Pennsylvania State Education Association

Message from the president

I hope each of you are taking care of yourself in this strange 2020-21 school year. This year is certainly very different from our norm, but I can tell you I am getting more hopeful for the future all the time.

I want you to know that you are part of a unique group of individuals known as the Department of Pupil Services (DPS). You are the counselors, psychologists, dental hygienists, home and school visitors, social workers, and nurses. You make things happen for students when others cannot. I just want to take a moment to thank you. You are a special group of PSEA members.

Thank you, to all of you who attended our 2020 virtual DPS Conference last summer, and I hope that you’ll be able to join us for our August 2021 virtual conference (look for information in your email in late spring) visit PSEA DPS Homepage . The 2020 sessions had a variety of topics that interested most members. I hope you found the sessions that you attended to be informational and beneficial. If you missed the conference or you want to view other sessions, please visit PSEA’s Center for Professional Learning. For more information visit PSEA Center for Professional Learning .

I would like to take this opportunity to thank every DPS committee member, the conference coordinator, and PSEA staff who assist us in making our annual event a success. All these individuals help deliver a spectacular conference. Please continue to take advantage of these opportunities through PSEA’s Center for Professional Learning.

Thank you DPS members for everything you did beginning on March 13, 2020, until the end of your school year and throughout this crazy year. We offer student support services that may have been absent when students were no longer regularly attending our brick and mortar buildings. Many of you found creative ways to continue assisting students and meeting their needs. DPS members are unique, and we always find a way to support our students who depend on us.

We have members in many educational settings: Many continue to work virtually, and some of us work in the school buildings with students, while others are working within some type of hybrid scheduling. In whatever situation that you find yourself, thank you for what you are doing to make your students successful. They need you, and many will seek you out to meet their needs.

During this unprecedented time, while giving so much of yourself to others, please be sure that you are taking care of yourself. Stay protected!

Thank you.

Louise

Seven suggestions for planning for the future

We can support each other in turning our tragedies into growth, recognizing the joys amongst the ongoing difficulties, and reestablishing school communities to serve everyone with greater justice and equity (Asby et al., 2020). As we return to in-person, virtual, or a combination model of education, we will need strategies to support the mental health needs of both educators and students. Use the seven suggestions outlined below as a guide to help plan for an uncertain future that keeps the mental health and well-being of our staff and students in mind (Asby et al., 2020):

Foster safety and equity by cultivating a compassionate school community. Reassure students that caring adults are working to keep them safe and that they also have a part in keeping themselves and the community safe. Start with the clear message that your school community is a team and that you will all work together to return stronger than you were before.

Build community. Take the time to get reacquainted with each other and form deeper relationships than you had before the COVID-19 pandemic. Recognize that “community” does not look the same as it did last spring, and it may not feel the same. Building community will be valuable for all students, families, and staff, but could be lifesaving for those most at risk for trauma and mental illness.

Work with community partners to support student and staff mental health. Teachers who have an expanded toolkit for connecting with students, addressing equity, demonstrating empathetic support, knowing where community and school resources are, and designing learning activities to strengthen student and family resiliency will be positioned to provide valuable guidance to students and families. Educators can teach students coping and resiliency skills to respond to their mental health challenges while not forgetting to alleviate their own stressors.

Acknowledge and address grief. Teachers, school administrators, and other support staff should understand the differences between children who are moving through grief in a healthy way, and those who need additional support and resources to manage their grief reactions. Be aware that students who exhibit grief symptoms for an extended period may need further intervention.

For more information, please visit nasponline.org/resources-and-publications

Reestablish routine and connection to help children feel safe in processing intense feelings and moving through grief. Reach out, provide space, and encourage students to connect with educators or other trusted adults or counselors to talk about their safety concerns. Offer students a way to connect privately if there is something that they need help with or are worried about.

Use mindfulness to teach self-regulation at school and home by being present, calm, compassionate, grateful, and reflective.

Create a vision for a better future together. The best way to predict the future is to create it. To truly create a vision for the future, school leaders and educators must invite as many voices as possible into the process of creating that vision and carrying it out.

