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From YouTube: At Your Service, March 2021
Description
In this episode of At Your Service, hosts Susan Love and Ryan Voegtlin discuss high school student wellness and community meeting blocks.
Their guests include:
Mary Kay Connerton, Wellness Coordinator for Annapolis HS
Elise Pas, Ph.D., Johns Hopkins Bloomberg School of Public Health
Megan Lewis, Coordinator of Behavioral Supports and Interventions, AACPS
Kathy Rockeffeller, J.D., School Climate Specialist, AACPS
A
Today,
on
at
your
service,
we
will
be
discussing
the
high
school
student
wellness
and
community
box,
I'm
ryan
voglin
and
my
co-host
susan
love
will
be
hosting
the
second
half
of
the
show.
Today,
during
the
first
half
of
the
show,
we
are
going
to
discuss
the
high
school
student
wellness
block
and
then,
during
the
second
half
of
the
show,
we
will
discuss
the
high
school
community
meeting
block.
A
My
guests
today
are
dr
elise
pass
associate
scientist
johns,
hopkins
university,
bloomberg
school
of
public
health
and
mary
kay
connellton,
the
wellness
coordinator
at
annapolis,
high
school
they're,
both
part
of
the
curriculum
team
for
the
high
school
student
wellness
block.
Thank
you
both
for
joining
us
today.
B
Absolutely
the
high
school
student
wellness
block
is
a
25-minute
block
that
all
high
school
students
are
able
to
take
on
a
weekly
basis
and
the
class
is
organized
so
that
we
have
two
teacher
leads
and
we
engage.
The
students
in
meaningful
conversation
surrounding
the
theme
of
wellness
wellness
is
the
act
of
practicing
healthy
habits
that
connect
to
positive
physical
and
mental
outcomes,
and
our
county
wants
our
children
to
be
exposed
to
the
art
of
wellness,
because,
ultimately,
it
will
help
to
shape
our
children
into
becoming
balanced
adults
that
take
part
in
wholehearted
living.
B
B
I
meet
with
my
team
weekly
to
engage
in
how
we're
going
to
execute
each
session,
and
I
got
wrapped
into
this
role
due
to
the
fact
that
I
have
started
a
wellness
program
at
annapolis.
High
school
yoga
and
mindfulness
have
been
a
great
passion
of
mine
and
about
10
years
ago
I
started
a
little
grassroots
project
with
instilling
these
practices,
which
then
eventually
evolved
into
the
wellness
program
at
annapolis
high.
So
when
this
initiative
went
into
action,
I
was
contacted
by
student
services
to
offer
support
where
needed.
C
B
That
is
true
too,
so
I
so
I
should
yes.
Thank
you
at
least,
I
should
add
how,
specifically,
besides
reviewing
the
content
and
adding
in
other
pieces
of
information
that
connect
to
it.
I
also
give
tips
on
mindfulness
with
our
mindful
moment,
which
is
offered
with
every
session.
We
have
a
distinct
flow,
so
that
way,
our
students
and
teachers
can
really
know
what's
coming
next
and
they
feel
like.
This
is
more
of
a
weekly
ritual,
and
I
also
will
provide
insight
onto
how
we
can
engage
students
better.
What.
A
C
There
are
so
many
benefits
for
social,
emotional
learning.
In
particular,
this
has
been
studied
over
the
course
of
decades.
At
this
point,
and
these
are
far-reaching
elements,
as
mary
kay
already
mentioned,
you
know
these
are
promoting
the
skills
that
connect
with
physical
and
mental
outcomes,
and
so
when
we're.
C
What
the
research
says
is
that
youth
who
develop
these
emotional
competencies,
things
like
self-awareness,
social
awareness,
the
ability
to
kind
of
regulate
and
cope
with
their
feelings
and
communicate
effectively
and
make
responsible
decisions
really
transcends
for
putting
youth
on
a
positive
path
for
life.
So
some
of
the
things
that
we
see,
even
when,
when
we
look
at
young
kids
with
these
skills,
we
see
just
better
outcomes
with
graduation
rates.
