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Community providers are saturated because the demand is so high in the community.  Challenge of finding school based therapists.
New partnership with more school based therapists at the start of the school year. Some parents and guardians have a stigma about their child/student receiving services.
Need more counselors at the elementary level.  One is not adequate.
Equity in accessing therapists who are diverse.

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Determined common SEL curriculum and approach across the district

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Determined common SEL curriculum and approach across the district

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(e.g. Zone of Regulation) so that educators across the district share a common language, which helps educators support and problem solve with each other, but also offers students the support of common language as they move up through the grades and into new buildings.

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Current State: The goal is to have an alternative program for 7-12 grade students. Two community centers, Eddington and Stephen's Lee, have volunteered their space. We need to be very intentional with the staff for these programs. These people need to be trauma informed and trained. Our mental health staff are overworked. We need more positions funded. Therapy needs to be in school during the day. Family Pres. , Your Next Chapter, MAHEC, and two more agencies will be working with our students in house as MOU. This shouldn't cost the ACS anything but those agencies are also understaffed.

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Inconsistent approaches across the district; individual schools making their own choices of approaches, rather than district-wide decided approaches
A dearth of training for how to implement preemptive SEL approaches

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SEL Curriculum + Teaching with SEL in mind

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SEL Curriculum + Teaching with SEL in mind

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We need, K-12, district-wide or school-wide SEL curriculum with time for SEL lessons AND we need to help teachers learn to layer in SEL strategies in EVERY lesson

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We need to replace our student support specialists that resigned mid-year.  We need to pay them a living wage.  We need someone to work with the "high flyers".
We need a re-entrance policy when students have been hospitalized for mental health reasons.  A "Handle with Care" alert will let teachers know when a student is in crisis.

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Develop models of 'successful SEL classrooms'

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Develop models of 'successful SEL classrooms'

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How do we help teachers know what doing well with SEL looks like in ACS?

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Need a support specialists in each building.
Student feedback on what they need to feel supported.
Using student data from that school to determine what the reset room looks like at that school.
Reset room at each school & finding the space.
Sanctuary space for high school students.
Rewrite student support specialists job description with defined role, and re-evaluate pay scale.
Alternative setting/opportunity for students K-12
Day treatment K-12 that teaches students how to be in a classroom
Alternate to suspension
Behavioral classrooms at the elementary level.
Norm some behavior expectations across classrooms.
See Something, Say Something app needs to be pushed out better.

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Have specific protocols to follow based on analyzing panorama data at a grade level, school level, and district level. Specific stakeholders should be identified based on high priority needs seen across the district. Lessons and resources should be distributed and training provided to support teachers.

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Earlier intervention for student/staff/families by in-house mental health professionals

Establish community partnerships - a regularly scheduled meeting with city/council government, housing authority, mahec/mission (other health professionals), parks and rec, afterschool programming,

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Action Steps:
-code of conduct: clear expectations at all levels, actually use the code of conduct, assess policies through actual case studies
-physical improvements: more cameras, campus safety equipment
- address the needs of the students and community

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1) Create a common code of expectations with a common language and goal for BOTH staff and students.
2) Decide what is important to us as a district for 2023 and beyond.  Are we adapting? Are we fighting the right battles?
3) Consider all students and where they can learn best such as alternative learning sites, programs, etc.  Respect students as individual learners that require smaller settings/more supports/learning preferences/etc.  Sometimes academics are not the most important need at that moment but being mindful of academic equity.
4) Work together to create a culture where students find relevant academics and culturally responsive staff.

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Clearly defined SEL lessons that fall under tier 1, tier 2, tier 3 and identify specific people to implement the core/supplementary/intensive lessons to which students based on need (based on data). Students should have choice in how they participate in the lessons (whole group/demonstrate understanding).

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All staff in the building can lead an advisory (results in smaller groups). Use structures/spaces already established to help address high need students (student support specialists/reset rooms/community partners).

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Consistent structure for advisory group that follows students through ACS schools. This structure can also be practiced during staff meetings.

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Involve community partners (IRL) in the MTSS team. The MTSS team should become more involved with social emotional learning and supporting teachers with action steps to take and interventions to implement.

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We need teachers to know what skills to expect from students so we can all work toward that goal.