[0:00] Hi everyone.
[0:01] I'm Frank Tiano, the superintendent of schools.
[0:03] Thank you for joining us here for the second episode
[0:06] of Lions Pride, the show that provides you
[0:09] with a closer look into the Ludlow Public schools.
[0:12] As you may recall, the focus
[0:14] of Lions Pride will be on our students and staff
[0:17] and brought to you in two separate segments.
[0:20] In between each segment will be a video highlight of those
[0:23] or other LPS students and staff.
[0:27] But before we begin, I'd like to thank Mike Hill
[0:30] and Amy Ollari of Ludlow Cable Television
[0:32] for their work on producing the program during the taping
[0:35] and for it's post-production efforts.
[0:39] I think our first show came out really well
[0:41] and I'd like also like to thank our music department
[0:44] for providing us with a recording of the LHS fight song
[0:48] Roar Lion performed by the LHS band that you will hear
[0:52] during the opening credits.
[0:55] We have a great show today as we are talking
[0:57] with our school adjustment counselors
[0:59] and learning about their role in impacting our students'
[1:02] academic growth by supporting their social,
[1:04] emotional, and behavioral learning.
[1:07] In our first segment, we will see what
[1:10] that support looks like at the secondary level
[1:12] through a conversation with Amy Smith
[1:14] and Nathan Zucco,
[1:15] both school adjustment counselors at the Baird Middle School
[1:18] and LHS respectively.
[1:21] Later in the show we will have school adjustment counselors,
[1:24] Maura Ricardi from East Street School
[1:26] and Ashley Antoine from Harris Brook,
[1:29] and we'll learn how they support students
[1:31] and families at the elementary level.
[1:34] Thank you again for being with us. We'll be right back.
[1:53] Hi everyone, we are back.
[1:55] And with us we have Amy Smith and Nate Zucco.
[1:58] Thank you both for being on the show. Thank you.
[2:00] We'll start with introductions.
[2:02] Amy, you've been with us for the last 12 years
[2:04] as a school adjustment counselor at the Vets school,
[2:07] Harris Brook, and now the pride of Baird Middle School.
[2:11] That's right. And prior to
[2:12] that you were in the Springfield Public School Systems, also
[2:16] as a school adjustment counselor
[2:18] and you've also held roles as a mental health clinician.
[2:22] Contracted out to Springfield Public Schools, I believe.
[2:25] And just like your friend sitting next to you
[2:28] two degrees from Springfield College.
[2:30] Yeah, that's right Nate, go pride. Go pride.
[2:33] Alright, and with us over here is Nate Zucco.
[2:36] He's our school adjustment counselor
[2:38] here at Ludlow High School.
[2:40] Nate is a proud 2016 Ludlow High graduate.
[2:43] Yes, two degrees, a bachelor's
[2:46] and a master's degree from Springfield College.
[2:49] And as well as doing your internship here,
[2:53] while you are earning those degrees as well,
[2:56] you're both doing great things
[2:57] and we're glad that you're here.
[2:59] Thank you. So again,
[3:00] we're talking school adjustment counselors
[3:02] and it, as most of us of a certain age,
[3:06] remember our experience with school counselors,
[3:08] we called them guidance counselors at the time,
[3:11] and I, I saw my counselor and junior high
[3:15] and high school related to my scheduling
[3:18] and related to my life out
[3:20] after high school, whether that be college work
[3:23] and so forth, looking for references and things like that.
[3:27] I don't know the exact timeline,
[3:29] but over the years there's been increasing need
[3:32] for school adjustment counselors in the services
[3:35] that you provide with your additional set
[3:37] of skills and training.
[3:39] So just from the top, what is the difference
[3:42] between a school adjustment counselor
[3:44] and a guidance counselor or a school counselor?
[3:47] Our focus more is the mental health,
[3:49] the social emotional needs of the students while also
[3:51] working on the academic component.
[3:54] Yeah, absolutely. It involves, you know, con consulting
[3:57] with a bunch of different, you know, team members
[3:58] of the team, whether it's home, family, counselors, outside,
[4:02] you know, clinicians as well
[4:03] to best support the student here in the school in that with
[4:06] through our counseling interventions.
