROGRAM.
WE DO REQUIRE BEFORE SOMEONE CAN ACTUALLY MEET WITH A STUDENT, BUT THEY'RE NOT COMMITTED FOR GOING, IF THAT MAKES SENSE.
THEY DON'T AT SOME OF THE OTHER SCHOOLS, BUT WE DO A BACKGROUND CHECK AND FINGERPRINT ALL OF OUR VOLUNTEERS, INCLUDING OUR MENTORS.
WE DO AN INTERVIEW. I INTERVIEW EVERY MENTOR.
LIKE ANITA WAS SAYING EARLIER, THE PURPOSE OF THE INTERVIEW, I INTERVIEWED STUDENTS AND MENTORS, IS BECAUSE THAT MATCH IS SO IMPORTANT.
IT ISN'T JUST ABOUT TAKING AN ADULT BODY AND PUTTING THEM WITH A KID BODY.
[OVERLAPPING] NOT SURE WHAT HAPPENED.
>> THAT'S BETTER. BRIAN IS WORKING ON IT. [INAUDIBLE]
[00:45:30]
>> THANK YOU AGAIN. THANKS FOR BEING HERE.
I KNOW YOU GUYS HAVE TO SNEAK OUT, SO THANK YOU.
>> THANK YOU GUYS. THE NEXT PIECE THAT WE'RE GOING TO HIGHLIGHT IS SKYLINE SUPPORT, WHICH WE HAVE PROGRAMS IN EACH OF OUR SCHOOLS THAT SUPPORT KIDS IN DIFFERENT WAYS FOR DIFFERENT NEEDS.
IN SOME OF OUR SCHOOLS, WE HAVE STUDENTS THAT ARE SUPPORTED THROUGH OUR LIFE SKILLS PROGRAMS AND OTHERS.
WE HAVE BEHAVIOR PROGRAMS AT EACH LEVEL, ELEMENTARY, MIDDLE, AND HIGH SCHOOL.
WE HAVE STUDENTS SUPPORTED THROUGH RESOURCE WHICH IS, STUDENTS WITH IEPS WHO NEED ADDITIONAL SUPPORT.
I'M TYPICALLY FOR ACADEMICS, BUT ALSO FOR SOCIAL-EMOTIONAL LEARNING.
THOSE ARE GOALS THAT ARE WRITTEN INTO THEIR INDIVIDUALIZED EDUCATION PLANS.
THEN WE HAVE OUR MTSS PROCESSES WHICH PROVIDE SUPPORTS FOR THOSE STUDENTS THAT DO AND DON'T HAVE IEPS IN THOSE SAME AREAS, IT COULD BE ACADEMIC, IT COULD BE BEHAVIOR, IT COULD BE SOCIAL, EMOTIONAL.
WHAT WE FOUND LAST YEAR AS WE WERE LOOKING AT SKYLINE, IS WE DIDN'T HAVE ANY OF THOSE SPECIALIZED PROGRAMS AT SKYLINE.
WE CAME TO A PLACE WHERE WE HAD A HANDFUL OF STUDENTS THAT WERE GOING TO NEED TO LIVE IN THEIR NEIGHBORHOOD SCHOOL IN ORDER TO GET THE SERVICES THAT THEY NEEDED THAT MATCHED WHETHER IT WAS THEIR IEP OR OTHERWISE.
JUST A WONDERFUL TURN OF EVENTS CAME TO PLAY WHERE WE WERE ABLE TO PUT A PROGRAM IN PLACE.
DIFFERENT THAN WHAT WE HAVE IN OUR OTHER SCHOOLS AND REALLY CENTERING ON THE STUDENTS THAT ARE THERE AT SKYLINE.
WHAT ARE THEIR NEEDS AND HOW DO WE BUILD A PROGRAM AROUND THOSE NEEDS AND THEN CONTINUE TO ADAPT THE SERVICES TO THE NEEDS OF THE STUDENTS.
WE HAVE STACY MOORE AND PAT ROEGELE HERE TO TALK ABOUT SKYLINE SUPPORT AND HOW IT CAME TO BE.
BUT MOSTLY WHAT YOU GUYS ARE DOING ON A DAILY BASIS THAT IS REALLY MEETING THE NEEDS OF SO MANY STUDENTS IN A WHOLE VARIETY OF WAYS.
I'M GOING TO HAND IT OVER TO YOU GUYS TO SHARE.
>> RIGHT THERE. THIS IS A PILOT PROGRAM THAT STACY AND I ARE VERY EXCITED ABOUT.
>> THANK YOU. STACY AND I ARE VERY EXCITED ABOUT THIS PROGRAM.
EVERY DAY WE EVEN AT NIGHT, WE ARE COMMUNICATING WITH EACH OTHER BECAUSE WE'RE SO EXCITED ABOUT IT.
I'M GOING TO START WITH THE VISION. HERE WE GO.
OUR VISION FOR THIS PROGRAM IS TO KEEP ALL SKYLINE KIDS AS SKYLINE REGARDLESS OF THEIR EMOTIONAL, SOCIAL, OR BEHAVIORAL NEEDS.
WE WILL STRIVE TO MEET THE NEEDS OF SOME OF OUR MOST IMPACTED STUDENTS BY PROVIDING AN ALTERNATIVE CLASSROOM WHEN THE NEED ARISES, BUT PUSH INTO THEIR REGULAR CLASSROOMS FOR INCLUSION WITH PEERS, PROACTIVE BEHAVIOR SUPPORT, AND ACADEMIC HELP WITH THEIR CLASSWORK IN STUDIES.
THIS REQUIRES STRUCTURE, ROUTINES, EXPECTATIONS, CONSISTENCIES, AND RELATIONSHIPS BUILT ON ACCOUNTABILITY AND TRUST.
IT WILL BE SUCCESSFUL IF PARENTS ARE INCLUDED IN THE COMMUNICATION OF OUR EXPECTATIONS AND THEIR CHILD'S PROGRESS, IT IS MORE THAN POSSIBLE.
IF WE UTILIZE OUR SUPPORT TEAM, WHICH INCLUDES STACY AND I, OUR PARENTS SUPPORT, THE GENERAL EDUCATION TEACHERS, OUR SPECIAL EDUCATION TEAM, OUR SPECIALISTS OT, PT, SLP, THE DEAN OF STUDENTS, AND OUR PRINCIPALS.
THE ROLE IS TO SUPPORT OUR TIER 3 STUDENTS IN THEIR GENERAL EDUCATION CLASSROOMS, IN THEIR SPECIALISTS CLASSROOMS, PE, MUSIC, MATH, THE LIBRARY AT LUNCH AND AT RECESS, AND/OR IN ROOMS WHEREVER NECESSARY.
[00:50:03]
THIS IS A FIRST-YEAR WORKING IN THIS PROGRAM AND WE ARE TRYING TO SUPPORT KIDS WITH OR WITHOUT IEPS WHO NEED MORE ADULT SUPERVISION AND PROVIDE AN ALTERNATIVE CLASSROOM IF THEY STRUGGLE TO BE SUCCESSFUL IN THEIR GENERAL EDUCATION ROOM.THE GOAL IS TO HAVE ALL STUDENTS WORKING IN THEIR CLASSROOMS WITH LITTLE OR NO SUPPORT BY THE END OF THE YEAR.
OUTSIDE OF THE SKYLINE SUPPORT, OUR MODEL IS WE CAN DO HARD THINGS AND OUR MODEL USING IF AND THEN APPROACH.
IF YOU FINISHED FIVE MATH PROBLEMS, FINISH YOUR SENTENCES, TRY THE GAME, THEN YOU CAN HAVE A SNACK OR A BREAK.
STACY WILL GO INTO MORE DETAIL.
I WILL. I'M STACY MOORE AND I'M LOUD JUST NATURALLY.
[LAUGHTER] WE DECIDED TO WRITE, SO FORGIVE US BECAUSE WE GET GOING AND WE'D BE HERE TILL TOMORROW.
WE ARE JUST WRITING TO KEEP OUR THOUGHTS CONCISE TO GIVE YOU THE BEST PICTURE OF THIS PROGRAM.
AS WE LEARN, WE'RE SO EXCITED, IT'S NEW, IT DOESN'T HAVE GUIDELINES EXCEPT FOR WHAT'S BEST FOR KIDS AND IT'S MORPHING BY THE DAY.
AS WE LEARN AND GROW AND OUR TEAM IS GROWING IN SUPPORT.
HOPEFULLY, YOU CAPTURE, IF NOT, WE'RE AROUND, YOU CAN HUNT US DOWN.
I'M GOING TO GIVE YOU THE OBJECTIVE OF EACH DAY THAT WE COME IN IS TO POP IN, CHECK IN AND BE AVAILABLE TO THE 10.
WE HAVE 10 RIGHT NOW STUDENTS THAT WE SERVE IN OUR PROGRAM.
TO TEACH SOCIAL SKILLS GROUPS TO SUPPORT OUR STUDENTS WHILE ALSO MEETING IEP MINUTES FOR SOCIAL-EMOTIONAL NEEDS.
WHICH INCLUDES SEVERAL KIDS ON IEPS THAT ARE IN OUR PROGRAM, BUT THEY ACTUALLY FIT IN THE GROUPS BEING MODELS.
OR THEY HAVE A FRIEND THAT WILL DO REALLY WELL IN THERE.
THAT'S BEEN FUN TO WORK WITH KIDS OUTSIDE OF OUR 10.
TO DO SENSORY AND FITNESS IN THE MORNINGS BEFORE KIDS GO TO CLASS, AFTER THEY EAT BREAKFAST AND WE'RE UP TO ABOUT 20 KIDS IN THE MORNING.
IT'S PRETTY BUSY, BUT FUN TO DO SENSORY AND FITNESS.
AFTER THE LUNCHES, WE ADDED THAT PIECE THIS YEAR FROM WHAT SKYLINE HAS DONE IN THE PAST.
TO LEAVE A CHUNK AT THE END OF THE DAY OPEN FOR STUDENTS WHO NEED TO COME TO OUR ROOM TO COMPLETE WORK OR WHO JUST NEED SOME HELP.
TO HELP THE YOUNGER KIDS GET TO THEIR BUSES OR THEIR PARENTS AT THE END OF THE DAY.
FINALLY TO LOAD THREE OF OUR STUDENTS ON ONE BUS AND THEN GO TO BUS 41 TO MAKE SURE KIDS ARE USING LOW VOICES ARE IN THEIR SEATS APPROPRIATELY FOR A SAFE DEPARTURE EACH DAY.
WE CANNOT MAN THE DAY WITHOUT THE SUPPORT OF SKYLINE AND OUR PEREZ.
THE TEAM APPROACH INCLUDES PAT, WHO HAS A SPECIAL SCHEDULE LIKE MINE, AND SHE IS ALSO WORKING WITH THE DIFFERENT KIDS ALL DAY.
SHE WILL DO SENSORY AND FITNESS WORK IN THE MORNING WITH ME, WATCH THE KIDS IN THE LIBRARY DURING LUNCHTIME, HELP WITH SENSORY AND FITNESS AFTER LUNCH, AND HELP WITH BEST DUTIES.
PAT ALSO FREQUENTLY RIDES THE BUS IN THE MORNING OR AFTER SCHOOL TO MAINTAIN THE BUS EXPECTATION FOR THE DURATION OF THE RIDE, AND TO BUILD THE RELATIONSHIPS WITH ALL KIDS THAT COME INTO THE BUILDING RIGHT AFTER GETTING OFF THE BUS.
KRISTI, WHAT'S HER LAST NAME? PLAUMEN IS A NEW WONDERFUL ADDITION, PARA FOR THE SPECIAL EDUCATION PROGRAM, BUT ALSO HELPS US WITH SENSORY AND FITNESS.
SHE THEN GOES BACK AND DOES SOME SPECIAL AGE GROUPS AND THEN COMES BACK TO OUR KIDS AND HELPS THROUGHOUT THE DAY WITH SOME OF OUR KIDS.
BECA STRAUSS HAS BEEN HIRED FOR OUR SPECIAL EDUCATION GROUPS AND WE SHARE MANY OF THE SAME KIDS.
WE COLLABORATE HOURLY SO THAT SHE CAN FOCUS ON ACADEMICS AND WE CAN SUPPORT HER WITH THE BEHAVIORS THAT MAY GET IN THE WAY OF HER GROUP TEACHING.
SHE IS OFTEN ALSO IN OUR ROOM FOR SENSORY AND FITNESS.
TEACHER SHELLEY IS A PAIR THAT WORKS ONE-ON-ONE WITH ONE OF OUR KINDERGARTEN STUDENTS WHO REQUIRES ALMOST ONE-TO-ONE ATTENTION ALL DAY.
FABULOUSLY RESPOND AND PROVIDE ASSISTANCE TO US AS WE NEED AND MEET WITH ME MORE THAN THEY PROBABLY WANT TO BEFORE OR AFTER SCHOOL FOR INPUT CONSEQUENCES, WRITE-UPS, NEXT STEPS, AND JUST REFLECTION AT THE END OF BIG DAYS.
DURING MY PLANNING, OUR LIBRARY SPECIALISTS TAKES OVER FOR ME SO WE DON'T STOP WORKING WITH THE KIDS IN THAT GAP.
SHE TAKES OVER THE TWO STUDENTS THAT I WORK WITH ON WORK COMPLETION AND READING.
[00:55:04]
SHE DOES THAT BOTH IN THE GENDER IN THERE CLASSROOM AND IN OUR CLASSROOM.THE TEAM IS KEY TO THE STUDENTS SUPPORT AND SUCCESS.
WE HAVE CLIPBOARDS THAT ARE A LITTLE DISASTROUS, BUT THIS IS BASICALLY HOW WE SURVIVE SO WE DON'T LOSE OUR MINDS.
WITH OUR SCHEDULES TO TRAVEL AROUND.
ON MY CLIPBOARD THERE IS MY SCHEDULE AND THEN PAT SCHEDULE, KRISTI SCHEDULE, AND THEN BRIANA WHEN SHE RELEASES ME SO THAT ANYTIME ANYBODY COMES IN, THEY KNOW WHERE WE ARE, BECAUSE WE ARE NOT IN OUR ROOM IF IT'S A GOOD DAY WE'RE NOT IN OUR ROOM MUCH.
