►
From YouTube: At Your Service, December 2021
Description
In this episode of At Your Service, hosts Susan Love and Ryan Voegtlin discuss ESSER Funding (Elementary and Secondary School Emergency Relief).
A
Today,
on
at
your
service,
we
will
be
discussing
the
american
rescue
plan,
grant
funds
designated
for
schools
around
social,
emotional,
mental
health,
behavioral
health
supports
in
anne
arundel,
county
public
schools,
and
today
we
are
joined
by
my
co-host,
mr
ryan,
bilklin,
director
of
student
services,
but
today
ryan
will
be
my
guest
and
I
will
be
talking
and
discussing
the
initiatives
this
grant
behold
our
students
and
families
in
our
county.
So
welcome
ryan.
B
A
A
A
B
Correct
and
exactly
and
and
with
with
these
funds,
though,
we
collaborate
with
a
number
of
offices
to
make
sure
that
we
are
doing
what
we
feel
is
best
for
students,
as
as
they
go
through
this,
as
they've
been
going
through
this,
this
difficult
and
challenging
transition.
So,
but
yes,
there's
a
lot
of
funds
out
there
and
the
key
is
to
make
sure
we
have
the
best
supports
for
kids.
A
Right,
so
if
parents
are
watching,
we
have
that
social,
emotional,
mental
health
behavioral
support,
but
there's
those
academic
support
services
that
are
in
other
divisions
as
well.
So
that's
good
to
know
so,
since
we've
returned
to
face-to-face
learning,
what
is
the
sense
that
you're
getting
from
students
and
staff
in
the
school
house.
B
Yeah
great
question-
and
I
think
you
know
there's
a
just
like
during
the
pandemic-
there's
some
students
and
some
staff
who
are
or
are
handling
and
and
are:
okay,
there's,
there's
extra
stressors
that
have
been
on
people
obviously.
But
there
are
a
number
of
students
and
staff
who
this
has
been
a
challenging
transition
back
to
in-person
learning
staff
has
more
demands
on
them
than
ever
before.
A
That's
good
to
know.
Definitely
it
has
been
a
challenging
in
your
time
in
the
past
two
years.
So
it's
good
to
hear
that
we
have
the
ability
to
add
these
multi-tiered
systems
of
support
that
we
focus
on
in
anne
arundel
county.
Can
you
explain
to
the
viewing
audience
what
multi-tiered
systems
of
support
is
and
why
that
is
important,
related
to
grant
programs.
B
Tier
2
supports
our
targeted
interventions
or
initiatives
that
are
geared
towards
a
smaller
group
of
students
that
need
more
targeted
supports,
and
then
tier
3
supports
are
our
more
intensive
supports
that
are
really
for
a
small
number
of
kids,
who
really
need
us
to
wrap
our
arms
around
them
and
provide
them
with
those
supports
that
are
more
intensive
to
allow
them
to
be
successful.
So,
as
we
developed
the
initiatives
for
this
grant,
we
looked
at
initiatives
that
could
be
tier
one
tier
two
and
two
or
three.
A
That's
that's
interesting
and
it's
it's.
I
like
how
it's
like
well
thought
of,
like
the
level
of
supports
that
students
and
families
need.
So,
let's
look
at
the
universal
support,
so
you
talked
about,
and
those
are
our
tier
one
supports
these
for
all
students
right
so
can
we
can
you
discuss
a
couple
of
the
initiatives
that
we
have
in
this
american
rescue
plan,
for
I
think
sr2
and
sr3,
and
one
of
the
first
ones
I'm
going
to
ask
you
about
is
second
step.
B
Sure
so
anne
arundel
county,
a
couple
years
ago,
we
we've
decided
that
we
wanted
to
have
a
block
that
was
designated
for
social,
emotional
learning
or
wellness,
so
student
and
building
community.
So
students
have
that
opportunity
in
the
morning
to
develop
that
classroom
community
because,
as
as
we
know,
it's
important
to
have
a
positive
classroom
environment
in
order
for
students
to
be
available
and
and
ready
to
academically
learn.
B
So
this
block
of
time
is
really
there
for
that
and
part
of
that
block
of
time,
we've
designated
at
least
one
or
two
times
a
week
where
teachers
will
teach
the
second
step.
Social,
emotional
learning
curriculum
and
it's
a
digital
curriculum
teachers
have
a
platform
that
they
use
and
they
they
have
lessons
that
they
provide
to
students
that
are
range
from
15
to
25
minutes
and
really
focuses
on
what
we
call
the
castle
standards.