[4:08] So it seems like you work with the entire staff.
[4:11] Absolutely, yes. Yeah,
[4:12] Absolutely.
[4:13] And do you work with the entire student body or, or,
[4:17] or selected students?
[4:18] So our primary focus are our IEP
[4:20] and I, our 5 0 4 counseling and social skills children.
[4:23] But we also support general edu education students.
[4:26] We meet with all teachers, we support everyone,
[4:27] but our main focus is the mental health
[4:29] of our IEP and 5 0 4 students.
[4:32] And, and for a student who's on a 5 0 4
[4:34] or has special needs in their service grid
[4:38] means specifically they would see Mr.
[4:40] Zucco at a certain time. Right.
[4:42] You know, once, one time, 30 per week or,
[4:44] or something along those lines.
[4:45] Yeah, we do. I do weekly, biweekly.
[4:48] Some students I have for like monthly social skills,
[4:50] but yeah, it's really based on the need
[4:52] and whatever goal we're working on.
[4:54] So each, each student on a IEP plan,
[4:56] there is a specific goal focus with some benchmarks as well
[5:00] to help us reach that goal in the IEP period.
[5:02] But then similarly to 504s as well as, you know,
[5:06] 504s is an, is an identified, you know, concern as
[5:09] to why we are attached to that student.
[5:11] And then any, you know, students in the general,
[5:13] in the general ed program too, you know, they always,
[5:15] things come up and they, they need access to someone
[5:18] as well, so we're there for them as well.
[5:19] That's right. And not to be confused
[5:21] with an outside therapist.
[5:23] Absolutely, yeah. Or an outside social worker.
[5:25] Your main focus is,
[5:28] and what we do here in school is the students to learn
[5:31] and grow a academically
[5:33] and you provide support for them so
[5:35] that they can access the curriculum.
[5:37] Absolutely. It's very school focused.
[5:38] We wanna make sure that they're able
[5:39] to access the curriculum
[5:41] and the social emotional components of school.
[5:43] If it's bigger than that, then we absolutely make
[5:45] referrals into the community.
[5:47] Okay. And and by referrals into the community.
[5:50] So do you folks work with not only people here in school,
[5:54] but do you work with outside agencies as well?
[5:57] Absolutely. We have a wonderful district case manager here
[5:59] that we refer some of our families to.
[6:02] And then we have great connections within the community
[6:04] through DPH and everything that we
[6:06] get those services in place for them.
[6:08] And, and and that's Cara. That's Cara.
[6:10] Yeah, Absolutely.
[6:12] A lot of times we, once we, you know, have them outside,
[6:15] you know, with outside sources collaborate immensely with
[6:19] outside therapists, you know, doctors, things like that
[6:21] for recommendations that they might have
[6:23] for the student here at school that we could implement
[6:26] and you know, and some of them are just access
[6:28] to the counseling office as needed,
[6:29] but some of them are a little bit more structured too based
[6:31] on what, you know, that that provider is identified
[6:34] as their, as their need.
[6:37] So it's definitely a case management Yeah.
[6:38] Case management component here.
[6:40] Absolutely. Yeah. Absolutely.
[6:42] And, and, and we know, you know, for children no matter
[6:46] what their age, that when the adults in their lives are on
[6:48] the same page and working on the same skills,
[6:53] you know, that's vitally important.
[6:55] And you mentioned outside agencies as well
[6:59] as talk about your work with parents and,
[7:01] and how you provide support
[7:03] for families to support their child.
[7:06] Yeah, so a lot of students, a lot
[7:08] of times I'm on the phones with the families
[7:09] and we're working on, you know, this has worked really well
[7:11] with the student, can this follow
[7:12] through on, on the way home?
[7:14] You know, and sometimes it's just double checking that,
[7:16] that this is getting done
[7:17] or hey, did you do your, your, your mental check of the day
[7:21] and just making sure that those are
[7:22] also followed through on at home.
[7:25] A lot of it is just really having, having the patience
[7:27] to learn new things and the,
[7:29] and the really the, the just caring for your child, which,
[7:33] you know, we know all of our parents do.