We
see.
C
Links
with
mental
health
and
mental
health
is
a
is
a
major
predictor
of
later
kind
of
challenges
or
or
growth
and
positivity.
So
we're
trying
to
kind
of
give
kids
the
skills
to
really
face
different
challenges
that
they
maybe
already
are
experiencing
or
might
experience
later,
and
this
is
particularly
important
for
high
school
students,
because
when
we
think
about
mental
health,
specifically,
that's
when
we
also
see
the
emergence
of
so
many
challenges
for
students.
C
When
we
think
about
society,
we
think
about
people
who
are
more
engaged
citizens
in
our
country
right
now,
have
better
employment
opportunities
and
and
have
the
ability
to
kind
of
give
back
and,
and
the
other
thing
about
it
is
that
this
is
not
just
what
the
research
says
when
we
ask
young
people
and
teachers
and
principals
and
parents,
people
really
are
positive
about
having
this
as
a
focus
as
part
of
academic
learning.
These
different
groups
see
the
benefits
of
of
this
on
students
and
even
for
teachers,
there's
even
some
research.
B
I
also
have
students
reporting
that
they
are
better
at
sleeping.
They
have
increased
flexibility
in
their
thinking
and
in
the
way
that
they
perceive
things
and
my
favorite
is
they.
There
are
time
and
time
again
we
see
an
increase
in
empathy
and
how
a
child
can
then
feel
more
respect
for
not
only
themselves
but
then
for
another,
and
so
a
lot
of
my
anecdotal
data
continues
to
point
to
that
and
same
with
surveys
that
I
take
for
my
teachers,
both
at
annapolis,
high
and
different
workshops
that
I
lead
across
the
county.
B
A
Great,
thank
you
that
was
that
really
helped
me
understand
the
research
and
why
this
is
important.
So
talk
tell
me
about
the
high
school
student
wellness
block
for
anne
arundel
county
public
schools.
How
was
it,
how
has
it
been
structured
and
how
was
it
developed
and
you
know
as
we
as
we
you
know,
as
we
moved
into
the
school
year.
C
What
we
always
have
is
either
a
mindful
or
mindless
moment.
To
start
mindful
moments
include
mindfulness
like
breathing
activities.
Mindless
moments
are
meant
to
be
a
little
bit
lighter
and
just
kind
of
help
connect
the
kids
with
either
something
funny
together
or
with
each
other.
We
do
a
little
bit
of
review
from
the
prior
session
so
that
there's
a
little
bit
of
continuity.
C
We
talk
about
that
in
education
is
like
generalizability,
so
they
kind
of
learn
about
it.
In
one
setting,
and
then
they
can
kind
of
try
to
generalize
it
and
try
to
use
it
or
talk
about
it
at
least
one
more
time,
and
then
we
kind
of
have
the
content
and
we
do
different
activities
to
to
present
the
content.
B
So
I
think
that
that
has
been
huge
and
then
that
has
really
wrapped
into
my
second
word,
which
is
inspiration
because
I
see
this
drive
and
this
this
passion
that
has
been
ignited
across
the
county
for
students
to
become
involved
in
these
sessions
and
to
say
wait
a
minute.
We
just
had
a
session
on.
You
know
greater
opportunity
for
a
greater
cause,
and
I
want
to
be
able
to
help,
make
an
impact
and
and
make
change
or
we've
had
students
who
are
saying.
I
love
your
yoga
in
the
mindful
moments.
B
C
This
is
new
for
a
lot
of
schools,
most
of
the
schools,
so
the
students
aren't
totally
familiar
with
this
they're
used
to
kind
of
their
teachers,
teaching
them
about
math
or
social
studies,
but
they're
not
used
to
something
like
this,
and
that
goes
for
the
teachers
as
well.
So
there's
a
process
right.
There
has
to
be
kind
of
the
expectation
of
some
of
these
bumps,
and
so
there
are
definitely
the
challenges
of
how
do
you
really
make
this
engaging?
How
do
you
make
it
accessible
for
teachers
and
students
in
a
way?
