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MTSS Social Emotional
All students receive universal social-emotional supports in all settings school-wide. Students who need further interventions receive them in addition to the continuing Tier 1 foundation.
As identified in the Local Accountability Control Plan, SDUHSD is focused on increasing school connectedness. At the district level, we provide training for professional staff members, including school counselors, school social workers, school psychologists, teachers and administrators in student engagement and support. Key SDUHSD staff have been trained in strategies for bullying prevention, Restorative Practices, and threat assessments and suicide prevention.
Our schools have counselors, social workers, psychologists, teachers and administrators who are available to support students during the school day. Each school participates in ongoing activities and programs to promote student connectedness and well-being such as Community Day, Field Day, Mentoring, New Student Orientation, Peer Counseling, READI, Red and Yellow Ribbon Weeks, Student Study Teams, Support Groups, and other school-wide activities. Please visit school sites directly for contacts, event calendars and more information. If you have a social-emotional concern about a student, the school counselor is your first contact for assistance.
Parent and Community Involvement
The district and school sites work closely with staff, parent and community groups though advisory council, school site councils, liaisons, memorandums of understanding, parent presentations, principal coffees, surveys, and wellness teams. In 2018, SDUHSD formed a district advisory group which includes a parent representative from each site to work collaboratively with district administrators and site leaders on topics for the district to address in providing parent education and resources around safety, wellness and social-emotional learning. In spring 2019, school site Safety and Wellness Teams began meeting to address site implementation.
One example of a universal Tier 1 support is a specific focus on Social-Emotional Learning (SEL). SEL is the process through which children and adults understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions. Our middle school Second Step lessons are an illustration of direct SEL instruction. A high school English course asking a student to understand the perspective or motivation of a character is an indirect illustration.
The short-term goals of SEL programs are to: (1) promote students’ self-awareness, self-management, social-awareness, relationship, and responsible decision-making skills; and (2) improve student attitudes and beliefs about self, others, and school. These, in turn, provide a foundation for better adjustment and academic performance as reflected in more positive social behaviors and peer relationships, fewer conduct problems, less emotional distress, and improved grades and test scores. (Durlak et al., 2011; Greenberg et al., 2003)
Some SEL programs teach social and emotional skills directly. . Occasionally programs address topics such as substance abuse prevention, violence prevention, health promotion, and character education. Other SEL approaches have specific curricular and instructional components that foster safe, caring, engaging, and participatory learning environments that build student attachment to school, motivation to learn, and academic achievement. (Zins et al., 2004)
3 Simple SEL Practices - focused on small practical actions, infused into existing class and academic content
Welcoming Rituals - predictable routines create safety, set focus or tie into/prime for the learning of the day
Engaging Practices - lessons that include interaction, sense-making, reflection, "think time" and brain breaks activate more cognitive processing
- Optimistic Closure - summarizes and sets next steps and transitions
what are the staff roles and referral processes?