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.
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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.
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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.
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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.
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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.
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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.