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Nominations Open Aug. 16

Deadline: Nov. 8

Breaking Down Barriers to Learning

NSBA's Magna Awards program has a long history of recognizing school district innovation and creativity in helping increase student achievement.

The 2022 awards program will focus on equity in education. It will recognize district programs that remove barriers to achievement for vulnerable or underserved children.

A grand prize and five winners will be awarded in each enrollment category: under 5,000 enrollment; 5,000-20,000 enrollment; and over 20,000 enrollment.

Three grand prize winners will showcase their winning programs at a special Master Class session during NSBA's 2022 annual conference.

All winning districts will be featured in the April issue of American School Board Journal.

For the 2022 awards, the judges will look for programs that:

Remove barriers to achievement for vulnerable or underserved children, based on race, ethnicity, gender, special needs, geography, or socioeconomic status.

Support their school board's equity mission and vision for the district

Exhibit success over time

Has longevity and sustainability

Can be replicated by other school districts with similar conditions and resources.

To learn more, read the Magna Awards' FAQ.

2021 Grand Prize Winners

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NSBA's Magna Awards program has a long history of recognizing school district innovation and creativity in helping increase student achievement. The 2022 awards program will focus on equity in education. It will recognize district programs that remove barriers to achievement for vulnerable or underserved children.

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Move to 10 minutes in to see school committee reaction.

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Social work and student panel discussion

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Angst | Raising Awareness About Anxiety | iNDIEFLIX

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Angst is an iNDIEFLIX Original documentary designed to raise awareness around anxiety. Includes interviews with kids, teens, educators, experts, & parents.

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Social work and student panel discussion

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LIVESTREAMING AND PANEL DISCUSSION

JOIN US LIVE!

The Upstanders is unsettling and uplifting, causing us all to examine our behavior, inspiring us to do better, be better, and stand up against victimization and cyber-bullying. On MAY 4, Andover Public Schools will hold a special screening of The Upstanders to open up a dialogue between local families, community leaders and experts. The event will feature a viewing of the 56-minute film, followed by an informative panel discussion, led by our director of social work Joe Yarid, AHS social worker Abby Levin, and social work intern Mackenzie Comeau.

Andover Public Schools Student Services

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LIVESTREAMING AND PANEL DISCUSSION The Upstanders is unsettling and uplifting, causing us all to examine our behavior, inspiring us to do better, be better, and stand up against victimization and cyber-bullying. On MAY 4, Andover Public Schools will hold a special screening of The Upstanders to open up a dialogue between local families, community leaders and experts.

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Student Services staff book study to prepare to work with the Yale Center for Emotional Intelligence.

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Universal screening with the BIMAS-2 standard form allows a dual-view of data interpretation. The Standard view offers a view of Behavior Concerns (Conduct, Negative Affect, Cognitive/Attention) and Adaptive skills (Social and Academic functioning). The BIMAS-2 SEL offers a CASEL based view of the data with the five CASEL SEL scales of Self- Awareness, Self-Management, Social Awareness, Relationship Skills, and Responsible Decision Making.

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Juno the therapy-dog-in-training

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We are an extension of your team - your technology partner to achieve your top patient-centric goals

Our talented team optimizes workflows with seamless, integrated solutions

Our modular, privacy-compliant web and mobile platform can be branded exclusively for you

Meet eCare Vault - designed by Harvard clinicians and MIT engineers

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We are an extension of your team - your technology partner to achieve your top patient-centric goals Our talented team optimizes workflows with seamless, integrated solutions Our modular, privacy-compliant web and mobile platform can be branded exclusively for you Meet eCare Vault - designed by Harvard clinicians and MIT engineers

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NELMS Presentation on The Mindful Classroom

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NELMS Presentation on The Mindful Classroom

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Dave Hughes and Shannon Whitman present their tips on creating a mindful classroom to teachers at NELMS.

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West Middle social worker David Hughes' article on creating a mindful classroom.

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AMLE - Association for Middle Level Education

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With all the talk about mindfulness and learning, are there simple mindful practices teachers can use to make students available for optimal learning? The answer seems to be promising as growing enthusiasm for professional development and mindful teacher certificate courses support a positive shift in the classroom.

Adopting mindful practice in the classroom helps promote self-awareness, self-reflection, self-regulation and sustained attention, which can support teacher efforts to put students at ease and therefore become fully available to access their learning potential.

