SOCIAL-EMOTIONAL

LEARNING (SEL)
OPENING GUIDANCE
Schools are an essential component of our scholars’ growth and well-being. Schools provide
our students with academic instruction, social and emotional skills, safety, reliable nutrition,
mental health support, and opportunities for physical activity. In addition, to schools
supporting the educational development of students, schools play a vital role in addressing
racial and social inequity. One of the top priorities in supporting our scholars as they transition
back to in-person learning is their social-emotional well-being. Psychological and emotional
recovery often focuses on identifying students and staff who need crisis counseling or are
otherwise exhibiting signs that they are struggling with adjustments after major trauma.
Mental health needs after a disaster should be addressed as part of the recovery plan and
should be equally as important as academic needs. During a crisis such as the COVID-19
pandemic, it is common for everyone to experience increased levels of distress and anxiety,
particularly because of being in isolation. The Rochester City School District (RCSD) is fortunate
to have staff who are trained in restorative practices, PBIS, and trauma and grief response to
address the needs of our scholars.

This guide to mental health support and social-emotional learning strategies is designed
to help students, staff, and our school community as we refocus, renew, and reimagine our
schools as students and staff return to 100% in-person learning this September.

Melody Martinez-Davis
Deputy Superintendent of Support Services

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Welcoming Students & Staff other stakeholders host a presentation for 7th
and grade 9th students
Back-Equity, Inclusion and • Create classroom guidance lessons and
counseling sessions based on transitioning
Social-Emotional Support to a new level, processing the pandemic,
identifying coping strategies, creating positive
Creating a positive school climate and culture will relationships, and processing and responding to
improve the conditions of learning for all students. bias
To optimize the learning process, students and staff • Establish systems that promote supportive staff-
need to feel cared for, reengaged, and acclimated student relationships to ensure that all students
to the school community, so schools can deliver have at least one caring staff member who
instruction most effectively. To improve school checks in regularly with them and who their
culture and climate, districts should: family and can connect with for any needed
• Prioritize the health and emotional well-being supports
of staff and students above all else • Prepare communication regarding access to
• Assess the school climate to identify mental health and trauma supports for adults
vulnerabilities and plan to implement evidence- and students, which may include establishing
based strategies to address identified needs; partnerships with outside entities and agencies.
and Continually, conveying information on how to
• Plan to provide and sustain instruction on social access both school and community supports
norms, relationship building, and behavioral to students, staff, and families in all learning
expectations beginning at the start of the environments (in-person and virtual)
school year.
Actions to consider as we return to in-
Actions to consider prior to opening: person learning:
Provide professional development to support Create opportunities for staff and students to
students, families, teachers/other staff transitioning regularly practice and reflect on their social-
back to school: emotional learning competencies. Research states
• Support the integration of SEL in teacher and the best approach to address social and emotional
staff training, including skills and techniques needs is through the use of resources to promote
that promote positive learning environments and implement social-emotional learning (SEL)
(in-person and remote and/or virtual competencies. This is why the District will utilize
instruction) the CASEL’s Social-Emotional Framework to guide
• Understanding and utilization of trauma- our work.
informed practices
• Protocol for identifying and supporting students CASEL’s 5 social-emotional competencies should
who may be experiencing social- be at the forefront to ensure the village receives
• emotional, behavioral, and mental health the support needed to combat issues that may
challenges. Hold virtual transition meetings impede their academic, behavioral, and social-
between support staff at sending and receiving emotional development. More Information can
schools be found on the Student Support Services-SSS
• Work with the special education department to Website: SSS Website
participate or to hold additional meetings
• Share transitioning materials with elementary Social and emotional learning (SEL) is an integral
to middle school students and middle to high part of education and human development. SEL is
school students the process through which all young people and
• Collaborate with receiving support staff to have adults acquire and apply the knowledge, skills, and
them present to transitioning school students. attitudes to develop healthy identities, manage
For example, have high school counselors and emotions and achieve personal and collective

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CASEL’s 5 social-emotional competencies

goals, feel and show empathy for others, establish and emotional skills and attitudes are taught and
and maintain supportive relationships, and make practiced in developmentally, contextually, and
responsible and caring decisions. culturally responsive ways; (b) teaching practices
such as cooperative learning and project-based
SEL advances educational equity and excellence learning; and (c) integration of SEL and academic
through authentic school-family-community curriculum such as language arts, math, science,
partnerships to establish learning environments social studies, health, and performing arts.
and experiences that feature trusting and High-quality SEL instruction has four elements
collaborative relationships, rigorous and meaningful represented by the acronym SAFE: Sequenced -
curriculum and instruction, and ongoing evaluation. following a coordinated set of training approaches
SEL can help address various forms of inequity and to foster the development of competencies; Active
empower young people and adults to co-create - emphasizing active forms of learning to help
thriving schools and contribute to safe, healthy students practice and master new skills; Focused
communities. - implementing curriculum that intentionally
emphasizes the development of SEL competencies;
CLASSROOMS. Research has shown that social and and Explicit - defining and targeting specific skills,
emotional competence can be enhanced using attitudes, and knowledge.
a variety of classroom-based approaches such
as: (a) explicit instruction through which social

