Embedded Files
It is recommended that adults be given the “opportunity to connect, heal, and cultivate their own SEL competencies and capabilities.”
It is recommended that adults be given the “opportunity to connect, heal, and cultivate their own SEL competencies and capabilities.”
CASEL 2020
Student Wellness & Support Services (SWSS) has been tasked to directly support Step 5: Mental Health & Wellness.
Student Wellness & Support Services (SWSS) has been tasked to directly support Step 5: Mental Health & Wellness.
As students return to school, they will be faced with the increased stress of adapting to a physically distanced environment. Stress interferes with the brain’s ability to learn, therefore, mental health should be the priority focus during school reopening. This applies to both students and educators as disruptions caused by COVID-19 have also added to educators’ anxiety, worry, and stress.
As students return to school, they will be faced with the increased stress of adapting to a physically distanced environment. Stress interferes with the brain’s ability to learn, therefore, mental health should be the priority focus during school reopening. This applies to both students and educators as disruptions caused by COVID-19 have also added to educators’ anxiety, worry, and stress.
In order to meet the goal of Step 5: Mental Health & Wellness, the SWSS Department has developed trainings and resources to support the following: SEL Direct Instruction; SEL Embedded into Academics; Incorporating Wellness into Climate & Culture, Trainings-Youth Mental Health First Aid (YMHFA); Trainings-Adult Mental Health First Aid (MHFA); Trainings-LCSSP Development; Supporting Administrators to Support Staff SEL.
In order to meet the goal of Step 5: Mental Health & Wellness, the SWSS Department has developed trainings and resources to support the following: SEL Direct Instruction; SEL Embedded into Academics; Incorporating Wellness into Climate & Culture, Trainings-Youth Mental Health First Aid (YMHFA); Trainings-Adult Mental Health First Aid (MHFA); Trainings-LCSSP Development; Supporting Administrators to Support Staff SEL.
Visit PDS: Step 5 for more information
Visit PDS: Step 5 for more information
SEL Direct Instruction
SEL Direct Instruction
Project Objective:
Project Objective:
Participants will receive an overview of the district adopted curriculum, along with best practices to deliver direct instruction, and strategies to reinforce the lesson concepts daily.
Participants will receive an overview of the district adopted curriculum, along with best practices to deliver direct instruction, and strategies to reinforce the lesson concepts daily.
Staff prerequisite knowledge:
Staff prerequisite knowledge:
Administrator(s) should be familiar with school-wide implementation of Social Emotional Learning, PBIS/RJ Implementation, and should have an established Tier 1 Climate and Culture Team
Administrator(s) should be familiar with school-wide implementation of Social Emotional Learning, PBIS/RJ Implementation, and should have an established Tier 1 Climate and Culture Team
The Climate and Culture Team should be familiar with creating behavior instruction schedules, supportings staff to implement behavior instruction, and selecting behavior curriculum
The Climate and Culture Team should be familiar with creating behavior instruction schedules, supportings staff to implement behavior instruction, and selecting behavior curriculum
Staff should be familiar with how to teach behavior skills (ie: PBiS Universal Expectations, 16 survival skills) and the PBIS approach to supporting behavior skill development.
Staff should be familiar with how to teach behavior skills (ie: PBiS Universal Expectations, 16 survival skills) and the PBIS approach to supporting behavior skill development.
SEL Embedded into Academics
SEL Embedded into Academics
Project Objective:
Project Objective:
Participants will receive an overview of the three ways SEL can be embedded into academic instruction using a framework recommended by CASEL - The Collaborative for Academic, Social and Emotional Learning. The three ways include: 1) Fostering Academic Mindsets, 2) Aligning SEL & Academic Content, and 3) Using Interactive Pedagogy.
Participants will receive an overview of the three ways SEL can be embedded into academic instruction using a framework recommended by CASEL - The Collaborative for Academic, Social and Emotional Learning. The three ways include: 1) Fostering Academic Mindsets, 2) Aligning SEL & Academic Content, and 3) Using Interactive Pedagogy.
Staff prerequisite knowledge:
Staff prerequisite knowledge:
Familiarity with the five SEL Competencies, CASEL, and the SBCUSD SEL Standards & Grade-Level Benchmarks.
