​UE Constellation program is excited to highlight Creekside Middle school!
​Creekside is located in Castro Valley and is one of 2 middle schools in this small east bay town.  Castro Valley Unified School district is not new to our partnership as we have supported the CEC classroom at Redwood High School (the district’s credit recovery campus) for several years.  But this year our partnership has expanded to include Castro Valley High school and Creekside middle school!
This is our first full school year with Creekside middle school.  Last year the partnership initially began with a single outpatient provider who held a small caseload and attended to a range of crisis needs.  But this year we are excited to have expanded to a full counseling enriched classroom (CEC) which includes our Clinical Intervention Specialist, Casey Soto and 2 Mental health counselors Yorelis Gutierrez and Madelaine West.  The dedicated team provides a range of tier 3 services including individual, group and family therapy, direct behavioral support services, crisis intervention, case management and collaboration with district partners including most closely the district special education teacher. The team has proudly represented the Seneca FOA values of love and compassion, hope and courage, respect, curiosity, joy, equity and justice.  Through their dedication and modeling we are aligning our shared vision of the partnership in an exciting way.
We look forward to continuing to strengthen this partnership so that students who were initially being transferred out of district for services can return to their home communities to receive support and care that aligns with the shared values.  

Blog By: Jessica Welsh, Clinical Supervisor

We’re excited to highlight Malcolm X Academy Elementary School (MXA), located in the vibrant Bayview Hunters Point neighborhood! MXA embodies the values of freedom, justice, and equality, aligning beautifully with Seneca’s commitment to unconditional care and education. The school is a cornerstone of the community, providing invaluable support and resources to its students and families.

This year, we have our Clinical Intervention Specialist, Shaina, and Student Support Assistant, Nelson, who are dedicated to offering Tier 3 services– therapy, intervention planning, direct behavioral services, and collaborating with the students’ support team to ensure quality and equitable care.

In addition, Shaina has collaborated with school social worker and has taken Seneca’s support a step further by introducing “First Fridays,” a wonderful initiative aimed at fostering connections and building community among the MXA community. 
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“First Fridays were started with a goal of building community among ALL staff at MXA – teachers, support staff, admin, BGCSF, Seneca, and beyond. We open our office on the first Friday of every month between 11:30am-1pm and encourage all adults to socialize, enjoy a treat, listen to music, nap on an adult-size bean bag, color, or whatever they may need. The MXA team dedicates so much energy, time, and love to our kiddos and we want to celebrate, appreciate, and love on all of them regularly. We believe that by being in community and experiencing collective joy, we can best support our students and each other”- Shaina

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Blog By: Cristina Sanchez-Cruz, Assistant Director of School Partnerships

Blog By: Jenna Evans, Assistant Director of School Partnerships

Cherryland Elementary School in Hayward, California is entering its fourth year of partnership with Seneca and the UE HEART (Hayward Empowering Advocacy and Radical Transformation) program. HEART supports Cherryland with a counseling enriched classroom (CEC) partnership with the Hayward Unified School District (HUSD). In this partnership, HEART provides 2-3 mental health counselors and a classroom clinician, who work in collaboration with a district teacher. The team works to define individualized goals and strategies to address behaviors that are impacting the student’s ability to succeed in school and engage collaboratively with school staff and caregivers to develop a nurturing, structured setting to promote student success. 
 
Additionally, the HEART program has been working school wide at Cherryland to provide regular training to the staff. Training topics have included trauma informed education, understanding and responding to challenging behaviors, self-care, and most recently, Autism, ADHD, and neurodiversity.   
 
In our regularly conducted surveys, feedback for Seneca’s presence on campus has been overwhelmingly positive. 100% of the school leadership, teachers and school staff (who completed our surveys) strongly agreed professionalism, collaboration, effectiveness, and communication of the HEART program at Cherryland. We love our Cherryland team and look forward to many more years in collaboration! ​

Blog By: Alexandra Rutherford, Assistant Director of School Partnerships

We’d like to highlight our San Lorenzo Outpatient ERMHS program!