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SEL instruction is carried out most effectively in culture, and learning needs. These insights and
nurturing, safe environments characterized by perspectives are critical to informing, supporting,
positive, caring relationships among students and sustaining SEL efforts. Research suggests that
and teachers. To facilitate age-appropriate and evidence-based SEL programs are more effective
culturally responsive instruction, adults must when they extend into the home, and families are
understand and appreciate the unique strengths far more likely to form partnerships with schools
and needs of each student and support students’ when their schools’ norms, values, and cultural
identities. When adults incorporate students’ representations reflect their own experiences.
personal experiences and cultural backgrounds and Schools need inclusive decision-making processes
seek their input, they create an inclusive classroom that ensure that families—particularly those
environment where students are partners in the from historically marginalized groups—are part
educational process, elevating their own agency. of planning, implementing, and continuously
Strong relationships between adults and students improving SEL. Schools can also create other
can facilitate co-learning, foster student and adult avenues for a family partnership that may include
growth, and generate collaborative solutions to creating ongoing two-way communication with
shared concerns. families, helping caregivers understand child
development, helping teachers understand family
SCHOOLS. Effectively integrating SEL schoolwide backgrounds and cultures, providing opportunities
involves ongoing planning, implementation, for families to volunteer in schools, extending
evaluation, and continuous improvement by all learning activities and discussions into homes,
members of the school community. SEL efforts both and coordinating family services with community
contribute to and depend upon a school climate partners. These efforts should engage families
where all students and adults feel respected, in understanding, experiencing, informing, and
supported, and engaged. supporting the social and emotional development
of their students.
Because the school setting includes many
contexts—classrooms, hallways, cafeteria, COMMUNITIES. Community partners often provide
playground, bus—fostering a healthy school climate safe and developmentally rich settings for learning
and culture requires active engagement from all and development, have a deep understanding of
adults and students. Strong school culture is rooted community needs and assets, are seen as trusted
in students’ sense of belonging, with evidence that partners by families and students, and have
suggests that it plays a crucial role in students’ connections to additional supports and services
engagement. SEL also offers an opportunity to that schools and families need. Community
enhance existing systems of student support by programs also offer opportunities for young people
integrating SEL goals and practices with universal, to practice their social and emotional skills in
targeted, and intensive academic and behavioral settings that are both personally relevant and can
supports. By coordinating and building upon SEL open opportunities for their future. To integrate
practices and programs, schools can create an SEL efforts across the school day and out-of-
environment that infuses SEL into every part of school time, school staff and community partners
students’ educational experience and promotes should align on common language and coordinate
positive social, emotional, and academic outcomes strategies and communication around SEL-related
for all students. efforts and initiatives. (CASEL.com)

FAMILIES/CAREGIVERS. When schools and families Listen for Understanding -Have careful and
form authentic partnerships, they can build strong courageous conversations with staff, students, and
connections that reinforce students’ social and families to discuss the past, current, and future
emotional development. Families and caregivers impacts of the two public health crises: COVID-19
are children’s first teachers and bring deep and Racial Injustice.
expertise about their development, experiences, • Conversations demonstrate respect for each

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 other. While deliberate efforts should be made mind as you think about this school year? What
to foster a trauma-sensitive environment, be are your biggest hopes or worries?
mindful that these conversations may trigger • How might you like to contribute as we prepare
emotional responses and can also lead to to transition to a new school year?
difficult discussions revolving around inequity • What will help you learn this upcoming year?
• Topics you may consider, include but are not • What can we do to make school feel even more
limited to: like a community that cares for you?
• Building relational capacity
• Grief, loss, and trauma Topics for Teachers and Staff to Consider/Be
• Mental health and supportive behaviors Mindful of When Planning Activities
• Bias, prejudice, and stigma • Students’ transition back to in-person learning
• Preparedness, hope, and resilience • May be behind on school work
• Fear, anxiety, anger • Secondary traumas/loss-grief
• Increase in abusive tendencies
Staff will continue to receive ongoing training • Isolation/Loneliness
as necessary, and schools should continue to be • Change in routine
prepared to support both staff and students that • Relocation
may feel unnerved by these topics or conversations. • Unemployment situation/job loss
Schools should be prepared to support an influx of • News, constant bad news
students who may need counseling support. • Previous mental health issues worsening
• Family job loss
Our Building Based and District Level Social
-Emotional Learning (SEL) teams (Social Workers, Each school will need to plan for building a broad
School Counselors, School Psychologist, coalition to integrate Social Emotional Learning
RocRestorative team, Student Support Center (SEL) and academic supports into transition
Coordinators and Community Based Partnerships) plans and create and maintain a caring, safe, and
will be available to help children and adults supportive environment for all students and adults.
understand how to manage emotions, set and
achieve positive goals, feel and show empathy All Staff Support-(Support may be provided
for others, establish and maintain positive through professional development and restorative
relationships, and make responsible decisions. practices)