WE ALSO HAVE WALKIE TALKIES THAT WE HAVE UPGRADED A LITTLE BIT TO COMMUNICATE WITH EACH OTHER AND THE OFFICE AND ON THE PLAYGROUND AS NEEDED.
THIS ALLOWS US TO BE OUT OF OUR ROOM AND EASILY ACCESSIBLE TO MEET A STUDENT OR A TEACHER QUICKLY.
THE GREAT THING IS THIS PROGRAM AFFECTS MORE THAN JUST THE STUDENTS THAT WE SERVE.
IT HELPS CLASSMATES OF THE STUDENTS WE SERVE AS WE WORK TO PRESERVE THE TEACHING AND LEARNING ENVIRONMENT AND PULL OUR STUDENTS IF WE SEE THAT THAT CLASSROOM IS BEING COMPROMISED.
IT DIRECTLY SUPPORTS THE GENERAL EDUCATION TEACHERS, AS THEY KNOW, WE ARE AVAILABLE AND ARE FLEXIBLE TO ACCOMMODATE NEEDS IN A VARIETY OF WAYS.
IT HUGELY IMPACTS OUR PE, MUSIC LIBRARY, AND MATH TEACHERS.
AS WE SPEND ACTUALLY A LOT OF TIME IN THOSE CLASSROOMS, EACH DAY.
WE HELP OUR STUDENTS AT LUNCH AND AT RECESS TO FREE UP THE OTHER PARENTS THAT ARE TRYING TO MANAGE SO MANY CHILDREN IN THE CAFETERIA AND ON THE PLAYGROUND.
THIS PROGRAM HELPS KAREN AND OBADIAH TO BE ABLE TO BE AT OTHER PARTS OF THEIR JOB WITHOUT CONSTANTLY INTERVENING WITH THESE STUDENTS, WHICH HAS BEEN IN THE PAST, A BIG CHUNK OF THEIR DAY AND THEIR TIME.
FINALLY, IT ALLOWS US TO WORK WITH ANY CHILD WHO NEEDS IT WHEN WE PUSH INTO THESE CLASSROOMS BECAUSE WE ARE OUT IN THEIR ROOMS AND WE ARE IN ALL AREAS OF THAT BUILDING EACH DAY.
WE ARE HOPEFUL THAT THIS PROGRAM WILL CONTINUE TO BE REFINED, GROW, AND SUPPORT STUDENTS AS WE LEARN, COLLABORATE AND BUILD STRONG RELATIONSHIPS WITH OUR STUDENTS AND THE ADULTS EACH DAY.
PLEASE ASK US QUESTIONS AND IF YOU CAN EVEN BETTER COME VISIT US AT SKYLINE, WE CAN'T DO THE PROGRAM JUSTICE YOU HAVE TO SEE THESE KIDS IN ACTION TO FEEL WHAT WE'RE FEELING AND OUR EXCITEMENT WHEN YOU SEE THOSE KIDS BEING SUPPORTED.
THANK YOU FOR LETTING US PRESENT OUR NEW AND CHANGING EVERY DAY PROGRAM.
WE'RE EXCITED TO SEE WHERE IT GOES NEXT.
IT ALWAYS HAVE BEEN FUN. [LAUGHTER] REALLY.
I'VE ALWAYS LIKED IT, BUT STACY AND I HAVE ALWAYS HAD A RELATIONSHIP AND SO IT STARTS WITH US AND JUST HAVE A COOL SCHOOL OF SUPPORT, WHICH IS WONDERFUL.
LIKE I SAID, IT IS HARD TO EXPRESS JUST HOW WONDERFUL IT IS. YOU HAVE TO SEE IT.
WE'RE EVEN AN AWESOME TIMES OF WHAT COMES OUT WITH THINGS THAT WE SEE AND DO, SO THERE WE GO.
[LAUGHTER] WE WORKED HERE AT MOUNTAIN VIEW TOGETHER IN FOURTH GRADE FOR A FULL YEAR AND JUST TO CONTINUE TO GET TO WORK WITH EACH OTHER.
>> COULD YOU GUYS ELABORATE A LITTLE BIT, I'M GETTING A PICTURE, BUT YOU'VE GOT STUDENTS WHO YOU'RE WORKING TO INCORPORATE INTO NORMAL CLASSROOMS. BUT WHEN THEY CAN'T, YOU CAN PULL THEM ASIDE TO GIVE THEM A BREAK OR HELP THEM WHERE THEIR NEEDS ARE AT THAT TIME, IS THAT THE PICTURE?
THERE WERE LOTS OF TALK ABOUT HOW DO YOU SET THIS UP? I'M A FIRST GRADE TEACHER FOR THE LAST, I DON'T KNOW HOW MANY YEARS, LOTS AND LOTS OF YEARS.
I COULDN'T SEE ANYTHING ELSE BUT A CLASSROOM, SO WE JUST BUILT A CLASSROOM AS I WOULD FOR A REGULAR CLASSROOM.
WHEN THEY COME, THERE'S DESKS AND THERE'S AN AREA FOR CALMING OR TIME OUT TO GET YOUR SELF UNDER CONTROL.
THERE'S A CARPET AREA WITH A CALENDAR.
MY FORMER STUDENTS JUST CALL IT MY MINI CLASSROOM BECAUSE IT'S SMALLER.
BUT THAT WAY, DEPENDING ON WHAT THEY NEED, IF THEY NEED TO COME BACK TO THE CLASSROOM OUR CLASSROOM, IT MIGHT BE FOR A VARIETY OF REASONS.
IT MIGHT BE BECAUSE THEY'RE BLOWING OUT, IT COULD BE SOME TEACHERS JUST DIDN'T FINISH THEIR READING THEY NEED A QUIET READING SPOT.
[01:00:01]
IT LOOKS LIKE A REGULAR CLASSROOM.>> I'M RARELY IN THE CLASSROOM.
I'M OFTEN IN OTHER ROOMS WHERE THOSE STUDENTS HAVE NEEDS.
WE CAN KEEP THEM BECAUSE WE GO CHECK-INS.
IF THERE'S THE STUDENTS YOU CAN SEE THIS AGITATED OR ARE READY TO BLOW, YOU CAN HIT IT OFF OFTEN BECAUSE YOU'RE IN THERE, YOU SEE IT AND SO ON.
I MOUNT ABOUT MORE THAN [INAUDIBLE], I DO GO INTO OUR LITTLE CLASSROOM, BUT I'M OUT IN THE GENERAL POPULATION WITH KIDS IN AND OUT OF DIFFERENT CLASSROOMS, CHECK-INS.
EVEN KIDS SEE ME WALK IN THE DOOR.
YOU CAN JUST SEE THAT THEY MIGHT NEED YOUR HELP.
IT'S STUFF THAT I NEVER EVEN ENVISIONED GOING INTO SO MANY CLASSROOMS AND HOW POSITIVE IS FOR KIDS AND HOW MANY DE-ESCALATION HAPPENED BECAUSE OF OUR PRESENCE IN A SHORT PERIOD OF TIME.
>> IT'S A GOOD DAY WHEN WE HAVEN'T BEEN IN A ROOM ALL DAY.
THAT'S HOW WE KNOW IT'S BEEN A GOOD DAY.
>> DO OTHER ELEMENTARY SCHOOLS HAVE SIMILAR PROGRAMS OR DOES EACH SCHOOL DECIDE HOW THEY WANT TO DO IT OR IS THIS A PILOT THAT'S GOING TO BE IN SCHOOLS NEXT YEAR, OR WHAT'S THE IDEA?
>> WE DON'T HAVE ANY LONG TERM PLANS, BUT WE HAVE DEFINITELY ENTERED THIS AS A PILOT.
WE HAD TWO MOTIVATED STAFF MEMBERS WHO WERE WILLING AND EXCITED TO TAKE THIS ON AND TRY IT, AND AGAIN LIKE I MENTIONED, CENTERING FROM THE STUDENT NEEDS.
I THINK WHEN WE LOOK AT ANSWERING BOTH OF YOUR QUESTIONS, WE LOOK AT THE STUDENT'S DAYS THAT WE KNOW NEED SOME EXTRA SUPPORT, AND WE PLAN OUR SUPPORT BASED ON WHEN WE ANTICIPATE THEY MAY NEED IT SO WE CAN LOOK AT A DAY AND SAY, WELL THEY DO WELL HERE, BUT WHEN IT TURNS TO MATH TIME, THINGS CHANGE AND THEY GET FRUSTRATED AND THEY MIGHT NEED SOME EXTRA SUPPORT THERE.
LOOKING THROUGH THOSE 10 STUDENTS STAYS, PAT AND STACY WE'RE ABLE TO BE REALLY PROACTIVE AND SAY, WELL, I KNOW THIS IS A HARD TIME, SO I'M GOING TO SHOW UP THERE. THAT'S THAT CHECK-IN.
WE HAVE THAT SAME IDEA TAKING PLACE IN THE OTHER SCHOOLS AS WELL AROUND OUR INCLUSION EFFORTS WITH STUDENTS AND OUR STRUCTURED LEARNING ENVIRONMENTS WOULD PROBABLY BE THE CLOSEST COMPARISON.
WE DO HAVE THE STRUCTURED LEARNING ENVIRONMENTS IN THE FOUR OTHER COMPREHENSIVE ELEMENTARY SCHOOLS.
I THINK THAT WHEN I HAVE TALKED TO OTHER SCHOOLS, INCLUDING THE STRUCTURED LEARNING ENVIRONMENT STAFF AND EXPLAINED WHAT WE'RE DOING AT SKYLINE THERE HAS BEEN A, WELL, CAN WE DO IT THAT WAY AS WELL? CAN WE BE THINKING OF THE END GOAL IS STUDENTS IN THEIR GENERAL EDUCATION CLASSROOM AS MUCH AS POSSIBLE? HOW DO WE TAKE WHERE STUDENTS AND DESIGN THE PROGRAM AROUND THEIR NEEDS? THAT'S REALLY WHAT WE SEE HAPPENING AT SKYLINE.
A LOT OF IT IS AROUND SOCIAL, EMOTIONAL, AND BEHAVIOR.
THERE'S A STRONG ACADEMIC PIECE AS WELL.
JUST SEEING THAT ALL WORK TOGETHER HAS BEEN REALLY EXCITING.
>> MELINDA ASKED ONE OF MY QUESTIONS ABOUT WHETHER OR NOT IT WOULD BE EXPANDED TO OTHER SCHOOLS IN THE FUTURE, BUT I WAS ALSO JUST WONDERING OUT OF CURIOSITY, WHAT IS SENSORY AND FITNESS?
>> WELL, I JUST HAPPEN TO HAVE IT WRITTEN HERE FOR YOU [LAUGHTER].
IT'S A TIME WHEN STUDENTS PARTICIPATE IN A VARIETY OF ACTIVITIES MEANT TO HELP PREPARE THEIR MINDS AND BODIES FOR LEARNING.
THEY DO VARIOUS ACTIVITIES THAT PROVIDE INPUT TO THEIR MUSCLES, JOINTS, AND THE TACTILE SYSTEM IN A SMALL WRITING AND I DON'T HAVE MY GLASSES ON [LAUGHTER].
THAT'S IT. DOES THAT MAKE SENSE TO YOU?
>> IT STARTED, I BELIEVE, WITH OTS, WITH OCCUPATIONAL THERAPISTS TRYING TO FIGURE WAYS WHEN THEY'RE WORKING WITH THEM, FINDING WAYS THAT CALM THEM.
I THINK THAT'S WHERE IT ORIGINATED.
THEY WOULD DO LITTLE EXERCISES, LIKE HAVE THEM DO A WALL SIT AND JUST FOCUSING ON THEIR BODY AND THEN IT TURNED WHERE THEY HAVE THEY'LL FIND PRESSURE POINTS, SHE HELPED US WITH THAT PART BECAUSE I WAS NEVER INVOLVED IN THAT WITH THE GENERAL EDUCATION, THEY WOULD GO BUT I DIDN'T EVEN KNOW WHAT REALLY HAPPENED UNTIL THIS YEAR.
THEN I ADDED THE FITNESS PIECE JUST BECAUSE THE KIDS REALLY NEEDED THAT IN THE CLASSROOM.
I JUST BROUGHT WHAT I DID THAT THE KIDS LOVED AND THEY DIDN'T REALIZE HOW MUCH IT WORKS,
[01:05:06]
THEY JUST LOVED IT.WE'VE BLENDED THE TWO TOGETHER, AND THAT TIME STARTED FOR SENSORY, SOME PRETEND TO COME IN AND WANT SENSORY, BUT THEY'RE REALLY JUST WANTING WE HAVE THE TIME.
WE DON'T HAVE A JOB READY FOR THEM TO GO EXCEPT FOR THAT SO WE CAN CHIT-CHAT WITH THEM.
SOME OF THEM, IT'S JUST A CHECK-IN THAT THEY'VE DECIDED.
>> THEY NEED THEY NEED TO MAKE THAT CONNECTION IN THE MORNING WITH US.
>> CAN YOU PICTURE IT? [LAUGHTER]
>> I HAVE A BACKGROUND IN THE RESOURCE ROOM AND SHE WAS THE GENERAL AID, SO THAT'S WHERE WE'VE COMBINED OUR EXPERTISE. DIFFERENT STREETS.
>> I CAN ACTUALLY HEAR FINE NOW.
IT'S WHEN THE HOST MIC GETS MUTED THAT I CAN'T HEAR ANYTHING.
IT SHOWS THAT CHRIS' IS MUTED AGAIN, WHICH MEANS I CAN'T HEAR, WHENEVER CHRIS SHOWS UP AS MUTED, I CAN'T HEAR.
I HEARD FOR A MINUTE. CAN YOU HEAR NOW?
>> I CAN HEAR NOW. I TREAT THEM AS THE HOST.
ONE IS, HOW ARE YOU TRACKING ALL THE POSITIVE CHANGES THAT YOU'RE SEEING? IS THERE A PLACE TO GO TO SEE WHAT NOTES YOU'RE KEEPING ON THIS? HOW YOU'RE KEEPING TRACK OF PROGRESS?