The Mosaic Program has partnerships with school districts all over the East Bay (Alameda County), one of those partnerships is with San Lorenzo Unified and their Special Services Department. The program offers therapeutic services to San Lorenzo students in special education that have an Individualized Educational Plan (IEP) and could benefit from Educationally Related Mental Health Services (ERMHS). Our outpatient ERMHS services are a Tier 3 service that offer individual therapy, psychosocial rehabilitation and collaboration with students’ IEP team regardless of their health insurance. We support students’ social-emotional needs and assist with any barriers that may be preventing them from accessing their education. Our services help students improve their academics, behavior, and overall well-being. Since this is a service that is integrated into the IEP, the ERMHS referral is initiated by the IEP team, goes to the district’s school psychologist, then to our program team.
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Our San Lorenzo Outpatient ERMHS team consists of four clinicians: Karla Arredondo, ASW; Ashley Longares, AMFT; Patricia Prieto, AMFT; and Lexy Abreu, ASW. Our clinical team provides therapy services to students in elementary, middle and high school, holding cases at a total of eighteen school sites, every school in the district! Our four clinicians have training and experience in supporting youth of all ages, working in diverse communities, as well as public and non-public school settings in neighboring school districts.  We are dedicated to supporting students with meeting their social, emotional, and academic goals as well as enhancing students’ well-being. The team is excited for the start of the 2024-25 school year to continue to build school community and help provide equity for San Lorenzo students’ education!

Blog By: Mosaic and Pathways Team

​Hi everyone and HAPPY SCHOOL YEAR!!!!
 
As we embark on another school year, I’m filled with excitement for the impact we can create through the work we do in our Unconditional Education (UE) School Partnership Program. Our mission: to increase the academic performance and social-emotional well-being of the most struggling students at our partner schools, and to increase the capacity of partner schools in delivering effective interventions to all students through the implementation of a multi-tiered framework - aims to ensure that every student, regardless of their circumstances, receives the tools and resources needed to thrive academically and emotionally. Whether you’re a UE coach or a Student Support Assistant/Mental Health Counselor, this year is an opportunity to deepen our partnership with schools, refine our practices, and lead with equity, empathy, and purpose. Each of us plays a critical role in advancing the work of Unconditional Education, and how we begin the year sets the tone for what’s possible.
 
To bring our mission to life, we must be intentional about how we engage with our schools and communities. There are several key areas that can guide our work and lay the foundation for meaningful impact. Let's explore how we approach these in the bigger picture, starting with building collaborative school partnerships.
 
Building Collaborative School Partnerships
Our program centers around collaboration, and the first few months of the school year are pivotal for building strong, trusting relationships with our school partners. This partnership isn’t just about what we deliver; it’s about listening to the unique needs of each school and co-creating solutions that honor their community and culture. Remember, we are not just service providers—we are thought partners and advocates, working alongside school teams to ensure that both staff and students feel seen, heard, and supported.
 
Cultivating Safe, Inclusive Environments
A core principle of Unconditional Education is fostering environments where every student feels safe, valued, and can thrive. We all have the shared responsibility of creating spaces that nurture not only academic growth but social-emotional development. This year, I encourage you to be proactive in shaping classrooms and campuses where all students—regardless of background or behavior—know they belong. I know this is no easy feat so remember, you’re not in this alone!
 
Centering Equity and Trauma-Informed Practices with a Healing-Centered Approach
Equity is at the heart of what we do. As we dive into the school year, let’s continue to prioritize trauma-informed/healing and equity-centered practices. Many of the students, families, and sometimes school partners we serve face significant challenges, and it’s essential that we approach each interaction with a mindset rooted in understanding and compassion. As you work within your schools, take time to reflect on how we can reduce barriers to learning and provide tailored interventions that support each student’s individual journey.

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Balancing Professionalism and Flexibility
Working in schools requires a delicate balance of professionalism and flexibility. While we each have clear roles and responsibilities, the reality of school life often demands adaptability. Lean into that flexibility, be open to feedback, and remain solution-oriented when challenges arise. At the same time, maintaining professionalism in communication, documentation, and interactions with school partners is key to sustaining trust and accountability in our partnerships.
 
Investing in Ourselves and Each Other
Lastly and most importantly, let’s not forget the importance of supporting one another. We are a team of passionate professionals committed to creating change, but we can only do that if we care for ourselves and each other. This year, make space for self-care, lean on your colleagues, and continue to seek out supervision and professional development. Our work is demanding, and we need to invest in our own well-being as much as we invest in the schools we serve.
 
As we step into the new school year, let’s hold onto the vision of what’s possible when we bring Unconditional Education to life. Together, we can create transformative experiences for students, empower our school partners, and continue to push the boundaries of what education can be.
 
Here’s to a year of growth, collaboration, and impact!
 
In solidarity and in so much appreciation,
 
Amber

Blog Post by: Amber Fretwell, Executive Director of School Partnerships

Located in Fremont, California, our Walters Middles School CE classroom is part of our longest partnership with the Fremont Unified School District. This classroom is one of our most unique since we get the opportunity to have a Seneca teacher. Our Walters classroom teaches 6th, 7th, and 8th grade students. Most of our students come from our elementary CE classroom in Fremont to ensure a smooth transition into middle school.  