A
B
I
really
see
this
evolving
to
not
just
be
where
it's
our
team,
elise
and
myself
and
our
other
members,
and
then
the
teachers,
but
I
see
really
big
student
engagement
coming
and
that-
and
that's
really
what
I
ultimately
want
to
manifest-
is
to
have
to
have
the
teachers,
the
students
the
community,
be
in
partnership
here,
because
then
we'll
just
have
one
big,
healthy
community.
Then
great.
C
I
I
couldn't
agree
more
and
I
think
another
part
of
that
is
really
providing
some
additional
supports
to
teachers,
and
so
that's
something.
We've
been
working
on
already
in
terms
of
resources,
but
really
getting
kind
of
more
of
a
grassroots
approach
where
we
could
provide
support
to
schools
so
that
they
can
really
make
this
their
own
and
and
and
run
with
it,
because
I
think
there
are
so
many
great
ideas
that
have
come
in
through
surveys
anonymously
from
teachers
and
from
and
students
about
ways
they
want
to
see.
C
This
continue
to
move,
and
I
think
that's
where
we,
where
the
evolution
would
be
great,
is
to
see
more
of
that
ownership
at
the
the
teacher
and
student
level
and
then
kind
of
a
build
building
that
building
culture.
I
was
kind
of
alluding
to
that.
You
know
it's.
It
takes
time
to
get
comfortable
with
this
kind
of
content,
so
letting
them
really
drive
that
bus,
I
think,
would
be
a
nice
way
to
see
the
block
evolve
with
time,
and
I
think
people
are
ready
for
it
and
are
excited
for
it.
A
D
Welcome
back
to
at
your
service
today
we
are
joined
by
miss
megan
lewis,
coordinator
of
behavioral
supports
and
interventions,
and
ms
kathy
rockefeller
aacps
climate
support
specialist.
We
will
be
discussing
community
meeting
block.
Thank
you
for
joining
me
today
in
the
first
part
of
the
program
today,
mr
vogtland
discussed
the
purpose
of
student
wellness
block
and
the
pragmatic
programmatic
features
related
to
that
blog.
So
thank
you,
ladies
for
joining
me
today,
we're
in
the
virtual
world
today.
So
it's
going
to
be
a
learning
curve
for
both
of
us
or
all
of
us.
D
E
Sure
community
meeting
block
is
a
time
on
wednesday
for
high
schools,
where
students
are
able
to
gather
in
a
group
that
they
meet
with
most
likely
monday,
wednesday
and
friday,
and
have
some
time
together
to
build
community
with
their
teacher
that
they
are
assigned.
And
it
is
designed
to
really
do
that
to
create
community
and
to
also
learn
about
their
school.
There's
an
opportunity
for
each
school
to
create
school-based
lessons
during
that
time
to
keep
them
connected
to
their
community.
While
we're
virtual.
D
E
Yes,
for
it
to
be
in
every
high
school
and
structured
like
this,
that
is
new,
most
high
schools
prior
to
virtual
or
e-learning,
were
doing
something
called
advisory
where
they
would
meet
potentially
once
or
twice
a
week
or
potentially
once
a
month.
It
was
scheduled
differently
at
each
high
school,
so
it
varied.
This
is
the
first
this
this
structure
and
this
consistency
is
new
for
anne
arundel.
E
Let
you
speak
a
little
bit
more
about
that,
because
I
know
you
are
the
circle,
lady,
so,
and
the
expert
has
been
training
schools
for
about
five
years
now
in
restorative
practices
and
that's
where
community
building
circles
falls
and
so
kathy,
and
I
just
kind
of
try
to
keep
it.
Some
continuity
between
the
student
wellness
block
and
the
community
meeting
and
we
serve
as
points
of
contact
for
anybody
who
is
rolling
out
or
implementing
community
building
circles
and
the
points
of
contact
for
each
school
for
the
student,
wellness
and
community
meeting
time.
