Reopening and Reimagining for a Brighter Future - Reopening Plan

Review & Revise Multi-Tiered Systems of Support

Ulster BOCES prioritizes providing Social and Emotional supports, proactively and responsively, that actively nurture the well-being of all students, families and staff members. Our aim is to help students repair from the disrupted education experience and relaunch with increased capacity to to learn and thrive during in person, blended and virtual learning.

1. Review and Revise Multi-Tiered Systems of Support : Ulster BOCES Student Based Programs will review and revise their Multi-Tiered System of Support (MTSS) and comprehensive developmental school counseling program plans, to meet emergent needs of all stakeholders. 


  1. Ulster BOCES site based program teams and BOCES-wide will:

    1. Ensure collaboration and consistency across the agency to develop core values and intentions (such as building a feeling of belonging for all community members) and develop common structures as appropriate at each site,  that can span varying student developmental levels and needs.

    2. Review plans across Ulster BOCES programs. This team will report to the District Superintendent and make recommendations for wellness activities, interventions, professional development and family outreach and support.

    3. Periodically analyze data collection tools to insure they are meeting the needs of the students, in providing supports and in demonstrating efficacy of interventions 

    4. Review for consistency school based plans to ensure supports (support language, resources and counseling) for students and families when: 

      1. Students need to be isolated with a fever (over 100°F) or COVID symptoms while awaiting pick-up.

      2. Students re-enter from individual quarantine instances.

  2. Building-level program teams, in consultation with the building principal or their designee, will develop and implement site specific protocols, wellness and support plans and protocols for identifying students, tracking anecdotal and formal referrals, assigning targeted interventions and measuring the effectiveness of the interventions offered. 

  3. Building-level program teams, in consultation with the building principal or their designee, will develop a process to follow up with referred students to track effectiveness of interventions.


Building-level program teams, in consultation with the building principal or their designee, will review and expand school strategies and structures to include universal, targeted, and individual supports. Suggestions might include daily community meetings and building towards a regular restorative circles practice. These structures and implementation will vary according to student program specific needs, but all aim to increase awareness of student needs, build SEL opportunities, and develop community within our programs.

Building-level program teams, in consultation with the building principal or their designee, will build on existing strengths to include more proactive SEL support and evaluation of student needs .

Building-level program teams, in consultation with the building principal or their designee, will collect and utilize data to identify SEL needs.

Building-level program teams, in consultation with the building principal or their designee, will leverage collaborative community partnerships to provide targeted student and family supports.


Resources

NYS Reopening Guide (pp 64-74)
NYS SEL Implementation Guide