Detailed information and references related to these seven suggestions can be found at mhttcnetwork.org and the National Association of School Psychologists (2015) addressing grief: tips for teachers and administrators. Retrieved on July 28, 2020 at nasponline.org/resources-and-publications/resources-and-podcasts .

A note from your School Nurse Section President - Alice Uhrich 

Thank goodness for March! It comes in like a lion and out like a lamb. It feels like that is just how the 2020-21 school year began. Let’s hope it ends like a lamb.

Many school nurses have been back in their school buildings with an almost full complement of students since August. Others have experienced hybrid schedules, and some are just now returning to face-to-face instruction.

Nurses have been instrumental in COVID-19 contact tracing and quarantining of students since August. I want to take a moment to commend all the nurses who responded so professionally to this pandemic challenge. Even though we planned all summer for what we thought would be the reality of COVID-19 return to school, it looked totally different for some nurses.

Many school nurses are doing BinaxNOW or Standard Q COVID-19 testing in their school districts. We are educating colleagues and community members about the COVID-19 vaccines and helping to calm those who fear the experience of a robust immune response. We are working very hard to help colleagues and their families try to locate resources for vaccinations, and some are volunteering at sites to help to administer vaccines. We truly are public health nurses.

National Nurses Month is quickly approaching; this year is certainly proving the importance of our school health staff. I hope that you feel valued and appreciated for all your extra efforts. But even if that outward appreciation is lacking, please know that as your colleague and representative to our statewide Pupil Services Committee, I have continued to fight for answers to your questions and timely guidance from the DOH. Additionally, I have sung your praises to everyone who would listen. School nurses are superheroes, and I thank you for all that you do to keep your school community safe.

Those of us who have been in person are struggling with mandated screening requirements, immunizations, physicals, and dentals. Some of us have done screenings much like our pediatrician offices by using the vision camera, while others returned to the Snellen chart taped to the back side of a Plexiglas separation shield. I noticed my electronic health record system has already updated with the Moderna and Pfizer vaccine listed under immunizations.

One of the good things that occurred during this pandemic was the use of alternative ways to receive education without traveling nights or on the weekends. I recently attended the PSEA Special Education Conference held virtually. I always heard the conference was great but could never attend because it was an additional weekend, and PASNAP was my priority.

I believe one of the good things that COVID-19 has taught us is alternative ways (or should I say old-school ways) of having fun as families. Many families have increased in size with additions of children, grandchildren, nieces and nephews, and daughters and sons-in law. My heartfelt sympathies to those who have lost loved ones during this pandemic.

I look forward to a breath of fresh air with spring. I have seen the mourning doves nesting, and my daffodils and tulips are sprouted and waiting to display their beauty. I also look forward to the PSEA Department of Pupil Service Conference that will again be virtual this summer. The committee is working hard to bring you up to date on education to prepare you for the 2021-22 school year.

My dear colleagues, as always, I wish you all the best for the rest of the 2020-21 school year. We can see the light at the end of the tunnel. Summer will be here before you know it, and that is the time for you to rest, to refresh, and to recharge! Have a healthy remaining school year, and I hope to see you at the Virtual DPS conference this summer.

Meet our new School Counselor Section President

• Name - Jennifer Senavaitis or Mrs. S. (that’s what my students call me).
• School role - 8th Grade School Counselor and Whitehall-Coplay Education Association Vice President
• PSEA role - Newly appointed School Counselor Section President and Eastern Region Representative.
• How long have I been a school counselor? 14 years - I have worked with children and families in the mental health arena and in Children and Youth Services prior to my current role as a school counselor. I think I can safely say I love working with kids and families.
• What inspired me to become a school counselor? I had an amazing high school counselor and would not be the person that I am today without her knowledge, kindness, and support.
• What is the best thing about being an 8th grade school counselor? The students and their families - the relationships that I have developed over the years drive me to be the best version of myself that I can be.
• Piece of advice you give to your students - “People treat us the way that we let them. If someone isn’t respectful of you, tell them. If it happens again, realize it’s OK to walk away and find someone else who respects you and your ideas.”
• The hardest thing about being a school counselor - Watching your students struggle with problems at home or in their social circle and not being able to make them go away. If only the position came with a magic wand…
• Advice for a school counselor who is new to the role - Surround yourself with people that you can lean on and bounce ideas off. Talk to other school counselors either at your building, in your district, or connect with others at a local school counselor association. Don’t be afraid to ask for help and remember, you can’t fix every problem, but you can always be kind, supportive, and gentle with your words. Sometimes, that is all that our kids need.
• Favorite book right now – “Maybe You Should Talk to Someone” by Lori Gottlieb - this is more a book to read about working in the mental health arena.
• Cool resource - The Pennsylvania School Counselor Association’s Staffing Report– paschoolcounselor.org  check it out!