WE HAVE LOTS OF DISCIPLINE REFERRAL DATA, BUT WE WANT TO START A JOURNAL WITH THE WOWS BECAUSE I'LL CATCH MYSELF SHARING BEFORE OR AFTER SCHOOL, OH, MY GOSH, THIS HAPPENED, BUT THEN THE NEXT DAY HAPPENS AND SO THAT GOES OUT.
IT WAS SUGGESTED THAT WE START A JOURNAL WHICH WOULD BE FABULOUS AND I HAVEN'T GOTTEN THERE YET.
THE OTHER THING IS I FREQUENTLY KNOW THAT I NEED TO BE CHECKING MY RIGHT RESPONSE BOOK, AND SO THAT'S ALWAYS ON MY TABLE.
JUST IF I HAD BLANK PAPER IN THERE, WE COULD TRACK IT, BUT WE HAVEN'T YET.
THERE'S A LOT OF POSITIVE THAT'S GOING ON.
IT'S JUST TO REMEMBER, WE SHARE WITH EACH OTHER, BUT IT'S HARD TO TAKE THE TIME TO BE ABLE TO DO IT.
IT'S SOMETHING WE'VE GOT TO WORK ON BECAUSE WE KNOW IT'S IMPORTANT.
>> I THINK ALSO FOR CHILDREN AS FAR AS GETTING POSITIVE FEEDBACK, SO MEASURING POSITIVE OUTCOMES, NOT JUST MEASURING A REDUCTION AND NEGATIVE OUTCOMES, BUT AN INCREASE IN POSITIVE OUTCOMES CAN REALLY HELP WITH THE FEEDBACK FOR THE KIDS, I THINK MAKE THEM FEEL SUCCESSFUL.
>> ANOTHER PIECE OF THAT DATA IS THE STUDENTS WITH IEPS.
THE CASE MANAGER IS THE RESOURCE TEACHER, SO SHE MAINTAINS THERE ARE GOALS AND PROGRESS TOWARDS THEIR IEP GOALS.
IN COLLABORATION, THEY'RE WORKING TOGETHER TOWARDS THOSE SERVICES FOR THE STUDENTS AND THEN BACK OUT, THE CASE MANAGER IS ABLE TO BE COLLECTING DATA ON THEIR PROGRESS TOWARDS THOSE GOALS SO THOSE SHOW UP IN THEIR IEP GOALS AS WELL.
KAREN'S GOING TO TALK A LITTLE LATER AND SHE HAS SOME DATA, SHE'LL BE ABLE TO SHARE THEM AS WELL.
>> I'M SORRY, I DIDN'T KNOW HOW TO RAISE MY HAND HERE [LAUGHTER] AND I DON'T KNOW IF ANYBODY'S LOOKING AT.
THE OTHER QUESTION THAT I HAD WAS, I'VE SEEN YOU GUYS IN ACTION AND IT'S WONDERFUL.
A LOT OF TIMES WHAT HAPPENS WITH PILOT PROGRAMS OR INNOVATIVE THINGS AS THE PEOPLE WITH THE VISION, THE FOUNDERS HAVE GREAT SUCCESS BECAUSE IT'S THEIR VISION AND THEIR MOTIVATION.
HOW DO YOU SPREAD THAT VISION TO OTHERS TO MAKE SURE THAT WHEN YOU TRY TO IMPLEMENT THIS ON A LARGER SCALE, THAT IS JUST AS EFFECTIVE?
>> WE'VE BEEN ASKED BY COLLEAGUES AND OTHER BUILDINGS AND WHERE THERE'LL BE TRAININGS.
I JUST KEEP INVITING PEOPLE TO COME INTO THE BUILDING, AS PEOPLE ARE INTERESTED, YOU REALLY JUST ALMOST HAVE TO SHADOW THE DAY WITH US TO GET A PICTURE.
THEN AFTER THAT, I DON'T KNOW MAYBE TRINA.
>> WELL, I ALSO THINK IT'S IMPORTANT TO REMEMBER WE'RE A MONTH AND A HALF IN, SO GIVING YOU GUYS THE GRACE OF BEING IMMERSED
[01:10:01]
IN FIGURING OUT HOW TO BEST MEET THE STUDENT'S NEEDS AND COLLABORATE WITH STAFF, THAT IN ITSELF INSPIRES OTHERS WITHIN YOUR SCHOOL, AND THEN AS WE GET MORE INTO THE YEAR WE CAN ALSO BE THINKING ABOUT HOW TO SPREAD THAT OUT.WHEN WE TALK ABOUT PAIR OF PD THAT MIGHT COME UP AS WELL.
I DO NOTICE THAT WE ARE NOT QUITE ON OUR TIMELINE.
I WONDER IF THERE'S ANY MORE QUESTIONS, THEN WE CAN MOVE ON BECAUSE I WANT TO MAKE SURE WE HEAR FROM KAREN AND MICHELLE AND MELANIE AS WELL.
>> JUST JUST ONE QUICK COMMENT.
IT'S EXCITING TO HEAR ABOUT THIS BECAUSE ONE OF THE THINGS YOU HEAR ABOUT WHEN YOU TALK WITH PARENTS YOU TALK WITH TEACHERS IS WANTING TO BRING KIDS INTO THE CLASSROOMS, BUT SOMETIMES BEHAVIORAL ISSUES, KIDS THAT HAVE SOME PROBLEMS HOW THAT CAN DISRUPT AND THE TEACHERS ARE LIKE, I'M TRYING TO MANAGE THE MAJORITY OF MY CLASSROOM AND I CAN'T FOCUS ON THIS KID THAT NEEDS THE EXTRA HELP.
IT'S EXCITING TO HEAR THIS AND IT'LL BE EXCITING TO SEE HIS YEAR PLAYS OUT.
IF WE SEE PARTICULARLY WHERE YOU GUYS MENTIONED, YOU CAN PREDICT YOUR KIDS WHERE THEY'RE GOING TO HAVE PROBLEMS AND BE THERE TO PROVIDE THAT SUPPORT.
IF WE START SEEING THAT BE A MORE POSITIVE, MORE TIME IN THE NORMAL CLASSROOM, LESS TIME IN YOUR CLASSROOM AND JUST TWEAKING IT, SO IT'S EXCITING. THANK YOU.
>> I LIKE TO JUST SAY QUICKLY, I THINK TEACHERS ARE ALREADY NOTICING THE EFFECT BECAUSE WE'RE GETTING FEEDBACK FROM THEM.
>> I THINK WE'RE GOING TO ADJUST IT A LITTLE BIT.
WE'RE GOING TO HAVE KAREN TALK IN A LITTLE IN SEVERAL SLIDES, BUT I THINK I'M GOING TO JUMP TO HEARING FROM YOU NOW BECAUSE IT CONNECTS SO MUCH TO WHAT WE'VE JUST BEEN TALKING ABOUT.
>> YEAH, PERFECT. SORRY, I AM GOING TO READ THIS BECAUSE I ALSO GET REALLY NERVOUS AND I'LL SAY THE WRONG THINGS.
SO HI, MY NAME IS KAREN TESHERA AND I'M THE DEAN OF STUDENTS AT SKYLINE.
I AM HERE TODAY TO TALK TO YOU ABOUT THE SUCCESS OF THE STUDENTS SUPPORT PROGRAM AT OUR SCHOOL OR AS WE CALL IT SKYLINE SUPPORT.
I'M VERY EXCITED TO SHARE WITH YOU SOME OF THE WONDERFUL THINGS WE ARE DOING FOR KIDS.
HOW DOES MAKING A DIFFERENCE FOR INDIVIDUAL STUDENTS, BUT ALSO OUR SCHOOL AS A WHOLE.
FOR ME, THE UNIQUENESS OF SKYLINE SUPPORT IS THAT WE ARE SERVING OUR HIGHEST NEED STUDENTS BY CREATING INDIVIDUAL PLANS FOR THEM, RATHER THAN EXPECTING THEM TO FIT INTO A PROGRAM THAT HAS ALREADY BEEN CREATED.
WE'RE ABLE TO LOOK AT THEIR STRUGGLES THROUGH A LENS OF PROBLEM-SOLVING AND BE PROACTIVE AND PLANNING FOR THEM.
WE FOCUS ON THEIR STRENGTHS AND FIGURE OUT HOW WE CAN BUILD ON THOSE STRENGTHS TO HELP WITH THEIR STRUGGLES.
I AM SEEING THESE STUDENTS SPEND MORE TIME IN THEIR CLASSROOMS HAVING GREATER CLASSROOM SUCCESS, LESS BEHAVIOR ISSUES, AND OVERALL THEY ARE SIMPLY HAPPIER KIDS.
BY SETTING UP CLEAR STRUCTURE AND BOUNDARIES, WE ARE MAKING ALL CHILDREN FEEL SAFE AND CREATING AN ENVIRONMENT OF LEARNING AND BELONGING FOR EVERYONE.
ONE OF THE BIGGEST REASONS THIS IS WORKING IS BECAUSE OF STACY AND PAT.
FOR A PROGRAM LIKE THIS TO BE SUCCESSFUL, YOU MUST HAVE STRONG TEACHERS AND PARENTS WHO HAVE STOCKED FULL TOOLBOXES OF STRATEGIES AND IDEAS.
THEY'RE WILLING AND EAGER TO THINK OUTSIDE OF THE BOX AND PROBLEM-SOLVE.
WE ALSO HAVE AWESOME COLLABORATION, TRUST, AND COMMITMENT.
BETWEEN THEM ARE RESOURCE TEACHERS, OUR SCHOOL STAFF, AND OUR SCHOOL ADMINISTRATION.
SINCE IMPLEMENTING THE SCALE AND SUPPORT, MY JOB HAS DEFINITELY SHIFTED.
FOR THE PAST TWO YEARS, THE MAJORITY OF MY TIME WAS SPENT RESPONDING TO STUDENT BEHAVIOR ISSUES.
THIS OFTEN DIRECTLY OR INDIRECTLY INVOLVED OUR MOST STRUGGLING STUDENTS.
I ALSO SPENT TIME TRYING TO BE PROACTIVE AND PREDICT WHEN ISSUES MAY HAPPEN, BUT PREVENTATIVE AND TO PUT PREVENTATIVE MEASURES INTO PLACE.
UNFORTUNATELY, MORE OFTEN THAN NOT, I FELT AS THOUGH I WAS RESPONDING AFTER THE FACT AND NOT MAKING THE KIND OF IMPACT I WOULD LIKE.
WITH SKYLINE SUPPORT IN PLACE, STACY AND PAT ARE NOW DIRECTLY INVOLVED WITH OUR STUDENTS WITH THE HIGHEST NEED.
I THINK OF IT AS THOUGH I USED TO HAVE TO PUT OUT A LOT OF FIRES WHEREAS SKYLINE SUPPORT IS PREVENTING MOST OF THOSE FIRES FROM EVER STARTING.
BY CREATING A HIGH-QUALITY INTENSIVE PROGRAMS FOR OUR MOST STRUGGLING STUDENTS, I AM NOW ABLE TO SERVE OUR OTHER STUDENTS AND OUR WHOLE SCHOOL SO MUCH MORE EFFECTIVELY.
SOME EXAMPLES OF THIS ARE AT THE BEGINNING OF THE YEAR I WAS ABLE TO DO MULTIPLE DAILY CHECK-INS WITH OUR NEW STUDENTS, MAKING SURE THEY ARE DOING WELL, FEELING OKAY, COMFORTABLE AND WELCOMED.
I NOW HAVE TIME TO FOCUS ON OTHER SMALLER BEHAVIORS.
WE KNOW THAT SMALL ISSUES CAN LEAD TO BIGGER PROBLEMS, BY GIVING THE ATTENTION, TIME, AND RESOURCES I CAN PROVIDE, WE'RE FINDING WE ARE SHEDDING ISSUES DOWN QUICK AND EARLY, PREVENTING BIGGER PROBLEMS DOWN THE LINE.
[01:15:02]
AS EVIDENCED IN SOME DATA I WILL SHARE WITH YOU IN A MOMENT.I HAVE MORE TIME FOR PARENT COMMUNICATION, IN-PERSON, EMAIL, PARENTS SQUARE, PHONE CALLS.
I CAN HAVE MORE BACK-AND-FORTH DIALOGUE OVER DAYS OR WEEKS AND REALLY MAKE THOSE IMPORTANT HOME AND SCHOOL CONNECTIONS.
I HAVE MORE TIME FOR STUDENTS WHO NEED JUST A LITTLE EXTRA TIME, ATTENTION, WHATEVER THEY NEED THAT DAY.
I HAVE BEEN ABLE TO RESEARCH INFORMATION ABOUT OUR STUDENTS AND HAVE PUT INTERVENTIONS IN PLACE WHERE NEEDED.
I CAN FOLLOW UP WITH STUDENTS WHO MAYBE HAD AN ISSUE EARLIER IN THE DAY OR EARLIER IN THE WEEK TO SEE HOW THEY'RE DOING AND IF THEY NEED ANYTHING.
I HAVE BEEN ABLE TO MAKE ATTENDANCE A BIGGER PRIORITY.
WE HAVE SET UP INDIVIDUAL ATTENDANCE PLANS.
WE ARE WORKING ON SCHOOL-WIDE ATTENDANCE INITIATIVES.
I'VE ALSO BEEN WORKING CLOSELY WITH OUR MTSS COORDINATOR TO CREATE DOCUMENTS TO SUPPORT TEACHERS IN IMPLEMENTING INTERVENTIONS FOR STUDENTS.
I DO WANT TO SHARE THIS DATA WITH YOU.
I KNOW THAT PEOPLE WERE CURIOUS ABOUT THIS.
IT COMES FROM SWIS, WHICH IS OUR SCHOOL-WIDE TRACKING SYSTEM.
SO JUST NOTE WHEN I SAY COMPARE TO LAST YEAR, I MEAN LAST YEAR AT THIS TIME.
SO I'M COMPARING THE EXACT SAME TIMEFRAME.