F
F
Yeah,
I
would
say
that
in
in
the
high
schools,
with
the
community
building
circles,
when
we
went
virtual,
only
about
half
of
our
high
schools
were
trained
so
far
in
community
building
circles.
So
those
who
were
trained
are
conducting
them
during
that
time
and
those
who
weren't
are
using
a
bank
of
other
community
building
activities
that
they
could
do
games
things
like
that
with
their
students,
and
we
have
a
plan
to
have
all
high
school
high
schools
trained
within
the
next
probably
year.
Right
megan,
I
mean
it.
F
F
F
D
F
So
the
research
on
restorative
practices
is,
is
national.
Research
in
schools
is
kind
of
scant.
I
wish
it
was
not,
however,
and
and
in
particular,
because
sometimes
people
try
to
some
of
the
studies
have
tried
to
research,
whether
the
responsive
circles,
which
are
circles
done
to
address
harm
or
or
help
with
conflict,
whether
those
circles
work
and
then
other
times.
F
That's
been
done
with,
you
know,
with
controls,
randomized
controls
and
things
like
that,
and
what
that
study
concluded
is
that
restorative
practices,
whether
it's
just
community
building
circles
or
just
responsive
circles
or
both
have
been,
have
been
successful
in
bringing
down
suspension
rates.
I
mean
quite
successful.
F
They
have
been
connected
with
increase
in
attendance,
which
has
been
exciting
and
and
when
let's
go
back
again
to
the
discipline
piece,
when
the
school
discipline
numbers
have
come
down,
suspensions
have
come
down,
not
only
have
they
come
down,
but
there's
less
days
per
suspension
and
there's
less
students
repeating
the
suspensions
and
they're
less
likely
to
go
to
an
alternative,
ed
school.
So
we're
finding
that
discipline
wise.
That's
really
not
in
question
at
all.
F
The
only
thing
that
that
honestly
has
not
there's
two
things
that
people
were
hopeful
about,
and
I
was
too
with
restorative
practices.
I
still
am,
but
the
studies
are
inconclusive
on
whether
they
help
academic
performance
and
also
whether
they
help
decrease
disparities
between
students
of
color
students
with
special
needs
and
other
students.
D
F
That's
right,
that's
right!
That
is
the
largest
largest
study,
but
I
would
say
more
than
10
years
more
like
20,
but
the
last
10
is
when
research
has
has
begun
and-
and
it
is
it's
a
nettlesome
task
to
research
this
and
to
get
conclusions
around
it.
There
are
so
many
pieces,
like
you
know,
if
a
child
participates
in
a
circle,
to
help
him
understand
why
he
shouldn't
have
knocked
over
a
desk
in
front
of
a
teacher
and
then
he
is
suspended
later
or
she
because
of
doing
something
else.
F
Does
that
mean
that
circle
didn't
work?
Was
that
unsuccessful
right,
there's
just
so
many
pieces
that
it
is
a
tricky
thing
to
do,
but
they
have
found
that
the
community
building
circles,
which
is
what
we're
embracing
in
our
high
schools
at
this
point,
are
successful
in
bringing
down
suspensions
and
making
people
feel
like
the
climate
is
better
well.
E
A
E
D
F
Our
elementary
schools
are
doing
community
building
circles,
there's
only-
maybe
I
don't
know
megan,
maybe
15
more
schools
that
need
to
be
trained
in
those
elementary
schools,
all
the
other
ones
are
doing
them,
they're
doing
them
at
least
three
times
a
week.
If
not
every
day,
the
middle
schools
tend
to
be
all
about.
One
of
our
middle
schools
is
using
community
building
circles
and
have
been
now
for
a
while
they're
kind
of
our
stars
right
now
and
they
have
well.
I
don't
know
the
elementary
school
as
well.
Anyway.
B
D
Right
because
I
think
sometimes
like
for
social,
emotional
learning,
they
think
it's
all
about
talking
about
it,
but
there's
not
the
practice
piece.
So
this
is
just
in
the
perfect
relationship
between
social,
emotional
learning
and
then
being
able
to
put
it
into
practice,
especially
for
the
little
ones,
because,
usually
it's
what
skill
are
they
missing
right,
yeah.