Social-Emotional/Mental Health Support Staff Develop a space for connection, listening, and
Social Workers, School Counselors, School healing among all leaders and staff in the school
Psychologists, the RocRestorative Team, Student building. The goal is to maximize staff members’
Support Center Coordinators, and Community abilities to connect with students, families, and
Based Partnerships will be prepared to provide community partners and ensure access to mental
counseling and social-emotional support services. health and trauma support for students, families,
They will assess students, and create plans with and staff members. Support will continue to include
students struggling with the transition back to professional learning to build educators’ capacity to
school; where their feelings/behaviors impede their support students’ SEL throughout the year.
ability to function throughout the school day.
Considerations for students with special needs,
The sample questions below can be used as a those who have a history of trauma, are broad and
starting point when planning to engage students, overarching need to be taking into consideration
families, and teachers/staff regarding the transition as professional development and building level
back to in-person learning. supports are put in place. The following is a guide
• What has your experience been like since to assist schools as they continue to strengthen
school was hybrid last year? What is on your their social-emotional supports.

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Collaborating with Families and Youth a student is referred for mental health services, a
Communicate resources/plans with students, staff member (i.e., teacher, social worker, school
families, staff, and visitors: counselor, administrator, etc.) who has a good
• Improve the quality of in-person support relationship with the student and family, should
services by collaborating with youth and notify the parent or guardian about the concern
families and the referral. In some situations, it may be best
• Once engaged, consult families in the for the mental health provider to reach out to the
development of ongoing supports, and assisting parent or guardian. It is important to determine
with community resources/referrals the parent or guardian’s level of concern about the
• Identify and address obstacles to engaging student’s need for mental health services. It may be
families in their child’s support plan that the student’s social, emotional, or behavioral
difficulties occur only at school or that the parent
Procedures and Protocols or guardian is not aware of school staff members’
• Ensure that existing procedures, protocols, concerns about the student.
and appropriate paperwork are up-to-date, Ultimately, the parent or guardian has the
consistent, and aligned with social work, authority to approve or decline consent for ongoing
counseling procedures, and social-emotional treatment, even if mental health staff has already
learning supports met with the student in an emergency or crisis. As
• Use this information to guide the development soon as possible during or following an emergency
of any new processes related to pandemic or crisis, the student’s parent or guardian should be
protocol/guidance about: identifying and debriefed and provided options for ongoing care.
assessing the challenges, examining student
engagement and well-being, draft, review, and Building Level Mental Health Supports and
revise a policy inclusive of confidentiality and Referral Process
privacy parameters
The Building Level Mental Heath Team (BLMHT) will
Collaboration assist in the following manner:
• Collaborate and work with partner agencies • Assess the needs of students/staff in crisis
(i.e., Center for Youth, Pathways to Peace, • Consult with classroom teachers about the
Genesee Mental Health, IBERO, and Monroe student’s needs and develop age-grade
County-DHS, Rochester Regional Health, appropriate classroom social-emotional lessons
University of Rochester, Anthony Jordan Health • Teach, or co-teach as appropriate social-
Center, etc.) emotional learning strategies to help students
• Acknowledge that challenges may arise when adjust to the changes in their environments
schools and community mental health agencies • Assist teachers with celebrating individual
work together student resilience
• Assist teachers with behavioral concerns and
Staff Supports counsel students to determine root causes
• Collaborate with classroom teachers regarding • Analyze student work to assess mental health
possible whole class social-emotional support needs (i.e., journals, artwork, etc.)
needs • Provide individual counseling to students who
• Referral process to school mental health team express fears, loss, anxiety and/or signs of
for individual student support needs (last page depression
of document) • Refer students to outside counseling as needed
• Consultation with community resources around
Unlike a community mental health program where student needs and direction on their role in the
the family often self-refers, in schools a staff support process. Examples of how Community
member may refer a student for support. When Based Organizations can assist are:

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 1. Center for Youth staff will continue to memorial activities, and permanent marker
provide direct SEL supports to students establishment, if allowed per our TIG Guidance
with minor needs. CFY staff will debrief • Determine how memorial activities can
a member of the Building Level Mental be utilized to honoring the loss, support
Health Team when support is provided for a a more normal school schedule and instill
minor issue and seek out their support for peace and hope. Determine social distancing
students with higher needs. requirements, if any, to determine allowable
2. Pathways to Peace will be available to seating and capacity for supports per our TIG
provide support and work in partnership Guidance
with BLMHT to support students as it • Students exhibiting the following feelings-
relates to conflict management, resolution, behaviors will be provided counseling consult
mentorship, and defiant behaviors. support in class, if concerns persist or worsen
3. DSS preventative staff will provide supports the BLMH/TIG Team will follow up with the
around attendance issues. student and the family to create a plan and
4. District liaison through Student Support assist with a healthy transition back to in-
Services will meet regularly with Genesee person learning.
Mental Health, Rochester Regional, and the • Loss, fear, anxiety, nervousness, anger,
University of Rochester Administration to sadness, hurt, hopelessness, helplessness,
discuss student, family, and district needs. mood swings-mixed feelings, loss of sense
5. Develop classroom support-provide of security
classroom lessons on school expectations • Clingy, weepy, distracted, off-task, fidgety,
and structure to help students re-adjust to a lethargy, loss of interest, loss of confidence
full school schedule (won’t take risks-shut down)
6. Facilitate classroom guidance on social • Non-Compliance, Disruptive Behaviors
distance practices in school, community,
home, etc. District’s Trauma, Illness & Grief-TIG Team
7. Communicate these resources/plans with • Per our TIG Guide, the Principal will consult
students, families, staff, and visitors with the District’s TIG Coordinator and the
Building Level Mental Health-BLMH/TIG Team,
Support Services for Loss of Any Staff, Students, or comprised of the principal, social worker,
Family Member counselor, psychologist, and nurse or other
• Principals should work with their Trauma, support staff to establish the level of crisis and
Illness, and Grief (TIG)-trained staff to start and respond appropriately
follow the District’s TIG Guide and protocols. • Consult and collaborate with students and
• Share information regarding counseling support families around support needs and follow up
services available to faculty and staff via • Resources and referrals will be available to
Employee Assistance Programs via email before address the mental health, behavioral and
the start of school and on opening day social-emotional needs of students, families,
• Continue to provide information on signs and and the school community
symptoms on what to look for in students
regarding stress, trauma, depression, and other Building Level Mental Health-BLMH/TIG Team-
mental health concerns (Administration, Social Work, School Psychologist,
• Work with faculty and staff on identifying School Counselor, Nurse or other support people)
families in need of long-term mental health will assess and determine next steps per our TIG
support, intervention, and resources via Guidance.
referrals. Share community resources and
partnerships with families
• Work with administration, support staff, and
security on how to handle commemorations,

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As students return to in-person learning and schools fully reopen, Student Support Services will provide
support in meeting the social/emotional needs of students, addressing health needs, assisting parents,
communicating with outside agencies, etc. The services and strategies needed are described in the tables
below to assist central office and school-based personnel.

SOCIAL-EMOTIONAL LEARNING-SEL/CULTURE-EQUITY SUPPORT

(Please note some of these supports strategies and ideas can be provided by a school social worker,
counselor, or both)
TOPIC/WHAT WHO STRATEGIES/ IDEAS/ SUPPORTS
SEL Student Support Provide staff support and resources on how to talk to students transitioning
Support Service Staff back to in-person learning

Engage Students, Assist students to identify and manage their emotions and behavior; describe
Family, Staff, Social-Emotional a range of emotions related to specific situations.
and School Support Staff and/
Community or Collaborate with teachers and other staff to support students in the
Building Level development of coping and resiliency strategies.
Mental Health
teams- BLMH School Staff create opportunities for students to develop self-awareness and
self-management skills in regards to in-person learning
School Staff
Support students in recognizing personal qualities and external supports; have
students describe their likes-dislikes, needs, wants, strengths, and challenges
related to their return to in-person learning.

Discuss with students the skills related to achieving personal

Culture-Equity Student Support Support students of different and diverse backgrounds and characteristics;
Service Staff provide safe spaces for genuine conversations.
Transformative
SEL Make certain the school culture embraces the uniqueness, strengths, and
Social-Emotional challenges of students and provides equitable support, understanding,
Support Staff and/ expectations, and encouragement to succeed.
or
Building Level School/district staff hold themselves to the highest expectations and
Mental Health professional responsibility while doing what is necessary to understand
teams- BLMH students and themselves racially and culturally.

School Staff Examine and incorporate transformative SEL, a process whereby students and
teachers build strong, respectful relationships founded on an appreciation of
similarities and differences; learn to critically examine root causes of inequity
and develop collaborative solutions to community and social problems when
engaging students, families, staff and the school community in the reopening
process.

Nurture a culture where it is safe for students-teachers-staff-families alike to

take risks, stretch, learn, and authentically engage daily

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SERVICES THAT CAN BE PROVIDED TO STUDENTS IN OUR SCHOOLS by SCHOOL SOCIAL
WORKERS AND COUNSELORS
ROLE SERVICES STRATEGIES
Reopening Restorative Work with administration and student-support staff at assigned schools
School Support Practice/ to provide community-building circles and activities as well as to will help
Social-Emotional students to identify and manage their emotions regarding their return to
Learning-SEL school.

