PATHWAY FORWARD Social Emotional and Academic Supports: Responding to Student Experiences and Needs During the Pandemic PATHWAY FORWARD Agenda In response to board requests and questions, the following presentation and outcomes were developed. Board Outcomes: • To understand context informing Operational Expectations and Results • To understand systems of supports • Well-Being • Academic Success • School-Level Support Panorama Survey Fall Survey Respondents Panorama Survey How Responses Are Reported Panorama Survey Strengths & Areas of Growth Panorama Survey Grades 3-5 Results Panorama Survey Grades 6-12 Results PATHWAY FORWARD WELL-BEING Social Emotional (Mental) Health Promoting Protective Factors Mitigating Risk Racial Equity Supports Interventions Attendance Children's’ Mental Health During a Pandemic Emotional Response During a Pandemic Month of 3 Months 6 Months 9 Months 12 Months Outbreak Post Outbreak Post Outbreak Post Outbreak Post Outbreak Anxiety Anxiety Anxiety Anxiety Heightened anxiety and Grief Depression Depression Depression depression, if second Increased risk of Increased risk of pandemic wave occurs suicide suicide Coping and recovery, if pandemic subsides Spectrum of Social Emotional (Mental) Health Wellness Building a System of Supports Together Community District School Student PATHWAY FORWARD Tier 1: Promoting Well-Being/ Protective Factors Tier 1: Promoting Well-Being/Protective Factors Creating Strong Social Emotional Supports Tier 1: Promoting Well-Being/Protective Factors Equity Supports: Students & Families in Focus Directly support school staff in Creating dedicated spaces for their work with students and historically marginalized students families of color to enhance to express their voices and engagement and collaboration. collaborate with adults. Audit, review, and create supplemental Collaborate with school leaders curriculum to include an abolitionist to enhance equitable systems perspective that are representative of diverse and historically marginalized and address disparities and student populations, which also systems that perpetuate racism. reflect current societal concerns as they relate to equity. Tier 1: Promoting Well-Being/Protective Factors Academy for Creating Excellence (ACE) Serving 6-12 grade Black/African Male Students • 18 male students identify • Weekly Wednesday meeting • Individual student mentorship from ACE • Increase sense of belong Tier 1: Promoting Well-Being/Protective Factors Youth Mental Health First Aid Purpose: • Adult-focused training • Increase mental health literacy • Decrease in stigmatizing mental health discussions and support Partnership with LWSF • Funding classes made available to all LWSD staff • Averaging four offerings a month • Instructor is a committed community partner LWSD staff trained (as of 2/4/21): 92 Tier 1: Promoting Well-Being/Protective Factors Teen Mental Health First Aid Purpose: • Students increase mental health literacy • Decrease in stigmatizing mental health discussion and supports • Universal evidence-based program (one grade level-10th, 11th or 12th grade) • Adults trained to help-min. 10% staff trained in YMHFA 2019-2020 Pilot • International Community School • All 10th graders 2020-2021 • LWSF sponsored instructor (LWSD COSA) • Initial conversations with STEM, ICS, LWHS Tier 1: Promoting Well-Being/Protective Factors Embedded Educational Opportunities Psychoeducation Topics: • Mental Health/Wellness: Stress & Resiliency, Depression, Anxiety, Suicidal Ideation, How to Support a Friend • Substance Use: Nicotine/E-Cigarettes, Alcohol, Marijuana, Opioids, Other Drugs • Healthy Sleep Habits • Bullying Prevention & Intervention Consultative Support: Number of Students Served • Participation in MTSS Teams • Student Wellness/Prevention Group • Coordination of Prevention Week • Student Wellness Campaigns • Info/Resource Tabling at Lunch Tier 1: Promoting Well-Being/Protective Factors Remote Suicide Prevention/Intervention Convene a collaborative work group: • Goals: • Review and edit prevention/intervention plan • Create training opportunities for staff suicide prevention/intervention Outcome: • Remote Intervention Plan • Clear Protocol for staff to follow • Contain tools/templates to streamline process in buildings • Drop-in sessions for administrators and counselors • Suicide Prevention • Lessons created to share with all staff • Aligned middle school prevention efforts • Partnering with stakeholders to boots prevention efforts PATHWAY FORWARD Tiers 2/3: Mitigating Risk & Reinforcing Protective Factors Tier 2: Mitigating Risk & Reinforcing Protective Factors Inserting Evidenced-Based Interventions Cognitive Behavior Intervention for Trauma in Schools (CBITS) Pilot: Benefits: 1. Students who participate in Bounce Back have significantly fewer symptoms of PTSD (child and parent report), anxiety, and psychosocial dysfunction. 