D
F
The
structure
for
a
circle
is
very
clear:
you
need
to
be
physically
in
a
circle.
All
the
chairs
need
to
be
the
same
size
not
have
a
table
between
you
and
you
use
a
talking
piece
or
a
talking.
Stick
whatever
you
want
to
call
it.
You
pass
it
from
person
to
person
sequentially
around
the
circle
and
then
the
person
who's,
the
keeper,
which
is
usually
the
teacher
in
the
beginning,
that
circle
keeper
will
ask
the
question
and
as
and
then
they
answer
so
the
kids
get
to
hear
the
teacher's
answer
too.
F
So
they
get
to
learn
something
about
their
teacher.
That's
an
important
piece
of
this,
and
then
they
pass
the
talking
piece
around.
Everyone
gets
the
answer
and
the
guidelines
just
say
when
you
have
it
you're
invited
to
talk
when
you
don't
have
it
you're
invited
to
listen,
which
is
really
important
with
our
kids
and
then
you're
always
always
allowed
to
pass
with
no
judgment.
It's
fine,
okay.
What
are
some
typical.
E
I
I
was
like
oh,
this
is
my
favorite
thing,
because
I
joke
with
kathy
that,
because
we
do
that
it
was
staff.
Obviously
it's
a
community
building,
it
can
be
done
just
adults,
it
can
be
advanced,
it's
great
and
and
when
it
is
successful,
some
of
the
students
will
say
get
that
talking
piece.
We
need
to
do
one
of
these,
like.
E
But
I
I'm
all
over
my
answers.
I'm
like
I
should
have
said
this.
I
wish
I
would
have
said
this
after
every
circle,
but
I
can
ask
that
question
again.
So
some
of
my
favorites
were
we
know
that,
would
you
rather
be
those
are
big
hits,
so
would
you
rather
have
spaghetti
arms
or
bowling
ball
feet
right.
F
F
Lot
from
your
kids
about
things
like
that,
with
asking
questions
like
that:
yes,
they
have
to
be
safe
right
and
when
you
first
build
these
communities,
you
keep
it
always
very,
very
light,
and
actually
you
can
keep
it
always
very,
very
light
forever
and
that
connection
is
still
helpful
for
their
school
experience
and
for
school
safety.
But
then
you
can
get
into
deeper
questions,
but
you
never
start
with
a
deep
and
that's
why
the
training
is
so
important
right.
D
D
F
F
D
D
E
D
E
And
the
virtual
world
specifically
right
now,
we
know
how
important
it
is
to
connect-
and
we
also
know
connection
is
changed.
What
we
think
of
how
connection
typically
looks
like
I
have
to
be
face
to
face,
and
I
have
to
be
interacting-
we
that
our
thinking
has
shifted
around
that
right.
I
can
hear
stories
and
I
can
interact,
and
I
can
still
be
a
part
of
a
community
during
this
time
and
and
it's
protected
time
in
the
high
school
schedule
for
that,
because
we
aren't
having
those
natural
transitions
because
we
aren't
in
person.
E
So
this
is
protected
time
for
us
to
be
able
to
build
that
community
and
it's
also
protected
time
for
a
school
community
that
has
its
own
unique
needs
and
has
its
own
unique
lessons
or
pieces
that
it
that
you
might
not
know
because
you're,
not
in
the
school
every
day.
This
is
an
opportunity
for
each
school
to
give
their
own
unique
spin
on
their
community
and
that
time
to
build
their
school
community
as
well.
F
I
think
that
you
know
we
have
to
thank
our
leaders
because
they
were
really
on
the
forefront
of
this
movement,
which
is
now
pretty
much
a
national
movement,
and
that
is
to
say,
you
know
what
it's
worth
it
to
push
back
a
little
time
and
space
just
to
build
connections
just
to
build
relationships.
It
matters,
because
what
we
were
finding
is
that
our
kids
were
getting
to
high
school.
