Tuesday, January 21, 2020

ALIST Spotlight- Jackie Renegado, MCESC


The Autism and Low-Incidence Coaching Team had the pleasure of working with MCESC Occupational Therapist Jackie Renegado when she was working at MCESC Learning Center West in 2014. At that time our team was so impressed with Jackie’s ability to advocate for her educational team, prioritize sensory modulation in meeting student needs, and leadership in creating fantastic sensory rooms at LC-West. For these reasons, Jackie was nominated for our A-LIST (Autism and Low-Incidence Support Team).



Since becoming a member of our A-LIST, Jackie has continued to serve MCESC in a new capacity as a Social Emotional Specialist. Jackie shared that the goal of the MCESC SEL Program is to help organizations create trauma informed/integrated social emotional learning environments where ALL students and staff feel safe and supported, where relationships become the driving force to heal and build resilience and where social emotional learning can be a center of focus. 

Current Role
Specifically her role includes supervision of MCESC SEL consultants assigned to area districts, leading professional development, and consulting with school district teams to create TI/SEL systems. 

The work of Jackie’s team is guided by:
  1. The National Council for Behavioral Health
  2.  The Collaborative for Academic, Social, and Emotional Learning (CASEL)
  3. The Neuroscience work of Dr. Perry and the Child Trauma Academy.   


Governor DeWine’s Pediatric  Mental Health Summit on Trauma Informed Schools
facilitated by Oh Education Supt Paolo DMaria (Sept 2019)






Strategies
Jackie shares that TI/SEL systems center around implementation of strong foundational tier 1 whole child supports such as: 

  1. Nurturing and responsive environments that focus on stress management/calming the stress response system
    • Examples:  meeting basic physiological needs, supporting sensory systems, implement mindfulness/breathing techniques, using rhythmic repetitive movements, and establishing clear expectations with visual supports

  1. Creating attuned relationships and connections between adults/adults, adults/students, and students/students
    • Examples: restorative practices, community building circles, student voice/surveys, greetings, check-in/outs, and co-regulation

  1. Modeling/teaching the CASEL SEL competencies  of self-awareness, self-management, social awareness, relationships, and responsibility decision making through implicit/explicit teaching of the ohio state standards
·         Examples: SELLA, Zones of Regulation, Second Step, emotion wheels, upstairs/downstairs brain









Student Population
Trauma informed/SEL integrated systems are not just for students who are currently experiencing or have experienced adversity or trauma.  Jackie explains that this framework develops skills necessary to build resiliency so that individuals are prepared to face future adverse situations. 

   
We are so excited to see a member of our A-LIST go on to advocate for students in a new position in such powerful ways. Congratulations, Jackie!


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