Blog By: Stacey Buenavista, Director of School Partnerships

​In January of this year, Hayward became the first city in the Bay Area, and one of the first cities in the country, to divest the city’s stock ownership stakes in four companies that support the genocide of Palestinians (Chevron, Hyundai, Intel and Caterpillar).

​Hayward’s holdings in the four companies amounted to $1.6 million and the motion narrowly passed with a vote of 4-3 from the Hayward City Council. During the city council meeting, nearly 50 people provided public comments, the majority of which were youth from Hayward Public Schools (and some from the schools that we partner with).
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The HEART program is proud to work with youth fighting for the collective liberation of all oppressed people and stand in solidarity with the Palestinian, Arab, and Muslim families in our Hayward community.

Blog By: Jesse Wiltey, Assistant Director of School Partnerships

​We are thrilled to announce that the West Coast Connections program has been recognized by the West Contra Costa Unified School District as the Community-Based Organization of the Year. This prestigious honor is a testament to the dedication and commitment of our team to support children, families, and communities through transformative, trauma-informed practices and school-wide systems of care. Amber Fretwell, our Executive Director, proudly accepted this award on behalf of our agency on September 30th, recognizing the incredible efforts of each staff member who makes our mission a reality every day.

Our partnership with WCCUSD started in 2016 with three Unconditional Education Coaches at Ford Elementary, Grant Elementary, and Verde Elementary, implementing data informed and researched based school-wide interventions. These interventions included Positive Behavior Intervention and Supports, Coordination of Services Teams, Professional Development and Capacity Building for staff, social skills groups for students, and much more.  Over the years, we’ve expanded our partnerships and currently serve 12 schools, providing a range of services.  In addition to UE Coaches, we have Clinical Intervention Specialists who provide therapy for students who qualify through medi-cal, Behavior Intervention Specialists who help develop and implement school-wide behavioral systems, and Student Support Assistance who provide individualized behavior supports for students.  We are also in our first year of training WCCUSD staff on how to facilitate CARE teams to ensure equitable access to services and interventions on school campuses. 
 
This award belongs to each member of our team whose dedication makes a difference every day. Thank you to all the passionate staff members whose hard work and commitment to the children, families, and communities we serve make our program possible. Your unwavering dedication to positive change and your belief in the power of healing and centering the voices of students and families is truly inspiring.
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Congratulations to the entire West Coast Connections team, and a heartfelt thank you to the West Contra Costa Unified School District for this wonderful recognition! Together, we are building brighter futures and creating supportive, equitable spaces where every child has the opportunity to thrive.

Blog By: Laura Lin, Director of School Partnerships

 
The Longwood Elementary counseling enriched classroom team at HEART held a very successful family fun pizza night at Roundtable Pizza Hayward. One of HEART’s intentions this past school year was to find more time for community building and Family engagement. There was 100% turnout by our families and all of the Longwood team attended. The family feedback shared was that they all had a wonderful time and loved having the chance to connect with other families with shared experiences. The team all shared that it was a great experience to spend time with families having fun outside of the school day. This was such a success that our program has planned a family movie night for all seven of our classrooms to see Inside Out 2 on June 18th. We’re looking forward to continuing these events with our families!

Blog Post By: Leslie Davidson, Clinical Director

As Team Berkeley, we have a renewed commitment to building connection throughout our program! 
 
In the recent months we have enjoyed opportunities for students and staff alike to enhance relationships by engaging in new and exciting experiences together. Here is a little bit about a couple of them 🙂.
 
Field Trip to Kirin-
In our Counseling Enriched Classroom program at Berkeley High School, our students took a field trip to Kirin Chinese restaurant in Berkeley. They shared a family-style meal connected to their recent lessons in their Ethnic Studies class. They all reported the food was delicious, they had a great time, and enjoyed each other's company!
 
Staff Outing to Game On-
For a recent staff outing we went to Game On in Berkeley where we engaged in some serious gaming challenges together! They have a variety of "gaming rooms" each consisting of "live action adventure" in which you have to work together to solve one or more puzzles. Here is the link for those who are interested- https://www.gameonberkeley.com/about. Our team had so much fun with lots of laughter throughout the experience!

