Social Emotional Learning (SEL)
- District Leadership Team SEL Inventory (August 2019)
- RMTSS (Randolph Multi-Tiered System of Support)
- SEL Task Force
- SEL Curriculum Review
- Participated in the following academies:
- Feasibility Study of BRYT (Bridge for Resilient Youth in Transition) at RHS
- Implementation of Toolbox Project PK-Grade 6
- Morning Meeting Routine
- Training among Educators in Grades 6-12 on SEL strategies
- Expanded PBIS Academy
- SEL Academy
- Planning for BRYT at RHS
- ASPIRE Mental Health
- Interface Referral Service
- Massachusetts Comprehensive School Mental Health Systems Collaborative Improvement and Innovation Network (CoIIN)
- Purchased flexible seating and other SEL equipment across the district
- Started partnerships with many agencies: Bay State Community Services, South Bay, Home for Little Wanderers, Riverside and the Quincy Family Resource Center
- Rolled out SEL Resource Page for teachers
- Implemented BRYT at RHS
- Family Success Partnership through READS Collaborative
- Massachusetts School Mental Health Consortium
- Improved, district-wide common referral system for faster response to concerns and data collection
- Screenings on SEL competencies with DESSA through Aperture Education grades K-8 and self-screening for grades 9-10
- Adult SEL programming offered at no cost
- Recipient of DESE SEL/Mental Health grant
- Signs of Suicide curriculum to grade 8 students
- SBIRT (Screening, Brief Intervention, Referral to Treatment) with grades 7 and 9
- Break Free From Depression curriculum to grade 9 students.
Social & Emotional Resources
Covid-19 is putting incredible pressure on families. You might be noticing that you or your child are struggling in new ways, or that old problems are getting worse.
In cooperation with the Randolph Public Schools Pupil Services Department, we are working to provide timely and useful resources to families and students to assist with their social and emotional health and well being.
Our links will provide tips, tricks and strategies that can help; as well as provide additional links to community and government resources that can be of help to you and your family.
Please see our newest links below.
Understanding Childhood Trauma Resource for Parents/Caregivers
HandholdMA.org, a new, user-friendly website for Massachusetts families who are worried about their children’s mental health. It is designed to help families figure if their child’s behavior is something to worry about and if so, what next steps can they take. Check it out! The site is easily translatable to many languages.
Its pioneering model of innovative school bridge programs equips schools to provide short-term intervention, improve student outcomes, get 85% or more of students back to their regular academic schedule, and bring dropout rates down to as low as 8%.
Toolbox Project PreK-6
Toolbox is a research-based social-emotional learning curriculum. It teaches critical social competencies necessary for academic and life success responsible decision-making skills.
SEL Strategies in the Classroom
All educators can support their students struggling with social/emotional/behavioral challenges in the classroom. This training gives them tips on classroom management, routines, and effective strategies. SEL Strategies
District wide Self Care Training and Tips for Staff
Training and Tips Taking care of ourselves is more important than ever as we work to give our students and families a safe and supportive school community
Randolph Public Schools SEL Playbook
Our RPS SEL online resource will provide educators with a quick reference guide on how to best support their students struggling with social/emotional/behavioral challenges. Educators will find quick tips, strategies, short articles, and videos on various topics related to SEL.
Program Development and Improvement
CoIIN- Randolph Public Schools is one of six MA districts chosen to participate in the Massachusetts Comprehensive School Mental Health Systems Collaborative Improvement and Innovation Network
Participation in the CoIIN supports implementation of comprehensive school mental health systems and practices in our district. We are collaborating with districts from across the state and the nation through work with the National Center for School Mental Health.
DESE SEL Academy - Year 2
Focus is on completing a needs assessment in regards to all aspects of a multi-tiered system of support for SEL
Resources (include videos and articles)
COVID RELIEF (Recognizing Emotional Learning, Innovations, and Engaging Families) Communities of Practice Alliance
National Center for School Mental Health
Mass Support Network
MA School Mental Health Consortium
SEL Roadmap Tool Index from CASEL
RMTSS OVERVIEW AND FRAMEWORK
RANDOLPH MULTI-TIERED SYSTEM OF SUPPORT.PDF
Special thanks to all the Randolph Public School Assistant Principals, Central Office staff, teachers, administrators and numerous other Randolph Public School staff who contributed to the creation of this document.
1.1 Vision of RMTSS
The Randolph Multi-Tiered System of Support Team (RMTSS) ensures that every student has access to the core curriculum and access to the use of research-based interventions that supplement, enhance, and support student learning.