Ensure that students are treated fairly and empowered to express their voice
Culture-Equity and ideas, contributing to decisions being made regarding the support they
need.
Consultation and
Collaboration Find/create ways for students to be social in safe and healthy ways.
Collaborate to create professional development activities for faculty and
student re-entry with a focus on SEL, Culture-Racial Equity, Restorative
Practices, and Mental Health.

Collaborate with the classroom teacher to support

Mental Health Identifying & Students displaying feelings and/or behaviors (see list below) that impede the
Support Supporting student’s ability to focus, complete schoolwork, healthily interact with peers-
Students staff, and/or fully participate in the school day. All efforts will be made to
support the students 1:1, whole group, and through teacher consultation.
Feelings
Loss/Fear/Grief
Anxiety/Nervousness
Anger/Sadness/Hurt
Hopelessness/Helplessness
Mood Swings-Mixed Feelings
Loss Sense of Security
Behavior
Clingy/Weepy
Distracted/Off task/Fidgety
Lethargy/Loss of Interest-Motivation
Loss of Confidence
(won’t take risks-shut down)
Loss Sense of Security
Non-Compliance
Disruptive Behaviors

Establish Protocols Social-Emotional Support Services staff (Social Workers/School Counselors) will
assist, provide and participate as needed in classroom SEL activities, resources,
lessons to support teachers’ whole-class SEL lessons.

Should individual students continue to struggle with the transition back

to school, even after a few weeks of whole-class social-emotional learning
support, and also experience feelings-behaviors that impede their ability to
function in school, then the need for brief individual/group counseling will be
assessed by the Social Worker and provided upon parent-guardian approval.

Should the student exhibit similar feelings-behaviors at home, mental health

and health home resources-referrals will be provided to the parent-guardian.

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ROLE SERVICES STRATEGIES
Teacher Should students display serious behavioral or safety concerns (harm to self/
Consultation others), the Building Level Mental Health-BLMH/TIG team (Administration,
Social Worker, Psychologist, Counselor, and Nurse) will provide mental
health support and follow the Mental Health Emergency Protocol. Report
to administrators, parents, and/or the proper authorities when there is a
perceived threat to the student’s mental and/or physical health.
Brief Consult with classroom teachers about student needs and assist in the develop
Individual/ Social-Emotional Learning lessons/activities as appropriate to the age and
Group Counseling grade level.

Teach, or co-teach social-emotional learning strategies to help students adjust

to the changes as a result of returning to in-person learning
Community Provide individual counseling for students who express fears, loss, anxiety,
Referral and/or signs of depression.

Provide group counseling support for students struggling with the same
concerns.
Classroom Refer students to outside counseling as indicated by Counseling Assessment.
Strategies
Support

Student Support Analyze student work to assess mental health needs (Journals, artwork, etc.).
Services
Develop and co-teach lesson/ classroom activities/lessons on gratefulness,
anxiety, stress, dignity for all students, anti-bullying, processing the pandemic,
identifying coping strategies, creating positive relationships & processing and
responding to bias.

Refresh teachers/staff on the signs of depression and suicidal ideation

(symptoms and warning signs) and offer referral services to students and staff

Observe and talk to students who may have signs of abuse or neglect. Use
referral processes to secure help for the student and family

https://www.mentalhealth.gov/talk/educators

Collaborate with student support staff and administrators for sudden closing
of schools due to resurgence of the virus.
• How will we stay connected and provide services to students remotely?
• How will we provide resources to students and their families?
• Communication strategies for students, parents, teachers and other staff;
reaching homeless students and students without internet services

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ROLE SERVICES STRATEGIES
Family Support Home visits, Visit/share resources with families who need information and support
Consultation, regarding health/mental health; Medicaid, food, shelter, and other community
Referrals, and resources
Counseling
Support
Refer families to community partners and the Center for Disease Control (CDC)
for additional resources.

Create and share student/guardian-friendly community resources, specific to

food/shelter, community partnerships, and mental health supports that can be
shared with them initially and throughout the year. Resources can be found on
the RCSD Student Support Services webpage.

Consult with school nurses regarding students without medical coverage and
refer to Medicaid programs, as indicated.

Provide therapeutic interventions (and where necessary referrals) for students

and their families to promote better coping skills and resilience to address
mental health concerns related to depression, anxiety, fear, and loss.

Continue services required on IEPs as students return to in-person learni

Check-in with students that have been identified as having anxiety and fear
concerns. Provide counseling as needed.

Provide information to parents on home visits (i.e., masks,) regarding school

attendance and child discipline techniques.

https://www.edutopia.org/sel-parents-resources

School Support Classroom Lessons Create whole class lessons on SEL and Coping strategies related to return to
in-person learning

Consult with Social Workers and Counselors regarding character education and
mindfulness strategies for the classroom. Example lesson will be provided.

https://www.friendzy.co/friendzy/sel-core-competencies

Initially and upon students return to in-person learning, assist with student
arrival/departure to observe students well-being and provide emotional
support as they return to and from school

Consult with student service services and IEP teams to identify students in
need of supportive therapy/counseling and provide the service.