B
And
these
are
the
social,
emotional
learning
standards
where
students
learn
responsible
decision-making,
relationship,
skills,
self-management,
self-awareness
and
they
learn
those
skills
that
they
need
to
be
successful
citizens
of
the
world
and
it
starts
as
young
as
as
pre-k,
and
it
goes
the
second
step.
Curriculum
goes
all
the
way
up
to
eighth
grade
and
in
in
middle
school.
It's
done
during
their
advisory
and
they
also
do
one
to
two
social
emotional
learning
lessons.
B
But
this
is
this
wellness
or
this
social,
emotional
learning
and
advisory
period
also
allows
students
to
engage
in
community
building
circles
where
they
can.
They
can
build
that
community.
So
it's
it's
all
about
developing
those
social
skills,
to
allow
students
to
be
available
for
learning
and
to
be
the
best
citizens
and
and
and
scholars
that
they
can
be.
A
Right
so
that's
interesting
because
we've
been
hybrid
or
virtual
for
so
long.
Students
have
really
have
limited
interaction
so
now
that
they're
back
in
the
schoolhouse
they're
learning
how
to
get
along
again
and
interact
and
make
those
good
decisions.
So
that's
good.
Can
you
talk
to
me
a
little
bit
about
what
the
high
school
has?
We
do
not
have
second
step.
Can
you
tell
tell
us
about
the
high
school
programming
for
social,
emotional
and
well
well-being,
really.
B
It
ties
into
social,
emotional,
learning,
physical
wellness,
mental
wellness,
well-being
and
goal
setting,
there's
a
number
of
different
topics
that
are
that
are
relevant
to
high
school
students
and
how
they
can
be
successful
in
high
school
and
then
learn
those
skills
that
allow
them
to
be
successful
beyond
high
school.
So
we
provide
schools
with
one
lesson
per
week
and
then
schools
also
have
an
advisory
committee
that
that
also
develop
lessons
throughout
that
block
that
they
can
put
into
that
that
time
period.
B
So
it's
been
something
that
has
been
a
transition
and
been
a
little
bit
different
for
high
school,
but
we've
gotten
great
feedback
and
we're
continuing
to
take
the
feedback
from
teachers
and
try
to
develop
lessons
that
are
best
for
them
in
terms
of
implementation
and
best
for
students
in
terms
of
learning
skills,
having
discussions
and
then
applying
some
of
the
strategies
that
they're
using
so
and
we
partnered
with
johns
hopkins
university
to
develop
that
content.
So
it
is
a
great
collaboration
between
anne
arundel,
county
public
schools
and
johns
hopkins
university.
A
And
I
will
agree
and
it's
great
because
we
do
receive
feedback
from
the
schools
so
that
we're
that
committee
is
definitely
listing
and
providing
you
know
some
interactive
supports,
whatever
the
school
needs,
and
so
it's
a
nice
collaboration,
I'm
going
to
transition
a
little
bit
to
your
initiatives
for
attendance
because
we
know
attendance
is
critical
students
you
need
to
be
attending
school
to
learn.
You
know
to
be
available
to
learn.
So
can
you
talk
a
little
bit
about
your
attendance
initiatives
for
our
system.
B
B
So
right,
you
know
some
ideas
that
schools
have
come
up
with
is
just
competitions
around
attendance,
where
they,
you
know
school
counselors
who
get
on
the
announcements
and
and
have
classes
going
against
each
other
to
promote
that
positive
attendance.
We
have
programs,
mentoring,
programs
or
check
in
check
out
what
we
call
them,
where
students
will
check
in
with
a
mentor
around
attendance
and
then
they
will
that
the
staff
member
will
give
them
that
positive
encouragement
to
to
be
there
every
day
and
developing
those
relationships.
B
We
we
support
programs
that
are
smaller
group
programs
around
attendance
there's
one.
That's
called
the
seven
habits
of
positive
attendance
where
we'll
have
groups
where
those
kids
will
learn
positive
attendance
skills.
So
it's
really
we're
allowing
schools
to
be
creative
and
and
submit
proposals
for
for
positive
preventative
attendance
programs,
and
then
we
will
fund
those
programs
for
schools.
So
we're
really
excited
about
those
opportunities
that
schools
have
to
promote.
That
positive
attendance.
A
That's
fantastic,
especially
because
you
can,
you
know,
cater
to
your
school
community
and
the
needs
of
your.
You
know
your
schoolhouse.
So
that's
awesome.
Another
initiative
or
another
program
that
we've
worked
on
together
is
the
documenting
the
documentary
screenings
with
curriculum.
Can
you
let
people
know
what
is
gonna?