LAST YEAR WE HAD 444 STUDENTS, THIS YEAR, WE HAVE 500 SO 60 MORE STUDENTS THIS YEAR.
LAST YEAR, 53 STUDENTS HAD AT LEAST ONE RIGHT UP AT THIS TIME.
THIS YEAR, 38 STUDENTS HAVE AT LEAST ONE RIGHT UP AT THIS TIME.
LAST YEAR WE HAD 122 TOTAL WRITE-UPS AT THIS TIME. THIS YEAR WE HAVE 61.
SO THAT IS A DECREASE OF 12% OF OUR STUDENTS FROM LAST YEAR HAVING AT LEAST ONE RIGHT UP TO 7.5 THIS YEAR.
AND HALF THE NUMBER OF WRITE-UPS TOTAL.
ALL WITH HAVING 60 MORE STUDENTS IN OUR BUILDING.
THIS PROGRAM HAS BEEN A GAME CHANGER FOR OUR SCHOOL.
THE CHILDREN IN THIS PROGRAM ARE HAPPIER.
THEY'RE LEARNING MORE, THEY'RE SPENDING MORE QUALITY TIME IN THEIR CLASSROOMS, AND ALL CHILDREN ARE BEING ALLOWED A BETTER LEARNING ENVIRONMENT.
I WANT TO BE VERY CLEAR THAT ALTHOUGH THIS MAY SOUND A BIT LIKE A BEHAVIORAL PROGRAM, IT IS NOT.
IT IS ALLOWING STUDENTS THE OPPORTUNITY TO LEARN AND PRACTICE THE SKILLS THEY NEED TO BE SUCCESSFUL HERE AT SCHOOL AND HOPEFULLY TAKE THESE SKILLS WITH THEM THROUGHOUT THEIR LIFE OUTSIDE OUR WALLS.
THANK YOU SO MUCH FOR ALLOWING ME TO SHARE THE SUCCESS WITH YOU.
>> THANK YOU, KAREN. ANY QUESTIONS? GREAT TESTIMONY, AND I JUST LOVE THAT WE SEE A WINDOW INTO SKYLINE AND THE SKYLINE SUPPORT PROGRAM, AS WELL AS THE IMPACT ON THE WHOLE SCHOOL.
>> YOU HAVE ONE MORE QUESTION IF IT'S.
>> SO THIS HAS BEEN DONE IN ELEMENTARY SCHOOLS WITH THE SAME APPROACH BE APPLIED IN MIDDLE SCHOOL AND HIGH SCHOOL.
>> I DO. I WAS THINKING OF THAT AS WE WERE TALKING AS WELL.
WE HAVE SOME SUPPORTS IN OUR MIDDLE SCHOOLS THAT MIGHT MIRROR PIECES OF THIS WITH OUR INTERVENTION SPECIALISTS BUT NOT TO THE SAME DEGREE WHERE THERE'S PER SAY A CASELOAD.
I DO THINK THAT THERE'S A LOT OF IDEAS HERE THAT WE COULD TAKE AWAY AND SEE HOW THEY WOULD APPLY TO A MIDDLE SCHOOL SETTING.
AND WHAT I THINK REALLY IT CAN END UP DOING IN THE BEST-CASE SCENARIO IS PROVIDING ADDITIONAL SUPPORT FOR STUDENTS WITH THE HIGHEST NEEDS WITHOUT CREATING SEGREGATED PROGRAMS FOR STUDENTS.
SO I THINK IT'S SOMETHING DEFINITELY WE WANT TO CONTINUE TO LOOK AT.
WE HAVE QUITE A SHIFT HERE, AS WE'VE TALKED ABOUT A FEW OTHER PREVENTATIVE PIECES THAT WE'RE DOING.
WE'RE GOING TO TALK A LITTLE BIT ABOUT STAFF LEARNING.
THEN WE ALSO JUST SOME EXAMPLES THAT CONNECT TO WHAT WE WERE JUST TALKING ABOUT.
AND I'LL COME RIGHT BACK TO THAT.
BUT IS OUR SCHOOL COUNSELORS, CRYSTAL TALK ABOUT AND JUST SOME OF OUR SEL CURRICULUM AND SOME OTHER PIECES.
SO WE'RE GOING TO SHIFT A LITTLE BIT OUTSIDE OF THE SCHOOL DAY TO LOOK AT HOW WE'RE SUPPORTING OUR STAFF IN A FEW DIFFERENT EXAMPLES AND WAYS AROUND PROFESSIONAL LEARNING, COLLABORATION, PROBLEM-SOLVING ON THE JOB, AS WELL AS IN OUTSIDE AREAS WITH PROFESSIONAL DEVELOPMENT.
ONE OF THE PIECES FOR ALL STAFF AND YOU'VE HEARD US TALK ABOUT IT QUITE A LOT THIS YEAR IS OUR UNIVERSAL DESIGN FOR LEARNING, PROFESSIONAL DEVELOPMENT THAT WE ARE DOING.
[01:20:01]
COMMON PROFESSIONAL DEVELOPMENT IN THE SCHOOLS THROUGHOUT THE YEAR.PRESENTED BY THE PRINCIPALS WITH STAFF ENGAGED IN THAT.
AND THE CONNECTION TO THIS IS, GOES BACK TO WHAT WE TALKED ABOUT EARLIER ABOUT THE ENGAGEMENT.
IF WE CAN HAVE STUDENTS HIGHLY ENGAGED IN FLEXIBLE, HIGH-INTEREST VARIABLE CHOICES FOR THEIR LEARNING, IF THOSE COMPONENTS ARE IN PLACE AND BUILT INTO WHAT THEY'RE DOING, WE'RE GOING TO HAVE A FAR GREATER CHANCE OF SUCCESS FOR STUDENTS BEING ENGAGED, LEARNING AND THAT OUTSIDE INDICATOR OF BEING HAPPIER AT SCHOOL AND JUST WANTING TO BE THERE.
SO THAT TRAINING IS DEFINITELY A PIECE OF THIS.
AND THIS YEAR WE'VE BEEN ABLE TO WE STARTED LAST SPRING AND OUR CONTINUING ON SOME SPECIFIC PROFESSIONAL DEVELOPMENT FOR BOTH BUS DRIVERS AND FOR PARA-EDUCATORS.
I HAVE AN EXAMPLE UP HERE ON THE SCREEN OF THE OVERWHELMING INTEREST IN RESPONSE TO OUR AUGUST PROFESSIONAL DEVELOPMENT SERIES, WE HAD TWO DIFFERENT SESSIONS, ONE BY MICHELLE BARMORE, ONE BY CHRIS COCHRANE THAT WE HAD TO ADD ADDITIONAL SESSIONS AND STILL HAD PEOPLE ON THE WAITLIST TO ATTEND WHERE WE HAD BOTH OF THOSE FOCUSED ON BEHAVIOR, SUPPORTS FOR CHALLENGING BEHAVIORS.
AND MICHELLE'S SPECIFICALLY WAS GEARED SPECIFICALLY TOWARDS PARA EDUCATORS.
I'D LOVE FOR YOU TO SHARE MICHELLE ABOUT THAT LEARNING, WHAT YOU'RE DOING WITH THE DRIVERS AND/OR THE PARA SUPPORT DISTRICT-WIDE THAT WE'RE LOOKING TO DO.
>> I KNOW WE'RE RUNNING OUT OF TIME, SO I'LL JUST BE REALLY BRIEF.
LIKE TRINA SAID, WHAT I'VE BEEN DOING IS ESSENTIALLY SUPPORTING PARA EDUCATORS, RECLASSIFIED STAFF.
SO THAT INCLUDES BUS DRIVERS AS WELL.
THAT'S GETS EVOLVED AS YOU REALIZE WHERE THERE'S NEED.
AND FOR ME, IT GOES ALONG WITH KRISTI'S MISSION OF PEOPLE BELONGING.
AND SO FOR CLASSIFIEDS, WE HAVE A LOT OF SUPPORTS IN PLACE FOR CERTIFICATED STAFF.
AND SO THAT'S ONE OF THE THINGS THAT FOR EVERYONE TO FEEL BELONGING, WE WANT THE CLASSIFIED STAFF TO HAVE SUPPORT AS WELL.
OFTENTIMES WE ARE THE PEOPLE THAT ARE WORKING WITH SOME OF THE HIGHEST NEEDS STUDENTS.
AND SO AS OPPOSED TO STACY AND KAREN AND MOM, PAT [LAUGHTER] WORKING DIRECTLY WITH THE STUDENTS LIKE I USED TO.
I NOW GET TO COME ALONGSIDE THE PEOPLE THAT ARE WORKING WITH THOSE KIDS.
AND I GET TO SUPPORT THEM IN THEIR HELP US STUDENTS AND HELP PROBLEM-SOLVE AND PROVIDE SUPPORT TO THOSE PEOPLE THAT ARE DOING REALLY HARD JOBS OFTEN WITHOUT A LOT OF TRAINING OR SUPPORT.
MY FIRST TRAINING WAS IN AUGUST AND LIKE TRINA SAID, FOR TWO DIFFERENT DATES AND I THOUGHT IT MIGHT JUST BE MY MOM AND MYSELF.
WE HAD A LOT OF PEOPLE AND IT JUST SHOWED THAT THERE REALLY IS A NEED FOR THIS KIND OF SUPPORT.
THAT'S WHAT IT TOLD ALL OF US.
I THINK WE ALL JUST REALLY RECOGNIZE THAT THERE'S A NEED FOR THE TOOLBOX THAT KAREN WAS TALKING ABOUT.
SOME PEOPLE'S IS SO FULL AND OTHERS JUST ISN'T.
THAT'S WHERE I SEE MY ROLE DOING THIS FOR OVER 20 YEARS.
IT'S JUST I'VE TRIED SOME THINGS THAT HAVE WORKED.
I'VE TRIED SOME THINGS THAT HAVEN'T.
SO TO BE ABLE TO SHARE THOSE WITH OTHER PEOPLE THAT ARE IN THE TRENCHES NOW TRYING TO NAVIGATE STUDENT BEHAVIOR, THAT'S SOMETHING THAT I'M BEING ABLE TO DO NOW. TOMORROW. BUS DRIVER TRAINING TOMORROW.
CHRIS AND I ARE COLLABORATING ON THAT, AND WE'RE GOING TO BE DOING IT TOGETHER.
AGAIN, THAT CAME FROM LISTENING TO WHAT OUR CLASSIFIED STAFF AND THE WAY BUS DRIVERS WERE NEEDING, AND THEY WERE SAYING WE NEED HELP WITH BEHAVIORS.
THEY ARE AT A REAL DISADVANTAGE TO BE TRYING TO DRIVE A MACHINE AND OBEY TRAFFIC LAWS AND NOT GET TO PLACES SAFELY AND ON TIME.
THEY REALLY ARE JUST SAYING WE NEED SOME SUPPORT, AND SO CHRISTINE, TRINA REALLY MADE THAT A PRIORITY.
WE'RE WORKING TOGETHER TO BE ABLE TO DO THAT.
TOMORROW IS OUR BIG THREE-HOUR TRAINING FOR BUS DRIVERS, AND FROM THE FEEDBACK WE'VE ALREADY GOTTEN, WE HAVEN'T EVEN DONE IT YET, THEY'RE REALLY LOOKING FORWARD TO IT FOR WHAT WE'RE SAYING BECAUSE THEY'RE LOOKING FOR ANYTHING TO BE ABLE TO HELP DO THEIR JOB MORE EFFICIENTLY AND SAFELY AND TIMELY AND ALL THOSE THINGS. I'M LOOKING FORWARD TO IT.
>> MICHELLE MIGHT NOT HAVE KNOWN I WAS GOING TO SHARE THIS, BUT I DID PUT SOME QUOTES UP ON THE SCREEN OF JUST SOME OF THE FEEDBACK SPECIFICALLY FROM THE PARAEDUCATORS FROM THE AUGUST SESSION.
I THINK IT SHOWS THE IMPORTANCE OF HAVING SOMETHING SPECIFICALLY FOR THE JOB YOU'RE DOING AND THE VALUE PEOPLE FEEL FROM THAT EXPERIENCE.
ALSO JUST FROM BEING IN A TRAINING WITH PEOPLE THAT ARE DOING THE SAME THING YOU'RE DOING HAS A DIFFERENT TYPE OF POWER FOR PARAEDUCATORS IN THIS EXAMPLE, OFTEN YOU'RE GOING TO TRAININGS THAT ARE DESIGNED FOR TEACHERS TEACHING IN THE CLASSROOM, AND YOU'RE SUPPOSED TO JUST TAKE THAT AND TRANSFER IT TO YOUR JOB.
[01:25:01]
I THINK THE NEED IS THERE, THE DESIRE IS THERE, AND THEN THE FEEDBACK HAS JUST BEEN OVERWHELMINGLY POSITIVE ABOUT BEING ABLE TO PROVIDE THOSE SUPPORTS.WHEN OFTEN OUR PARAEDUCATORS LIKE OUR BUS DRIVERS THAT YOU'RE TALKING ABOUT ARE DEALING WITH REALLY CHALLENGING BEHAVIORS AND A LOT OF RESPONSIBILITY, SO TO EQUIP THEM WITH MORE SKILLS HAS BEEN A GIFT.
>> I HAVE A QUESTION. I MIGHT BE REMEMBERING THIS INCORRECTLY.
WASN'T THERE A COUPLE OF YEARS AGO WHERE THE STATE INCREASED THE AMOUNT OF TRAINING THAT PARAEDUCATORS HAD TO HAVE? WHEN THEY DID THAT, WAS IT NOT ALSO PART OF THE DEAL THAT IT WOULD BE DIRECTED TO PARAEDUCATORS?
>> I'M NOT SURE I'M THE BEST PERSON TO SPEAK ON THIS.
BUT YEAH, WE DID THE FCS IN 2020, I THINK.
THE FUNDAMENTAL COURSE OF STUDY, IT'S CALLED.
YES, THERE IS, AND I DON'T REMEMBER NOW THE HOURS, BUT YES, THERE ARE X AMOUNT OF HOURS THAT PARAS ARE GETTING.
