Equity and Student Support
The Equity and Student Support Department fosters health and wellness and intervenes to remove barriers to academic success.
Mental Health and Behavioral Support
Mental health and well-being will continue to be addressed as more students transition to F2F instruction. The SEE Learning curriculum will be reinforced through training materials and through incorporating strategies to reduce stress and increase resiliency in-person and asynchronously. In anticipation of the continued need to support in this area, we are finalizing a plan to expand SEE Learning training to instructional staff members in the spring and summer.
Staff members will be provided with training in the Community Resiliency Model (CRM) in December and January. This model is a trauma-informed approach designed to increase mental well-being after stressful events through focusing on stress-reducing sensation-focused techniques. CRM techniques were an integral part of the SEE Learning curriculum delivered this fall. The strategies promote well-being for students and staff members as we navigate the constant changes and challenges associated with the global pandemic.
Wellness Wednesday is shifting to a focus on Weekly Wellness. The Equity and Student Support Department will continue to publish links to wellness activities and resources on the district website and support school-based teams as they continue to promote wellness in-person and virtually.
CSD Social Workers will continue to provide school and family consultation and support. They maintain a current list of community resources to support families in transition and those facing a range of concerns related to academic, social, and behavioral development.
The Decatur Student Center will continue to offer individual and group counseling services. Services may be provided virtually to limit contact with multiple staff members and students outside of typical cohorts.
The Equity and Student Support Department continues to focus on our commitment to social justice and racial equity. Race-based trauma and stress are a threat to health, safety, and mental well-being. In addition, they create barriers to academic success, thereby limiting post-secondary education opportunities. We will provide SEE Equity training for staff members in preparation for redelivery of the curriculum during the spring. We will initiate racial affinity groups for staff members in January to support their efforts toward allyship and/or combating racial battle fatigue, and we will also continue curating the resource pages on our website to assist students and parents navigating equity topics and/or race-based trauma.
CSD will continue to implement Georgia’s Multi-Tiered System of Supports (MTSS) Prevention Framework that includes processes aligned with Response to Intervention (RtI), Student Support Team (SST), Positive Behavioral Intervention and Supports (PBIS), and Wrap-around Services to appropriately address students’ social, emotional and ethical needs necessary for improved outcomes and positive effects.
Accommodations will continue to be implemented to the greatest extent possible for students who elect to continue full virtual instruction as we move to the next phase of face-to-face learning. Any reviews or initial evaluations of 504 plans will reflect the students’ needs in the virtual learning environment.
Students that are currently eligible for 504 plans who return to face-to-face instruction will have all previously documented accommodations implemented to the greatest extent possible and in accordance with local face-to-face learning protocols. School teams will review the 504 plans for students found eligible during the virtual learning time period to determine the need for any classroom-based accommodations. Reviews will take place after there has been adequate time for observation and assessment from teachers.
School psychologists will continue to complete evaluations in the face-to-face format that has been approved by the district. SST, Eligibility, and IEP meetings will continue to take place virtually. For children that return to the face to face environment, evaluations will follow the return to learning protocol outlined at each school. Psychologists will continue to follow the COVID screening protocol and temperature checks for students who are continuing in the virtual environment prior to coming in for a face-to-face evaluation.