You
know
what
we've
done
in
the
month
of
october
and
then
what
is
gonna,
you
know
happen
through
the
rest
of
the
year.
B
Absolutely
so
we
we
have
a
quarterly
documentary
series
that
we're
going
to
be
doing
around
mental
health
and
social
issues.
We
are
such
as
social
media,
bullying,
anxiety
for
for
students,
and
we
already
showed
during
bullying
prevention
month.
We
showed
the
movie
the
film
the
upstanders,
and
we
have.
We
have
basically
a
week
period
where
anyone
within
aacps
parents,
community
members,
students
staff,
can
watch
this
film
and
we
we
promote
it
on
our
aacps.org
webpage
website.
B
Staff
teachers
are
are
showing
the
movies
during
advisory
or
the
community
wellness
block,
and
then
they
have
lessons
that
are
activities
are
tied
to
it.
So
our
next
film
that
will
be
coming
out
in
january
will
be
called
like,
and
that
is
all
about
social
media
and
the
impact
of
social
media
on
adolescent
adolescence
and
children's
mental
health.
So
stay
tuned
for
that.
That
information
will
be
coming
out
on
our
website
after
the
new
year.
A
B
A
B
So
high
school
students
already
engage
with
this
platform
where
they
get
lessons
on
college
and
career
readiness
they
they
can
apply
for
colleges,
they
can
research
colleges,
they
can
do
virtual
field
trips
or
tours
of
colleges
and
school
counselors
really
work
closely
with
students
on
that.
So
now,
we've
expanded
this
to
sixth,
seventh
and
eighth
grade
we're
going
to
be
this
school
year
where
counselors
can
work
with
students
on
thinking
about
college
and
career.
You
know
in
those
grade
levels
and
start
to
do
college
and
career
interest,
inventories
and
lessons
around
college
and
careers.
A
Me
too
definitely
because
we're
really
looking
at
blueprint
print,
that's
coming
out
around
cause
your
career
readiness
and
just
some
of
the
updates
with
that.
So
I
look
forward
to
working
and
expanding
that
program.
One
of
the
last
programs
I
want
to
talk
about
is
mtss
and
what
is
mtss.
I
know
there's
a
huge
training
initiative
around
the
mtss
framework
sure
we
talked
about.
B
A
And
that's,
I
think
what
I
like
about
the
framework.
There's
intentional
focus
right,
so
it's
intentionally
focusing
on
what
students
need
in
the
levels
of
support
that
they
need,
and
so
now
we're
going
to
transition
to
tier
2
support-
and
I
know
you
mentioned
earlier-
but
this
is
more
of
a
targeted
focus
for
a
smaller
group
of
kids.
Can
you
talk
a
little
bit
about
some
of
the
tier
two
interventions.
B
Sure
so
we
have
a
number
of
tier
two
supports.
Also
our
first
one
is:
we
actually
entered
in.
We
entered
into
a
contract
with
a
a
contracting
company
to
get
additional
mental
health
staffing,
so
specifically
school
psychologists,
so
we're
able
to
contract
when
we
need
additional
school
psychologist
staff.
We
we,
you
know,
we
work
with
this
agency
to
provide
that
support
to
schools
and
we're
gonna
have
that
additional
staffing
also
for
some
social
work
staff
too.
B
B
We
are
training,
we'll
eventually
train
about
48
master
trainers
within
our
student
services
office,
who
will
be
master,
trainers
and
youth
mental
first
aid
now
youth,
medical
first
aid
is
an
eight-hour
certification
for
people
who
don't
have
mental
health
training,
and
it
teaches
them
how
to
provide
support
when
a
student,
when
an
adolescent
or
child
has
a
mental
health
crisis
or
a
substance
use
crisis,
and
it
just
basically
guides
them
on
what
to
do
so.
We
will.
We
have
opened
those
up.
There
are
optional
trainings
for
acps
staff.
B
We
have
about
15
of
those
offerings
from
now
until
the
end
of
the
school
year
we're
doing
a
similar
model
with
trauma
training.
So
we
are
training
about
15,
social
workers
and
people
personal
workers
through
it's
called
the
aces
interface
training
through
the
family
tree,
and
they
will
be
master
trainers
and
they
will
also
be
able
to
provide
training
for
aacps
staff
and
that
will
come
out
in
the
new
year.
So
those
are
some
of
our
trainings.
A
B
We're
going
to
start
out
with
with
aacps
staff
and
offer
things
after
school
or
if
school
principals
want
to
make
that
part
of
their
regular
pd.
We
can.
We
can
work
with
schools
on
that
and
then
we're
going
to
open
it
up
once
we've
gotten
our
our
you
know
gotten
a
good
roll
with
the
with
the
trainings.