Brain development in early adolescence is a time of rapid growth as the rational part of the brain begins to mature and connections between brain cells make learning pathways more permanent. Meanwhile, processes in the amygdala can trigger panic, impulsivity, and distractibility. As a result, getting middle schoolers to stay in the moment is not a polished skill, and acting on impulse instead of reason can be the norm.

Add screen time, texts, and social media to the mix and it becomes easy to see how a shorter attention span and increased anxiety correlates to a negative impact on learning.

Incorporating these four simple mindful practices in your middle school classroom may go a long way to help students reach their learning potential while keeping you calm along the way.

1. Get to know your students

Teachers who make an attempt to know about their students' passions and interests outside the classroom are able to show genuine interest and empathy. While subjects like language arts and foreign language are more conducive to teachers getting to know students through writing, those of you who teach analytical subjects like STEM can benefit from getting to know the whole student. One common activity is starting the year with an interest survey and then using this information throughout the year to connect with your students. When a middle school student fears algebra, a mindful teacher will recognize the challenge and access student strengths to reduce anxiety and build resilience. To test this theory of teacher-student connectedness, take a few moments to think about a favorite teacher from your childhood. Most people report that their favorite teachers were identified not by the content taught, but because the teacher showed empathy and made all students feel valued.

2. Create time for self-reflection

As teachers you already know that if students reflect on how they learn, they become better learners. A mindful middle school classroom provides constant opportunities for students to reflect on their learning. Infusing the use of "think time" into your everyday class routine is a powerful mindful practice. When teachers have a question they want to ask, the think time tool asks students to close eyes or cover their faces and take 30 seconds to self-reflect on the question posed. When using think time, I recommend teachers count down the last seven seconds. The use of think time as a mindful practice, allows slower processors time to come up with an answer and fast processors as well as "pleasers" to take a bit more time and think at a deeper level. Typically the slower processors don't pay much attention to formulating answers to thought provoking questions because they simply can't keep up.

Another way teachers can foster self-reflection is to introduce students to the cognitive executive function of metacognition. Metacognition defined simply as "thinking about thinking," helps students recognize at what point they get confused and then advocate for support. When teachers promote the mindful practice of self-reflection, students learn a far more valuable skill than the subjects themselves. Other mindful self-reflection tools like peer editing, revision, and "reflection exit slips," help students ask questions and demonstrate levels of lesson comprehension.

3. Slow down

With high expectations and increased accountability for teachers, making every minute count is key. Taking a few minutes during transitions for students to close their eyes and listen to a guided meditation, calm music, or a short breathing meditation may sound unrealistic, but when used consistently, this practice can increase teaching efficiency and improve student attention and general readiness to learn. Consider a sixth grade science class entering from recess and asked to listen to a series of complex directions for a lab experiment. Even a well-managed classroom could benefit from taking a "mindful minute" to help settle students and refocus attention before introducing directions to the lab experiment.

Being a middle school teacher means multitasking, and when we multitask our minds become full, which can cause our minds to race. When our minds race we should pay attention to changes in rate and pressure of speech. Teachers who speak at a fast rate can raise anxiety in students. If you notice your rate of speech is fast, try raising awareness of your breath and slow your breathing. Teachers who speak with a slow rate of speech often come across as more relaxed than teachers with pressured and rapid speech.

4. Practice what you preach

As teachers are asked to teach students with high levels of anxiety, distractibility, and impulsivity, it has become increasingly important to take time to address their own self-care. If you don't take time to take care of yourself by being mindful, how can you expect students to do the same? Teachers in New York City public schools participated in "Cultivating Awareness and Resilience in Education," or CARE, a mindfulness professional development program. According to Audrey Breen (https://news.virginia.edu/content/curry-study-reducing-teachers-stress-leads-higher-quality-classrooms), teachers in the program not only felt an improvement in their own well-being, they also felt an improvement in the quality of their classroom.

Self-care starts with getting enough sleep, eating healthy, and getting a moderate cardio workout three times per week for approximately 20 minutes. Mindful self-care allows you to be present and aware of your whole self in each moment. Being present in the moment promotes clarity, self-regulation, and sustained attention. Take time to learn how to tune out distractions and lower your stress response by practicing how to bring attention to your breathing. While driving to work I spend 15 minutes with the radio off and simply practice being present in the moment.

Self-care can also come in the form of a healthy activity, passion, time spent with those you care about (including pets), or time alone. Popular mindful activities include yoga, reading, walking, listening to music, cooking, meditating, drawing, playing an instrument, volunteering, cleaning, and working out.