THAT'S MORE THAN WE'VE EVER HAD BEFORE, AND THIS IS JUST SUPPLEMENTAL.
IN FACT, FOR MY TRAININGS AND THE THINGS I'M GOING TO BE DOING, I MET WITH THE PERSON THAT FACILITATES THEM FOR OUR DISTRICT, SO THAT I COULD TALK WITH HER ABOUT MAYBE WHERE THERE'S GAPS.
SHE DOES THEM IN MODULES, SO I WANTED TO FIND OUT FROM HER WHAT MODULES DO YOU THINK THEY ARE INTERESTED IN.
WE'VE BEEN COLLABORATING SO THAT I CAN BE SHARING SOME OF THE SAME, SO WE'RE USING SAY, COMMON LANGUAGE AND THINGS LIKE THAT.
BUT THEN ALSO, IF I CAN FILL IN WHERE SHE'S SENSING OR BEING GIVEN FEEDBACK THAT THERE'S A NEED.
I THINK THAT'S BEEN WORKING REALLY WELL TOO.
>> SO THE HOURS THAT YOU'RE DOING AND LEADING IS THAT FULFILLING PART OF THE STATE REQUIREMENT THEN?
>> YES, IF WE HAVE THE CLASSES PUT INTO.
IF WE HAVE THE CLASS WAS PUT INTO PRO DEV, WHICH IS OUR CLOCK HOUR PROGRAM, THEN THEY WORK TOWARDS THE GENERAL PARAP CERTIFICATE.
THEY'RE AFTER THE FUNDAMENTAL COURSE OF STUDY, BUT THEN THEY STILL CONTRIBUTE TO THE GENERAL PARAEDUCATOR REQUIREMENTS.
LEARNING FROM EXPERTS WITHIN OUR DISTRICT AND PROMOTING. YES, THAT'S AWESOME.
>> WELL, IT'S EXCITING TO HEAR THE ADDITION OF THE BUS DRIVERS BECAUSE SITTING IN THIS SEAT FOR AS LONG AS I HAVE I HAVEN'T EVER HEARD ABOUT THE BUS DRIVERS BEING PART OF THAT AND ADMITTING A LITTLE BIT, HOPEFULLY MY CHILDREN ARE NOT LISTENING.
BUT MY EXPERIENCE GOING TO THE PRINCIPAL'S OFFICE IN A NEGATIVE WAY WAS BECAUSE OF A BUS EXPERIENCE, AND SO THE BUS DRIVERS, THAT JUST HELPS, I THINK, MAKE THEM FEEL LIKE THEY'RE PART OF THE GROUP.
>> YEAH, SURE. WE COULD DO OUT-OF-SCHOOL ACTIVITIES REAL QUICK IF YOU CAN GO BACK.
I THINK ONE OF THE THINGS THAT'S REALLY WONDERFUL LIKE STACY AND PAT SAID, AND YOU SAID KAREN, HAPPY KIDS ARE A HUGE INDICATOR FOR US.
IN THE '50S AND '60S AND '70S IN MINNEAPOLIS, THERE WAS A BUNCH OF RESEARCH DONE.
TRADITIONALLY IN SOCIAL SERVICES IN SCHOOLS, WE OFTEN LOOK AT LIKE WHAT'S NOT GOING WELL, AND THEN WE RESEARCH THAT.
ABOUT 50 YEARS AGO THEY THOUGHT, YOU KNOW WHAT WE SHOULD RESEARCH? WE SHOULD RESEARCH WHEN THINGS GO WELL, AND WHAT THAT LOOKS LIKE IF WE RESEARCHED HAPPY KIDS AND FIGURE OUT WHAT'S GOING ON IN THEIR LIVES.
THEY RESEARCHED WHAT THINGS ARE HAPPENING IN THEIR TRAITS THAT THEY HAVE AND SKILLS THAT THEY HAVE, AND WHAT'S IN PLACE IN THEIR NEIGHBORHOOD, AND THEIR FAMILY, AND THEIR COMMUNITY.
THAT ALSO HAPPENED AT THE UNIVERSITY OF WASHINGTON WHERE YOU HEAR ABOUT PROTECTIVE FACTORS, WHICH IS THE IDEA OF WHAT ARE THE FACTORS IN KIDS' LIVES WHO END UP DOING REALLY WELL.
WHAT WE KNOW IS OUT-OF-SCHOOL ACTIVITIES, WHETHER IT'S HAVING A JOB, WHETHER IT'S PLAYING CHESS CLUB, DEBATE CLUB, PLAYING SOCCER, VOLLEYBALL, THEY ALL MIGHT LOOK REALLY DIFFERENT.
BUT THE FACT, LIKE I WAS AT MY DAUGHTER'S VOLLEYBALL GAME LAST NIGHT AND YOU'RE MISSING ONE TONIGHT, BUT HOPEFULLY, YOU GET TO PLAY SOON, AND THE THING I SEE WHEN I'M AT A VOLLEYBALL GAME OR MY SON'S BASEBALL GAME IS YEAH, THEY'RE THROWING BASEBALLS AND THEY'RE HITTING VOLLEYBALLS.
BUT IT'S THE CONNECTION LIKE VOLLEYBALL BETWEEN EVERY POINT THEY COME TOGETHER AND THEY ALL SLAP EACH OTHER'S BACK AND THEY DO ACE, ACE, ACE, OR WHATEVER IT IS RIGHT AFTER THEY GET ACE.
YOU SEE SUPPORTIVE ADULTS SITTING AROUND ENJOYING, CHEERING THEM ON, YOU SEE KIDS CONNECTED, YOU SEE THEM SUCCEEDING AND GETTING CONGRATULATED FOR THINGS.
WE KNOW THAT THESE ARE ALL THINGS THAT ARE SO IMPORTANT FOR KIDS TO BE ACKNOWLEDGED. JUST ALL THOSE THINGS.
WHEN WE LOOK AT PROTECTIVE FACTORS, WE KNOW WE NEED A RESPONSIVE PIECE TOO IN THAT SPECTRUM OF CRISIS RESPONSE.
BUT THE MORE WE CAN HAVE PROTECTIVE THINGS LIKE THIS, WE KNOW THEY'RE BOTH IMPORTANT.
[01:30:01]
LIKE YOU SAID, IF YOUR PROGRAM IS IN SCHOOL AND IT'S ALLOWING YOU TO PREVENT SOME OF THOSE FIRES FROM NOT EVEN STARTING THE SAME THING WE KNOW TO BE TRUE FOR AFTERSCHOOL CLUBS AND ALL THE THINGS WE CAN DO, LIKE AT THE LIBRARY WHERE WE KNOW THINGS ARE COMING UP.THAT'S JUST PART OF WHEN I THINK ABOUT SOCCER, I REMEMBER AFTER THE PANDEMIC HEARING PARENTS SAY, MAN, MY KID IS OUT ON THE SOCCER FIELD.
THEY HAVE TO STAND SIX FEET APART AND EACH OF THEM NEITHER ON SOCCER BALL, BUT AT LEAST THEY'RE SMILING.
I THOUGHT, OH, I GUESS SOCCER IS MENTAL HEALTH.
TO ME IT'S JUST HOW DO WE GET OUR KIDS DOING WELL, FEELING WELL.
THAT'S WHAT I WANTED TO SHARE ABOUT THAT.
THE NEXT PART, OUR SCHOOL COUNSELORS, WHICH ARE A HUGE PART OF OUR TEAM AND OUR DISTRICTS AROUND THIS.
WASHINGTON STATE REQUIRES US TO HAVE A COMPREHENSIVE SCHOOL COUNSELING PLAN AS A DISTRICT AND IN SCHOOLS, AND SO WE HAVE THAT IN PLACE AND WE WORK TO CONTINUALLY DEVELOP THAT.
BUT THE IDEA IS THAT IF YOU HAVE A KID WHO'S IN THIRD GRADE AT CASCADIA AND THEY SWITCH TO CENTRAL, THEY'RE GOING TO HAVE SOME CONSISTENCY ON WHAT THAT SCHOOL COUNSELORS DOING SO THEY CAN EXPECT THE SAME THING.
WE HAVE A LOT OF PROACTIVE PIECES OF COUNSELORS GOING IN AND DOING CLASSROOM INSTRUCTION AROUND THE SKILLS WE KNOW OUR KIDS NEED TO PUT OUT THOSE FIRES BEFORE THEY START, BEING ABLE TO MEDIATE SOMETHING ON THE PLAYGROUND.
BUT WE ALSO HAVE THAT RESPONSE, A PIECE OF CHECK-INS LIKE STACY AND PAT ARE DOING, AND I KNOW ALL OF OUR COUNSELORS ARE DOING CHECK-INS WITH CERTAIN STUDENTS TO MAKE SURE THAT, WHEN JAMES WALKED IN THIS MORNING, I COULD SEE HE WAS AT AN EIGHT OUT OF 10 ALREADY.
WHAT CAN I DO TO HELP HIM LIKE THE SENSORY AND FITNESS PIECE? IF I KNOW THAT THIS KIDDO NEEDS TO RUN A LOT, WHY WOULD I WAIT TILL HE RUNS OUT OF THE CLASSROOM? WHY NOT HELP HIM MEET THOSE NEEDS BEFOREHAND, LIKE IN THE SENSORY FITNESS PART? THEY'RE REASONABLE NEEDS, LET'S MEET THEM BEFORE THEY BECOME A CRISIS.
OUR SCHOOL COUNSELORS ARE A HUGE PART OF THAT, BOTH IN HELPING TO TRAIN THEIR STAFF ON THINGS, DOING PROACTIVE INTERVENTIONS, AND THEN RESPONSIVE INTERVENTIONS AS WELL. I WANTED TO SHARE THAT.
THIS IS ONE LAST PART, WHICH IS OUR CURRICULUM FOR SOCIAL-EMOTIONAL LEARNING.
WE USE SECOND STEPS, WHICH IS BASED OUT OF WASHINGTON ACTUALLY.
COMMITTEE FOR CHILDREN IS THE ORGANIZATION THAT DOES THAT AND IT'S BEEN AROUND FOR A LONG TIME.
IT'S EVIDENCED BASE AND IT'S A GREAT CURRICULUM.
IT HITS ON THOSE SKILLS THAT TRINA TALKED ABOUT IN THAT WHEEL.
THEN PANORAMA YOU'VE ALREADY SEEN WE DO THOSE TWICE A YEAR TO JUST TRY AND FIGURE OUT, WHERE ARE KIDS AT? WE HAVE STUDENT VOICE IN IT, AND WE KNOW WHERE THEIR SKILLS ARE.
>> THIS IS WHERE WE'RE GOING TO HAVE KAREN TALK.
I JUST WANT YOU TO SEE THAT CUTE KID BEFORE WE GO TO THE NEXT SLIDE.
>> WE'VE TALKED ABOUT A LOT OF PREVENTION THINGS.
WE ALSO WANT TO TALK WITH RESPONSIVE THINGS.
SOME OF THOSE THINGS, LIKE I SAID, WE AS A SCHOOL DISTRICT, EVEN AS A LARGER ORGANIZATION, WE WANT TO BE A GOOD PARTNER IN THE COMMUNITY.
IF THAT MEANS CHECKING WITH THE BOYS AND GIRLS CLUB TO SEE HOW THEY'RE DOING A PROGRAM BEFORE WE START OUR OWN, OR IF THAT MEANS TALKING TO CAMPUS HEALTH BEFORE WE DO THAT, WE WANT TO FIGURE OUT HOW CAN WE NOT ONLY USE OTHER RESOURCES THAT ARE AVAILABLE, BUT ALSO HOW DO WE PARTNER WITH THEM? THEN WHEN WE'VE EXHAUSTED THOSE RESOURCES, WE LOOK AT STAFFING WITHIN OUR DISTRICT AND SAY, WHAT LIKE FOR MY ROLE AS A DIRECTOR FOR OUR DEANS, FOR OUR COUNSELORS, FOR OUR PARENTS HOW CAN WE MAKE SURE THAT WE'RE NOT DUPLICATING SERVICES, BUT WE'RE FITTING AROUND WHAT THE COMMUNITY'S ALREADY PROVIDING AND INVITING THEM INTO OUR SCHOOLS IN WAYS THAT WE CAN.
THEN LOOKING AT SCHOOL SAFETY, WE SEE A LOT OF MENTAL HEALTH COMPONENTS WITH SCHOOL SAFETY AROUND.
WHEN WE HAVE KIDS LIKE, GABBY, YOU MENTIONED HAVING A FRIEND THAT WAS THINKING ABOUT SUICIDE.
WE KNOW THAT THAT'S NOT FOR EVERY KID DOES THAT HAPPEN, BUT WE KNOW IT'S QUITE COMMON THROUGH THAT DEVELOPMENT.
BEING ABLE TO HAVE CARING ADULTS LIKE OUR SCHOOL COUNSELORS WHO ARE TRAINED IN SUICIDE SCREENING SO THAT WHEN A KID COMES TO THEM AND SAYS, I'VE BEEN THINKING ABOUT THIS AND I JUST NEED TO TALK TO SOMEBODY, THAT THEY KNOW THE PROCESS TO GO THROUGH AND THEN THEY CAN CHECK IN WITH THAT CHILD'S PARENTS AND SAY, HEY, WE WANT TO LET YOU KNOW THIS IS SOMETHING YOUR CHILD CAME TO US WITH AND WE WANT TO MAKE SURE YOU HAVE ALL THE INFORMATION AND RESOURCES TO GET THEM HELP.
THAT'S ONE OF OUR MAIN GOALS IN OUR SUICIDE SCREENING PROTOCOLS TO INVOLVE PARENTS AND FAMILIES.
THAT WE WANT TO MAKE SURE THAT WE'RE WORKING WITH FAMILIES BECAUSE WE KNOW THAT WE'VE BEEN IN THEIR LIVES FOR 12 OR 13 YEARS, BUT THE PARENTS ARE IN THEIR LIFE BEFORE AND AFTER.
