1 Park St. Marathon, NY 13803
Social Emotional Well-Being
- The district-wide and building-level comprehensive developmental school counseling program plans, developed under the direction of certified school counselor(s), will be reviewed and updated to meet current needs.
- Each school and/or district establishes an advisory council, shared decision-making, school climate team, or other collaborative working group comprised of families, students, members of the board of education, or school’s board, school building and/or district/charter leaders, community-based service providers, teachers, certified school counselors, and other pupil personnel service providers including school social workers and/or school psychologists, to
- The advisory council which informs the comprehensive developmental school counseling program plan includes: superintendent, building principals, director of instruction, director of special education, school psychologist, guidance counselors, and social workers.
- The plan addresses the program activities, timeline for implementation, objectives, evaluation and monitoring tools, and the school counseling curriculum. The plan provides contact information for community resources, programs, and services available to students and families.
- The district is and will continue to provide professional development opportunities for faculty and staff on how to talk with and support students during and after the ongoing COVID-19 public health emergency, as well as provide support for developing coping and resilience skills for students, faculty, and staff. Offerings include: The Impact of Trauma on Learning, Introduction to Adult SEL and Shifting Mindset Around Challenging Behavior, Classroom Management, Student Behaviors, and a Systems Approach, and Mental Health & Wellness Training - Returning to School after COVID-19.
- Teachers K-12 will implement the mental health and school counseling and guidance curriculum.
- Communication of best Social Emotional Practices:
- Use of common language across district
- Strategies for staff and parents to help support students
- Mentor program-teacher to students. Each teacher, TA, or aide is assigned to a group of students to make regular connections and check-ins with students.
- Counseling staff-home visits as needed, referrals from teachers (especially pd. 1-SEL check ins), and based on SchoolTool-generated attendance and academic data.
- SEL Check ins - Connect a family or student with one individual - staff member student/family can reach out to.
- No extracurricular or athletic events unless done remotely and pre-approved by the district.
Hybrid and Full In-Person with Heightened Health and Safety Protocols
- Extracurriculars and athletics - 2 phase process
Phase 1: extracurriculars and athletics will resume, but done virtually
Phase 2: extracurriculars and athletics will be a combination of virtual and in person
- Athletics - Referring to DOH’s “Interim Guidance for Sports and Recreation During the COVID-19 Public Health Emergency” lower- and moderate-risk sports (e.g., tennis, soccer, cross country, field hockey, and swimming) may practice and play, effective September 21, 2020. However, travel for practice or play is prohibited outside of the school’s region or contiguous regions/counties until October 19, 2020. Higher-risk sports (e.g., football, wrestling, rugby, hockey, and volleyball) may practice, effective September 21, 2020, but not play until authorized at a later date, but no later than December 31, 2020; in accordance with the State-issued guidance, such practices are limited to individual or group, no- to low-contact training (e.g., skills development) whereby contact between players may only be incidental and any activities that are specifically designed to promote close physical contact are prohibited. If school is closed for in-person education during the school year due to an increase in confirmed COVID-19 cases, school-sponsored sports must be suspended until in-person education is resumed; provided, however, that this restriction does not apply to schools that are conducting only remote instruction
- HS - SEL Check in-first period teacher-making connections
- Appleby - Morning meetings will be utilized in each classroom to make connections with students on a daily (or as often as possible) basis.
- Let kids know it is ok to feel scared, anxious, uncomfortable - common language of instruction when discussing COVID-19 and students’ feelings
- Help students feel safe
- Utilize opportunities to write in journals, write to teachers - express themselves without taking up too much time
- Counseling staff-push into classes for mini-social-emotional lessons