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2020-12-02 Youth Commission MinutesPage 1.1.1 Youth Commission Meeting Minutes 12/2/2020 Commission Members Present: Chair Owen Lee Treasurer Sydney Pearson Hunter DeLeon Secretary Brook Roberts Grace Kamila Co -Chair Jacob Sawyer Finn Paynich Brooke Rinehimer Zane Marulitua Aaron Nateephaisan CALL TO ORDER Staff Present: Shannon Burley Kim Anderson Councilmember Laura Johnson Guest Speakers: JoAnna Rockwood Robert Baumgartner Community Members: Quincy Laflin Chair Owen Lee moved to call the meeting to order at 6:02 pm over Zoom. Owen read the land acknowledgment statement. APPROVAL OF THE CONSENT AGENDA Chair Owen Lee moved to approve the consent agenda, which included: 1) Pronouns Inclusion Request form as well as instructions on changing zoom names and email signatures to include pronouns 2) Minutes from the 11/18/20 meeting Secretary Brook Roberts seconded that motion Motion passed unanimously DISCUSSION WITH EDMONDS SCHOOL DISTRICT STAFF RE: STUDENT MENTAL HEALTH The guests included JoAnna Rockwood and Robert Baumgartner from the Edmonds School District. JoAnna is a Suicide Prevention Psychologist within the District and is trained in helping teenagers through their mental health issues. Robert is the Executive Director of the Learning Department, which adapts curriculum and oversees the training of teachers; and is the representative from the Superintendent's Cabinet. To reiterate, the Youth Commission's purpose is to advocate for solutions to issues that the youth of Edmonds face. A big issue that the Youth Commission has seen over the past few years is within the realm of mental health among teenagers and students. The Youth Commission is looking for solutions to this problem and would like to work in collaboration with the Edmonds School District. Page 1.1.2 Questions: What is the Edmonds School District's current plan for addressing the mental health issue among students and how will it be/has it been implemented? o In elementary schools, there's a social -emotional -learning (SEL) curriculum guiding lessons in class about bullying prevention, appropriate boundaries, social skills, and stress coping (adapted from "riding waves" curriculum with theme around calming oneself). There are also School Psychologists, Counselors, and a Family Resource Advocate who works in a role similar to that of a Social Worker, connecting families to resources that are available. o At the secondary school level, there are School Counselors, Student Support Advocates (also a Social Worker equivalent role), Student Intervention Coordinator, and School Psychologist. Each school is unique in a way that the Support Advocate will work with students brought to their attention. There is also a contract with the Community Health Center of Snohomish County for therapists that help students who don't have access to mental health resources outside of school for 1-3 days per week, which is funded by a grant with the Verdant Health Commission. This occurs during the school day. Support Advocates check in with students who then work with outside providers to deal with crisis -related issues (homelessness, etc.), and also collaborate with the school's internal problem solving team. o As for mental health curriculum, there is a signs of suicide prevention program presentation delivered through the health or english classes at the high schools. The program is centered around students watching for signs of suicide among other students and reaching out to them, or students who are struggling reaching out to get help from a trusted faculty member. There is a follow up slip at the end of the presentation where students can refer other students who may be struggling to the Counselor. It is not to be seen as a "negative thing", as the Counselors stress that if someone receives a referral, it means that they have people that care about them, giving a sense of community. o Additionally, there is a contract with therapeutic health services in high schools that serve students having co-occuring issues (such as mental health & addiction issues), allowing for a more specialized and intensive approach. o Some schools have social -emotional screeners, which screen students for any potential social or emotional problems they may be experiencing. The District also has procedures relating to suicide prevention with a designated crisis intervention team with trained staff members. o Entering the COVID-19 pandemic and subsequent school closures, a social -emotional re-entry task force was created to answer how to help address the mental health issue and what framework the district should utilize. The framework that was ultimately chosen was based on the psychological first aid for schools model, to which all staff in the district is now trained on; in addition to attempting to get all students & staff to connect within the first 6 weeks of the school year. Page 1.1.3 o In February, planning was started for a significant school closure. Going into the summer, constituents of the district were brought together to plan for a reopening. Groups were created from a pool of —160 staff members to address SEL aspects of student mental health. Each group put together reopening plans that included the SEL aspects and supporting the mental health of students. There was talk about digital citizenship, including how to be safe online, how to respond