​H.E.A.L. Training Series
 
Unconditional Education (UE) is preparing to roll out the H.E.A.L. Training Series for our school partners.  
 
What is H.E.A.L.?
The H.E.A.L. training series is a comprehensive program designed to foster personal and collective growth through its four key threads: Heal, Engage, Align, and Lead. Each thread addresses critical aspects of professional development, focusing on trauma-informed practices, behavior intervention, relationship-building, culture and climate alignment, and leadership skills. Our current UE Foundation Trainings are included in this series under the Heal and Engage threads. 
Why H.E.A.L.?
Training is more than just a series of “one off” workshops; it is a vital component of creating a cohesive and supportive educational environment. It provides an opportunity for staff to develop a common language and framework that can be applied across various situations. By participating in these training threads, educators can connect their professional learning with school policies, practices, and culture, ultimately benefiting our students.
Next Steps
UE Programs will introduce the H.E.A.L. Training Series to school partners for the 25-26 year.  If you want to learn more about how H.E.A.L. will benefit your school partner(s), please reach out to your supervisor or contact Dev Cuny, [email protected]. 

Blog By: Dev Cuny, Assistant Director of Implementation

Our Unconditional Education team is committed to continuously learning and exploring new ways to enhance the services we provide to all our clients. During Spring Break, we conducted our annual Parent and Caregiver Feedback Survey to capture the diverse perspectives of caregivers involved in all our school-based programs. It’s important for us to get feedback from parents and caregivers so that we can better understand what we are doing well and how we can improve. This year, we contacted 430 families - our highest response rate ever! Here are some highlights from the responses we captured:

• 98% said that Seneca staff are skillful and knowledgeable in their work with their child. 
• 93% said they feel well informed about what their child is working on and how they are progressing.
• 97% said that they feel supported in meeting the needs of their child.
• 95% said their child made progress as a result of their work with Seneca.
• 99% said that Seneca staff care about and respect their child’s racial identity, culture, values and beliefs.

 
We also asked parents and caregivers for their thoughts on how they feel supported with Seneca, which strategies they found helpful, and how we can improve our services and support: Here are a few direct positive quotes that embodies those themes:

“I am happy that you all are serving people from my community and helping kids that really do need it.”

“My child has changed so much since working with Seneca. The proactive communication is the best part. I feel like my child is more a part of school now because of them.”

“The therapist makes herself accessible and easy to talk to. Her being approachable makes everything better.”

“The person working with my child is excellent and her care for the students shows in how she comes to school. They have been a big help to me. There are things she's done that have helped my child become accountable in a very significant way.”

“The counselor that is helping my daughter actually opened her up … [and she] expressed herself. She was able to give her confidence and get her to be herself.”

“I am able to easily communicate with the therapist. She helps me figure things at home and advice that I would have never even thought of.”

“I've noticed behavioral management grow in my child. He is able to verbalize his feelings which he has never been able to do and Seneca has helped with that.”

“Everything that the therapist is doing is very useful … they communicate well with me. She is very good at telling me anything and everything that she teaches my child.”
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“Sometimes, as parents, we are not informed well enough on how to handle certain situations but, with you all, we have learned a lot.”
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We truly appreciate the positive affirmations about our services and are equally committed to identifying areas for growth so we can continue to refine and strengthen our support for everyone involved. We are eager to utilize caregiver feedback suggestions in conjunction with additional stakeholder datapoints from our student and partner surveys that are being conducted to drive program improvement decisions and goals for the upcoming school year.

Blog By: William Chiang, Strategic Initiatives Senior Project Manager

Blog By: Jenny Ventura, Senior Director of Education Innovation

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

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

​Having intentional check-ins in meeting spaces is often an overlooked method of fostering a culture of inclusion and belonging. A well thought out check-in allows participants to feel heard, valued, and supported, ultimately increasing engagement and productivity. When approached through the lens of DEI (Diversity, Equity, and Inclusion), these check-ins can be used as a tool for ensuring that diverse voices are acknowledged and respected within any space. DEI refers to the practices and policies that promote the fair treatment of individuals regardless of their various markers of identity that may be subject to systemic inequality such as race, gender, sexual orientation, disability. Creating a check-in process that actively incorporates DEI principles supports with identifying and addressing potential barriers to full participation, empowering individuals to contribute authentically in meeting spaces.
Some examples of DEI check-in questions are as follows:

• How do you define inclusion? What does it mean to you in a workplace scenario?
• What do you do to continue learning and educating yourself?
• Do you feel confident that you are able to raise your opinions at work?
• What do you feel is important for others to know about your cultural background?
• Do you feel your unique strengths are recognized and utilized within your role? Why or why not?

A DEI-driven check-in can ensure that everyone within a space has equal opportunity to share their own thoughts, experiences, and perspectives. For example, check-ins that ask participants to reflect on their personal experiences with inclusivity or to share anything they need to feel supported can bring deeper insight into how individuals are feeling and what they might need to fully engage in the space. These intentional check-ins not only highlight the importance of diversity to everyone participating but foster a more inclusive environment where everyone feels empowered to participate. Incorporating DEI principles into check-ins is a practice many meeting spaces within the behavior strand have adopted, which has ultimately lead to more meaningful and productive conversations.

