Olympus High School located in downtown Tacoma, WA is one of Seneca Washington’s longest partnerships. Starting in 2015, Seneca began providing mental health and special education services to the Olympus community, who is part of the Summit Public School network. This year, we had a unique opportunity to pilot a traditional ‘community-based’ program into our school-based work with Olympus proving that integrated care of youth increases accessibility of care.  Therapeutic Case Management (TCM) began in Washington as a behavioral program based off of similar principles as TBS. The program serves youth up to 18 with intensive case management and behavioral support. Counselor staff provide both individual and family services to their clients in home, at school or within the community. Typically, referrals to TCM are made by our region’s WISe team, Outpatient team or school-based teams. 
 
This school year, we were able to embed a TCM Counselor, Bri Rumph, into Olympus High School. Bri integrated into the school and quickly became a safe person for students to visit for a quick check-in, support with resource finding or helping advocate for themselves in the classroom. Beyond Bri’s Tier 1 and 2 support, Bri also holds a small caseload of youth for more individualized TCM services.  
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Each youth enrolled in TCM completes a Functional Behavioral Assessment (FBA) and creates a treatment plan based on the identified needs. Bri can work individually with the students on her caseload while they are at school, while also scheduling family support sessions in the home or community. Students may also seek Bri’s support in attending appointments with other treatment providers or community support. This integrated model seeks to bridge the gap of community-based providers not always being able to access youth when they are at school. And as providers we know that school is one place many youth spend much of their time.  ​

Blog by: Alex Mehling, Regional Executive Director

 ​Position: I am currently working as a  Therapeutic Case Management (TCM) counselor in Summit Olympus High School.  

What led you to your current position? : I started as a social worker in 2019 in Tacoma, Washington during the pandemic supporting local unhoused folks and working to build networks of professionals to meet clients where they were at in the community. I enjoyed this work not only because I was able to advocate and elevate necessities for my clients but also because it gave me a sense of what being truly client centered was. This became key in all the work I did moving forward. After this opportunity I transitioned to working within a supportive housing complex as a case manager. I supported my clients and families in a variety of aspects including finding legal supports, filing paperwork, as well as supporting with day-to-day behavioral health needs. This eventually brought me to Seneca which was both a welcomed and sudden change of pace. Working at Seneca within TCM has allowed me opportunities to connect with my clients and families more consistently and with greater emotional depth. I also have learned to combine being client centered, with being strength based which has elevated the level of care I’m able to provide to my clients and families.  

What inspires you to do this work? I am inspired to do this work by the opportunity to be a part of my families’ and clients’ journeys towards the goals that they want to achieve. I also greatly enjoy empowering and advocating for those around me who do this work and the joy and empowerment I receive from being a part of Seneca.
 
What is a recent highlight you’ve experienced in the work or an important lesson you’ve learned in this role? A recent highlight from my work with TCM at Summit Olympus is the therapeutic connections I have experienced throughout this year. Specifically, through working with one of my kiddos on my caseload and seeing how hard they have worked to commit to their goals that they have co-created with me within TCM. This young person and their family have had a difficult time connecting with other providers and have frequently shared their difficult experiences within receiving mental health support. I have been truly honored and grateful for their trust and our ongoing therapeutic partnership. Through being connected to TCM, community resources, and working with school administration this student has been able to better their mental health and will be graduating with their diploma at the end of the year. I am extremely proud of their hard work and look forward to seeing them become the independent young adult they are striving to be.

​Share your life motto or something unique about yourself.: “Love is a combination of care, commitment, knowledge, responsibility, respect, and trust” & “love is an action never simply a feeling” – Belle Hooks 

Blog By: Jenny Ventura, Senior Director of Education Innovation

In the last year, UE Constellation – which serves partners San Lorenzo, Castro Valley, and Fremont – doubled in size. More cases? More staff? More problems? Perhaps. More grit? More resilience? More celebrations? Definitely.

Washington Manor Middle School, tucked away in the city of San Leandro, began with a rather lackluster start. In the fall of 2024, the counseling enriched classroom (CEC) welcomed exactly one student through its doors. Despite the low enrollment – and the notable absence of permanent teacher – our Seneca staff were determined to build a program that would meet it’s young scholars where they are in order to help guide them to where they want to be.
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The Washington Manor team is made up of our clinician, Sierra K., and two new mental health counselors, Judith H., and Whisper T. Our clinician has seen the silver lining of a small caseload and worked to create a therapeutic space that reflects the needs of the students, while simultaneously inspiring them to begin exploring the endless possibilities that lie ahead of them.