1.2 Mission of RMTSS
Randolph Tiered System of Support teams provide schools with a venue wherein a collaborative, problem- solving model can be used efficiently and effectively to support the academic, and social- emotional and behavioral development of students. Through the use of evidence-based, quality instruction, all students can be productive learners.
The core of the data-driven, multidisciplinary and collaborative process is the Randolph Multi-Tiered System of Support Team. The goal of the RMTSS process is to provide support to both students and teachers with the outcome of improving student performance. This document sets forth data collection and intervention practices to be followed by all Randolph Multi-Tiered System of Support Teams in Randolph Public Schools.
1.3 Focus Areas
- Academic Support (UDL)
The design of academic instruction should allow all students equitable access to grade-level standards, or entry points, in learning experiences that are engaging and personalized to meet their needs. Academic instruction integrates evidence-based practices in all content areas so students can make effective progress.
- Behavioral Support (PBIS)
Tiered behavioral systems use primary, secondary, and tertiary levels of support to provide a proactive and preventative approach to behavior for all students. The use of a multi-tiered model provides students with supports built into daily routines where staff and students review expected behavior, and teach that behavior across the school building. In addition, consistent school-wide systems are in place to support frequent positive and corrective feedback to students. It is important that data is incorporated to both identify needs across these tiers, as well as provide feedback on the on-going effectiveness of various individual, classroom, and school-level efforts.
- Social Emotional Development (SEL)
The Collaborative for Academic, Social, and Emotional Learning (CASEL) defines the key SEL competencies as:
- Responsible decision making
- Relationship skills
- Social awareness
These social-emotional competencies allow students to understand and manage emotions, set goals, show empathy for others, establish positive relationships, and make responsible decisions. These competencies will be integrated in all aspects of the school community.
Multiple supports are in place to sustain this mission, including Randolph Multi-Tiered System of Support Teams (RMTSS) at every school in the Randolph Public School system (RPS). The RMTSS is a school-level, problem-solving team that matches interventions to individual student needs in order to supplement, enhance, support and provide access to the core curriculum of the school. At RMTSS meetings, after reviewing background data, potential supports are identified and the team then decides collaboratively which intervention(s) to implement and how the progress of that intervention will be monitored.
The work of the RMTSS is organized within a tiered system of supports, based on the Massachusetts Multi Tiered Systems of Support (MTSS) and the federal Response to Intervention (RTI), with the goals of providing a systematic, research-based approach to teach all students and assess and monitor progress in learning and behavior. The Massachusetts Department of Elementary and Secondary Education (DESE) has created the MTSS to support the academic, social-emotional and behavioral development of children, across early elementary through high school stages. The first tenet of the MTSS is the research-based recommendation that all students receive high quality, core general education curriculum (Tier 1), which can be supplemented with intervention strategies (Tier 2 and Tier 3) as needed. The Tier 2 and Tier 3 levels of intervention provide a continuum of multiple supports to meet the needs of students.
The tiers represent increasing intensity of support and interventions. The movement within the tiers (for both a more or less intensive type of support/intervention) is based on progress monitoring data; the data drives the decision-making throughout the process.
Massachusetts Tiered Systems of Support blueprint
1.4 Massachusetts Tiered System of Support (MTSS)
The Massachusetts Tiered System of Support (MTSS) is a blueprint for school improvement that focuses on system structures and supports across the district, school, and classroom to meet the academic and non-academic needs of all students. It was developed to help guide the establishment of a system that provides high-quality core educational experiences in a safe and supportive learning environment for all students and targeted interventions/supports for students who experience academic and/or behavioral difficulties and students who have already demonstrated mastery of the concept and skills being taught.
Tier 1 supports are available to all students through a general education program. Inclusive practice, which is linguistically appropriate and culturally relevant, is a cornerstone of tier 1. Inclusive practice is defined as “instructional and behavioral strategies that improve academic and social emotional outcomes for all students, with and without disabilities, in general education settings” (Educator Effectiveness Guidebook for Inclusive Practice, 2017). For example, providing students with options and choices for how they learn (i.e, access to books, videos, or direct-teacher instruction), what materials, scaffolds and supports they need to learn (i.e, visuals, exemplars, graphic organizers, rubrics, etc...), and how they can express what they know will allow more students to access rigorous, standards-based instruction.
Tier 2 supports occur in addition to the supports that happen in Tier 1 settings. These supports are generally done in small groups and include additional opportunities to practice skills necessary for core instruction or strategies for enrichment.
Tier 3 provides more intensive support. These are often explicit, skills-based, focused interventions that occur individually or in very small groups. It is important to note that Tier 3 is not synonymous with special education. Students with disabilities may not need Tier 3 support and students not identified with a disability may in fact need Tier 3 supports.
- Academic Support (UDL)