To most students, Bill Sanders and George Tyler are known by their students as Mr. Sanders and Mr. Tyler. For one student, though, Sanders is known as ‘dad’ and Tyler is known as ‘big dog’.

Sanders and Tyler are members of the Duquesne City School District’s Behavioral and Emotional Support Team — or BEST program for short. The six-person team — which is supervised by Benetta Thomas – is staffed by Pressley Ridge and placed in the district’s three emotional support classrooms as Student Intervention Specialists. 

Their job — in brief — is to provide an additional level of support and guidance in three emotional support classrooms, which are separated into the K-2, 3-5 and 6-8 grade levels. In order to do their job well, though, it’s imperative that they build uniquely strong relationships with their students. So strong, in fact, that some students might look at them as father figures or role models.

“I try to be everything for them,” Sanders said.

The BEST program started at the Duquesne City School District in the 2022-23 school year. Sanders and Tyler were on the ground floor of the project, working first in the K-2 classroom. This school year, the program expanded from two to six team members, with support from Project SEEKS SES,  a partnership between the Allegheny Intermediate Unit (AIU) and the Allegheny County Health Department (ACHD), ten school districts and three universities to explore a variety of resources to address trauma, behavior and mental health supports for students and staff.

Students put into emotional support classrooms exhibit challenging behaviors, like difficulty establishing relationships or utilizing coping skills. Hence, all of the BEST program is trained in CPI (Crisis Prevention Intervention), trauma-informed practices, and restorative practices, making them well-qualified to help students manage these behaviors.

“Overall, I think it’s been really good and it’s helped our teachers to be able to function in that space with a strong emotional support program,” said Rachel Butler-Pardi, the district’s Mental Health and Behavior Support Coordinator. “It’s a very cohesive model where they’re working together and learning to identify any of the challenges.”

The BEST team is carefully crafted, with a special focus put on hiring team members that are from or familiar with the Duquesne City School District. Tyler is a 2007 graduate of the district, while Sanders also attended the school before moving on to graduate from the East Allegheny School District.

Being able to return to their home district has been quite gratifying, Tyler and Sanders agreed. But beyond that, it’s helped them develop strong relationships with the students, knowing they can bond over a common ground of having once walked the same hallways.

“We’re from the community and kind of know the kids outside of school. We know their parents well, and we know some of their stories. We just try to be there for them,” said Sanders.

“When you come here, it’s just like a family. You get to love these kids from their stories, and just knowing their history. You just try to make them succeed.”

The number of success stories are countless. Tyler remembers a student that would consistently roam the hallways, but now stays in class. Another student seldom would talk to anybody, but now will initiate conversations with a number of people. Another student, in Sanders’ words, was “doing the most” and wouldn’t come to class.

“We had a week or two with her. After that she would hug me when she got it in there and we got her milk and cereal. Every week we made progress,” Sanders said.

Beyond anecdotes, Pamela Zackel-Dunnabeck, the district’s Director of Special Education Services, said that both regular education and special education teachers, as well as administrative staff, have seen a decrease in the intensity of the behaviors of the students that are participating in the BEST program. Behavioral data is collected monthly and compared to the previous month’s and last year’s data.

Jenna Guido and Amber Toner — both emotional support teachers in the district — said that the BEST program’s support has been instrumental in their classrooms. Guido noted how she often teaches the value of coping skills for her students, and that the BEST program is able to help them utilize those skills by taking them on walks. Butler-Pardi, additionally, said she’s been able to bring extra programming into the emotional support classrooms — like Venture Outdoors — due to the extra level of support in the classrooms.

“The kids have such a good rapport with them. That is helpful to have those extra people to go to. Sometimes they want to work next to them because they really love them,” Toner said. “And I think any type of connection that our kids can make is helpful for them. Any positive relationship is so beneficial.”

With the help of the BEST team, Guido said it’s been most gratifying seeing her students progress and recognize their own potential. Students that once might’ve dreaded coming to school are now eagerly awaiting it, knowing they’ve got plenty of friends waiting for them.

“Our kids want to come to class in the morning. They’re there as soon as the doors open in our rooms. There’s a difference now in their motivation. They want to come to class and they want to do better for themselves,” said Guido.

“They can do so much, and they might’ve not known that. But with that extra support, they can see it. It’s like an aha moment.”

In a time when teacher burnout and staff shortages are especially relevant issues in education, Gina Walter believes it's important for educators to practice what they preach.

“I think it’s really important that we as educators learn to take care of ourselves,” said Walter, a high school counselor at the Cornell School District. “I think that if we don’t take care of ourselves and be healthy emotionally, socially and physically, then we have to think about if we’re being helpful for the kids that we’re teaching."

