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Social Emotional Learning Referral Form c
This referral form is meant for students, families and teachers to refer a student who may need additional SEL supports. These referrals are used when there are concerns about the social emotional well-being of a student. These concerns are moderate to severe and that you believe require the assistance of a mental health professional.
Please email your student's teacher, or contact Georgia Nicklas, gnicklas@aceroschools.org, to refer a student.
The teacher will reach out with questions in order to better understand why a student is being referred. Any additional information you can give us about why you are requesting the referral with the student would be ideal.
SEL MTSS at Santiago
Santiago has an official MTSS process for students' social-emotional support. This process is meant to promote proactive, instructive, corrective, and restorative practices that address root causes of student behavior. This system is to support the implementation of the wide range of interventions used for students who need targeted and/or intensive SEL support.
What is MTSS for SEL?
A Multi-Tiered System of Supports (MTSS) is a systemic, continuous improvement framework in which data-based problem-solving and decision making is practiced across all levels of the educational system for supporting students.
Tier 1 Social Emotional Learning Instruction
Tier 1: All Santiago students receive SEL instruction through Second Step, other activities in morning meetings, 1:1 mentoring, and regular parent contact.
100% of students
80% of students exclusively in T1
1. Grade teams will have monthly meetings to discuss SEL needs and strategies in the classroom.
2. Every homeroom teacher will complete the SRSS-IE form in order to screen every students for internalizing and externalizing behaviors.
3. Every student completes the Well-Being Index four times per school year. Co-teaching teams proctor, review, and analyze the data using a team protocol to best address the needs of the classroom and individual students.
4. Examples: Second Step, group activities in morning meetings, 1:1 mentoring, and regular parent contact.
Tier 2: Students who are not thriving socially and emotionally in the educational setting are provided with more intensive support in specific areas. These interventions are not meant to be continued forever but will be implemented for 6-8 weeks. Students will move either back to Tier 1 or onto Tier 3.
10-15% of students
Tier 2 students receive both Tier 1 and Tier 2 instruction.
If a student is struggling socially and/or emotionally:
Someone fills out an MTSS SEL Referral with as much info as possible.
The same person puts a meeting on the calendar to meet. They should invite Georgia, the grade team, specials teachers, and others as appropriate.
At Meeting A, the team will brainstorm options to support students. Some interventions may be led by teachers others may be led by SW.
At Meeting A, the team should schedule Meeting B 4 weeks later and Meeting C 4 weeks after that.
At Meeting B, the team should discuss progress and decide to keep current interventions or try something new.
At Meeting C, the team will check in on progress and determine if the student should be moved up to Tier 3, or moved back down to Tier 1.
Tier 3: Students who need intensive support for social and emotional challenges and 1:1 support. These supports are highly individualized and meant for a small percentage of students who need the most help in their social and emotional development and management.
1-5% of students
Tier 3 students receive Tier 1, Tier 2, and Tier 3 instruction.
Students who are still not thriving after Tier 2 support should be moved to Tier 3.
Students can also move to Tier 3 from Tier 1 in the case of a crisis (suicidal ideation, current or recent trauma, other situations that are time sensitive and/or severe). This determination would be made at Meeting A or if it is an emergency by contacting the SW ASAP.
Team will create a support plan at Meeting C that could include 1:1 social work time, integration into existing social work groups, a safety plan, outside referral support, or other targeted interventions.
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