[7:34] So it's really just being there
[7:36] and being open to a lot of this newness that's come up
[7:38] because like we said before, you know,
[7:39] the school counseling role has kind of changed over time
[7:42] and everything and we've identified more needs,
[7:44] but then it's just being open to what are those needs
[7:46] and how can we support them
[7:48] and that's, you know, a very team approach.
[7:50] You know, me collaborating with the, the families as well
[7:52] as the outside and all of us just working together.
[7:55] Right. There's definitely a lot of collaboration.
[7:56] Like the students trust us, they confide in us
[7:59] and just being able to be that connection between home about
[8:01] how to help them with their, the academics,
[8:03] whether it's organization piece
[8:05] or if they're struggling socially mental health wise
[8:08] and just being able to kind of carry
[8:09] that information over to the families.
[8:11] Yeah, that's important too.
[8:13] And you know, especially for children to be able
[8:16] to internalize some of those, you know,
[8:18] compensatory strategies as well.
[8:20] And, and that's, you'll see that gradual release as
[8:23] as they move through our system.
[8:26] And so oftentimes we work
[8:30] with students or we, you folks work with students
[8:34] in your role that children are referred
[8:37] to us or they're struggling.
[8:40] Can you tell us a little bit about what you do
[8:41] or maybe what the schools do proactively
[8:43] to help build those skills so that, you know,
[8:47] the entire student body is accessing those skills as well?
[8:51] Absolutely. So at the middle school I do
[8:53] teach an SEL class.
[8:54] I have a sixth grade group and I have a seventh
[8:56] and an eighth grade group together.
[8:58] And I meet with them week, weekly every single day.
[9:00] So we talk about just check-ins, having
[9:02] that trusted adult organizational skills.
[9:04] So just being a face and just being there
[9:07] for the children, just making sure that you're present.
[9:10] That's great. I think similarly at the high school is,
[9:13] is kind of is making those connections between buildings.
[9:15] You know, as the students, a lot of my, my freshmen,
[9:18] you know, were transitioning from eighth grade middle
[9:20] school, you know, over to the high school.
[9:21] So it's making sure that similar supports are in place
[9:23] or bef you know, at the start of the school year,
[9:26] touching base with them and saying, Hey,
[9:27] I know this was something that worked for you
[9:28] or this is something that you access in the past here,
[9:30] let's, let's try this as well.
[9:32] Or here's where you go in in case of you know,
[9:35] you need anything really.
[9:38] And then as well as just keeping up
[9:39] with those weekly check-ins, some students biweekly
[9:42] and really just whatever their need might be
[9:44] and whatever their area of improvement might be.
[9:46] Sure. Just identifying, okay, what's the consistency
[9:49] that we need to, to meet on,
[9:51] what do we wanna work on together when we are meeting so
[9:54] that it is a productive use of, you know, your time
[9:56] and all of our time
[9:57] and making sure that, you know, we have that growth mindset,
[10:00] you are able to achieve that.
[10:01] So a lot of times it's just identifying where are some areas
[10:03] of concern and then focusing on those to make sure
[10:06] that they're being, you know,
[10:07] addressed throughout the school year
[10:09] In, in developing that level of confidence.
[10:11] Absolutely. And confidence building is one of the biggest,
[10:13] one of the biggest pieces with
[10:15] It.
[10:16] And with anyone, somebody wants to have a connection,
[10:17] they wanna feel connected to an adult in the building,
[10:19] someone in their family.
[10:21] So just making sure we're making
[10:22] those positive connections all around.
[10:24] Oh, that's great. And and you'd mentioned too, just the
[10:28] communication between buildings, right?
[10:29] You know, in the second segment you we'll have Ashley
[10:32] and Maura with us and we have such a strong SAC group,
[10:37] you know, really enjoy working with you folks
[10:40] and just to keep that communication for families,
[10:45] consistency for students.
[10:46] I just wanted to shout that out.
[10:47] You guys are doing a great job with that. Thank, thank you.
[10:49] I really appreciate it. While we still have about a minute
[10:53] or two left, I know that I,
[10:56] I get asked this a lot in terms of what, what skills.
[11:01] We know that there's a youth mental health crisis out there
[11:04] and we know kids are struggling more than they ever
[11:07] have or in recent years.