On April 15, Walter was one of a large, diverse group of educators from throughout the region that attended an Educator Self-Care Day at the AIU. The purpose of the event was to connect attendees with a number of resources and self-care methods that they could take with them into their personal and professional lives.

Ursula Lesis, an organizational development consultant, coach, facilitator, and educator, started the day with a keynote speech entitled, ‘Permission for Self-Care: Embracing Vulnerability, Resilience, & Awareness’.

Attendees then separated into breakout sessions for lessons — many of them hands-on — throughout the building. Among the many activities, attendees participated in yoga, meditation, mindful movement, forest bathing, sound baths and pet therapy.

“I’ve never been to an event like this before,” said Abby Longwell, the assistant principal at Cornell High School.

“A lot of times we’re told things that we can do and what we should do in schools, but in this one we’re actually sitting there and doing it. So to be able to actually sit in a sound bath and experience that, to learn about therapy dogs and actually play with them, to do mindful movement, it was really helpful.”

Longwell and Walter concurred that they’ll look to bring some of the skills learned back into their district, especially making note of the sound baths and pet therapy. Down the road, they're p;anning to hold an educator wellness day for their district. The day offered plenty of ideas for the event.

“We talk about incorporating wellness and mindfulness and therapeutic services to our students, but a lot of times as staff members, we don’t take that initiative to help ourselves,” said Longwell. “So an event like this opens doors, and you get to learn new skills that you can implement into your everyday life.”

When Shannon Wanless talks about social-emotional learning (SEL), her eyes light up. Wanless, the director of the Office of Child Development at the University of Pittsburgh, has long been a proponent of SEL, and the value of teaching it to children as soon as possible. But until this point, she has never been more optimistic about the spread of SEL in the greater Pittsburgh area.

 

“I feel more hopeful about SEL than ever, because I think we’re starting to take ownership that it’s just not the school’s responsibility. Social-emotional learning is about building relationships and how to be together with each other in our community. And that’s everyone. That’s families, that’s libraries, that’s out of school time, that’s universities,” said Wanless. “The opportunity to get everyone in the room together and start to imagine how we all take ownership over this and really build the community we want to live in feels like the first time of many, many more.”

 

With support from Project SEEKS SES, a grant partnership between the Allegheny Intermediate Unit (AIU) and the Allegheny County Health Department (ACHD), ten school districts and three universities that explores a variety of resources to address trauma, behavior and mental health supports for students and staff, Wanless and the Office of Child Development have been able to spearhead a wide-ranging community of practice centered around SEL. 

 

 

Since October, Wanless and the Office of Child Development have led meetings that bring together faculty and staff from six higher education institutions in the county. During each meeting, a carefully chosen picture book centered around a SEL topic is read and discussed. Simultaneously, family centers and families, elementary schools, school leaders and early childhood providers around Allegheny County have also been having meetings focused around the same SEL topic and book each month.

 

During a meeting at the AIU on March 28, all of these groups came together to discuss what they’ve learned thus far, while also reading and discussing ‘A Day With No Words’, a book by Tiffany Hammond centered around a non-verbal, autistic child. The opportunity to bring such a diverse group of people around a primary goal – spreading SEL — was rare.

 

“I’m just overjoyed. It was a culminating moment of bringing all of the different groups together for the very first time, and feeling that level of energy, excitement and hope in the room makes me see we’ve got a strong path forward,” said Wanless. 

 

“The reason that we do this in a community of practice is because we want to build relationships among the people that are there because we know that change doesn’t happen with one person alone. Big changes happen when we all come together and support each other.”

 

During the meeting, Jamie Upshaw, the founder & Executive Director of Autism Urban Connections, Inc, led a presentation called ‘Intersectionality: Autism, Gender & Race’. Upshaw shared her experience as a mother with a child on the autism spectrum.

 

Books like ‘A Day With No Words’ — centered around representation — are common within the community of practice. Marla Woody, a reading specialist at Urban Academy of Greater Pittsburgh, said sharing books with diverse representation has been helpful in her practice.

 

“I think it’s important for students to have a sense of belonging, to feel safe, to feel accepted. To feel safe in their environment and feel that people accept them and see them regardless of what issues or circumstances they're dealing with or have,” said Woody.

 

Participants across the community of practice have lauded its effectiveness. Christal Edmunds, a professor at Point Park University, said the meetings have helped strengthen what she’s already been doing in her classes. Effectively, she’s been able to better teach her classes of future educators about ways to implement SEL in the classroom.