and educate folks on responding to harassment or trauma in an online environment. Relating to trauma, there was also discussion about trauma informed practices, including understanding the impacts of trauma on learning and overall social wellbeing. Although it was not at the forefront of the discussion, it was related to JoAnna's work on the framework model. o Going into the pandemic, the district didn't think they'd have to purchase a "program". The goal is to build systems of support that build off of existing infrastructures and systems. Every school has things that need to be improved. o Goal is to not have random acts of mental health access, but rather multi -tiered systems of support which identify needs and prescribe a response. For example, in SEL, if they're able to screen effectively, a set of responses are automatic where everyone receives equity and what they need to get to the same level (more/less, etc.) It's designed to ensure that students aren't missed through a rigorous screening process (being if a student meets/is x, then y must be done), but there is lots of work to do. The pieces to the system are there, but there needs to be a way to fill it all, which they're still working on. How are students with special needs identified? Who is identifying and what criteria is use? In this multi -tiered system, what is done with the students who are not caught? o There is an internal problem solving team made up of members of the school administration, counselors, support advocates, and they all address student concerns that are brought to them, oversee how students are being assisted, and manage the McKinney-Vento student support. o CHC therapist referrals are made through the student support advocate. Otherwise, there is no systematic way that is reaching out to the students that aren't showing signs of mental health issues, but are at risk. o Did members of the Youth Commission know about this system? If not, why not? How are situations handled when there is pushback from the student that is trying to be helped? o Again, students can access mental health resources alone if they're 13 or older, but then again, if a counselor is told a concerning thing by a student, they may have to share the information with parents and the parents might ask their child. o Oftentimes, counselors will try to talk to students and ask what barriers they have in obtaining mental health counseling, and also suggest solutions. If a parent must be contacted or a student does not like a solution offered to them (especially if it is the only solution), the counselor will work with the student and meet them halfway. For example, if a parent must be called due to what a student told a counselor, the counselor may allow the student to make that call themselves, or tell the counselor what they want them to say during the call. Students and counselors work as a team to ensure success. Page 1.1.4 Most students have a very basic understanding of these resources available to them within the Edmonds School District, but contract therapists weren't known as common knowledge. Most students don't need to know everything, but they need to know that the school will go to seek out their needs. Biggest challenge isn't access, but rather opportunity (to utilize or take advantage of these resources). o Also, there is very wiggle room regarding deadlines in the honors tracks of high school programs. The honors track programs promote a culture of not being able to fail or fall behind, otherwise one would be set up for failure. Additionally, students may have had it drilled into them that missing class for anything is automatically "bad". This could stem from tardiness from middle school classes being an automatic detention. Both of these factors could deter students away from using the opportunities granted to them by the district to access any resources within school. What education relating to student mental health is there for parents? What has the district done to educate parents on mental health? Many parents come from an angle where mental health didn't matter one bit. o Right now, the ESD is offering a mini mental health series done by the student support advocates on 10 minute snapshots of mental health (stress, depression, anxiety, etc.) These are translated into spanish, as well. o The new superintendent is committed to improving the mental health among students, including having implemented a policy that states that no homeworks will be issued on Wednesday (off -days) and on breaks. The policy was emailed to parents. o There is some kind of trajectory, but the warning sides of mental health problems and suicide need to be pushed into parents. An area that could create growth among both groups is an advisory group with both students and parents. ➢ Thinking about parents who work or have an unstable home situation, how is the district ensuring that programs are equitable for all? o Most major work that has been done is supporting the support and family resource advocates, as they have been on the frontlines the entirety of this COVID pandemic and merging all of their services into one phone number that offers access to all of their services. They have also put their new phone number in the food service bags that go to students. o Creating an in -person location where students can complete their online schoolwork. Location has adequate access to WiFi, laundry