Blog By: Justin Vizinau, Behavior Supervisor

​During the 23-24 school year, behavior strand leaders participate in a bi-weekly learning community. This space allows leaders from different programs to gather, share, and learn from one another in a free-flowing manner. This year we have focused our efforts on coaching and supervision. Our main resource is “The Art of Coaching” by Elena Aguilar.  The books states, “The Art of Coaching offers all the tools necessary for professionals who coach educators. It demystifies the process of coaching with easy-to-apply, immediately actionable ideas. Elena Aguilar offers a model for transformational coaching designed for new and veteran coaches, teacher leaders, mentors, principals, and other administrators.” The information below has helped guide my thinking as I support others with their beliefs around behaviors, academics, and the educational system.
 
In chapter 3 of the “Art of Coaching”, the author introduces a framework titled “The Ladder of Inference”. This framework provides a tool to see how our beliefs are formed and why we do what we do.  The “Ladder of Inference” is formed around 7 concepts.
Concept 1: Observable Data and Experiences
Concept 2: Selected Data      
Concept 3: Added Meaning
Concept 4: Assumptions
Concept 5: Conclusions
Concept 6: Beliefs
Concept 7: Actions
 
The role of a coach is to support others with moving through the steps listed above to form their belief system. As leaders,  we must actively explore our beliefs systems, to see transformational and sustained change within our school systems. Finally, “The ladder of Inference is a tool to help us delineate the cognitive steps that lead to our belief system, When we guide clients down the ladder, they can explore other ladders to climb up. This is how we dismantle racist belief systems, or beliefs systems about boys and education, or girls and math, and so on.”-Elena Aguilar

​“We all wear different hats here, formal and informal. Can you talk about the hats you wear in your community and what they mean to you?” This was a question my housemate asked someone applying to live in our cooperatively run house during their informal interview. It is a question I’ve been subliminally thinking about at work all year. 

In distance learning, however, many SSAs are trying on the ‘teacher’ hat in new ways. One SSA said that last year she felt like a lot of her job was, “...a lot of crisis response and general in-the-moment behavioral redirections, incentive plans, tracking, and stuff like that,” whereas since distance learning, her work has shifted to encompass more of an academic support role focused on supplemental teaching. Some SSAs are also running reading intervention groups, or in my case, a community meeting every day for a group of sixth graders. School staff are spread thin, and as SSAs, we often flex and bend to fill in the gaps. With shortened class periods and long independent work blocks, there are a lot of academic gaps to fill. 

Providing emotional support also looks different outside the often hectic school setting, with both potential for disengagement and intimacy. One SSA said she finds herself, “often feeling like a therapist” during her one-on-one Zoom check-ins with kids, with “a lot more kind of ‘talk therapy’ that comes up.” In the words of another SSA, “...we spend the most time with students, so we often have to switch out of different hats because we have to meet the different needs of the students throughout the day.” The need for emotional support has always been there, but the opportunities and needs for one-on-one check-ins with students have grown during this year of isolation.
 
One SSA described our role as always wearing the hats of teacher, therapist, case manager, and behavioral coach rolled into one, and for her that hasn’t changed during distance learning. The main difference for her is that she is now finally accessing training on supporting students’ needs outside the behavioral realm: “For example, I had to dispense a lot of academic content without any training on how to teach math, ELA, etc. to students [last year].” This year, however, she had the opportunity to receive some training around supporting students with academic needs. 

​Sometimes I feel spread too thin as an SSA. Other times, I feel grateful that I get to be so many different versions of myself in one day. To a group of 12 sixth graders, I’m their community meeting teacher. To other kids, I’m the person who helps them with their schoolwork and organization skills. Then there is my 3rd grader who asked, “Wait, are you my therapist?” And I get to take the things I’ve learned in each of these roles and apply them to whatever situation I find myself in. It’s a balancing act that can be draining, and is not for everyone, but I find that grounding in the relationships I am building—despite whatever hat I’m wearing—keeps me from slipping.

My role as a Student Support Assistant has primarily involved supporting students in being the best version of themselves at school and beyond. While on campus, this mostly involved providing academic support, behavioral guidance, incentives, redirections, positive reinforcements, conflict resolution, etc. However, in the world of distance learning, this support has looked a lot different. It became evident that the primary needs coming up for students were not just related to school. Due to the pandemic and its various consequences, students have communicated to me that their families are experiencing significant financial hardships: they are unable to eat breakfast, or they have run out of soap and shampoo because their families cannot afford groceries or supplies. I quickly came to realize that these needs come first: it is nearly impossible to succeed in school with a hungry belly, or without being able to feel clean.

It was with this knowledge that I was able to mobilize members of the community to donate items and funds to support the students and families who were struggling most. Through the generosity of the local community, we raised over $4,000, four car loads of soaps, shampoos, diapers, etc. and have partnered with a local food distribution company to provide monthly produce donations to consistently provide families with healthy and fresh food. The funds have supported families that have lost loved ones to COVID-19, covering funeral costs. The hygiene supplies and household items have been set up on display in one of the classrooms on campus as a “free store” where families can visit and “shop” for what they need. The produce has provided families with pounds of fresh fruits and vegetables to create healthy and sustainable meals for the entire family unit.

We have all had to think outside the box as school staff this year, tailoring our supports beyond just the school, and seeing the WHOLE child and the real time issues coming up for each student. I feel it a privilege during this holiday season to hold the title as a Student Support Assistant, and to support and assist students and families in a meaningful way during this difficult year.
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Be safe, be healthy, and Happy Holidays to all.