 

Vincenne Revilla, also a professor at Point Park University, echoed those thoughts, noting how the meetings have helped inspire her and her colleagues to develop a special endorsement for social-emotional learning that will soon be offered to students. Revilla also noted how her and her colleagues will soon be going to England to meet with schools and universities in the area, partially around SEL. She plans to share details about the community of practice.

 

“When we’ve left each meeting, we’ve been able to reflect on the content, and it’s strengthened our passion and also focused our work more intentionally,” said Revilla “This program that started out of the University of Pittsburgh’s efforts, there’s a ripple effect now, and we’re going to tell the story about what we’ve done here and how it’s benefited us as professionals.”

 

The social-emotional learning community of practice will continue through May, culminating with another meeting at the AIU. 

When asked for feedback about the wellness rooms in his district — and the behavioral health specialist and behavioral health technician who staff them — Cornell superintendent Aaron Thomas is rather direct.

“I couldn’t be happier,” said Thomas. 

This school year, the Cornell School District transformed two rooms in the school into wellness rooms — essentially mental health hubs. Rachael Quesenberry is the district’s behavioral consultant, while Jacob Gettle is the behavioral health technician. Both work in the district through Wesley Family Services. The wellness rooms are supported by Project SEEKS SES, a partnership between the Allegheny Intermediate Unit (AIU) and the Allegheny County Health Department (ACHD), ten school districts and three universities to explore a variety of resources to address trauma, behavior and mental health supports for students and staff.

“They’ve done a wonderful job of getting to know our teachers and our students,” Thomas said of Quesenberry and Gettle. “You’re just seeing a greater comfort level there, and now you’re seeing certain kids who need the check-ins and certain kids that need the support are getting them.”

Thomas said he believes there’s always been a need for greater behavioral and mental health support in school districts. In the years after the height of the COVID-19 pandemic, Thomas said that need was magnified. That made adding Quesenberry and Gettle an easy choice, once funds became available.

“I think it’s shed light and made social-emotional learning part of our common language and our common understanding of what social-emotional learning is, and behavioral health and mental health,” Thomas said of the COVID-19 pandemic. “I think it’s also normalized that it’s OK to get burned out, or frustrated or have anxiety.”

Quesenberry and Gettle have quickly fit in well into the district. Once the rooms started to come into form – and the two started in the district — they began bringing students together in the rooms for introductory activities, while also asking them for feedback for what they’d like to see.

“A lot of what’s in the rooms is influenced by the kids,” said Quesenberry.

Quesenberry supports the whole school, while Gettle largely supports elementary-aged students. The two both help out with a student when they’re in crisis, but do most of their work based on referral forms from staff. Once a referral is received, it goes through the student assistance program — looking to see what supports already might be in place — before determining that Quesenberry and Gettle are needed.

When that’s determined, a form is sent out to a parent or guardian before Quesenberry and Gettle meet with the student to map out a plan and next steps.

Of the students they’ve worked with, Quesenberry and Gettle believe they’ve been able to make a big impact.

“We definitely see marked improvement within the classrooms when we get feedback from the teachers. Kids that were doing cartwheels and flipping off desks and stuff are now not doing that. They’re able to sit in their chair, focus and are really thriving academically. They’re really kind to their peers,” said Gettle 

“Ultimately, independence is something we very much strive for. We are able to offer support and guidance, but once a kid can do it on their own, we really try to back off.”

Cornell Elementary Principal Jeff Carter lauded Gettle and Quesenberry’s work, especially noting their ability to smoothly navigate crisis situations. Before the two came onboard, Carter noted how crisis situations would oftentimes fall on his shoulders. He’s been happy to back off and place those situations in Gettle and Quesenberry’s capable hands, as they assist students in regulating and evidently being able to thrive academically.

“It’s such an impact with the kids. I know they’re not therapists, but I almost consider it therapy,” Carter said. “Thanks to the wellness rooms, kids are getting the help that they need. They’re doing a great job, and for kids that need the next level, they’re doing a great job of expediting that process.”

Gettle and Quesenberry are able to do their jobs well not just due to their qualifications, but also because of their kind and thoughtful demeanor. While Gettle might have the title of a behavioral health technician, he likes to think of himself as something simpler: a friend.

“I want to be a friend, just as much as what my actual title is. I want to be someone they can talk to and feel comfortable with,” said Gettle “If you’re connecting with them when they’re in Kindergarten, hopefully that connection stays as the years go on.”

On March 20, the AIU and Project SEEKS SES held its eighth virtual community of practice meeting. During the meeting, the West Mifflin School District and the University of Pittsburgh talked about their partnership through Project SEEKS SES. 

Due to grant support, the West Mifflin School District has been able to create two fitness rooms stocked with fitness equipment and counseling services. To read more about that initiative, click here.

