Social Emotional Learning
Social Emotional Learning in the TSC entails supporting our community of stakeholders across our vast geographic district. Our work relies on a foundation of science to meet our staff and students where they are in their growth and development. Our goal is to cultivate regulated educator brain states, build attachment within our learning communities, support regulation with the intention of a return to homeostasis, and equipping all patrons of the TSC with knowledge of their neuroanatomy. Our intention is to align social emotional learning initiatives to a felt sense of safety with a healing-centered emphasis.
The goal of a Neuro Educator is to apply focused preventative applied educational neuroscience strategies to the classroom setting. A Neuro Educator delivers professional development to all stakeholders connected to the 4 pillars of applied educational neuroscience: educator brain state, attachment, regulation, and teaching neuroanatomy. A Neuro Educator aligns to social-emotional learning as it relates to coaching the TSC parents, students, and teachers on building a regulated community of care.
The goal of the Mental Health Liaison/NCHS Grant Coordinator is to provide Mental Health resources, information and accessibility support to the TSC students, families, staff and community. Accessibility grows through community collaboration and partnerships, professional development for staff, consultation with staff, and consultation with families as needed to connect to services.
Applied Educational Neuroscience, School Climate, and Mental Health Education:
Includes training and supports for all stakeholders within the TSC to build Social-Emotional Learning skills and strategies rooted in the Applied Educational Neuroscience Framework, Conscious Discipline and Real Media/Youth Message Development and Mental Health Education. Staff supports include Professional Development, NuStart/INtegrate Staff Wellness Resources, and consultation with the Neuro Educator and Mental Health Liaison.
Prevention and Early Intervention:
Selected levels of prevention and early intervention for students who need additional support, including Resiliency Teams, targeted small groups and 1:1 assistance, School Counseling and Student Service Coordinators, Mental Health Services within the community as needed. *Community Partnership (United Way, Tippecanoe Country Recovery and Resiliency Network, JDI - Restorative Justice, School-based Case Managers and School-based Therapists (Memorandum of Understanding agreements with Community Mental Health and Private Agencies), Conscious Discipline Building Champions for each TSC building for staff and student support.
Utilized for those stakeholders whose needs are not met by prevention and early intervention supports. Various options include community partnerships with Intensive Outpatient Services, Partial Hospitalization, Community or Private Mental Health Referrals, Crisis Intervention, Safety Resource Officers, 504 Referrals when appropriate, and Special Education Referral when appropriate.