Re-Entry: Well-Being

  • jumping person with leaves Due to recent circumstances, staff, students and families have had to adapt to environments that have resulted in substantially less time spent interacting in-person. Ensuring intentional and meaningful inclusion of social-emotional learning (SEL) across all areas and aspects of the school is critical to support the well-being and success of students, staff, and families. A strong set of universal interventions designed to support social-emotional well-being will be crucial to ensure success as students and adults return to instruction and the school environment. In order to create the mental, social, and emotional space needed for academic learning to occur, the district will ensure the following occurs for staff, students and families:


    • Review current district and building comprehensive school counseling plans with mental health and counseling teams, utilizing up-to-date best practices/recommendations related to student safety, mental health and SEL guidelines;
    • Establish a collaborative work group, comprised of staff, parents, students, etc., to review and inform revisions of the comprehensive school counseling program plan;
    • Establish a district-wide Trauma, Illness, Grief (TIG) team to oversee the overarching social-emotional initiative and support building-level social-emotional TIG teams;
    • Provide support to staff, students and families, including referrals to outside agencies as appropriate, supported by building-level social-emotional TIG teams;
    • Provide a clearinghouse of school and community resources which will be made available to staff, students and families;
    • Provide visible signage and reminders about community resources and referrals within the buildings and online;
    • Designate space within each building for privacy and social-emotional support;
    • Designate time during opening conference days to address social-emotional concerns, supported by the district TIG team; building-based TIG teams will support efforts;
    • Provide training on how best to support students, staff and families through a trauma-informed perspective;
    • Utilize conference days and early release days for social-emotional and physical wellness;
    • Offer remote professional development and mental health support for staff;
    • Utilize current building- and district-level teams to analyze student engagement data, learning loss, and current barriers to academic success; a district-wide plan for re-engagement will be developed and implemented consistently across all buildings;
    • Modify current Tier 1 social-emotional practices to support staff, students, and families during remote learning models; and
    • Create a community safety plan when student concerns arise.


    • Teach and practice healthy routines that comply with the CDC guidelines and best practices;
    • Provide necessary social distancing supplies;
    • Provide visible, bilingual signage and reminders about healthy routines, community resources within the buildings and online;
    • Utilize Tier 1 current social-emotional approaches to support skill-building and foster a sense of community;
    • Foster relationships through all modes of two-way communication (i.e. TalkingPoints, e-mail, phone calls, in-person, etc.);
    • Provide consistency in school and daily routines which minimize stress and anxiety; and
    • Utilize a screening tool for assessment of social-emotional needs.
  • Esta información está en proceso de traducirse al español. Para ayuda, envíe correo electrónico a Liliana Sánchez o llame al (315) 781-0400 ext. 1405.

Last Modified on August 28, 2020