Noelle Haney, West Mifflin's Director of Pupil Services, presented during the meeting. You can view her presentation here.

Additionally, Elizabeth Miller, a Professor of Pediatrics, Public Health and Clinical and Translational Science at the University of Pittsburgh, shared details about the Pittsburgh Study, among other initiatives. You can view her slides here.

Each community of practice meeting focuses on a shared topic of interest between school district, higher education and community partners. Each meeting is led by the Project SEEKS SES coordinator, Shannon Fagan, in conjunction with a school district/university partner and subject-matter expert. 

For video of the community of practice meeting, click here.

In education, Tom Ralston is a firm believer in the value of stepping out of the regular day-to-day and broadening horizons.

With that in mind, Ralston thought about ways he could help energize teaching students and professors at the University of Pittsburgh, and take them out of their regular schedules. With support from Project SEEKS SES, a wide-ranging grant partnership between the AIU, ACHD and local school districts and universities, Ralston organized a trip to SXSW EDU, a yearly education conference in Austin, Texas that runs from March 4-7. 

Taking 27 people in total — with that group encompassing undergraduate, graduate and doctoral students and professors — the experience was eye-opening and reinvigorating.

“My heart is on fire for education again after hearing so many impactful sessions from professionals,” said one student.

“As an undergraduate, I never expected to be present at a conference surrounded by such amazing individuals. Not only did I gain much knowledge and experience from Pitt faculty, students, and staff, but what I learned from educators across the country is invaluable,” said another student.

Ralston, an assistant professor and director of the Forum for Western Pennsylvania School Superintendents at the University of Pittsburgh, said he’s been to SXSW EDU before, and was blown away by the breadth of the conference. According to the SXSW EDU website, the conference features “renowned speakers, thought leaders, and industry experts” and covers “a wide range of topics, providing attendees with valuable insights, inspiration, and actionable takeaways to drive positive change in education.”

“It’s a really good conference. It has a wide variety of different workshops, presenters and speakers. There’s something there for everyone, and it leads you to have a really diverse audience,” said Ralston.

“I’m trying to energize our students and faculty. It’s rare that folks have the opportunity to go to a conference like this, especially students.”

Over the course of the trip, Ralston said he was focused on consuming a number of workshops, especially focusing on social and emotional learning. Among workshops that stuck out to Ralston, one speaker focused on the value of bringing comedy to teaching, while another talked about how to ensure that neurodivergent students are cared for in the classroom. One student raved about hearing from Kimberle Crenshaw, an American civil rights advocate and a leading scholar of critical race theory.

“We came home with really solid tools,” Ralston said.

With such a diverse group of students and professors on the trip, Ralston said an added bonus was the relationship building that formed, uniting students and professors that might not usually engage with each other.

“It was really interesting. We saw this organic relationship building among our group. People who didn’t know each other got to know each other really well over the four days we were there. They built some really solid relationships that I think will continue in the future,” Ralston said.

Now that attending students and professors have had a chance to marinate on what they learned over the trip, Ralston is hopeful and confident that the conference will act as a tool for inspiration. At its core, that was the main point of the trip, to not just provide a unique opportunity to attend such a large conference, but to springboard students and professors in their learning and teaching.

“For the professors, I hope that it has some impact for the classes they teach. For the students, it could be inspiration for the work ahead of them and further work they plan to do,” Ralston said. 

“I’ve always believed that we have to get out of our own area to learn more and to hear other perspectives. This provides a whole different lens to look through. I think it’ll be a huge inspiration for them.”

When asked about success stories within the New Directions program at the Penn Hills School District, Thomas Kilcrease’s and Carter Carles’ eyes light up.

There’s been a lot. Carles remembers taking on a group of five friends, with one student in particular doing the worst out of the group in school. That student is now well on track to pass his grade level, and is tops academically within his group of friends. Another student turned his academics around, and got his first 100 percent on a test.

“He came back just to tell me he got 100 percent because he never got 100 percent on a test before. He was like ‘call my parents and tell them,’” Carles said.

“Just to see him light up and be so proud of himself was awesome.”

“These are the types of stories that get us here every day,” Kilcrease added. “We’re starting to see kids who haven’t ever experienced academic success realize that they can do it.” 

New Directions is an alternative to suspension program in the Penn Hills School District, first piloted several years ago at the district’s Linton Middle School, when former superintendent Nancy Hines looked to bring a more restorative approach to the district. The program had so much success that the district decided to expand it to the high school in 2022. 