2. Bounce Back is adapted for the elementary level from CBITS (Cognitive Behavioral Intervention for Trauma in Schools) which has an extensive evidence base and is designed to be used in schools with children from a variety of ethnic and socio-economic backgrounds and acculturation levels. Investments: 1. 15 specialists (Counselor, Mental Health Specialist, School Psychologist) 2. Ongoing expert consultation through SMART Center 3. Identifying students through assessment Tier 2: Mitigating Risk & Reinforcing Protective Factors Inserting Evidenced-Based Interventions Brief Intervention for School Clinicians (BRISC): Benefits: 1. Masters-level mental health clinicians working in schools implemented BRISC elements with good fidelity and reported the strategy was feasible and aligned with student needs. 2. BRISC students reported greater satisfaction and therapeutic alliance than school-based services as usual (SAU). 3. The majority of BRISC students were discharged without need for continued services, suggesting BRISC promotes efficiency. Investments: 1. School Based Mental Health Clinicians Trained (8 YES and 4 Evergreen Health Clinicians) 2. Ongoing expert consultation through SMART Center 3. Provide brief effective intervention through assessment, engagement, and initial intervention strategy 4. Strategies motivational interviewing, cognitive restructuring, relaxation, and communication skills Tier 2: Mitigating Risk & Reinforcing Protective Factors Support Groups High School Support Groups September 2020-December 2020: District Wide designed small groups each day of the week: 1. Two parents support groups 2. Self-Care and Coping 3. Mindfulness 4. Coping with Anxiety and Depression Individual Session: 1. 114 individual sessions 2. 835 encounters with 114 Tier 2: Mitigating Risk & Reinforcing Protective Factors Interventions • Successes: • Groups, various topics included: friendship, nicotine cessation, TRAILS, LGBTQ+ • SBIRT • Guidance/SIT/IEP/504 Meetings • Barriers: Number of Students Served • Student identification/participation • Limited class time/flextime Tier 2: Mitigating Risk & Reinforcing Protective Factors Building Parents Resiliency Balance In Mind SeaMar • Hosted 27 Wednesday • Over 4-week specific parent chats with expert parent support groups host • Improve parent-child • Average 35 Participants relationship • YouTube Channel with 20+ • Build on effective parent parent topic videos strategies • Increase positive communication Tier 2: Mitigating Risk & Reinforcing Protective Factors Communities in Schools Communities in Schools is a proven model to bring community resources inside public schools-where they are accessible. • The CIS site coordinator and case manager works with volunteers, partners and the local community to provide students with the supports they need to succeed both inside and outside the classroom. • Fiscal partnership with COR, COK, LWSF, and CIS until 2023-2024 • Hire 4 FTE CIS coordinators to support: • Redmond Middle School • Kamiakin Middle School • Redmond Ridge Schools (Ella Barker, Rosa Parks, Timberline) • Keller and Bell Elementary Attendance Supports Attendance Interventions: • Home visit with student's identity as most vulnerable • Collaborate with outside agency to support attendance barriers • Support schools in modifying or implement interventions System of Support Improvement: • Assessment of current system support • Plan to improve system delivery of attendance prevention and intervention • Implement new processes that promote higher family and student engagement without court involvement PATHWAY FORWARD Returning to Campus Support the continued development of MTSS-B systems • Establish K-12 SEL adult training and explicit instruction curriculum • Increase Mental Health supports and visibility • Support High Schools Graduation Efforts and Monitoring • Support Parents SEL Skills PATHWAY FORWARD ACADEMIC SUCCESS Grades/Incompletes Credit Recovery Assessment System Professional Learning (Distance Learning Playbook) Programs (EL, SPED, HC, SN) Middle School Semester 1 Grades Student Group Percent of Students with at least one non-credit grade (F, N, I, or U) 2019-20 Semester 1 2020-21 Semester 1 Asian 1.6 3.9 Black/African American 20.3 30.5 Hispanic/Latino of any race(s) 19.8 31.0 Two or more race(s) 8.0 10.0 White 5.6 9.1 Students receiving Special Education 19.3 26.0 services Non-Special Education 5.1 8.9 English Language Learners 22.7 32.9 Non-EL 5.6 9.2 Students from low income households 27.2 41.3 Non-Low Income 3.7 6.6 Students with Section 504 plans 9.9 13.8 Non-Section 504 6.2 10.2 All Students 6.5 10.5 High School Semester 1 Grades Student Group Percent