Connecting with PSEA has allowed me to advocate for school counselors and for school mental health resources. Please feel free to share your ideas with me or just connect to continue to build our school counselor network. jses8117@msn.com or 267-251-2402.

March is National Social Work Month

As many of you know, March is National Social Work Month. This is always a great opportunity to recognize and publicize the work that social workers and home and school visitors do in schools. Our national organizations have developed some materials you can use in this initiative:

• The National Association of Social Workers (NASW) is using the theme Social Workers Are Essential. The School Social Work Association of America (SSWAA) theme is Beacon of Hope.
• In Pennsylvania, Gov. Wolf proclaimed the week of March 8-12 as Home and School Visitors/School Social Worker Week.

Social worker certification will be happening this year according to PDE sources. PSEA members served on the working group that completed the application documents, which were received favorably by PDE. Concerns regarding the “grand-parenting” of existing SSWs and HSVs with a SW qualification were passed onto PDE, and they also sought PSEA staff input.We encourage PSEA members to check the latest developments with their PSEA representatives, PDE, and colleges that provide school social work and HSV training programs.

In Memoriam - Candice Highfield

It is with great sadness that I report the passing of Candice Highfield on Jan. 7 from COVID-19. She was a social worker and HSV from Hempfield School District. Candice also worked for the Lancaster-Lebanon Intermediate Unit in her first SSW/HSV position and previously worked in child protective services and social services in Lebanon County. Hempfield EA, administrators, the Lancaster County SSW/HSV group, and neighboring schools collaborated in a “Wear Green (and crazy socks) for Candice” memorial event on Jan. 11. There was substantial newspaper coverage of her passing.

Section President – HSV/SSW Section of PSEA Division of Pupil Services

As I will have completed my second two-year term as HSV/SSW Section President for DPS, I would like to step down from this position. Voting will occur at the section meeting of the DPS Conference in August.

The duties of section president include: attending the four DPS Board meetings (two in Harrisburg, one at the DPS conference and one virtual) and provide a report for each meeting, convene meetings of the HSV/SSW section (usually at the DPS Conference), and coordinate SSW/HSV communications through PSEA through the The Specialist newsletter. You may be asked to attend meetings such as legislation development and speak on behalf of HSV/SSWs, but you can delegate this task if you do not feel comfortable or are unavailable to attend. You may receive inquiries from members and others from time to time.

Remember that you will always have the support of PSEA staff and previous presidents and board members. Travel, food, and accommodation expenses will be reimbursed under PSEA committee member reimbursement policies.

Nominations will be accepted up to and including the SSW/HSV Section Meeting - date to be announced later. For more information, please contact Peter Fidgett at fidgettp@gmail.com.

Submitted by Home & School Visitor/School Social Worker Section President - Peter Fidgett

Students Failing to Meet Grade-Level Expectations: Creative Solutions Needed

Despite the challenges of educating remotely, teachers, students, and parents have risen to the challenge, and many students continue to not only survive but thrive. The practice of education will be forever changed as we have learned new and sometimes more efficient methods of learning, educating, and collaborating.

Yet, the dark underside of remote education during a pandemic will be a force to be reckoned with as we approach the last quarter, trimester, or semester, and decisions must be made about grade level promotions. I don’t know the percentage of students who are at risk of failing the current school year, but I do know it is much more than other years, and districts may be looking at how to address half of a class, a grade, or a school student body that did not meet the expectations for promotion.