That’s where Kilcrease and Carles work. Kilcrease is a New Directions counselor, and has been with the program since its inception at the high school. Carles works in the district through Pressley Ridge, and joined this school year as a New Directions liaison. The program is supported by Project SEEKS SES, a grant partnership between the Allegheny Intermediate Unit (AIU) and the Allegheny County Health Department (ACHD) that addresses trauma, behavior and mental health issues in ten school districts.

So what is New Directions? At the high school, the program has steadily evolved. Kilcrease and Carles deal with behavioral counseling and helping students get on the right track academically, among other things. They might also help connect students with mental health resources, should they need them, while also bringing in outside providers to work with the students, like Expect Respect or the Neighborhood Resilience Project.

Students are assigned to the program by the building principal for behavioral and academic issues. The end goal isn’t to discipline the student but to do the program’s namesake — send students in a new direction.

“I”m so thankful and so pleased with them. It’s such a breath of fresh air for this school,” said Penn Hills High School principal Tricia Mayo. “I am absolutely amazed at how they’ve been able to provide this level of support for our students emotionally, socially and academically.”

“What it does is kind of replace the old ISS (in-school suspension) model. Normally, the old ISS model is you kind of sit in a room and do your work — that sort of thing. But what we started to do is have conversations,” Kilcrease said of the program. “We have conservations that help the students think about their decisions and behavior and why they were referred to the New Directions and hopefully conversation leads to strategy and goals for behavior change.”

Both Kilcrease and Carles remember spending time in ISS at one or another as students. They don’t believe they learned much from the experience — beyond short-term consequences. New Directions has allowed the two to give back to students something they wish they had in difficult times.

“I think we're helping them learn so much more about themselves, and that’s something I never got,” Carles said. “Nobody else told us when we were younger, and now they have us to learn these things that we didn’t.”

New Directions will often start with some conversations — conversations that continue throughout a student’s time in the program. Carles will look at a student’s grades, attendance and work they’ve missed, and print it out. She then goes over SMART goals with the student, before discussing overall goals, like where they want to be in life and what they want to work towards, while also examining who and what motivates them. 

“I’m trying to understand who they are outside of academics, and then I set up a support plan,” Carles said. “That helps them look at themselves so much differently, and it helps me understand who they are.”

Carles will also help tutor students if necessary. This wasn’t initially part of the New Directions plan, but Carles’ good memory and willingness to help in any way she can has made this an invaluable piece of the puzzle.

“I don’t know how I remember everything from high school, but I do somehow. In the classroom, a lot of kids don’t want to raise their hand and ask for help. And a lot of them are getting up and leaving because they just don’t get it,” Carles said. “So I can sit down with them and help them get it, so now they’ll stay in class because they understand what’s going on.”

Beyond academics, Carles and Kilcrease help train the students in things like self-control, self-awareness and self-accountability. These learned skills have been valuable in reducing fights. Throughout it all, Carles and Kilcrease oftentimes have to dole out tough advice and reality checks. Getting students to listen — while it might take some time— isn’t too difficult, as Kilcrease noted him and Carles are generally relaxed, chill people. Plus, the students can tell they care.

“They have this trust towards us. They know that we care, and we’re going to be honest about where they are, whether it’s about their academics or things in their personal life,” Kilcrease said. “You may not like it, you may not like what we have to say, but they keep coming back because they respect the fact that we care enough about them to be honest and have those conversations.”

After the honesty, Kilcrease is quick to note that him and Carles always have a plan for a student, and aren’t just doling out reality checks without laying out steps for change. And those steps continue, even after a student is out of New Directions. Kilcrease and Carles regularly check in with students, even after they’ve reached success outside of the program. 

Their docket of students continues to grow, but that doesn’t stop Kilcrease and Carles from being who they are — well-intentioned, genuinely kind people, who just want to see students thrive.

“We definitely know that we’re a big part in helping some students get through the day,” Carles said. “And that feels good.”

On February 21, the AIU and Project SEEKS SES held its seventh virtual community of practice meeting. The meeting revolved around Youth Mental Health First Aid (YMHFA) and Teen Mental Health First Aid (tMHFA).

Thanks to Project SEEKS SES support, Chatham University is providing both YMHFA and tMHFA. During the meeting, Dr. Christie Lewis shared details about both programs.

The PowerPoint that Dr. Lewis presented during the meeting can be found here. If you are interested in holding YMHFA or TMHFA at your school or program, please see this form. Dr. Lewis can be reached at clewis1@chatham.edu.

Each community of practice meeting focuses on a shared topic of interest between school district, higher education and community partners. Each meeting is led by the Project SEEKS SES coordinator, Shannon Fagan, in conjunction with a school district/university partner and subject-matter expert. 

For video of the community of practice meeting, click here.