THAT'S A PIECE. THE THREAT ASSESSMENT IS A PROTOCOL WE USE WHEN WE HAVE A STUDENT WHO HAS EITHER MADE A THREAT OF VIOLENCE TOWARDS ANOTHER STUDENT OR STAFF, OR THEY'VE DONE SOMETHING THAT'S AGGRESSIVE OR VIOLENT IN A SIGNIFICANT WAY THAT POSES A RISK TO OTHER STUDENTS OR STAFF IN THAT BUILDING.
THE REASON THAT'S IMPORTANT IS BECAUSE WHAT HAPPENS AT CASCADIA, WHAT HAPPENS AT CENTRAL, WHAT HAPPENS AT VISTA.
IF THOSE ARE ALL DIFFERENT THINGS, THEN IT'S NOT REALLY CONSISTENT OR EQUITABLE WITH OUR STUDENTS.
[01:35:01]
WE WANT TO BE CONSISTENT WITH THAT THREAT ASSESSMENT PROTOCOL AND IT'S A REALLY WELL VETTED MODEL THAT ALMOST ALL THE DISTRICTS ON THE WEST COAST USE.THAT'S SOMETHING THAT ALL OF OUR TEAMS, ALL OF OUR SCHOOLS ARE TRAINED IN AS FAR AS ADMIN AND I SUPPORT THAT QUITE A BIT.
AGAIN, IT'S REALLY TRYING TO BE PREVENTIVE EVEN WITH CRISIS RESPONSE SO THAT WE CAN GET THAT KID THE HELP THEY NEED BEFORE IT BECOMES A LARGER ISSUE.
THEN IN A LARGER SCALE, MARK HAS DONE A LOT OF LEADERSHIP IN OUR DISTRICT AROUND THE I LOVE YOU GUYS MODEL.
WE KNOW THAT IF THERE'S A BIG SCHOOL CRISIS AND WE NEED TO REUNIFY KIDS WITH PARENTS.
WE KNOW THAT AFTER THAT THERE'S GOING TO BE SOME FALLOUT IN TERMS OF KIDS THAT WERE STRESSED, STAFF THAT WERE STRESSED, AND SO WE HAVE LINKED WITH THAT IN TERMS OF HOW DO WE PROVIDE SOME SUPPORT BEFORE AND AFTERWARDS FOR OUR TEAM AND THE MOBILE RESPONSE TEAM CAN BE PART OF THAT DEPENDING ON HOW BIG OF A SITUATION.
>> I THINK THIS IS A GREAT TIME TO HEAR FROM MELANIE.
REALLY ALL OF THE THINGS WE'VE TALKED ABOUT FROM THE BEGINNING OF THE EVENING TO NOW PLAY OUT IN DIFFERENT WAYS IN OUR MIDDLE SCHOOLS AND I'D LOVE TO JUST HAVE YOU SPEAK TO YOUR EXPERIENCE AND THOUGHTS IN THIS REALM AT HORIZON.
>> THANKS. THIS IS MY FIRST YEAR AS ASSISTANT PRINCIPAL, PRIOR TO THAT, TWO YEARS AT MTSS COORDINATOR, AND PRIOR TO THAT, MANY YEARS OF CLASSROOM EXPERIENCE.
OUR COUNSELING TEAM WELL, I SHOULD CALL IT OUR ENTIRE SOCIAL EMOTIONAL SUPPORT TEAM INCLUDES, WE HAVE TWO COUNSELORS CURRENTLY.
WE HAVE A MENTAL HEALTH SPECIALIST HALF-TIME FROM THE ESD THAT'S IN OUR BUILDING, AND THEN WE HAVE COMMUNITIES IN SCHOOLS PARTNERSHIP AS WELL.
WE HAVE SEVERAL DIFFERENT SUPPORTS AND MIDDLE SCHOOL IS DEFINITELY A PLACE WHERE WE NEED ALL OF THAT.
A COUPLE OF THINGS THAT OUR COUNSELING TEAM IS DOING.
WE HAVE LOTS OF PREVENTATIVE STUFF HAPPENING.
THE PREVENTATIVE WORK LOTS OF PEOPLE HAVE BEEN SHARING IS IN THE HOPES THAT WE ARE REDUCING, AND I KNOW WE ARE REDUCING, A LOT OF THE REACTIVE TYPE THINGS THAT THEN HAVE TO HAPPEN IN RESPONSE TO INCIDENTS THAT OCCUR.
SOME OF OUR PREVENTION WORK AT THE MIDDLE SCHOOLS, THINGS THAT WE HAVE AT HORIZON, WE HAVE WHAT WE CALL THE NEST, IT'S THIS PLACE WHERE STUDENTS CAN TAKE A SHORT 5-7 MINUTE BREAK IF THEY'RE STARTING.
A LOT OF THE WORK THAT OUR COUNSELORS ARE DOING IS WORKING AROUND HELPING STUDENTS TO LEARN SELF-REGULATION SO WE KNOW AT MIDDLE SCHOOL OUR BRAINS ARE STILL DEVELOPING SOME OF THOSE ABILITIES TO SELF-REGULATE, AND SO OUR COUNSELORS' WORK IS AROUND HELPING THEM BUILD A TOOLBOX FOR THEMSELVES AND ONE OF THOSE TOOLS IS KNOWING WHEN WE START TO FEEL OURSELVES RAMP UP, WHETHER THAT'S IN THE CLASSROOM, WHETHER THERE'S THINGS OUTSIDE OF SCHOOL THAT ARE CAUSING OUR BRAINS TO BE THINKING ABOUT THINGS THAT IMPACT OUR ABILITY TO LEARN IN THE CLASSROOM.
EQUIPPING THEM WITH THE TOOLS TO SAY, I'M STRUGGLING, I NEED A BREAK, AND ALLOWING THEM TO HAVE THAT SPACE.
THE NEST IS A PLACE WHERE STUDENTS CAN COME AND TAKE THAT BREAK AND OUR COUNSELORS SUPPORT THAT SYSTEM.
THEY ALSO MEET THE NEEDS OF INDIVIDUAL STUDENTS, SO THEY ARE MEETING WITH KIDS ON A REGULAR BASIS, SO HELPING TO SUPPORT THEM THROUGH PEER MEDIATION.
LOTS OF PEER MEDIATION HAPPENS IN THE MIDDLE SCHOOL AND I DO BELIEVE THAT THAT IS A HUGE SUPPORT IN REDUCING INCIDENTS THAT COULD BE HAPPENING.
THIS YEAR IN MY ROLE, OF COURSE, I'M NEW TO THIS ROLE, BUT WE CURRENTLY HAVE ONLY HAD TWO PHYSICALLY AGGRESSIVE INCIDENTS AND WE'VE BEEN IN SCHOOL SEVEN WEEKS.
I DON'T KNOW, I DON'T HAVE THE DATA ON WHAT THAT WAS PREVIOUSLY, BUT IN MY WORLD, I FEEL LIKE THAT'S PRETTY LOW AND I ATTRIBUTE A LOT OF THAT TO THE PEER MEDIATION SUPPORTS THAT OUR COUNSELORS ARE PUTTING INTO PLACE.
OUR COUNSELORS ARE VERY WELL-LIKED BY OUR STUDENTS, VERY RESPECTED BY OUR STUDENTS AND SO THEY ARE VERY WILLING TO GO TO OUR COUNSELORS WHEN THEY FEEL LIKE THEY HAVE A NEED.
THEY FEEL THAT THEY ARE THEN SUPPORTED IN WORKING WITH OTHER STUDENTS THAT THEY'RE HAVING DIFFICULTIES WITH BEFORE IT ARISES TO SOMETHING THAT COULD BECOME PHYSICAL OR VERBAL.
VERBAL STUFF IS JUST AS DAMAGING OFTENTIMES, SOMETIMES EVEN MORE SO.
I THINK THAT'S A HUGE SUPPORT THAT OUR MIDDLE SCHOOL COUNSELORS ARE PROVIDING RIGHT NOW.
THEY ALSO GO OUT INTO OUR CLASSROOMS, SO WE HAVE TWO PROGRAMS THAT FALL INTO OUR ADVISORY CATEGORY, BUT IN THE MORNINGS WE START OUR DAY WITH 30 MINUTES OF EXTRA SUPPORT.
MONDAYS AND FRIDAYS, THAT'S AN ADVISORY CLASS AND OUR COUNSELORS GO OUT INTO THOSE CLASSROOMS AND DO DIFFERENT LESSONS TO SUPPORT OUR SECOND STEP PROGRAM,
[01:40:03]
AS WELL AS THINGS AROUND HARASSMENT, INTIMIDATION, BULLYING, SUICIDE WORK.THEY DO SOME IN THE ADVISORY CLASSES, AND THEN THREE DAYS A WEEK, WE HAVE INTERVENTION BLOCK AND THAT'S BASICALLY IT'S FLUIDS, SO KIDS MOVE BETWEEN DIFFERENT INTERVENTIONS AND ONE OF THE SUPPORTS OUR COUNSELING TEAM PROVIDES IS CURRENTLY THEY'RE WORKING WITH 26 OF OUR SIXTH GRADE STUDENTS.
WE KNOW THAT INTRODUCTION TO MIDDLE SCHOOL IS DIFFICULT, CHALLENGING, LOTS OF CHANGES ARE HAPPENING.
THEY'RE OVERWHELMED. THEY HAVE MULTIPLE TEACHERS.
THEY DIDN'T HAVE THAT TO DEAL WITH BEFORE.
THERE'S JUST A LOT OF NEW STUFF FOR THEM.
OUR CURRENT SUPPORT PROGRAM RIGHT NOW THAT OUR COUNSELORS ARE RUNNING THREE DAYS A WEEK IS A SMALL GROUP WITH 26 STUDENTS, BOTH OF OUR COUNSELORS, SO 13-1 TO HELP JUST NAVIGATE MIDDLE SCHOOL, UNDERSTAND HOW RELATIONSHIPS ARE GOING TO WORK.
WHAT CAN WE DO TO SUPPORT FRIENDSHIP BUILDING? WHAT CAN WE DO WHEN PROBLEMS ARISE? HOW DO WE ORGANIZE OUR WORK? HOW DO WE MANAGE OUR TIME? HOW DO WE GET INVOLVED IN THE SCHOOL? JUST LOTS OF DIFFERENT SUPPORT.
THAT'S A PIECE THAT'S HAPPENING MORE IN A TIER 1-2, I GUESS, IT GOES INTO BOTH CATEGORIES.
THEY ALSO HAVE A HUGE CONNECTION WITH OUR FAMILIES.
OUR COUNSELORS REACH OUT ON A REGULAR BASIS, THEY'RE IN CONSTANT COMMUNICATION WITH FAMILIES.
I THINK THAT'S A REAL CRITICAL COMPONENT BECAUSE WHEN YOU BRING THE FAMILIES TOGETHER, OUR STUDENTS ARE SUPPORTED, OUR PARENTS FEEL SUPPORTED, THEY'RE GETTING RESOURCES THAT THEY MIGHT NEED.
THEY HAVE THE OPPORTUNITY TO ASK QUESTIONS OF THE COUNSELORS AND COUNSELORS CAN PUT THEM INTO TOUCH WITH.
WE HAVE ALL SORTS OF OUTSIDE REFERRAL AGENCIES THAT OUR COUNSELORS REFER OUR FAMILIES TOO AND THAT'S BEEN HUGE.
THEN, OF COURSE, THERE'S THE TRIAGE, THERE'S GOING TO BE IN THE MOMENT STRESSORS, THINGS THAT OCCUR, KIDS THAT SOMETHING JUST HAPPENS AND IN THE MOMENT, THEY CAN INTERVENE AND HELP THEM PROBLEM-SOLVE AND COME UP WITH SOME TOOLS TO SUPPORT WHATEVER IT IS THAT THEY NEED.
JENNA NOELLER WHO COMES IN FROM THE ESD SO SHE'S WITH VISTA AND HORIZON.
WE HAVE HER HALF-DAY OR SORRY, HALFTIME TWO DAYS WITH US, TWO DAYS WITH VISTA, AND SPLIT ON THE OTHER DAY, AND CURRENTLY SHE SERVES 24 STUDENTS AND HERS IS FULL STUDENT COUNSELING IN THE MENTAL HEALTH WORLD.
SHE HAS 12 AT VISTA, 12 AT HORIZON, AND A CURRENT WAITLIST OF FIVE AT EACH SCHOOL.
OUR COUNSELORS HELP REFER AS NEEDED INTO HER ASSISTANCE AND THEN OUR COMMUNITIES IN SCHOOLS LIAISON IS IN OUR BUILDING FULL-TIME AND SHE IS ALSO IN CONSTANT COMMUNICATION WITH OUR COUNSELING TEAM TO PROVIDE BASIC RESOURCES AND NEEDS TO FAMILIES AND STUDENTS AS WELL.
THOSE ARE SOME OF THE THINGS THAT ARE HAPPENING.
I DON'T KNOW IF YOU HAVE ANY QUESTIONS AROUND THOSE.
>> HOW DOES THE PEER TO PEER INTERVENTION LOOK OR WHAT WHAT'S THE PROCESS THERE?
>> YEAH, SO THERE'S A COUPLE OF DIFFERENT WAYS.
WE HAVE STUDENTS CAN SELF REFER THEM.
WE HAVE WHAT WE CALL PURPLE SLIP.
STUDENTS CAN FILL THAT OUT WHETHER THEY'RE HOUSED IN THE OFFICE, ALSO IN OUR COUNSELING WEIGHING.
THEY CAN ASK TO SEE THE COUNSELORS FOR AND THEY HAVE A CHECKLIST OF THINGS AND THEY CAN WRITE DOWN SOCIAL OR PEER OR A FRIEND ISSUES.
AND THEN BASICALLY OUR COUNSELORS TRIAGE THAT AND LOOK AT WHERE ALL THE DIFFERENT NEEDS ARE AND WHERE THEY CAN FIT THAT IN TO PLAY.
BUT IT ALSO COMES INTO MY WORLD.
OFTENTIMES AN INCIDENT WILL HAPPEN, I'LL GO THROUGH AN INVESTIGATION, TALKING THROUGH WITH DIFFERENT STUDENTS.
OFTEN ONE OF MY BIGGEST PRIORITIES REALLY IS WE WANT THE KIDS TO BE ABLE TO INTERACT AND LIVE TOGETHER.