​Seneca’s Washington programs have made huge strides towards creating a more robust continuum of services throughout the two counties served. One of our newest programs that we’d love to highlight is our partnership with The Boys & Girls Club of King County (BGCKC.) Although the programming and staff who help us deliver services is new, the partnership between Seneca and BGCKC began a few years ago. Our collaboration first began with Seneca clinicians and behavioral specialists leading social emotional groups in clubs identified as needing additional SEL support. We remained in contact with the BCGKC who shared with us their plan to roll out therapeutic and behavioral support to each of their clubs in King County. To help put their plan in perspective, the BGCKC have over 30 clubs throughout the county. They reached out to Seneca to help support their ‘mental wellness’ initiative and our more formal partnership began. 
 
In the beginning, our collaboration included meetings with various community stakeholders and staff of the different clubs to learn directly about the needs emerging; social emotional learning, mental wellness, staff professional development, and individual therapeutic support for youth. With the support of our partners, Seneca began hiring for two full-time clinicians and an Assistant Director who would be the primary leadership for the new program. Early development and continued partnership is currently overseen by one of Washington’s Director of School Partnerships, Katrina Carleton. Katrina was determined to hire a strong and impactful team as this partnership presented as an incredibly unique opportunity for Seneca to bring Unconditional Education to a community setting. 
 
We have since hired one full-time clinician, Erica De Los Reyes, who joined Seneca Washington from California. We love when that happens! Erica has been busy building her therapeutic caseload across a few clubs in the area. The staff who interact with Erica have reported seeing growth in the youth she works with and feel that her presence is a wonderful addition to their clubs. Seneca also was lucky enough to welcome back one of the original Seneca Washington staff, Jackie Rivera, as the Assistant Director. Jackie works alongside Katrina and Erica to help lead the partnership and programming efforts. In an effort to align Unconditional Education work in this program, Jackie has developed an Annual Implementation Plan (AIP) to support ongoing collaboration and support for the BGCKC. Feedback from BGCKC, including staff and youth, has been overwhelmingly positive and both teams look forward to the opportunities ahead. We are excited to see how Unconditional Education can look in this setting and the impact that can be had. 

​Seneca has had an ongoing partnership with Caliber Beta Academy to provide a Collaborative, or Collab Model. At Caliber, we have two clinicians, one behavior support specialist, and one student support assistant who help facilitate this program. The goal is to keep students who might otherwise need higher levels of placement (Special Day Class, Counseling Enriched Classrooms, Non-Public Schools, etc.) in their general education setting.  In order for students to qualify for this service, Caliber has already tried a variety of different interventions. Usually students already have an IEP, academic support services, behavior intervention services, therapeutic services, and possibly speech or occupational therapy services. If these services separately have not been enough to help the student succeed, our staff step in to support with some additional layers.
 
Justin Vizinau, our behavior support specialist, is key in the extra level of collaboration between all the team members involved in students’ treatment. He holds weekly, or biweekly meetings that include all key players for the student’s team.  This ensures regular and consistent communication on student plans, updates on any significant events, and collaborative problem-solving regarding behaviors on campus. In his words, “The highlight of the Collab Model is getting to see everyone come together for the better of the client and seeing everyone’s voice and ideas incorporated into the planning and execution of plans”. 
 
Clinicians Jamila Voltaire and Eddie Vasquez provide individual therapy, and consistent communication and collaboration with caregivers regarding student treatment. Eddie’s highlight for the Collab Model is “Collaborating with people that actually care about our students’ overall well-being makes Caliber a special place. I love working with all the individuals that support our students, and especially love working with our students.” Together the Seneca team helps build capacity of the campus community by providing valuable psycho-education regarding the internal working model of students, and best practices regarding behavioral interventions. 

Constellation is excited to announce our expanding partnership with Castro Valley Unified School District at Creekside Middle School! We have been in discussions with Castro Valley over the past year to lead up to this exciting news! We will be opening our newest Counseling Enriched Classroom in Fall of 2024 at Creekside Middle School in Castro Valley, and in preparation to open this classroom we will be integrating a clinician to start building relationships on campus this school year.