They
had
no
idea
how
to
come,
have
a
conversation
back
and
forth
because
they
had
spent
the
last
four
years
texting.
F
You
know
we
things
are
just
really
different,
so
we
we,
as
the
school
system,
said
yeah.
I
know
this
might
not
go
directly
to
test
scores.
However,
it
does
go
towards
our
building
a
whole
human
being
and
our
becoming
a
connected
and
safe
community.
If
you
think
of
stories
about
school
tragedies,
you
always
hear
that
the
person
who
did
the
tragedy
was
a
loner
not
very
connected,
and
that
really
stings
with
me
and
and-
and
I
think
about
that-
a
lot
like
it's
really
important.
We
don't
want
anybody
slipping
through
the
cracks.
D
And-
and
I
agree
with
you,
I'm
always
of
the
you
know
the
auspices
of
maslow
before
bloom,
to
be
honest
with
you
as
a
as
a
student
service
advocate
for
students,
and
if
you
can't
meet
kids
where
they
are
they're,
the
learning
is
not
going
to
happen,
so
they
really
need
those
skills
and
to
feel
those
connections
in
this
relationship.
It
just
is
imperative.
C
D
B
D
E
During
the
virtual
learning
there,
the
challenge
is
shifting
to
virtual
right,
like
I'm
used
to
sitting
in
a
circle,
I'm
used
to
having
a
setup,
I'm
used
to
being
able
to
pass
a
talking
piece.
There
can
be
a
little
bit
of
a
barrier
with
it
being
virtual
right,
like
we're
gonna.
How
do
we
do
the
order
when
we're
not
directly
in
front
of
each
other,
so
the
circle
keeper
has
to
really.
You
know,
keep
that
going,
and
sometimes
you
can
lose
the
stories
when
you're
trying
to
deal
with
the
technical
glitches.
E
I
guess
is
the
word
that
somebody's
using
I
just
watched
wreck-it
ralph
this
weekend
and
apparently
there's
a
little
glitch
in
there,
and
I
learned
that's
what
he'd
say
so.
I'm
super
hyped
now,
so
one
of
so
that's
the
technical
pieces
of
it
and
then
I
think
also
you
know
the
attendance,
since
it
is
a
time
that
is
not
officially
an
attendant
attendance
is
taken,
but
it
doesn't
count
towards
grades
right.
E
So,
with
the
demands
of
virtual
learning,
some
of
the
feedback
we've
gotten
from
students,
is
it's
hard
to
stay
and
show
up
on
a
day
where
I
could
be
getting
other
work
done
so
again,
as
kathy
was
saying,
we
are
protecting
this
time,
and
this
is
really
great
that
we've
had
this,
but
we
also
need
to
shift.
The
mindset
of
this
is
as
important
as
your
gpa
as
your
grades
and
sometimes
we're
not
quite
there,
because
students
are
like.
I
have
all
this
work
to
do.
I
need
to
get
it
done.
E
E
So
the
more
feedback
we're
getting
the
more
we're
changing
to
make
it.
What
students
want
to
show
up
for
and
a
lot
of
a
lot
of
a
lot
of
circle.
Keepers
are
saying
that
sometimes
the
circle
is
all
they
do
in
that
time,
because
students
just
want
to
talk.
So
there
are
barriers
and
there's
been
some,
but
the
ways
around
that
have
been
to
get
student
voice
to
try
to
make
it
more
purposeful
and
more
meaningful
for
them.
D
F
Keeping
your
camera
off
while
it's
certainly
we're
not
going
to
force
students
to
turn
their
cameras
on,
and
yet
we
know
that
when
we're
building
relationships,
the
language
facial
expressions
and
things
like
that
makes
such
a
difference
in
getting
to
know
people
without
masks
on
and
getting
to.
You
know
see
what
they're
like
and
hear
when
they
laugh
and
have
the
whole
group
laugh
together.
Sometimes
that's
how
you
build
a
community
and
when
you
mute
and
unmute
and
you
keep
your
video
camera
off
it's
tricky.
So
one
challenge
we've
been
looking
at
lately.