There is a correct tendency to believe that the failing students were already “at-risk” students. For example, students with learning disabilities, students who speak English as a second language, and students who have been identified with anxiety, depression, or a neurological difference. However, my experience is that these “at-risk” students were never at risk of being retained at any point in their education. The student failures I have seen are students who could not adjust to learning through a computer even with teacher and parent support. Being engaged in their education changed, and they struggled to academically engage online.

For one student, the family had multiple stressors exacerbated by COVID such as a family death unrelated to COVID, poor internet, and the loss of income in the family that required the student to work more hours at their part-time job. For another student, their issues with depression and anxiety worsened, and they fell into a social withdrawal with a loss of extracurricular activities.

When I asked one adolescent why they were not inclined to make more of an effort toward engaging in school, they noted a poor connection to their teachers and peers, little faith in education making a long-term difference in their life, and a lack of interest in college due to the cost.

These stories focus on secondary school students, but elementary students are also struggling with signing on and completing work, even when offered one-on-one support. Sometimes this is because they are learning in a childcare setting that can’t create a school climate, being supervised by siblings, or they are learning while their parents are working from home.

My hope for these failing students is that school staff continue to display creative problem- solving about addressing students who did not meet the academic criteria during the school year and focus on reengaging and keeping these students on their educational track. Retention may be appropriate for some students, but retention as a first-line intervention may only further disengage these students.

The following are a few ideas that need to be further developed and adapting expectations may need to occur. This may include lowering how a passing grade is defined or adding special projects that can be created and accepted to supplement grades. Additional opportunities need to be created to fulfill expectations. Can there be in-person summer school for all? Can credit recovery programs be used or created?

Schools need to prepare to develop creative ways to assist students in accessing additional academic supports to increase academic skills now and when students return to a more traditional school setting.

Submitted by School Psychologist Section President Ginny Kelbish

Acknowledging Grief in Schools 

Grief is not a single emotion, but a spectrum of emotions (Alexander, 2020). The COVID-19 pandemic is a traumatic event experienced by all of us. As we return to the classroom, acknowledge what you and your students lost. Name the grief: sadness, regret, envy, guilt, shame, peace, gratefulness, relief, frustration, fear, yearning, depression, anger, joy, hope, anxiety, confusion, numbness, and resentment.

Acknowledge your grief and allow students the time to acknowledge their grief. Everyone has had their own personal journey related to the losses and quarantine experience. Everyone has a story to tell. Take a breath and tell yourself you can manage this. Allow yourself the time to tell your story. Listen to your students’ stories.

Take the necessary steps for you and your students’ successful full-time reentry to school. Steps you can take should include: 1) modeling calmness and optimism 2) reaching out to everyone in your homeroom 3) expressing excitement about school and 4) emphasizing safety procedures are in place (Poland, 2020).

Due to stress, children may be irritable or clingy, may regress both behaviorally and academically, may demand extra attention, may have difficulty with self-care, sleeping, and eating, and may worry about the future (Bartlett, Griffin, & Thomson, 2020; Poland, 2020). Child abuse is likely to have increased in some families but may not have been reported. Some students and families lost loved ones to the virus while others are struggling with financial hardship. Be alert for any increased signs of stress and an ongoing pattern of emotional or behavioral concerns in your students. Know the warning signs for depression and suicide. Do not hesitate to reach out to your school counselors, school social workers, and school nurses for additional assistance and referrals if necessary. Students’ responses to stressful events and trauma are unique and varied but normal and understandable.

Provide age-appropriate information to your students. Start by finding out what they know about the virus and do not dismiss their fears. You can create a safe physical and emotional environment by practicing reassurance, routines, and regulation (Bartlett, Griffin, & Thomson, 2020). Reassure students about their safety and the safety of loved ones; maintain routines to provide children with a sense of safety and predictability; and support children’s development of regulation. When children are stressed, their bodies respond by activating their stress response systems. To help them manage these reactions, it is important to both validate their feelings and encourage them to engage in activities that help them self-regulate (Bartlett, Griffin, & Thomson, 2020). Implement the “Teachable Moment Lesson Plan” (Poland, 2020) to allow students to have their voices heard and their concerns shared. The primary factor in recovery from a traumatic event is the presence of a supportive, caring adult in a child’s life (Bartlett, Griffin, & Thomson, 2020). Be that supportive, caring adult in your students’ lives.