[11:09] I, I should say if I'm a young parent, what,
[11:14] what skills do I want to develop or,
[11:17] or should I emphasize with my child?
[11:19] Just curious.
[11:21] I think a lot of patience,
[11:23] but also remembering that whether they're in middle school
[11:25] or high school, they're still children
[11:26] and they do need that, those eyes on them,
[11:29] whether it's on social media
[11:30] or in the community, that they still are looking for
[11:32] that guidance on how to make those positive choices
[11:34] and just to be present and aware. Yeah,
[11:37] Absolutely.
[11:38] I would say communication is one of the,
[11:39] the most beneficial things
[11:40] and just having that open line of communication.
[11:42] So if a student is online or something
[11:44] and something comes up of concern, knowing that I can bring
[11:47] that to, to, to my parent
[11:48] and not get, you know, in trouble necessarily
[11:50] for just coming across it
[11:52] but having that productive conversation with it.
[11:54] And again, with that, having that growth mindset,
[11:56] alright, what, what can we work on?
[11:58] How can we get to where we wanna be
[12:01] And students are, or children are going to make mistakes.
[12:04] Absolutely. Absolutely. And to have that communication so
[12:07] that they can help process and help learn.
[12:09] Good, great advice. Thank you so much for being here.
[12:13] See, thanks for having us. Thank you.
[12:14] Yeah, I told you it would go quickly, right? No.
[12:17] And so when we come back we will have Maura Ricardi
[12:22] and Ashley Antoine to talk about
[12:26] what a school adjustment counselor does
[12:27] at the elementary level.
[12:29] Stick around, we'll be right back. So
[12:31] At least three things that you have in common with
[12:36] that person that you don't talk to a lot.
[12:39] What is SEL?
[12:40] It's social emotional learning
[12:43] and I genuinely enjoy
[12:46] teaching it at Harris Brook Elementary.
[12:48] We really use it as a time to get to know each other
[12:52] for students to get to know one another, even
[12:55] with the students that who aren't necessarily comfortable
[12:59] with each other or have a hard time going out
[13:01] of their comfort zone to connect
[13:03] with students within the class that they
[13:04] typically wouldn't connect with.
[13:06] I really take it as an opportunity to be inclusive
[13:10] of everybody in welcoming and open.
[13:13] And so we all build a really positive environment
[13:17] within those SEL lessons.
[13:19] We open each lesson with a mindful minute
[13:22] and students have a chance to just sit quietly
[13:27] and become aware of their surroundings
[13:29] and aware of what's going on with them.
[13:31] To really be able to focus themselves to do their best
[13:36] learning and engaging during our
[13:38] social emotional learning lesson.
[13:39] It's really just amazing to be able to be in all the second
[13:44] and fourth grade classrooms to get
[13:46] to know all the students at Harris Brook
[13:47] and pass on a common language
[13:50] and a common theme so we all have a greater purpose
[13:53] and understanding of why we're at Harris Brook
[13:56] and how we can do our best to engage with one another.
[14:01] Hi everyone. We are back
[14:03] and as promised I have our elementary
[14:06] school adjustment counselors.
[14:07] With us we have Ashley Antoine from the Harris Brook School
[14:11] and Maura Ricardi from East Street School.
[14:14] Now the background on on these two wonderful
[14:17] counselors, Maura, we'll start with you.
[14:19] You went to Westfield State
[14:21] where you get a bachelor's degree in criminal justice
[14:24] as well as a master's degree in social work.
[14:27] And you've interned at the Springfield Superior Court.
[14:31] You're a residential caseworker,
[14:33] a behavioral health specialist for CBH,
[14:36] and you work with the Department of Children
[14:38] and Families for six years
[14:40] before you decided to make the jump into public education.
[14:43] You were in Monson for four years
[14:45] as a school adjustment counselor
[14:47] and you've been with us ever since.
[14:49] So glad you're on the show. Thank you so much. Thank you.
[14:52] And Ashley, this is your 10th year at Ludlow Public Schools.
[14:55] Yeah, 2013. My how time flies.
[14:58] And so you've worked at basically all
[15:01] of our elementary schools, East Chapin and Harris Brook
[15:05] now. You also worked for the Department of Public Health.