Middle school teachers who adopt mindful practice throughout their daily lives are best prepared to put students' minds at ease in a classroom that promotes a healthy learning environment for all students.
David Hughes, LICSW is a social worker at West Middle School, Andover, Massachusetts.
dhugheslicsw@gmail.com
Published November 2019.

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With all the talk about mindfulness and learning, are there simple mindful practices teachers can use to make students available for optimal learning? The answer seems to be promising as growing enthusiasm for professional development and mindful teacher certificate courses support a positive shift in the classroom.

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What do we think about activism? Find out about our connections to life at APS here

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This month we reflected on activism. Starting with a visit from Jonathan Mooney, we discussed the ways in which we can work to include children with learning differences in the regular environments and school curricula.

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Find out how we model and live student advocacy

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In this issue, we explore the many voices for advocacy in our own district and around the country. We report on Learn Different Day, a visit from emmy nominated film maker Dan Habib, the International Dyslexia Association lecture series, and a whole host of other activities.

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Find out how APS social workers help children with anxiety.

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In this issue, we focus on our youngest learners. Share a moment with the teachers and students at Shawsheen as they sing and sign their way to the weather report, find out about our new early literacy project, learn about sensory processing, and don't forget our regular columns!

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Disability activist and advocate Jonathan Mooney visits Andover

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Social-Emotional Learning Programs | Second Step

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Discover Second Step, an evidence-based social-emotional learning curriculum that fosters students’ emotional intelligence, empathy, and problem-solving skills.

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Find out about our grit factor!

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In this issue of ACCESS-ABILITY, we discuss some of our projects for students with mental and behavioral health challenges. Using a strength-based approach, we ask: What is your superpower and how do you show your GRIT?

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CASEL board chair, Special Olympics chairman, educator, and Fully Alive author Tim Schriver visits Andover.

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Andover is the first district in MA to start an Eye to Eye chapter for students with learning differences. The program teaches self-advocacy through mentorship, shared experiences, and leadership training.

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Our Nurse Leader Rita Casper presents her work with SBIRT (Screening, Brief Intervention, Referral for Treatment) at the International Nurse Leader's Conference in Sweden.  MA nurses, with Rita Casper leading the charge, were instrumental in changing Massachusetts law

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RENEW: Rehabilitation for Empowerment, Natural Supports, Education, and Work

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RENEW: Rehabilitation for Empowerment, Natural Supports, Education, and Work

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Healthy Bodies, Minds, and Spirits Issue

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Healthy Bodies, Minds, and Spirits Issue

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Find out about mindfulness, courageous olympians, and more.

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In this issue, we explore what it means to be healthy in body, mind, and spirit. Join us for coverage of unified sports, special olympics, white water rafting, an accessible and all-inclusive field day, and more!

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See the site and the sights!

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Check out what Wood Hill's 7th grade students and staff are up during the week of September 23-27, 2019 at The Leadership School at Kieve Wavus on Damariscotta Lake in Nobleboro, Maine.

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Eye to Eye: Learning Disabilities Become Strengths

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For an optimal browsing experience, we recommend installing Google Chrome or Firefox.

After Delivering SOS to Students, Schools Reported:

believed students learned to identify signs of depression and suicide

saw an increase in students seeking help for themselves or a friend

felt there was reduced behavioral health stigma among students

Do you need any credentials or training to train students using SOS?

No additional training or qualifications are needed to provide evidence-based suicide prevention education to your students. SOS facilitators include school counselors, social workers, psychologists, and classroom teachers.

We do offer an SOS 360 Training for schools or organizations looking for additional support.

How long does it take to train students?

SOS student training takes as little as one class period of about 50 minutes. Optional supplemental lesson plans and refresher videos allow facilitators to provide additional training.

How many programs should I purchase?

Program pricing is based on a one-program-per-school model. Within a school, the student video can be streamed into as many classrooms as you choose simultaneously, and you may download and print as many copies of program materials as you need for your students, faculty/staff, and parents.

SOS operates on a subscription basis. Your initial purchase will give you access for one year from the date of purchase - after that, you can renew your program at our renewal price.

Can SOS be taught virtually?

Yes! In light of COVID-19's impact on school openings, MindWise has adapted the SOS curriculum to ensure middle and high school students understand how to identify signs of suicide and depression in themselves and their peers whether at home or in-person, while training school professionals, parents, and community members to recognize at-risk students and take appropriate action.

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Prevent Youth Suicide Today with SOS Signs of Suicide - MindWise Innovations

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It appears that you might be using an outdated browser. Some features of our site may not work.For an optimal browsing experience, we recommend installing Google Chrome or Firefox.