Our amazing teacher Vina Nabor has created a strong community where our students get to be creative with their learning. During this year our students read a couple of plays and had fun choosing a character and changing their voice when reading out loud. For science, the students have had an opportunity to do hands-on projects to help them understand various Science topics.  Being able to learn in a fun creative way has brought back some of the interest and creativity in subjects such as Science and History.
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​Our therapist Shriya and counselors Sam and Melinda are always looking for creative ways to keep our students engaged. They have engaged in activities such as Shark Tank during the long testing days or created their own board game to work on some of those social skills. We are lucky to have the Walters team be part of our Constellation Program! ​

​Our Unconditional Education Partnership at Washington Elementary is built on the foundational values of love, compassion, and joy. We believe that Kindness is a powerful tool for nurturing the well-being of everyone and is a significant step towards empowering our students to be the best versions of themselves.
Kindness week serves as a reminder to everyone in the school community of the importance of treating others with compassion and respect, not just during the designated week but every day. By dedicating specific time and effort to celebrating Kindness, Washington Elementary not only enhances students’ social and emotional development but also strengthens the bonds within the school community. It cultivates a culture where acts of kindness are not just encouraged but celebrated, reinforcing the notion that everyone has a role to play in creating a positive culture and climate.  

​At Washington Elementary school, Kindness week has become a tradition, and every year during the second week in February, the school organizes week-long activities and challenges for students to participate in class and during lunch/recess. Previous projects include making “Kindness Chains”, “Kindness Jars”, “Kindness Bingo”, and reading different books on kindness with discussion prompts. With the goal of bringing the entire school community together, the school organizes an art project that is installed in a common area. This year the art project was for each student to create a “Square on Kindness” with their buddy student sharing either their favorite Kindness quote, a colorful drawing, or sharing what kindness means to them. The squares were all combined to create a giant Kindness poster to display in the library. The culminating art project, the Kindness poster, symbolizes the collective commitment of the school community to uphold and promote kindness, respect, and empathy. Displaying this poster prominently in the library not only serves as a visual reminder of the values espoused by Washington Elementary but also inspires ongoing acts of kindness and reinforces the sense of belonging among students, teachers, and staff. 

​Moreover, by involving students in planning and leading kindness activities, the school empowers them to take ownership of their school culture and climate and become active contributors. This not only boosts their self-esteem but also fosters leadership skills and a sense of responsibility towards others. 

​Overall, Kindness week at Washington Elementary goes beyond just a week-long celebration; it embodies the school’s dedication to nurturing the well-being of its students and fostering a supportive and inclusive learning environment where everyone can thrive. Through initiatives like Kindness week, Washington Elementary is laying the groundwork for a future generation that values empathy, compassion, and kindness in all aspects of life. 

​​At Alhambra High School's Counseling Enriched Classroom, we believe that the connections you make and the emotions you feel can shape your behavior and your experience of the world. That's why we work hard to create a culture that values connections, inclusion, and positivity. Here are some of the specific things we do to uphold these values.

• Connection: The entire CEC team gathers daily to eat lunch together in the alternative/lunch classroom with students who choose to stay back from the larger campus or just want to access a comfortable and inviting space to eat their lunch. We open our door and welcome all students from the larger campus including friends/associates of the CEC students, school admin and teachers, and those that are interested in checking out the "Seneca" space (pictured). During this activity staff and students share laughter, stories, and connect on a human level outside of the rigors of a classroom setting.  

 

• Inclusion: We strive to always create an environment where every person, regardless of title, age, or gender, can be themselves. This means valuing the interactions that happen, modeling behaviors that we want and hope to see, using of gender-affirming pronouns or names, and creating an inviting space for self-expression, particularly in our therapy room (Check out the eclectic range of chair styles).

 

• Positivity: This is where we actively lean heavily into our Seneca's Equilibrium practices and training, with emphasis on Chapters 1 and 2 (familiarize yourself... if this statement sounds foreign to you 🙂). The underlying message of "working together" and being "here" for one another is more than just words but practices that we all take in our interactions as a team, in our exchanges with students and school partners, and how we continue to show up in all spaces. 

Our goal is for everyone who encounters the CEC program to have a positive experience and feel like they are part of the Bulldog community so that they may proudly repeat the school’s slogan of “Once a Bulldog, always a Bulldog!”