THEY'RE GOING BE COHABITATING INNOCENCE FOR THREE YEARS.
WHEN AN INCIDENT HAPPENS AND WE'RE TALKING WITH KIDS, IF WE FEEL THAT THEY'RE IN THE SPACE WHERE THEY WOULD BE ABLE TO WORK THROUGH IT TOGETHER, I OFTEN WILL THEN BRING OUR COUNSELING TEAM ON BOARD AND SAY, HERE'S THE ISSUE THAT WE'VE LOOKED AT.
HERE'S THE NEED. WOULD YOU MIND WORKING WITH THESE STUDENTS TO BE ABLE TO COME UP WITH A PLAN? OFTEN THAT WILL LOOK LIKE TALKING THROUGH THE ISSUE, MEDIATING THAT ALLOWING VOICES TO ALL BE HEARD, AND THEN COMING TO SOME SORT OF AN AGREEMENT TOGETHER ON HOW THEY'RE GOING TO THEN MOVE FORWARD WITH THE ISSUE.
THEN IT CAN HAVE DIFFERENT STEPS.
A PEACE AGREEMENT IS THE STARTING LIKE OKAY, HOW ARE WE GOING TO COHABITATE AND MAKE THIS WORK TOGETHER? SOMETIMES THE ISSUES WILL CONTINUE AND THEY'LL COME BACK INTO PLAY TWO MONTHS DOWN THE ROAD.
[01:45:02]
SOMETIMES WE HAVE TO GO A LITTLE BIT STRONGER AND THEN THEY'LL CREATE A MORE COMPREHENSIVE PLAN WITH THE STUDENTS.FAMILIES ARE ALWAYS INVOLVED IN THOSE AS WELL AND GET THOSE PLANS SHARED WITH THEM TOO.
IT'S A HUGE OPERATING TEAMS. ANOTHER THING IN THAT LEADS ME TO REMIND MYSELF OF OUR COUNSELING TEAM ALSO IS PARTICIPATING IN OUR GRADE LEVEL TEAM MEETINGS AS WELL AS WE HAVE MTSS TIER 23 TEAM THAT MEETS WEEKLY.
THE COUNSELORS ARE, WE COULDN'T DO THAT WORK WITHOUT THEIR SUPPORT ON THOSE TEAMS. THEY BRING A PERSPECTIVE FROM THE WORK THEY'RE DOING WITH THE KIDS THAT IS INVALUABLE TO OUR GRADE-LEVEL TEAMS WHEN THEY MEET, AS WELL AS OUR TIER 23 TEAM.
>> I WAS THINKING AS MELANIE WAS TALKING, I THINK ANYTIME YOU'VE EVER BEEN IN A MIDDLE SCHOOL DURING THE DAY, BUT ESPECIALLY AT THE BEGINNING OR THE END OF THE DAY, OR HEAVEN FORBID LUNCHTIME.
YOU'RE BETWEEN THEM AND FOOD, YOU JUST HAVE AN IDEA OF THE AMOUNT OF ENERGY THAT 500 MIDDLE SCHOOLERS CAN CREATE IN ONE BUILDING.
I KNOW FOR ME GOING FROM OTHER JOBS TO A MIDDLE SCHOOL COUNSELOR WAS LIKE, MY GOD, BACK UP AGAINST THE WALL AND GET OUT OF THE WAY BETWEEN FOOD.
BUT I DO THINK THERE'S THAT PIECE YOU SAID WHEN YOU HAVE 500 MIDDLE SCHOOLERS IN A BUILDING, THE AMOUNT OF ENERGY THEY CAN CREATE IF WE GET BOTTLE IT, WE COULD POWER CITIES WITH.
BUT IT ALSO CREATES THAT NEED FOR, WE HAVE SOME STUDENTS THAT THEIR ONLY CONTACT WITH SOCIAL, EMOTIONAL LEARNING AND COUNSELING MIGHT BE THE SKILLS THAT ARE LEARNING THAT HELP PREVENT THEM FROM HAVING ISSUES.
THEN OTHER STUDENTS THAT ARE GOING TO NEED SUPPORT FREQUENTLY AND BEING ABLE TO DO THAT, LIKE YOU SAID, A LOT OF TIMES THERE IS RESPONSIVE PIECE.
I WANTED TO DRAW A DISTINCTION BETWEEN OUR SCHOOL COUNSELING AND OUR MENTAL HEALTH COUNSELING PIECES.
I THINK OF IT LIKE I'M NOT A CONTRACTOR NOR HAVE I.
WELL, I BUILT LOTS OF THINGS AND THEY HAVE NOT LOOKED GREAT IF YES.
WHY? I TRY AGAIN, BUT IF YOU HAVE A GENERAL CONTRACTOR VERSUS A SUBCONTRACTOR, THAT PERSON JUST AS ELECTRICITY.
SCHOOL COUNSELORS GENERALLY ARE LIKE A GENERAL CONTRACTOR.
THEY DO EVERYTHING JACK OF ALL TRADES.
IF YOU ARE A MENTAL HEALTH COUNSELOR, WHEN I WAS IN PRIVATE PRACTICE, FULL-TIME PRIVATE PRACTICE IS VERY UNCOMMON FOR SOMEONE TO HAVE MORE THAN 30 CLIENTS.
IF YOU HAVE 500 KIDS IN A BUILDING, YOU'RE LIKE, WELL, HOW ARE WE GOING TO SERVE THE OTHER 470.
SCHOOL COUNSELORS REALLY HAVE TO MODEL THEMSELVES TO BE AVAILABLE FOR ALL KIDS.
WHEREAS MENTAL HEALTH LIKE JENNA YOU SAID, OR OTHER PEOPLE WE HAVE, THE GOAL IS FOR THEM TO BE ON THEIR A GAME FOR THOSE KIDS WHO REALLY NEED THAT INTERVENTION.
THAT'S WHY IT'S IMPORTANT FOR BOTH THOSE BECAUSE THEIR RULES ARE SO DISTINCTIVELY DIFFERENT.
WITH THE SCHOOL COUNSELOR PROVIDING THAT SUPPORT YOU TALKED ABOUT FOR ALL KIDS MAY NOT BE EVERY DAY THEY SEE THAT KID, BUT THEY'RE FORMING RELATIONSHIPS AND DOING PREVENTION WORK.
WHEREAS WITH A MENTAL HEALTH PERSON, THEY'RE REACHING OUT TO FAMILY, GETTING THOSE CONSENTS IN TALKING WITH FAMILIES TO MAKE SURE THEY ARE ON BOARD AND THEY'RE SAYING, YEAH, THIS IS WHAT WE WANT TO PURSUE.
WE COULD REALLY USE HELP WITH THE SUPPORT BEFORE THEY'RE EVER MEETING WITH THE KID AND MAKING SURE THAT THEY'RE COMMUNICATING WITH FAMILIES THAT WAY.
ALSO, WE HAVE THIS SLIDE THAT IT'S PROBABLY 24, YEAH. RIGHT BEFORE THAT.
THESE ARE SOME OF THOSE PARTNERSHIPS THAT WE TALKED ABOUT EARLIER.
THE NORTHWEST ESD, 189, WE'VE PARTNERED WITH THEM AND WE HAVE SOME CO-FUNDED POSITION WHERE THEY'VE GOTTEN SOME GRANT FUNDING.
WE'VE GOTTEN SOME GRANT FUNDING.
THE MENTAL HEALTH SPECIALISTS THAT WE'VE TALKED ABOUT, WE HAVE ONE RIGHT NOW OF THOSE TWO.
ONE THAT'S AT OUR ELEMENTARY SCHOOLS, WE HAVE THREE ELEMENTARIES THAT THERE ARE CENTRAL, CASCADIA AND EAGLE RIDGE THAT BROOKE IS THAT.
THE OTHER MENTAL HEALTH SPECIALISTS RIGHT NOW IS BETWEEN OUR TWO MIDDLE SCHOOLS.
THEN WE HAVE THE STUDENT ASSISTANTS SPECIALISTS, WHICH IS AT OUR HIGH SCHOOL TOO.
THE HEALTH DEPARTMENT ALSO HELPS CO-FUND SOME OF THOSE.
LIKE I SAID, WE'RE ALWAYS LOOKING FOR WAYS TO USE OUR RESOURCES WISELY AND LOOK FOR PARTNERSHIPS AND GRANTS.
COMMUNITIES AND SCHOOLS IS ANOTHER WAY, THEY ARE NOT THERAPISTS OR MENTAL HEALTH PEOPLE, BUT THEY DO PROVIDE THAT MENTORING IS LIKE BETWEEN BE THE ONE AND MENTAL HEALTH CLINICIANS.
IT'S A REALLY IMPORTANT PIECE FOR US.
WE HAVE THOSE IN A LOT OF OUR SCHOOLS.
THEN LET ME BEHAVIORAL HEALTH, WHO CAN SERVE ANY TRIBAL AFFILIATED STUDENT HAS BEEN AMAZING TO WORK WITH.
WE HAVE THEM IN SEVERAL OF OUR SCHOOLS, GENERALLY IN OUR SCHOOLS WITH THEIR HIGHEST TRIBAL AFFILIATED KIDS IN TERMS OF POPULATION.
THEN WE ALSO WORK WITH CAMPUS HEALTH.
WE HAVE A POINT FOR MENTAL HEALTH SPECIALISTS AT THE HIGH-SCHOOL.
SOME NEW THINGS THAT WE HAVE COMING ONLINE IS WE'VE APPLIED FOR SOME GRANTS AND WE'VE GOTTEN THEM THROUGH OSPI, STRONGER CONNECTIONS AND THROUGH WALK THEM COUNTY HEALTH DEPARTMENT.
THOSE BOTH HAVE A THREE-YEAR GRANT WITHIN THEM.
[01:50:03]
WITH THE COMBINED FUNDING, WE'RE LOOKING TO BE ABLE TO HIRE THOSE TO MENTAL HEALTH SPECIALISTS.OUR GOAL AS AN OUTCOME IS JUST TO HAVE CONSISTENT MENTAL HEALTH SUPPORT PRESENCE AT EACH OF OUR SCHOOLS.
THAT'S THE SAME FOR A KID AT THIS SCHOOL AND THIS KID, THEY EACH HAVE EQUITABLE ACCESS.
AGAIN, ANYTIME THAT A MENTAL HEALTH PERSON IS ENGAGING WITH A STUDENT, THAT'S AFTER THEY'VE TALKED WITH PARENTS AND SAID, HEY, IS THIS SOMETHING THAT YOU'RE INTERESTED IN? IF IT IS, AND IT HELPS MAKE YOUR LIFE CONVENIENT AND IT'S EASIER FOR YOU TO GET ACCESS BECAUSE IT'S HARD TO FIND THERAPISTS THESE DAYS.
WE WANT TO BE ABLE TO DO THAT ONLY FOR THE SAKE OF HELPING THAT KID DO AS BEST IN SCHOOL.
THAT'S REALLY ALL I HAVE. DO YOU HAVE ANYTHING ELSE?
>> IS IT APPROPRIATE TIME TO ASK QUESTIONS OR IF THERE'S OTHER STUFF I WAIT.
>> WELL, I'M TRYING TO UNDERSTAND WHAT'S THE ROLE OF THE SCHOOL IS, AND WHERE YOU HAND IT OFF TO.
IF YOU'VE GOT SOMEBODY THAT REQUIRES A LOT OF MENTAL HEALTH SERVICES, HOW YOU DETERMINE WHETHER THIS IS SOMETHING THAT CAN BE HANDLED BY THE SCHOOL OR SHOULD BE ADDRESSED BY A PURELY HEALTH ORGANIZATION.
WAS THIS THEIR FOCUS, AND THAT'S WHAT THEY DO.
CONCERNED ABOUT THE BLURRING OF ROLES HERE.
FOR EXAMPLE, LET YOU SAY WE'RE FUNDED FOR THESE POSITIONS.
THAT MEANS THIS IS FREE TO THE FAMILIES INVOLVED, THAT THERE'S NO HEALTH INSURANCE PROCESSING GOING ON.
THERE'S NONE OF THAT INVOLVED.
>> I'M JUST TRYING TO GET A BETTER PICTURE FOR THE DELINEATION OF ROLES HERE.
>> PERFECT QUESTIONS. THERE'S THREE BASIC CHANNELS THAT GOES INTO, ONE IS WE HAVE SOME CLINICIANS THAT CAN SERVE ANYONE REGARDLESS OF INSURANCE.
THE NORTHWEST ESD PEOPLE THAT WE HAVE, COUNTY HEALTH DEPARTMENT PEOPLE, COMMUNITIES AND SCHOOLS.
THEN WE HAVE A SECOND CHANNEL WHICH IS STUDENTS THAT ARE TRIBAL AFFILIATED WHO CAN RECEIVE SERVICES THROUGH LEMMY BEHAVIORAL HEALTH, WHICH IS REALLY IMPORTANT TOO.
THEN THE THIRD CHANNEL IS STUDENTS WHO HAVE MEDICAID COVERAGE, WHO CAN RECEIVE SERVICES THROUGH COMPASS HEALTH, SO COMPASS CAN ONLY SERVE PEOPLE WITH MEDICAID INSURANCE COVERAGE.
LEMMY CAN ONLY SERVE STUDENTS WITH TRIBAL AFFILIATION.
WE WORK WITH THEM TO MAKE SURE THEIR FAMILIES ARE INTERESTED.
THEN THE SECOND QUESTION THAT YOU ASKED IS, WHAT ABOUT HOW DO WE HAND OFF? WHAT'S THAT WARM HAND-OFF LOOKING LIKE FOR STUDENTS? THAT'S BEEN ONE OF OUR MAIN GOALS IS BECAUSE WE KNOW THAT SCHOOLS CANNOT AND SHOULD NOT DO EVERYTHING.
ONE OF THE PIECES, EVEN WITH ALL OF THESE, THESE PEOPLE ON OUR TEAM, WE KNOW THAT WE CAN'T SERVE THE NEEDS OF ALL OF OUR STUDENTS.