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ROLE SERVICES STRATEGIES
Pre-planning for Restorative Allow students time and opportunity to share their feelings regarding Covid-19
phased re-entry Practice and Racial Injustice
Social-Emotional Help students to recognize how this experience may have affected their
Learning-SEL outlook on their future goals-career choices. Help students realize there is a
path for getting back on track; create a plan

Along with the student develop healthy coping strategies to address negative
feelings
Culture-Equity Continue to collaborate to create professional development activities for
faculty and student re-entry with a focus on SEL, Culture-Racial Equity,
Restorative Practices and Mental Health.
Professional Continue to conduct professional development for staff regarding typical
Development childhood reactions to stress and trauma which might have resulted from
home confinement.

Help student service staff continue to create and offer professional

development for teachers and adult staff (remember bus drivers, cafeteria,
and janitorial staff).

Co-facilitate staff training related to re-entry concerns, e.g. trauma, grief, etc.
Transitions – Assist in the development of a re-entry protocol with the school leadership
services that can team and communicating the plan to students and families.
be implemented
spring and Hold transition meetings between School Counselors at sending and receiving
summer schools. Work with special education to participate or to hold additional
meetings.

Share transitioning materials with elementary to middle school students

and middle to high school students. Provide virtual and/ in-person tours of
receiving schools, if possible.

Collaborate with receiving School Counselors to have them present to

transitioning school students. For example, have high School counselors and
staff holds a virtual welcome to 9th grade.

Create classroom guidance lessons on transitioning to a new level. In-person, if

possible, (e.g., students practice opening locks on lockers)

Provide opportunities to ensure family engagement, collaboration, and voice

as it relates their child’s or children’s education.
Developmental Provide classroom lessons on school expectations and structure to help
classroom support students re-adjust to a full school schedule.

Facilitate classroom guidance on social distance practices in school,

community, and home, etc.

Assist teachers with behavioral concerns and counsel students to determine

root causes.

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ROLE SERVICES STRATEGIES
Academic and Scheduling, School Counselors work collaboratively with student placement, registrar (high
School Success grades, new school), or secretaries (elementary) in the enrollment of students transferring
entrants, and from other schools or states.
transfers
Review and adjust course requests and scheduling for the current school year
as needed.

Assist with the development and implementation of school schedules. Adjust

class sizes in the Student Information System (SIS) if necessary.

Enroll students into Career and Technical Education Programs.

Begin Individual Annual Progress Reviews with students to review their

academics, college/career, and SEL status and next steps.

Consult with building and district level attendance teams about students who
may have moved or who are truant.

Continue to provide updated college and career advisement in coordination

with Institutes of Higher Education (IHEs), e.g., admissions, financial aid
apprenticeships, and scholarships (secondary).

Please see the RCSD College &Career Readiness page for more information.

Parent and Welcome and continue to thank parents for working as partners in their child’s
Community or children’s education.
Outreach Continue to consult with parents via surveys, phone calls, home visits, and
training to ensure their voices are heard and included in decision-making.

Work with administration to develop communication strategies for outreach

to all parents and students. Continue to invite parents to provide input and
ideas.

Continue to create and share materials/ information for parents regarding

SEL competencies and how to address and cope with factors related to
transitioning, COVID 19, and Racial Injustice.

Coordinate services with other related service providers, in the school and
community, to identify and address other student and adult needs.

Provide socially distant parental information evenings regarding what the

school is doing to keep students safe. Include other student services staff as
presenters.

School Counselors will continue to provide multi-tiered levels of supports for scholars in alignment with
the RCSD Comprehensive School Counseling Plan. Please see the diagram and the link to the plan for more
information.

https://drive.google.com/drive/folders/1urjkXO_nEGQR4rpWzdMjC_zyUwz8Wi6C?usp=sharing

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14
SUPPORTS FOR FAMILIES IN TRANSITION
ROLE SERVICES STRATEGIES
Following up on Transportation to Arrange transportation to and from school for students in need of
new referrals school transportation.
when students
return Assess students FIT staff and school staff will follow up with families via phone call, text,
and families’ email and/or home visits to assess needs/ barriers and eliminate barriers
needs impacting their attendance and academic progress

Attendance teams will address and follow up on identified needs/barriers

in order to promote school attendance and academic success

Social Workers and/or Student Support Center Coordinators where applicable

will work with students and families experiencing housing instability
Providing support Supporting school Collaborate with school staff and administration regarding supporting students
to schools staff in transition.