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SE34_AHS Transitional Learning Center Program Description

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Welcoming our new 6th graders

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Find out how we advocate for students with learning disabilities and how we teach them to advocate for others through Eye to Eye.

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Our first issue this year features our award-winning programming for students with language-based LD and a look at social and emotional learning.

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The first of many Andover school teams pursuing the School Climate and Social Emotional Learning certificate at William James.

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About Us

By utilizing the lived experiences of our community and elevating the voices of students, we are bringing a more equitable world to bear for people with learning differences.

One out of five people has difficulties with learning and attention. However each year, millions of capable students who learn differently experience serious negative consequences to their academic and emotional wellbeing because they are not adequately supported. Together with our partner schools and districts, we equip students and young adults with the skills to advocate for what they need, enhancing confidence and expanding the diverse community of learners modeling strategies and support for each other.

The Need Remains

From community colleges in rural Wyoming to middle schools in the heart of Harlem, and everywhere in between, our programs have been proven effective for more than twenty years. Since our founding:

12,000+

Students' lives transformed through our near-peer mentoring program nationally

40,000+

Parents and educators impacted through professional learning, school assemblies, and speaking engagements

100,000+

Individuals inspired through awareness-raising and stigma-fighting campaigns

Eye to Eye partners with schools to elevate students' strengths, and improve their academic experience via easy-to-adopt programs that solve a real problem within the education system - all while building a schoolwide, inclusive community.
Learn about our approach.

Eye to Eye provides an opportunity for your student who learns differently to build new skills and join an empowering community.
Learn more.

Hey students! Do you want to join a community of people who learn just like you? Learn more about how you can get involved and join the movement!
Let's go!

Please ensure Javascript is enabled for purposes of website accessibility

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#UDLpower

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How to make images accessible for people

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Learn how to compose a description of images on Twitter so the content is accessible to people who are visually impaired.

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RENEW is a structured school-to-career transition planning and individualized wraparound process for youth with emotional and behavioral challenges. Developed in 1996 by staff at the Institute on Disability (IOD), RENEW is being provided by schools, community mental health centers, community-based providers, and IOD staff members to youth. The model focuses on supporting each youth to design and pursue a plan for the transition from school to adult life. RENEW has substantially increased the high school completion, employment, and post-secondary education participation rates among our most vulnerable youth.

RENEW User's Portal

Register to access the tools, manuals, and booster training materials you will need to implement RENEW.
Access the User's Portal
New Video!

Learn about the RENEW Randomized Controlled Trial in 3 Minutes

Youth Voices

In this short video youth explain how the RENEW process worked for them.

Who Uses RENEW?

The colored states in the map below indicate the states in the U.S. that are currently implementing RENEW.

Events & Trainings

RENEW offers trainings & workshops throughout the year on the RENEW model and PBIS interventions. See upcoming trainings here >

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Rehabilitation for Empowerment, Natural Supports, Education, and Work (RENEW)

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RENEW is a structured school-to-career transition planning and individualized wraparound process for youth with emotional and behavioral challenges. Developed in 1996 by staff at the Institute on Disability (IOD), RENEW is being provided by schools, community mental health centers, community-based providers, and IOD staff members to youth.

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A middle school transition project

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A magazine all about the Andover Public Schools' student services department, our work, our successes, and our challenges.

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William James College's Freedman Center for Child and Family Development and the Department of School Psychology offers a nine-month Graduate Certificate in School Climate and Social Emotional Learning. This evidence-based, blended program addresses multiple dimensions for transforming, creating, and sustaining a positive school culture and climate with a focus on training teams of school staff (teachers, school mental health providers, and administrators) in the core concepts of social emotional learning, systems change, and coaching.

Following a systemic approach, there is a strong focus on working with district teams to conduct needs assessments, learn skills related to integrating social emotional learning into the school culture, identify skills required to support student mental health needs, and become effective leaders and mentors with their peers and within their school district.

With a focus on child and teacher factors, interactional and school wide processes, and community interactions, the Certificate Program employs an ecological approach that fosters child emotional and academic learning through a systemic lens. Consistent with all William James College offerings, the program features an experiential learning approach, benefiting participants by integrating didactic teaching with practicum experience within a supportive learning community.

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School Climate and Social Emotional Learning Certificate Program at William James College

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This evidence-based, blended program addresses multiple dimensions for transforming, creating, and sustaining a positive school culture and climate with a focus on training teams of school staff (teachers, school mental health providers, and administrators) in the core concepts of social emotional learning, systems change, and coaching.

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Special Olympics