We
then
will
open
them
up
to
more
community
virtual
training,
so
that
will
be
down
the
road.
But
yes
and.
A
B
A
That
is
a
great
that's!
That's
fantastic
and
well
needed
just
with
the
social,
emotional
and
mental
health
needs
that
we
have.
Can
I
participated
in
this?
The
outdoor
wellness
space
training
and
it
was
fantastic.
Can
you
explain
a
little
bit
to
the
audience
what
what
that,
what
it
entails
and
what
why
it's
important
for
schools.
B
B
So
to
complement
that
in
the
in
the
grant
funding,
we
are
working
with
arlington
echo,
our
outdoor
education
center
to
create
outdoor
wellness
spaces
at
around
10
of
our
schools,
so
they
can
have
a
spot
where
counselors
can
run
groups
or
do
individual
counseling,
but
it's
also
a
spot
where
teachers
can
teach
classes
and
it's
just
a
space.
That's
going
to
be
very
therapeutic
and
and
support.
You
know
going
to
be
great
in
terms
of
supporting
the
well-being
of
students.
So
that's
a
great
initiative.
B
A
You
know-
and
I
think
even
for
our
staff
just
for
some
decompression
to
go
out
and
have
that
outdoor
space
that
calming
space-
it's
I
think
it's
going
to
be.
I
think
people
are
going
to
use
their
spaces
outdoors
at
schools
much
more
now,
let's
shift
a
little
bit
about
clubs.
So
what
are
the
initiatives
around
clubs
and
I
think
we
have
a
new
a
new
club
I
think
was
piloted
before.
Can
you
talk
about
our
mental
health
clubs.
B
Yes,
we
we
fund,
or
we
allocated
some
funds
for
mental
health
clubs
or
wellness
clubs
in
high
schools,
so
we're
partnering
with
the
university
of
notre
dame
of
maryland,
notre
dame
university
of
maryland
and
saint
louis
university,
and
they
have
a
program
called
student
alliance
for
the
flourishing,
which
was
piloted
at
broadneck
high
school
last
year,
and
then
it
was
really
successful.
So
they
they
are.
They
their
focus
is
around
they're
called
the
human
flourishing
standards
which
come
out
of
harvard
university
and
so
we're
gonna
pilot
it
in
three
additional
schools.
B
Broadneck
is
one
and
then
northeast
high
school
annapolis,
high
school
and
south
river
high
school,
and
it's
there's
going
to
be
about
20
students
that
will
be
in
the
club
with
parent
permission
and
they
will
learn
how
to
flourish
as
individuals
and
then
flourish
within
their
own
community
and
then
force
globally.
So
they'll
be
connected
with
other
schools
around
the
country
and
internationally,
who
have
this
club
who
are
learning
about
what
it
takes
to
flourish
as
as
as
a
society?
A
That's
fantastic
awesome.
I
look
forward
to
to
learning
more
and
hearing
more
about
that
expansion.
Let's
transition
a
little
bit,
but
we
spoke
about
attendance
in
the
tier
one
universal
support.
But
when
we
look
at
supports,
we
talk
about
that
multi-tier.
So
here
we're
in
tier
2,
and
can
you
talk
a
little
bit
of
what
is
happening
at
this
attendant
work?
The
attendance
works
community
of
practice.
B
Sure
so
attendance
works
is
a
nationally
renowned
organization
that
focuses
on
chronic
absenteeism
and
promoting
positive
attendance
and
they're.
A
great
partner
and
they've
worked
in
other
school
systems,
and
so
we
entered
into
a
contract
with
them
and
they
are
working
right
now
with
the
meat
cluster,
where
they're
supporting
principals
and
administrators
and
student
services
staff
on
innovative
and
creative
outside
the
box,
ideas
and
structures
on
how
to
support
positive
attendance
and
reduce
chronic
absenteeism.
B
So
they're
doing
trainings
they're
we're
doing
focus
groups,
we're
they're,
doing
side-by-side
coaching
collaboration
with
these
schools
on
how
to
engage
and
support
the
community
and
get
the
community
involved
in
terms
of
promoting
positive
attendance.
So
we
will
expand
that
initiative
to
two
more
clusters
over
the
next
two
years.
A
B
They
have
partnered
with
annapolis,
middle
and
bowie
state
university,
and
they
they've
created
a
mentoring
program
that
they're
getting
ready
to
start
for
geared
for
seventh
grade
black
males
and
it's
a
race
of
passage
program
to
support
these
students
on
being
successful
in
middle
school
and
just
being
successful
as
as
men
and
as
as
young
young
men
and
as
as
students
and
scholars,
and
we
look
and
we
we
feel
really
strong.