[15:08] Yeah, as a case load manager for families in shelters.
[15:12] pre-K behavior consultant for outpatient clinician.
[15:16] You also worked at DCF, your research assistant,
[15:21] direct care professional.
[15:22] You did your undergrad at Assumption College,
[15:26] master's in social work from Boston College
[15:28] and a certificate of advanced graduate studies from AIC.
[15:34] Welcome to the show again. Thank you.
[15:36] And just before we start, I want
[15:38] to know why I don't have a T-shirt like yours.
[15:40] We'll get you on the list. You can
[15:41] Definitely join our counselor crew.
[15:42] I wanna be on the counselor crew. They're outta stock, right?
[15:45] Oh, okay. I'm gonna write that. I'll put you on the list.
[15:48] Alright, so as you folks are in our conversation with Nate
[15:52] and Amy, just a few minutes ago,
[15:55] we talked about the difference
[15:57] between the school adjustment counselor
[15:58] and the school counselor guidance counselor that a lot
[16:01] of us remember from from our childhood
[16:04] and the focus of the SACS being more the mental health
[16:07] and mental wellbeing of our students.
[16:09] Another difference is in the training,
[16:11] and you folks are both
[16:14] have your master's degree in social work
[16:17] and the DESE license
[16:18] for school adjustment counselors actually
[16:20] slash social worker.
[16:22] So my question is, working in the public schools
[16:26] and working with children today,
[16:27] what experience have you had prior to coming to the schools
[16:31] that helps you now in your work with children and families?
[16:36] Yeah, I'll start. So as you had mentioned, kind
[16:40] of just going over like our history
[16:42] before we came here, I got my master's in social work,
[16:47] which was a 66 credit program.
[16:50] And then part of that program is choosing, you know,
[16:53] if you want a special licensure.
[16:55] And so I knew I wanted to be a school adjustment counselor.
[16:58] And so you get your initial license for three years
[17:01] and then you move on to your professional once
[17:03] you've hit your five year mark.
[17:04] This is my 10 year mark as a school adjustment counselor.
[17:07] And how I came to wanting to be here was from
[17:12] that previous experience of, you know,
[17:15] I worked in residential programs with youth who were placed
[17:17] outside of their homes.
[17:18] So it felt like being, you know, a mom on that shift to all
[17:23] of the boys or the girls program that I would be at.
[17:25] And then working for DCF, the Department
[17:28] of Children Families, really opening my eyes to the needs
[17:33] of our family and our community that was in Springfield.
[17:36] A lot of hardships, a lot of challenging things
[17:41] DCF doesn't have, you know, the greatest reputation always.
[17:44] But I had so much pride
[17:46] as a social worker going into these homes
[17:48] and these families opening their door to me to a stranger
[17:51] where we're talking about some really difficult things.
[17:54] And I loved working with those families and those children
[17:57] and sporadically through IEP meetings, I'd be in the school.
[18:01] And then that really gave me the drive to like, I want to be
[18:05] that person that's there for these children in this school,
[18:09] in this role because it can be really
[18:12] hard on the other side.
[18:13] And so that was kind of my, you know,
[18:17] getting over the bridge to the next part of my career.
[18:19] And I absolutely love this job
[18:22] and I love every day is a new day as a school counselor,
[18:26] I know we're gonna get into that,
[18:28] but being part
[18:30] of this child's life in their learning environment,
[18:33] but also connecting with their families
[18:35] and being compassionate to those families of like,
[18:38] I hear you, this is hard.
[18:40] I am the school counselor. Like, how can I help you?
[18:42] So I am thankful for, you know, having
[18:45] that foundational work with families
[18:48] to bringing it into my role
[18:49] as the school counselor here in the district.
[18:52] So you're able to see it from both sides. Yes.
[18:55] And you folks both still connect with outside agencies
[18:58] and that's something that our, you know,
[19:00] people watching this may not know that.
[19:03] Yeah. Right. So that's great that you have that. Sure. Yeah.
[19:05] And, and Ashley, how about you?
[19:06] So my trajectory is somewhat similar to Mauras actually.
[19:09] I started in residential
[19:10] and undergrad when I was at Assumption
[19:12] and when you're seeing, when you're in a residential program
[19:14] as essentially a child, I was like just 18, right?