Provide McKinney-Vento and other resources to school staff for students and
families

Provide professional development for school/district staff

Provide staff resources as it relates to their mental health and social-emotional

development
Providing Assist students Meet with family to assess individual needs. Follow-up on identified needs.
community and families with Coordinate support services with school staff (Student Support Center
resources basic needs, crisis Coordinators where applicable); guiding the referral process for community
intervention, supports.
and community Provide basic need support at schools via food pantries, clothing closets, etc.
referrals Outsource if needed.

Provide As it relates to Families In Transition (FIT), offer Drop-In support where

Community students and families can come to the FIT program without an appointment
Services Referrals and receive assistance with basic needs, case management, advocacy, etc.

Deliver resources (safety measures in place) such as clothing, school supplies,

hygiene products, etc. as needed to families who are homeless.

Make calls/home visits to families in need of services due to Covid19.

Provide community resources to families. Identify students who are newly
homeless and connect them to resources. Especially unaccompanied youth,
not in the care and custody of a parent.
Provide and assist with registration even when the mandatory documentation
is missing.
Provide McKinney-Vento brochures and posters with information about their
educational rights.

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ROLE SERVICES STRATEGIES
Identify Assist Assist with registration and school selection; assess student’s needs to support
and assist unaccompanied their new school year.
unaccompanied youth with
youth registration, Identify a surrogate parent (or a temporary surrogate) can be the person
basic needs, and they are in the care of.
advocacy when
needed Assist with any other barriers to their attendance.

Address basic needs; book bags, school supplies, clothing, transportation, etc.
Collaboration Connect with Consult with the individual who referred the student regarding basic and
and Consultation Students, families, educational needs.
and school staff
Consult with administrators and teachers to educate them on the specific
needs of students in transition.

Connect community service providers with students, families, staff, and the
school community.

Additional Social-Emotional Supports officials to ensure students reach their academic

and personal potential. Through their knowledge
Help Zones of classroom management, the at-risk population,
The Help Zone is designed to provide a structured special education, and the effects of disabilities on
approach that teaches social/emotional skills student performance, social workers are critical
and strategies through matched intervention/ members of teams working together on behalf
prevention, to develop positive behaviors and of students unable to fully benefit from their
foster school engagement that assists in keeping educational experiences. Social Workers help to
students in school, while addressing the many strengthen the social and emotional well-being of
challenges our students face. all students.

Restorative Practices Counseling

Restorative practices promote inclusiveness, School counselors are professionally certified
relationship-building and problem-solving, individuals who help students succeed in school
through such restorative methods as circles for and plan their careers. An integral part of the total
teaching and conflict resolution, to conferences education system, school counselors help students
that bring students and their supporters together form healthy goals, mindsets, and behaviors. With
to address conflicts and repair harm. The ROC the aid of a school counselor, students learn to
Restorative team, through ongoing coaching and develop effective collaboration and cooperation
support, partners with schools to recognize and skills, practice perseverance, develop time
enhance existing and additional resources, provide management and study skills, and learn self-
training, design and evaluate professional learning motivation and self-direction habits.
opportunities.
Psychology
Social Work, Counseling & Psychology (Mental School psychologists are uniquely qualified
Health) members of school teams that support students’
The Office of Social Work is responsible for the ability to learn and teachers’ ability to teach.
mental health counseling services of district They apply expertise in mental health, learning,
students. Social workers serve as the link between and behavior, to help children and youth
students’ families and the school, working with succeed academically, socially, behaviorally, and
parents, guardians, teachers, and other school emotionally.

16
Behavioral Specialist The Center For Youth
Behavioral specialists assist teachers by providing The Center delivers an array of school-based
social-emotional and behavioral support. They services, including the Alternative-to-Suspension
can assist teachers through consultation, direct program, Crisis Intervention, and Prevention
support to students in a whole class, and/or one- Education Services intervention/ prevention/ help
on-one format to provide strategies, interventions, zone, as well as school-based counseling services,
behavioral modification, counseling for a variety and child and family therapy.
of issues such as aggressive behavior, disruptive
classroom actions, impulsiveness, and difficulty IBERO
working in groups. IBERO is a dual-language multi-service agency that
uplifts, empowers, and advocates for Latinos and
Trauma, Illness and Grief Team (TIG) the underserved. Evidence-based programs provide
Both the building and District’s TIG teams offer academic, social, and health support to students
support to students, staff, and families in times of in the Rochester City School District Programs aim
crisis. The caring presence of trained staff members to increase student attendance, improve academic
is one of the most important supports one can performance, and provide the necessary support
offer. Support may include individual, group, for growth and success.
or classroom grief counseling, and community
outreach services. The TIG team consists of
school administrators, school counselors, school
psychologists, and school social workers. All
members voluntarily serve on the team.

Remote Support Team-RST

Facilitate and assist with the systematic response
to critical incidents and disruptive behaviors
within the district. Membership is comprised
of district staff members who have completed
the Therapeutic Crisis Intervention (TCI), Threat
Assessment Training, Restorative Practice Training,
and ACES training. The district’s RST Coordinator
will determine the duration of the involvement
of RST based on the threat level and the need for
services.