This
will
be
a
successful
program.
We
look
to
replicate
that
in
the
future,
at
other
schools.
A
B
Research
shows
that
mindful
strategies,
mindful
techniques,
really
support
students
in
their
own
mental
well-being
and
and
the
best
way
to
do
that,
is
just
to
infuse
it
into
regular
instruction
not
to
stand
alone.
Mindfulness
is
is
fine,
but
actually,
when
you
infuse
it
in
your
regular
academics,
it
actually
is
even
even
more
highly
effective.
A
B
Yes,
so
our
first
program
has
been
a
program
that
we've
had
in
place
for
since
2005,
which
is
our
expanded,
school-based
mental
health
program,
and
this
is
a
program
that
we
have
five
partner
agencies
who
provide
clinical
counseling
within
our
school
building.
So
it
removes
the
barriers
of
transportation
and
for
for
some
of
our
students
and
those
those
agencies
are
villa
maria
children's
guild,
thrive,
innovative
therapeutic
services
and
army
behavioral
health
and
most
of
them
only
take
medicaid
insurance.
B
Innovative
takes
private
insurance,
but
that
does
limit
some
of
the
students
who
can
access
these
these
services
and
the
schools.
So,
with
the
grant
funding
we've
now
opened
it
up
to
students
who
are
uninsured
can
access
these
this
programming
for
the
next
three
years
or
these
services
for
the
next
year
three
years,
so
we've
we've
already
rolled
that
out
and
we
started
getting
referrals
for
students
who
are
uninsured.
So
we
were
our
goal.
Was
this?
Was
a
gap
in
service
and
we're
trying
to
eliminate
that
gap
in
service.
A
B
You
know
drinking
any
types
of
substance,
use
that
that
that
is
an
issue
for
a
student.
We
are
this
program,
is
there
to
support
them
and
it's
a
targeted
or
more
intensive
international
intervention
for
those
students,
and
then
it's
also
an
option.
There's
also
the
option
for
schools
to
these
therapists
can
also
provide
psychoeducation.
B
A
B
Yeah,
I
also
I
failed
to
mention
on
the
substance.
Use
prevention,
part
also,
another
program
that
that
is
linked
to
that
is
called
star,
and
it's
called
screening
teams,
access
to
recovery
and
that's
a
partnership
with
the
health
department
in
our
school
nurses,
where
a
student
can
go
to
the
health
room
and
get
a
screening
right
there
on
on
the
computer
through
adolescent
and
family
services.
They
can
do
a
screening
to
assess
what
kind
of
supports
that
student
would
need.
B
So
that's
that's
tied
to
the
substance,
use
prevention,
intervention
team,
so
I
failed
to
mention
that
so
I
just
want
to
make
sure
I
did
so
the
so.
Let
me
change
gears
to
your
question.
The
expanded
childhood
behavior
intervention.
That's
another
program
through
that
we
work
with
through
thrive.
It's
been
highly
successful
and
it's
where
we
have
thrive
has
teams.
B
So
we
can
support
the
student
of
being
more
successful
in
the
classroom
when
they've
had
those
behavioral
struggles.
So
that's
been
very
successful
and
then
the
other
one
you
mentioned
was
the
behavior
threat
assessment
software.
So
when
a
student
makes
a
threat
of
harm
to
others,
currently
our
our
way
of
handling
that
is
more
of
a
paper
pencil
method.
The
administrator
does
a
threat
assessment.
They
determine
whether
it's
transient,
which
means
that
it
was
made
in
jest
or
in
the
you
know.
B
You
know
you
know
right
in
the
moment
it
wasn't
serious,
but
they
still
documented.
They
determine
behavior
disciplinary
consequences
if
necessary,
and
they
provide
work
with
the
student
services
team
for
safety
support
or
mental
health
support.
If
it
becomes
to
be
a
more
serious
threat,
we
call
it
serious,
substantive
or
very
serious
sensitive.
Then
they
would
work
with
their
student
services
team
to
do
a
safety
plan,
a
more
intensive
threat
assessment.
B
A
Thank
you,
ryan.
I
really
appreciate
it.
Just
keeping
kids
you
know,
students,
safe
is,
is
critical
in
this
day
and
age.
I
just
wanted
to
thank
you
for
being
our
guest
today,
and
so
I
I
appreciate
the
time,
but
I
just
want
to
say
to
the
viewing
audience.
Thank
you
for
participating
and
joining
us
today,
and
I
will
see
you
next
time
on
at
your
service.