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Wisconsin Using the Pyramid Model to Expand SEL

Wisconsin’s SS/HS State Team and LEA’s worked in collaboration with the state Pyramid Model Implementation Team to expand early childhood social emotional learning (SEL) and development across the state through 1) broad implementation of the Pyramid Model, and 2) improving early identification of children at risk for SEL difficulties. By 2017, Wisconsin had 20 additional Ages and Stages Questionnaires: Social-Emotional (ASQ-SE) trainers with the capacity to reach 180 districts and community partners; and 103 new Positive Solutions for Families trainers.

Early Childhood Mental Health Consultation (ECMHC)

Greene County Educational Service Center (ESC) developed the ECMHC program to promote young children’s social and emotional development, to address challenging behaviors, and to assist parents/caregivers of young children in the region who have experienced high levels of trauma or toxic stress. The caregivers in early learning programs were not adequately trained on how to support the social-emotional development of children. In Greene County, 44 out of 57 child care centers were not yet participating in the Ohio’s quality rating and improvement system.

Training Student Assistance Program Teams

Pennsylvania has administered a statewide Student Assistance Program (SAP) across all the Commonwealth’s 500 school districts since 1985. SAP aims to develop and maintain mental health wellness and a safe and drug-free environment in schools and communities. It is designed to assist school personnel to identify misuse of alcohol, tobacco, and other drugs, as well as mental health concerns that may pose a barrier to a student’s success. Additionally, SAP responds to such issues and concerns through collaborative prevention, intervention, and post-intervention services.  

Pennsylvania’s Evidence-Based Programs/Practices (EBP)

Pennsylvania’s SS/HS initiative has developed a protocol to guide community-level teams in identifying and selecting well-founded programs and practices to address salient student and school needs that fit the local circumstances and context. The protocol is designed to be used by an inclusive team involving educators, student and family representatives, as well as system partners.

Pennsylvania’s Trauma-Informed Community Initiative

Safe Schools/Healthy Students (SS/HS) implementation within Pennsylvania’s overarching system of care partnership is creating numerous new opportunities for schools at the center of their communities. This strategy is generating great benefits for comprehensive approaches to address the consequential role of trauma in the lives of local students and their families in several school districts throughout Crawford and Lehigh counties.

Authentic Family Engagement

SS/HS provided the opportunity for school districts in Michigan to reduce silos and partner and collaborate with families, schools, and community partners. As a result of increased focus on authentic family engagement and empowerment, 2,700 families across all three LEAs were actively engaged in school activities since implementation in 2013-14 academic year.


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