This team focused on providing continual counseling support, creating and maintaining a safe space for students to practice self-regulation and autonomy, as well as supporting a small rotation of guest teachers to implement consistent curriculum. During those first few months, we were extremely grateful to the Washington Manor administrators, Nicole Sandoval, school principal, and Andy Waranoff, assistant principal. Mrs. Sandoval and Mr. Waranoff not only expressed their interest in getting to know our growing group of students but also made intentional efforts to welcome UE Constellation into the ‘Wolf Pack.'

In December of 2024, the Washington Manor CEC was beyond elated to welcome an incredible long term guest teacher, Erik Guiterrez. His addition to the classroom helped to round out our incredible team, improving student participation and even managing to increase student time in the general education setting. These changes allowed the mental health counselors to bring the amazing work they do into more mainstream classes, which in turn, has served to create stronger relationships within the Washington Manor community.
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As the CEC continues to grow, this collaboration stands as an inspiring example of how strong partnerships can create meaningful change for students and foster a sense of community and support for everyone involved. With hard work and dedication, this team is setting the foundation for brighter futures, one student at a time.

Blog By: Tatiana Toscano, Assistant Director of School Partnerships

Position: Classroom Counselor 

What led you to your current position? When I was growing up, I had the privilege of having a community that placed value on my mental health and prioritized my emotions. I saw the benefits of going to therapy or talking about my feeling but never saw that reflected in the classroom. I felt very supported at home and with my therapist, but it felt very isolating and taboo to talk about those things while at school. In college I started to work with youth from Continuation High Schools and fell in love with advocacy work and Restorative Justice. I knew I wanted to work with students but was not sure in what capacity. I continued to work with students in different capacities like being a literacy interventionist and an afterschool teacher. I was able to learn and see different ways to support students academically but always felt like their mental health and emotions were being ignored or not acknowledged enough.  I knew i wanted to work with youth and be able to support them with their emotions and behaviors. 
 
What inspires you to do this work? My two biggest inspirations are the clients we work with and the staff. I am always in awe of how hard our clients work every day to reach their goals. There are weeks that sometime feel never ending but seeing our clients' perseverance and dedication inspires me to push through and make it to the end of the week. In duality with the hard work of our students I am inspired by the continued efforts of staff to find new ways to engage and support our clients. I am inspired by seeing how staff advocate for our clients and are constantly trying to model the things we preach. 
 
What is a recent highlight you’ve experienced in the work or an important lesson you’ve learned in this role?      One of the most important lessons I have learned in this role is to have more patience. Understanding that growth is not linear, and we have to take things one step at a time. We cannot work harder than our clients and there will be times that we need to exercise that patience and work at the pace the client needs. 
 
Share your life motto or something unique about yourself. "Ya la bailada quien te lo quita", is one of my mottos. This roughly means, go for it, at the end of the day no one will be able to take that experience away from you so have fun and try things even if it is just once.  

The Seneca Washington Specialist Team is comprised of School Psychologists, Occupational Therapists and Speech Language Pathologists/Assistants. We work in 10 charter schools in the Puget Sound region supporting diverse learners through special education, 504 plans, MTSS and many other ways. Some of our students struggle to communicate effectively due to limited speech or language skills. This may include students with speech sound disorders, Autism, intellectual disabilities, motor difficulties, traumatic brain injuries or neurological conditions. 

Individuals with communication limitations may use AAC to help them access communication. AAC stands for Augmentative and Alternative Communication. The American Speech-Language-Hearing Association (ASHA)’s website explains, “Augmentative means to add to someone’s speech. Alternative means to be used instead of speech.” AAC includes tools and strategies to support or replace speech, helping individuals communicate with the world around them. ASHA outlines: 
 
There are a lot of different types of AAC. No-tech and low-tech options include things like 

• Gestures and facial expressions 

• Writing 

• Drawing 

• Spelling words by pointing to letters 

• Pointing to photos, pictures, or written words 

 
High-tech options include things like 

• Using an app on an iPad or tablet to communicate 

• Using a computer with a “voice," sometimes called a speech-generating device. 

 
AAC is an important tool in promoting inclusivity for individuals with speech or language challenges. It supports students in accessing their classroom and school community and being able to communicate with others. AAC can help students communicate their wants, needs, feelings and opinions. It also allows students who might not otherwise be able to communicate with others, communicate with their teachers and peers. AAC can also empower students with communication challenges to access their curriculum, contribute to discussions, and participate in classroom activities. The use of AAC also supports individuals in having more independence.   
  