OUR GOAL IS TO FIRST LOOK FOR THOSE PLACES IN THE COMMUNITY BECAUSE WE KNOW THAT SAY ALL THROUGH THE SUMMER WE WANT TO MAKE SURE THAT STUDENT HAS SERVICES.
WHEN WE HAVE OUR SCHOOL COUNSELORS DO A HUGE JOB WITH THIS AND DO A LOT OF WORK AROUND REFERRING OUT TO AGENCIES.
OFTENTIMES, WHAT WE COME UP AGAINST WHEN WE'RE TALKING WITH FAMILIES SAY, I JUST CAN'T GET A HALF A DAY OFF WORK TO COME PICK UP MY SON, TAKE THEM OUT OF SCHOOL, TAKE THEM TO THE APPOINTMENT, COME BACK, PROBABLY GET HIM ONCE FOR MCDONALD'S ON THE WAY AND THEN GO BACK TO WORK AND THEN I'VE MISSED A HALF-DAY A WORK.
IF THEY HAVE AN INSURANCE, OR SAY MEDICAID OR SOMETHING ELSE, THAT'S THE TIMES WHEN PARENTS ARE USUALLY REALLY THANKFUL, ARE REALLY WANTING TO HAVE SERVICES AT THE SCHOOL WHERE WE CAN PROVIDE, SAY A SPACE FOR A COMPASS HEALTH CLINICIAN TO JUST BE IT'S JUST A ROOM THAT THEY CAN PRACTICE OUT OF.
THEY'RE ABLE TO STILL BILL MEDICAID JUST LIKE THEY WOULD IF THEY WERE AT THE CLINIC.
THAT PARENT DOESN'T HAVE TO TAKE A HALF DAY OFF WORK BECAUSE THEY DON'T HAVE TO DO TRANSPORTATION.
IN A SENSE, IT'S A WIN-WIN FOR US.
IT DOESN'T COST US ANYTHING OTHER THAN SPACE IF WE CAN FIND IT.
IT DOESN'T COST THE FAMILY ANYTHING AND THEY ACTUALLY DON'T MISS OUT ON ALL THOSE WORK HOURS.
THEY CAN SEE THAT CLINICIAN, NOT ONLY DURING THE SCHOOL YEAR BUT ALSO DURING THE SUMMER AT THE CLINIC.
ANYTIME WE CAN, WE ALWAYS WANT TO REFER TO OUTSIDE AGENCIES.
AND THERE ARE A LOT OF OTHER TIMES WHERE WHERE SAY A STUDENT NEEDS TO GO INTO INPATIENT FOR AWHILE TO REALLY GET SIGNIFICANT HELP AND THEN COME BACK OUT.
WE'RE ALWAYS WORKING WITH LOTS OF DIFFERENT PROGRAMS ON THOSE LEVELS.
THIS IS JUST A SNAPSHOT OF THOSE FIRST FEW LEVELS THAT WE CAN SUPPORT WITHIN SCHOOLS.
DOES THAT ANSWER YOUR QUESTION, PEGGY?
>> YEAH. THAT ANSWERS PART OF IT.
EVERY TIME YOU ANSWER A QUESTION MORE CROP UP.
[01:55:01]
IT'S JUST THE NATURE OF QUESTIONS.I HAD ANOTHER QUESTION. YOU TALK ABOUT PARENTS NOT BEING ABLE TO TAKE TIME OFF TO DO THESE THINGS, I WONDER, HOW DOES THAT COORDINATE WITH A CHILD'S SCHOOL DAY AND NOT DISRUPTING THEIR ACADEMIC NEEDS AS WELL.
>> WE'VE HAD TO GET CREATIVE WITH THAT.
SO THERE'S A COUPLE OF THINGS THAT WE'VE DONE.
ONE THING IS WE WILL ALWAYS LOOK TO SEE IF WE CAN SCHEDULE THEIR TIME WITH THE PROVIDER, NOT DURING THEIR CORE CLASSES, LIKE NOT DOING MATH AND LITERACY.
IF IT'S DURING PE, WE KNOW THOSE ARE IMPORTANT ELECTIVES AND THINGS LIKE THAT, BUT WE WOULD RATHER NOT MISS THEIR MATH AND LITERACY TIME.
THE OTHER THING IS WE WILL OFTEN ROTATE TIME.
LET'S SAY THEY SAW SOMEBODY LAST WEEK ON A MONDAY, MAYBE THIS TIME IT'S ON A WEDNESDAY OR MAYBE IT'S EVERY MONDAY, BUT THEY'LL SWITCH BETWEEN.
WE SAW EACH OTHER DOING ALGEBRA LAST TIME.
LET'S DO IT DURING ENGLISH OR DURING PE THIS TIME, SO THAT THEY'RE NOT MISSING THAT CLASS OVER AND OVER ON MONDAYS.
WE'LL LOOK AT A LOT OF DIFFERENT WAYS TO GET CREATIVE TO MAKE SURE THAT STUDENT IS STILL ABLE TO GET THEIR CORE INSTRUCTION.
SOMETIMES WE'LL EVEN DO SOMETHING LIKE, LET'S SAY HIGH-SCHOOL CLASSES A LONG TIME.
USUALLY TEACHERS WILL DO THE INSTRUCTION AT THE BEGINNING OF THE CLASS AND THEN THEY DO THEIR PRACTICE ON THE LAST HALF OF CLASS.
WE MIGHT HAVE THAT KID GO TO THEIR COUNSELING SESSION AND THE LAST HALF OF CLASS, SO THEY STILL GET THE INSTRUCTION FOR THAT DAY.
IT JUST REALLY DEPENDS ON THAT STUDENT AND THEIR SPECIFIC NEEDS.
>> I WOULD THINK THAT IF THE COUNSELORS DOING THE TRAVELING, IT'S GOING TO BE LESS TIME OUT OF CLASS FOR THE STUDENT THEN IF THEY HAVE TO TRAVEL THERE AND BACK.
AGAIN, LIKE I SAID, A WIN-WIN.
>> WE TRY TO NOT HAVE THEM GO BETWEEN SCHOOLS AND A DAY, SO THEY'RE JUST IN THIS SCHOOL FOR THIS DAY AND WE DON'T HAVE THE TRAVEL TIME AND SETUP.
>> YOU SPOKE OF PARENT INVOLVEMENT AND SCHOOL TO PARENT.
WHAT OPPORTUNITIES DOORS ARE THERE IF A PARENT HAS A CONCERN ABOUT THEIR STUDENT IN REGARDS TO BEHAVIORAL, MENTAL HEALTH, THOSE ASPECTS.
OR MAYBE THEY'RE SEEING SOME TENDENCIES THAT THEY'RE CONCERNED THEIR CHILD MIGHT BE SUICIDAL, OR ARE THERE AVENUES FOR THE PARENTS WHO MAY NOT KNOW WHERE DO I GO WITH THIS PROBLEM? TO TALK TO THE COUNSELORS, TO TALK TO THE SCHOOL, TO GET IT IF NOTHING ELSE, DIRECTION TO RESOURCES.
>> NO. I THINK THE MAIN CHANNEL WE'VE FOUND A SCHOOL COUNSELORS BECAUSE WE HAVE THEM IN EVERY SCHOOL.
THE HIGHEST LIKELIHOOD IS THAT IF THE PARENTS ARE INTERESTED IN SCHOOL SUPPORT, BECAUSE SOME AREN'T AND THAT'S GREAT WHEN THEY WANT TO DO IT.
BUT OFTEN THEY'LL REACH OUT TO THE SCHOOL COUNSELOR FIRST.
THEN EITHER THE SCHOOL COUNSELOR WILL DO DIFFERENT REFERRALS OR MAYBE THEY CALL ME AND WE TALKED THROUGH WHAT ARE OUR RESOURCES THAT WE CAN PROVIDE.
WE USUALLY BASE THAT ON LIKE THIS. SOMEBODY HAD PREMIER.
WHAT TYPES OF SUPPORT ARE THEY INTO REAGENTS TO THAT MEDICAID.
WE TRY AND MAKE IT SPECIFIC FOR THAT FAMILY.
WE'RE NOT GIVING THEM 20 PLACES TO CALL BECAUSE NOBODY WANTS THAT.
>> I'M LOOKING AT THE TIME AND IT'S HARD TO BELIEVE TWO HOURS HAS GONE BY.
THIS HAS BEEN INCREDIBLE AND WE KNEW IT WAS GOING TO BE A VERY BIG TOPIC TO TRY TO HIT IN TWO HOURS.
OUR GOAL WAS AN HOUR AND A HALF, BUT WE KNEW WE WOULD HAVE A LOT OF QUESTIONS.
I JUST WANT TO PERSONALLY THANK ALL OF YOU.
WE COULD REALLY DO THREE-DAY WORKSHOP IN ORDER TO HIGHLIGHT SOME OF THE DIFFERENT PROGRAMS. THESE WERE JUST SOME WE WANTED TO SHARE OF NEW THINGS THAT WE'RE TRYING AND RESPONSE TO THE FEEDBACK.
I'M A FIRM BELIEVER THAT BY STAFF FOR STAFF IS HOW YOU CREATE A MOVEMENT.
YOU CAN SEE WHAT THAT LOOKS LIKE WHEN WE USE THE EXPERTS AT OUR ORGANIZATION.
I WANT TO THANK CHRIS AND TRINA FOR THEIR LEADERSHIP AND WALKING ALONGSIDE THESE DIFFERENT PEOPLE, THEIR PHONES.
I SIT BY THEM ON THEIR PHONES ARE LIGHTING UP WITH QUESTIONS ALL THE TIME AND THEY'RE VERY RESPONSIVE TO THE STAFF AS THINGS ARE HAPPENING AND WE'LL CONTINUE TO EVOLVE.
YOU HEARD THEM INVITE YOU TO SEE IF WE'RE HAVING A PD, YOU'RE WELCOME TO JOIN.
GO TO A CLASSROOM, GO SPEND SOME TIME AT SKYLINE.
COME SPEND SOME TIME AT HORIZON AND SEE WHAT THAT LOOKS LIKE.
BUT I JUST HUGE THANK YOU TO THE TEAM FOR PUTTING THIS TOGETHER TONIGHT.
I KNOW YOU CAN ASK THEM QUESTIONS AND WE CAN MAKE SURE YOU GET THEIR POWERPOINT BECAUSE THERE WERE SLIDES THAT WE DIDN'T GET TO, SO YOU'LL BE ABLE TO SEE THAT.
>> I JUST WANTED TO THANK EVERYONE TONIGHT TOO.
A LOT OF THIS TONIGHT SOUNDED LIKE WRAP-AROUND SERVICES, [LAUGHTER] WHICH I THINK OBADIAH KNOWS A LOT ABOUT.
I ENJOYED WORKING WITH HIM OUT WHEN HE WAS THERE AT OUR K THROUGH 12.
BUT WE CAN'T THINK ABOUT EDUCATION IN THE SILO.
IT'S ABOUT THE WHOLE CHILD AND MEETING ALL THEIR NEEDS,
[02:00:05]
WHERE THEY'RE AT AND TRYING TO MAKE IT AS CONVENIENT AS POSSIBLE.MY HANDS GO UP TO ALL OF YOU FOR DOING THAT. THAT'S GREAT.
I FELT AND I HEARD THE PASSION TONIGHT, SO THAT'S JUST AWESOME.
THAT'S JUST AWESOME. THANK YOU SO MUCH FOR ALL OF YOUR SERVICE.
>> THANK YOU VERY MUCH, EVERYONE.
AMAZED YOU'VE GOT THAT ALL IN TWO HOURS.
[LAUGHTER] ANYWAY, SO THAT BRINGS US TO THE CLOSE OF OUR SCHEDULED TONIGHT.
KRISTI DID HAVE ONE THING THAT SHE WANTED TO BRING UP IN REGARDS TO OUR BUSINESS MEETING THIS MONTH.
>> WE'RE NOT GOING TO BE TAKING ANY ACTION TONIGHT, BUT I WANTED TO LET THE BOARD KNOW I'M GETTING A LOT OF FEEDBACK THAT OUR NEXT BOARD MEETING FALLS ON HALLOWEEN AND SOME OF OUR COMMUNITY MEMBERS FEEL LIKE THAT'S A NIGHT THAT THEY WANT TO BE WITH THEIR KIDS AND IT'S LIMITING TO BE ABLE TO COME TO A BOARD MEETING IF THAT'S HAPPENING, I'M SEEING ACTUALLY.
I'VE HAD COMMUNITY MEMBERS MAKE A RECOMMENDATION, WOULD WE CONSIDER MOVING IT TO 10:30? I FEEL GREAT ABOUT THAT, BUT.
>> YOU MEAN THE DATE, THE TIME PLEASE.
>> WE'RE GOING TO MEET AT 10:30.
>> 10:30 OCTOBER 30TH AT THE SAME TIME.
MONDAY, OCTOBER 30TH INSTEAD OF TUESDAY, OCTOBER 31ST, I WAS LIKE, WHAT'S THE MATTER WITH THAT? [LAUGHTER] YEAH.
JUST COME LATER. GOOD. I'M GLAD IT WORKS BETTER FOR OUR AUDIENCE.
ANYWAY, JUST KNOW THAT THAT HAS BEEN FEEDBACK FROM OUR COMMUNITY.
I'M SURE WE HAVE BOARD MEMBERS WHO FEEL THAT WAY TOO.
ANYWAY, JUST WANTED TO LET YOU KNOW.
>> YES. IT HAS BEEN RECOMMENDED THAT I MOVE THE NEXT BOARD MEETING TO MONDAY, OCTOBER 30TH AT SIX O'CLOCK.
YES, IT WOULD BE WELL COMMUNICATED OUT.
THAT'S WHY I WANTED TO BRING IT UP TONIGHT.
>> I WOULDN'T THAT BE A NEW TWIST IF WE START MEETINGS AT 10:30 PM.
COOL. I DO LOTS OF STUFF LATE AT NIGHT, SO IT MIGHT WORK ANYWAY.
THANK YOU, EVERYONE. WITH THAT, WE WILL GO AHEAD AND ADJOURN TONIGHT'S MEETING. THANK YOU.
* This transcript was compiled from uncorrected Closed Captioning.