WE ARE CURRENTLY WORKING TO UPDATE OUR WEBSITE TO PROVIDE OUR STUDENTS & FAMILIES WITH THE RESOURCES THEY NEED FOR A SUCCESSFUL SCHOOL YEAR. OVER THE NEXT FEW DAYS YOU WILL SEE CHANGES AND ADDITIONS. THANK YOU FOR YOUR PATIENCE AND YOUR TEAMWORK!
LANCASTER COUNTY IS ESTABLISHING A TIERED SYSTEM OF SUPPORT FOR THE SOCIAL AND EMOTIONAL NEEDS OF STUDENTS AND STAFF.
At the Tier 1 level (school-wide), all teachers will have access to the Newsela Social-Emotional Learning Collection. This evidence-based collection allows teachers to weave social-emotional learning (SEL) into lessons at the elementary, middle, and high school levels. Content is organized by the 5 CASEL SEL competencies: self-awareness, self-management, social awareness, relationship building, and responsible decision-making. Mental health staff members will conduct informal class check-ins. Teachers will conduct weekly classroom community meetings, in collaboration with school mental health staff members as needed. These meetings will provide opportunities for students to voice concerns, challenges and needs. This will also allow time for students to collectively process their experiences. Regular two-way communication will be established between school and home. A parent support page has also been created to offer specific strategies for how families can support their students at home, as well as how to seek support if they have specific concerns about their student(s).
At the Tier 2 level, a referral system will be created to identify those in need of additional support. Small group meetings with school mental health staff will be used to support students in need of additional support.
At the Tier 3 level, students may meet individually (virtually or in person) with school mental health staff. Families may also be referred to outside mental health support services in the community. At this level, students with significant behavioral concerns may have a Functional Behavioral Assessment (FBA) and/or a Behavioral Intervention Plan (BIP).
For staff members: The staff needs time to reconnect, process their own emotions, and collaborate on approaches for the upcoming school year. Time will be set aside during virtual or in-person staff meetings for staff to process and share their feelings, engage in community-building activities, reflect on how they can use their own social and emotional competencies to support one another and their students, and create individual plans for ongoing self-care. Professional learning opportunities will also be provided to staff throughout the school year to build staff capacity to support students’ SEL.