I hope this message finds you all in good health and high spirits as we embark on another exciting school year. I wanted to take a moment to extend a warm welcome to both our returning staff members and those joining our Unconditional Education “UE” family for the first time.
 
The start of a new school year is always a time filled with anticipation and enthusiasm. It’s a time when we can make a positive impact on the lives of our students, foster their growth, and create an environment that inspires learning. Although each year brings opportunities for growth, learning, and inspiration, it also comes with its fair share of challenges and demands. This year, I have a personal goal of “achieving excellence while maintaining balance”, ensuring that I not only excel in my role but also nurture my well-being, and I most certainly want the same for all of you😊. While it is extremely important to deliver outstanding work, it is also equally as important to maintain a healthy work-life balance. Our commitment to providing the best possible services to our students, families, and school communities is unwavering, and it’s this very dedication that makes our UE partnership program exceptional. However, I believe that we can achieve greatness while ensuring that we take care of ourselves and maintain balance in our lives.
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In our roles as educators, mental health professionals, behaviorists, managers, supervisors, and administrators, we often dedicate ourselves wholeheartedly to our work, which is commendable. It is equally important that we find balance in our lives to ensure our well-being and effectiveness in the classroom and school environment. Balancing our professional commitments with our personal lives, taking time for self-care, and nurturing our own physical and mental health are all vital components of being the best educators we can be. By finding this equilibrium, we can bring our A-game to the work and create a more positive and nurturing environment for our students, families, and school communities.
 
Here are some suggested strategies as we embark on this journey together:

1. Quality Over Quantity: Strive for quality in your work rather than quantity. Focusing on meaningful contributions can reduce the need for excessive hours.
2. Prioritize Tasks: Identify high-impact tasks and prioritize them. This ensures that your efforts are directed toward what truly matters.
3. Collaboration: Collaborate and support one another. A strong team can achieve more collectively, lightening individual workloads.
4. Time Management: Efficiently manage your time by setting clear goals and utilizing effective time management techniques. This allows for more productive workdays.
5. Healthy Boundaries: Establish and maintain clear boundaries between work and personal life. Make time for family, hobbies, and self-care without guilt.
6. Use Resources Wisely: Leverage available resources and tools to streamline tasks and reduce unnecessary stress.
7. Learn when/how to Say No: Understand your limits and be comfortable saying no when additional tasks would disrupt your balance, but remember, it is always important to know when and how to say “no”.
8. Regular Reflection: Take time to reflect on your work habits and adjust as needed. Self-awareness is key to finding the right balance.
9. Support System: Reach out to colleagues and supervisors when you need assistance or guidance. We are here to support each other.
10. Celebrate Achievements: Acknowledge and celebrate your accomplishments, no matter the size. Recognizing your achievements boosts morale.

 
Remember that a well-balanced, fulfilled “you” is better equipped to inspire and nurture our students. It’s not about working harder; it’s about working smarter, with intention and purpose. Our students deserve our best, and we owe it to ourselves to ensure we can consistently provide it. By striving for excellence while maintaining balance, we can continue to elevate the standard of education within our UE Partnership Program. I am excited to see the incredible impact we will collectively make on our students’ lives this year, and I’m confident that by prioritizing balance, we will not only thrive professionally but also find fulfillment in our personal lives. Let’s support each other in this journey toward balance. If you have ideas, resources, or initiatives you’d like to share that promote well-being and balance within our UE community, please don’t hesitate to reach out.
 
I am truly grateful for each of you and the incredible contributions you make. Let’s embark on this new school year with a commitment to both excellence and well-being.
 
Here’s to a fantastic new school year filled with growth, learning, and balance.
 
Amber

One of the HEART program goals was to increase awareness of components of DEI and be able to engage in discussions related to gender, race, sexual identity, and equity issues, that will directly impact how our students and staff feel supported. Each month a classroom team developed a presentation about their chosen DEI topic and presented it to the entire program during our all-staff meetings. Some of the topics included Religion, Immigration Status, and Disability. The teams created power point presentations that included videos, interviews, graphs, quizzes and resources for staff and students. Below are several of the DEI presentations - check them out:

• Sexuality Presentation
• Disability Presentation
• Religion Video