Student Support Centers

Student and Family Support Centers-S&FSCs are
collaborations among schools, agency partners,
families, and the community. S&FSCs complement
the resources of the school (Educational Support
Services, School Counselors, School Psychologists,
Social Workers, in-school programs, and
opportunities) with community agencies who can
deliver services directly or through referrals and
linkages, to develop a seamless system of support
for students and families. The goal of these Centers
is to equip students with the social, emotional,
and academic skills and resources to succeed in
school and become productive members of their
community.
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APPENDIX

RCSD Student Support Services Webpage

Find lesson plans, student and family resource as it relates to social emotional learning.
https://www.rcsdk12.org/domain/13946

RCSD School Counseling webpage

Find resources related to academic, social-emotional and college/career development.
https://www.rcsdk12.org/Page/52806

RCSD School Counseling Comprehensive Plan

Find how what School Counselors Do makes a difference in the lives of students.
https://www.rcsdk12.org/Page/52809

Naviance
A sample of lessons used for grades 7 -12. Lessons focus on social-emotional, interpersonal, academic and
college/career development. The Naviance app can be found on RoConnect.
https://www.rcsdk12.org/Page/50755
and
https://www.rcsdk12.org/cms/lib/NY01001156/Centricity/Domain/74/2020-2021%20Scope%20and%20
Sequence_Rochester%20City%20School%20District_FINAL_10.13.2020.pdf

EverFi
This platform provides access to modules related to mental health, financial literacy, diversity and equity.
This app is also located on RoConnect. Contact Student Support Services to learn more.

Community Mental Health Supports

Supports available to students and families in the Rochester community.
https://www.rcsdk12.org/Page/50934

CASEL
https://casel.org/

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Examples of Professional Development
• Youth Mental Health First Aid – Youth Mental Health First Aid is designed to teach parents, family
members, caregivers, teachers, school staff, peers, neighbors, health and human services workers,
and other caring citizens how to help an adolescent (age 12-18) who is experiencing mental health or
addictions challenge or is in crisis. Youth Mental Health First Aid is primarily designed for adults who
regularly interact with young people. The course introduces common mental health challenges for
youth, reviews typical adolescent development, and teaches a 5-step action plan for how to help young
people in both crisis and non-crisis situations. Topics covered include anxiety, depression, substance
use, disorders in which psychosis may occur, disruptive behavior disorders (including AD/HD), and eating
disorders.
• Restorative Practices Professional Learning Community & Assigned Building Support - will continue
to provide building-level education and supports to staff and students. This support will include
professional learning communities to develop restorative practice skills and process feelings around the
pandemic and return to buildings.
• Acute Trauma Education - is often a single incident that occurs in life, such as an accident, being a victim
of a crime, or even a natural disaster.
• SEL Immersion – Helping staff members assess their social-emotional status and providing evidenced-
based practices as well as resources to help address students’ mental health.
• 21 Day Racial Equity Challenge – A challenge to promote staff to think, learn and reflect upon racial
injustice and biases.
• 21 Day Racial Equity Challenge Debrief – Provide staff with a collegial circle/forum to debrief about 21
Day Challenge and plan the next steps towards equity work.
• SEL for Staff and Parents – Providing staff and parents with training as it relates to how to cope with and
understand how COVID 19 and Racial Injustice impacts mental health.

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 TEACHER REFERRAL FORM
For Building Level Mental Health Team Support

Student’s Name: _____________________________________ Date: ________________

Referring Teacher/Staff: ________________________________________________________

Reason(s) for Referral:

o Disruptive classroom behavior
o Dislike or fear/anxiety of school
o Inattentive or Impulsivity
o Anger Management concerns, i.e., triggers easily
o Lack of motivation in school
o Personal or home issues
o Other:

Description of challenge(s): _____________________________________________________

____________________________________________________________________________
____________________________________________________________________________

Student’s attitude toward the issue: ______________________________________________

____________________________________________________________________________
____________________________________________________________________________

I would like:
o You to observe this student.
o To discuss this student with you. I am available at ___________________________
o You to talk with this student.

Student/Parent knowledge of referral:

o Has not been discussed with the student.
o Has not been discussed with the parent.
o Student is aware of the referral.
o Parent is aware of the referral.

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 FEEDBACK FROM
Building Level Mental Health Team

Date: ____________________________________________
To: _____________________________________________
From: _____________________________________________
Re: _____________________________________________
(Student Name)

o Student appears to have resolved/managed the problem. Please let me know if there are further
concerns.
o Student will be seen “as needed” to assist in further managing concern.
o Parents were contacted regarding referral.
o Student is/was referred to an outside professional.
o Other: ___________________________________________________________________

Comments:

If you have questions or would like to discuss this student further, please let me know.
Signature:_____________________________________________________
Contact Info:____________________________________________________________

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