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:
- The National Council for Behavioral Health
- The Collaborative for Academic, Social, and
Emotional Learning (CASEL)
- 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:
- 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
- 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
- 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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