There are some common misconceptions around AAC and some hesitancy to recommend AAC soon in the special education process. But there is no need to delay introducing AAC to students with communication challenges!  Early implementation can promote language development, and have a positive impact on social communication, cognitive skills and speech development. The use of AAC will not prevent or delay speech development. Research shows that AAC actually enhances the development of natural speech and language.  
 
Using AAC helps students by reducing barriers, fosters independence and ensures that students can express their thoughts, needs and ideas. By integrating AAC into the school environment, school teams can create more accessible and equitable spaces. If you have a student who may benefit from AAC, please reach out to your Speech Language Pathologist or Occupational Therapist at your school for guidance and support. 
 
The Seneca Washington Speech Language Therapists created this document All About AAC. Check it out to learn more.  

Blog by: Gini Sanders, Director of Specialized Services

Position: Resource Counselor at Lazear Charter Academy

What led you to your current position? I was in the Wraparound program for almost five years before I joined Light the Change. I became a mother a couple months before making this switch and needed something with a consistent schedule. I was working with two Wrap clients that attended Lazear and when I visited, I got to know the school and kids a bit more. When the position became available, I was a bit hesitant because I loved my work with Wraparound and dreaded the thought of leaving my kids. I can truly say that I am happy I took this opportunity and although I miss my Wraparound kids a lot, I am hopeful that our time together provided them some tools, love, and growth for them to be their best selves! I truly enjoy the work I do at Lazear and hope to continue providing these services to my community.

What inspires you to do this work? I grew up in Oakland and have always been interested in working with kids. I had challenges throughout my childhood and can relate to a lot of the experiences that my kids go through. I want to provide a safe space for them to express themselves, collaborate with parents, and create an environment where my kids can be heard and prosper in their lives. As I am growing as a mother and going through different stages of life, I am finding more empathy for parents and seeing the value of helping them heal themselves so they can get to a point of being that safe space for their children.

What is a recent highlight you’ve experienced in the work or an important lesson you’ve learned in this role? A recent highlight was seeing my TK student attend his PE class independently and sit with peers at lunch. I had been working with him for a couple months on building a relationship with his PE teacher and peers. He would sit alone in class, not eat lunch with anyone, and not play with others. Now, he is going to class without me having to support, he plays with his peers and calls some of them his friends and can tolerate sitting with people at lunch! Seeing this shift in him has been amazing! I could not have done it without the support of his teachers and appreciate their collaboration and openness to different interventions.
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Share your life motto or something unique about yourself. Remembering there are wounds we all carry, not taking things personally, and showing up for others. This work can be emotionally taxing, but seeing the smiles, hearing my name being called from across the school, receiving artwork for me to decorate my walls makes it worth it. I am excited for my son to receive that love from his teachers when he starts school here! 

AMAZING DEVELOPMENT! Certified Wellness Coach (CWC) is a new profession that is helping increase our state’s overall capacity to support behavioral health and the well-being of California’s children and youth in a wide variety of settings, such as schools, community-based organizations, and healthcare providers. The CWC role is designed to enhance the mental health and well-being of all youth by offering preventive and early intervention services through a diverse behavioral health workforce. CWC’s promote wellness, conduct screenings, provide educational sessions, link youth to external resources, offer safe spaces, and make referrals for crisis support as needed, effectively bridging the crucial gap between need and accessibility.
 
​Wellness Coaches can: 

• Provide one to one behavior intervention support (individual clients) with individualized goal setting
• Facilitate small skill groups focused on social skills, coping, wellness, stress management, healthy lifestyle choices, mental health support, building resilience, and much more
• Implement capacity building strategies for general education teachers pertaining to tier 2 interventions and wellness
• Develop and implement strategies to address chronic absenteeism
• Facilitate caregiver workshops 
• Build community connections
• Connect caregivers to external resources​

Within our Unconditional Education Programs, we have recently hired four CWC’s. These wellness coaches are located across East Oakland at Cox Academy, Lazear Charter Academy, Latitude High 37.5, and Lighthouse TK-5. Our CWC’s recently participated in their first official Professional Learning Community, which was facilitated by Emily Marsh, our Clinical Director, focusing on outlining their key responsibilities at their respective sites and small group facilitation. The next Professional Learning Community will be facilitated by our Director of Behavioral Intervention, Darrell Burns. The CWC’s Professional Learning Community consists of a blended behavioral and clinical model to offer a balanced approach to their professional development. The integrated model enhances our holistic approach treatment, allowing CWCs to consider the whole person rather than just isolated needs. In the months to come, PLC will focus on both individual and group skill development as well as behavioral coaching techniques.