services, etc. and has about 105 families interested in using it. The location is at the former Alderwood Middle School. o The multi -tiered systems of support show that 75-80% of students receive support that is sufficient. o Following the early childhood program based on a set of factors including whether or not the student is in the foster system, eligible for DSHS benefits, or in poverty, as well as the family support program. This ensures that students get access to high quality services, but also family services including family education and case management social workers. The program follows certain students throughout their education. o District is closely analyzing the results from their approaches, looking at other aspects, and presenting a model of "wrapping around" and intertwining services. Page 1.1.5 Going back to the stigma of missing classes to address issues, it is important to note that many teachers make a connection between student grades and missing class. The approach of giving students x number of hall passes per year/semester, and being able to turn them in for extra credit could affect grades (difference of getting an A vs A-, etc.) Teachers need to see the entire "picture" of a student's situation, and adjust their approach accordingly. Adding on to the idea of trust, it feels weird that students have to justify a pass to see their counselor, as they may not want to explain their situation to their teacher. It feels like students have the worst assumed of them if they're asked why they need a pass. There's a fine line between people not wanting to share certain things and not getting access to the support they need. In Jacob's situation, he had a major error on his transcript during the college admissions season, and had to get it fixed. He had to reschedule a meeting with his counselor twice (due to class conflicting with appointment), and ultimately had a new counselor in the end as the counselors were switched. It should not be this hard to schedule an appointment with a counselor, even if it interferes with class time as the counselors are the first contact point for any issues and can connect students to the proper resources. Joanna agrees with all points made. If Youth Commissioners would like to ask questions, send them to Owen, and he will send them off to JoAnna (and CCing the entire commission). JoAnna can also be reached individually if you would like to bring up personal concerns. The Youth Commission hopes to meet with JoAnna and Rob again in the future. IV. WELCOMING BACK CASEY All of the Youth Commissioners, including the returning ones, introduced themselves to Casey in a round robin type format. Casey has returned after a 5-month maternity leave. Secretary Brook Roberts moved to recess for 5 minutes Chair Owen Lee seconded that motion Motion passed unanimously V. SUPPORTING WASHINGTON KIDS IN TRANSITION Washington Kids in Transition, which Mindy Woods is affiliated with, is currently holding a drive for gift cards. Because they support the struggling students and families in the Edmonds School District, the Youth Commission fully supports their mission. The Youth Commission is recommending that the public donate to WAKIT, if possible. This will be done in the form of a press release statement that will be sent to MyEdmondsNews and the Edmonds Beacon. Brooke will be drafting the press release statement, and Brook will send her the materials and templates to do so. Then, the Youth Commission will revise the statement via email, ultimately releasing it. VI. UPDATES TO WEBSITES & RESOURCES When posting on the Youth Commission's Instagram account, the social media committee will send posts to the GroupMe chat for approval by all members. Page 1.1.6 o Instagram posts will include the take S to save lives campaign, hotlines for support, commission member takeovers, announcements, and an introduction of the Youth Commission. ➢ To reiterate, there will be a LinkTree link in the Instagram account's biography. In the LinkTree, there will be links to the Youth Commission website and other resources. On the City's Youth Commission website, a link to both the LinkTree and Instagram account will be posted. o The LinkTree links can include mental health resources, press releases from the Youth Commission, and anything that is promoting and discussing the Youth Commission. Everything will need to be constantly updated. This will be determined by the social media committee. How do we address people who post inappropriate remarks? Utilizing the comment filter feature on Instagram to filter any slurs, but for any posts or DMs that criticize the Youth Commission or make fun of the members, they will be left there and ignored (see: Youth Commission hate comments on MyEdmondsNews). Any comments that cross the line will need to be reported to Casey and Shannon. A document will need to be written by the social media committee that outlines what crosses the line. VII. BRAINSTORMING QUESTIONS FOR THE FAIRVOTE WA REPRESENTATIVE There will be a guest speaker from FairVote WA at our next meeting on December 16th. Please come up with questions about ranked choice voting to this representative, Yasmin. VIII. FINAL COMMENTS Casey: please complete your biography for the Youth Commission website, and include your pronouns. She will send out a consent form for photos and videos. IX. ADJOURNMENT Chair Owen Lee adjourned the meeting at 8 pm.