Familiarity with the five SEL Competencies, CASEL, and the SBCUSD SEL Standards & Grade-Level Benchmarks.
Incorporating Wellness into Climate & Culture
Incorporating Wellness into Climate & Culture
Project Objective: The ability to integrate Wellness components and supports into your Climate and Culture Team.
Project Objective: The ability to integrate Wellness components and supports into your Climate and Culture Team.
Staff prerequisite knowledge: An identified School Wellness Representative.
Staff prerequisite knowledge: An identified School Wellness Representative.
Trainings: Youth Mental Health First Aid (YMHFA)
Trainings: Youth Mental Health First Aid (YMHFA)
Project Objectives: To provide staff with an understanding of signs and symptoms of mental health issues in youth ages 12-18. Additionally, to help a youth who is experiencing a mental health or addiction challenge or is in crisis.
Project Objectives: To provide staff with an understanding of signs and symptoms of mental health issues in youth ages 12-18. Additionally, to help a youth who is experiencing a mental health or addiction challenge or is in crisis.
Staff prerequisite knowledge: None, staff need no mental health prior training or experience to become a Youth Mental Health First Aider.
Staff prerequisite knowledge: None, staff need no mental health prior training or experience to become a Youth Mental Health First Aider.
Trainings: Adult Mental Health First Aid (AMHFA)
Trainings: Adult Mental Health First Aid (AMHFA)
Project Objective: Just as CPR helps you assist an individual having a heart attack, Mental Health First Aid helps you assist an adult experiencing a mental health or substance use-related crisis. In the Mental Health First Aid course, site leaders will increase their ability to support the safety of their staff by learning risk factors and warning signs for mental health and addiction concerns, strategies for how to help someone in both crisis and non-crisis situations, and where to turn for help.
Project Objective: Just as CPR helps you assist an individual having a heart attack, Mental Health First Aid helps you assist an adult experiencing a mental health or substance use-related crisis. In the Mental Health First Aid course, site leaders will increase their ability to support the safety of their staff by learning risk factors and warning signs for mental health and addiction concerns, strategies for how to help someone in both crisis and non-crisis situations, and where to turn for help.
Staff prerequisite knowledge: None. Administrators will be the first trained, followed by all staff.
Staff prerequisite knowledge: None. Administrators will be the first trained, followed by all staff.
Trainings: LCSSP Development
Trainings: LCSSP Development
Project Objective: As a School Climate and Culture Coach (SC3), you will gain the skills needed to lead your site in developing a functioning, data-driven, and action plan-focused Climate & Culture Team. Based on the current implementation, you will have the option to choose from two differentiated scopes designed to best meet the needs of your site.
Project Objective: As a School Climate and Culture Coach (SC3), you will gain the skills needed to lead your site in developing a functioning, data-driven, and action plan-focused Climate & Culture Team. Based on the current implementation, you will have the option to choose from two differentiated scopes designed to best meet the needs of your site.
Staff prerequiste knowledge: School Climate and Culture Coaches (SC3) as designated by the site Principal.
Staff prerequiste knowledge: School Climate and Culture Coaches (SC3) as designated by the site Principal.
Supporting Administrators to Support Staff SEL
Supporting Administrators to Support Staff SEL
Project Objective: School leaders and staff will practice, model, and enhance Social-Emotional Learning (SEL) competencies by providing consistent and scaffolded professional learning experiences embedded with SEL strategies. These strategies will improve your school climate and culture by strengthening adult sense of belonging and safety, ensuring that all staff understand that their well-being is at the forefront of SBCUSD.
Project Objective: School leaders and staff will practice, model, and enhance Social-Emotional Learning (SEL) competencies by providing consistent and scaffolded professional learning experiences embedded with SEL strategies. These strategies will improve your school climate and culture by strengthening adult sense of belonging and safety, ensuring that all staff understand that their well-being is at the forefront of SBCUSD.
Staff prerequisite knowledge: None. Designed for principals, vice-principals or other designees who help lead staff meetings, with supports for a range of experience facilitating SEL-developing activities.
Staff prerequisite knowledge: None. Designed for principals, vice-principals or other designees who help lead staff meetings, with supports for a range of experience facilitating SEL-developing activities.
SWSS Department - 2020
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