References:

Alexander, A. (2020). Grief is not a single emotion. The Pennsylvania State University. Retrieved on July 8, 2020.

Bartlett, J. D., Griffin, J., and Thomson, D. (March 19, 2020). Resources for Supporting Children’s Emotional Well-being during the COVID-19 Pandemic. Child Trends. Retrieved on July 8, 2020.

National Institute of Mental Health. (2019). Suicide Prevention: Signs and symptoms. Retrieved on July 9, 2020.

Poland, S. (2020). COVID-19: School Reentry…Promoting Social and Emotional Wellness. Retrieved on July 8, 2020.

Submitted by DPS Committee Vice President Charlene Koretz

Congratulations to the NASP National School Psychologist of the year winner, Julia Szarko from Central Bucks!

The National Association of School Psychologists (NASP) is pleased to announce its highest awards for 2021. Congratulations to Julia E. Szarko, Ph.D., NCSP, the 2021 School Psychologist of the Year, and to Deborah Peek Crockett, Ph.D., NCSP, the 2021 Lifetime Achievement Award recipient. These individuals represent the best in school psychology and outstanding commitment to the profession and to improving the lives and learning of children and youth. Learn more about their awards here.

We need to hear from you

The next meetings of the DPS Committee and the School Nurse Section will be held virtually in mid-April. Please reach out to your region representative today to share your concerns, questions, and success stories!

The PSEA DPS and SNS committees welcome new region representatives, Rachel Griel and Jennifer Senavaitis!

Meet Rachel:

My name is Rachel Griel. I am the new Central Region SNS member from State College. I am excited to serve, so please reach out to me with any questions or concerns at rgriel@comcast.net. I work in the Bellefonte Area School District, covering the middle school and two of the elementary schools as the department chair. I am a member of the National Association of School Nurses and the Pennsylvania Association of School Nurses. 

I earned my master’s degree and School Nurse Certification (CSN) at Eastern Mennonite University. I originally studied nursing at Geisinger Medical Center School of Nursing where I earned a diploma. After Geisinger, I attended The Pennsylvania State University to earn my bachelor’s degree. I am a member of the Pi Mu Chapter of Sigma Theta Tau.

After graduating from Geisinger, I worked at Mount Nittany Medical Center (MNMC) (known then as Centre Community Hospital). I worked most of my career in Critical Care Services and was quite often the charge nurse. I was crossed trained to the emergency, medical and surgical departments, and recovery room. For the last few years of my time at MNMC, I worked as the Clinical Coordinator. While I worked at MNMC, I also worked at a Geisinger Family practice office as a staff nurse.

After leaving MNMC, I worked in the State College Area School District as a licensed health room paraprofessional. This experience is what encouraged me to go back to school to earn my CSN. This year is my fourth year of work in the Bellefonte Area School district (BASD). I love my job as a CSN and working in BASD. Of all the jobs I have had over the years, this is by far my favorite.

I am married to my high school sweetheart, Lester, who is a nurse practitioner. We have two beautiful children: Jennifer, who is studying Theater, Film, and Media Studies at Temple University; and Jessica, who attended the Culinary Institute of America for a year but with COVID is struggling with the necessary adaptations, so she is taking some time off to figure things out.

We have two dogs - Felix and Rex. I enjoy reading, knitting, going to the beach and the pool, cooking, and volunteering. I am a very active volunteer with Girl Scouts, currently serving as the Community Cookie Chair and Cookie Cupboard. I was honored at the 2016 Rose Cologne Volunteer Recognition Dinner for my work with Girls Scouts.

National Dental Hygienists Week
Begins April 4

National School Nurse Day
May 12

PSEA Department of Pupil Services Conference
August - virtual session dates TBD

School Psychology Awareness Week
November - TBD