By prioritizing the well-being of all students, we can create a thriving school environment where all youth have the chance to succeed. Although this is the beginning of this new and impactful role, I am super excited to see where this journey takes us.

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Blog By: Devina Brooks, Director of School Partnerships

Compass Care is a family-centered, customized intervention that reduces chronic absenteeism for 5th-12th grade students. Compass Care’s ten-week program utilizes advocates (with lived experience) who are curious and compassionate, focusing on the specific needs of a student and their family. Whether those are based in aspects of the school system or other barriers at home, the advocates are prepared for circumstances that range from academic or mental health challenges to concerns for safety to a lack of reliable transportation. Seneca currently partners with schools to address chronic absenteeism through the Compass Care approach in Tennessee, Washington State, and California.

At Compass Care, we believe that the best way to improve our work is to listen to those who experience it firsthand, our students and families. One of the most powerful ways we do this is through our Youth Advisory Board (YAB), a dedicated group of current and former Compass Care participants who provide invaluable insight into how we can better support students navigating chronic absenteeism.

Twice a year, the YAB comes together to review our program, discuss their experiences, and offer feedback on what works, what doesn’t, and where we can grow. Their voices help shape everything from how we engage families to the types of resources we prioritize. The YAB is a critical part of our commitment to continuous learning and improvement.

We also deeply value the perspectives of our Hope Scholars who participate on the YAB, current UC Berkeley students who have overcome significant challenges, including experiences in foster care, probation foster care, or being orphaned before the age of 18. Though they have not participated in Compass Care, their journeys offer important insight into the long-term impact of supportive services, resilience, and access to education. Their voices provide a unique and critical perspective on how we can continue to improve our work and ensure that students facing adversity receive the support they need to thrive.

By centering student voices and lived experiences, we ensure that Compass Care remains dynamic, responsive, and truly student-centered. We are grateful for the passion and dedication of our YAB members and Hope Scholars, whose contributions make our work stronger and more impactful every day.

Blog By: Kenosha Collins, Project Manager of Education Innovation

Clinicians in the Mosaic Outpatient Program provide a range of services to our school sites, students, and their families by utilizing a three-tier model of intervention that includes trainings, workshops, and other supports for the broader school community. Working together, we can significantly increase the opportunities for each student to make progress, advance academically, and meet their potential. Our clinicians are regularly asked by our school partners to conduct classroom and staff presentations. These topics include social and interpersonal skill building and mental health topics such as depression, anxiety or anger management.
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Searles Elementary School in Union City is one of the schools where Mosaic provides services.  In addition to providing individual and group therapy, Maritza Moreno, our clinician at Searles Elementary School, provides classroom presentations to address emerging social-emotional issues.  For example, after ongoing collaboration with school staff, principal Jessie Welcomer identified the topic of “Rumors and gossip” as an important topic that many of the older students were struggling with at school. To support the school, clinician Maritza Moreno organized and held 50-minute presentations for the 5th grade classes with the topic of Gossip and Rumors. This presentation included a hands-on activity involving transferring glitter from one person to another and noticing how glitter is hard to get rid of, easy to transfer, messy and yet appealing at the same time, much like gossip and rumors can be. Maritza then reminded students of opportunities to reach out to trusted adults for support or relying on a new phrase and gesture “No drama, Llama” to communicate neutrality and peace.

Students have expressed that highlighting and bringing attention to the social struggles they’ve been experiencing as well as having tools to manage these struggles, has been helpful. Many students have been seen by school staff, putting up the peace sign while telling their friends “No Drama, Llama”.

The accompanying presentation of this workshop includes psychoeducation about how students that are impacted by rumors and gossip, can be affected psychologically as well as somatically due to stress. This is an opportunity to emphasize empathy. Students are educated about what gossip can look like to help them identify it when they see it. They learn ways they can stand up to students who are trying to spread rumors or take it upon themselves to end the cycle of a rumor themselves.
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This is just one example of the many ways clinicians provide Tier 1 interventions in our school communities while also strengthening their relationships with school staff with whom they work. We are so grateful for the collaboration with our teachers and the invitation to discuss mental health and wellness topics with students throughout the year!

Blog By: Mosaic Outpatient Team