[19:17] Sure. And were like helping raise these children.
[19:20] That's really where it started for me.
[19:22] I was also working in the school there at the residential
[19:24] facility as I was an undergrad.
[19:26] And it, I, it was, for me it was really eyeopening
[19:30] and connecting to be able to make an impact with these
[19:34] children at such a young age in the educational setting.
[19:38] From there, I actually was, as you said, I worked
[19:40] with preschoolers, but I also did outpatient.
[19:44] I was an outpatient clinician
[19:46] and that as well, I would see a child for an hour
[19:50] a week in my office
[19:51] and they would have, you know, issues at home
[19:53] or things that they struggled with at school.
[19:55] And it was really hard to get to the point
[19:58] of really understanding the whole child
[20:00] within an hour a week.
[20:01] Right. And so I, I would say connecting with families
[20:04] and being a part of that outside agency
[20:06] and connecting obviously with
[20:07] that child really gave me the passion
[20:09] and the drive to wanna be in a school to be able
[20:11] to support the whole child, the family.
[20:14] And then from there I worked
[20:15] with the Department of Public Health.
[20:17] I mean, really everything I've,
[20:19] I've done has given me experience.
[20:21] I've always worked with children.
[20:22] That's always been my trajectory since
[20:23] I, I was able to babysit.
[20:26] But I would say being in that small setting
[20:30] and then transitioning to the school
[20:33] and being able to see the whole child has been really
[20:35] empowering and, and very similar to Maura.
[20:38] I love coming to work every day.
[20:40] So it is difficult
[20:42] and as more so we'll get into it can be very difficult.
[20:44] There can be a huge workload on us,
[20:46] but really working with children,
[20:48] understanding the development of children, my coursework
[20:51] and my experience has really given me a lot of education in
[20:55] that and information in that.
[20:57] One thing I will add is I'm independently licensed
[20:59] and I, I have a small private practice now
[21:01] where I still see kids that hour a week.
[21:04] And that really does also help me with the clinical aspect
[21:08] of things, supporting students
[21:09] with mental health issues within the school.
[21:11] You know, as young as second grade,
[21:12] we see students coming in with these issues.
[21:14] And my experience with that has really given me
[21:18] and my education and that has really given me more
[21:20] of a strong suit to be able
[21:21] to support these, these students. So
[21:23] You still have a hand in the outside work.
[21:25] Yeah. Which helps to inform Yeah.
[21:27] You know, what you're doing. And it, it, it's amazing to me.
[21:31] You know, I've been in education a long time
[21:33] and I've seen the progression of needs of students
[21:36] and families and,
[21:37] and last month we were at the school committee
[21:40] and we had a panel presenting on the mental health crisis,
[21:44] youth mental health crisis, and Maura, you were part of
[21:46] that. Great discussion.
[21:48] Wonderful job. I, you know, when you talk about workload,
[21:52] you know, I think one of the showstoppers was Nikki Reed,
[21:56] your principal at Harris Brook.
[21:57] Yeah. Talking about what you do on a daily basis and,
[22:02] and that overwhelmed a lot of people.
[22:06] And could you just kinda walk us through
[22:11] what one of your days or, or weeks look like?
[22:13] I, I mean, in a good two minute, you know?
[22:15] Yeah. I mean summary. Sorry, that's a loaded
[22:19] Question.
[22:20] No, it changes really every day, right?
[22:22] So we service students on IEPs
[22:23] and it's, it, you need to decide, you know,
[22:26] what takes priority and obviously safety is a priority
[22:30] and connection is a priority in relationships.
[22:33] And so for me, I start my morning every day as, as much
[22:37] as I can outside of my office.
[22:40] There's unfortunately sometimes, you know,
[22:41] consultations with teachers.
[22:42] Sure. Not unfortunately, but like the unfortunate piece is
[22:45] we can't be there to, you know, sit,
[22:47] greet the children in the morning.
[22:48] But I try to on a daily basis,
[22:50] greet the children in the morning.
[22:51] And if I have a meeting, then I go
[22:52] to the hall as they're transitioning up.
[22:53] That's really important to me to be able
[22:55] to that piece of it.
[22:56] And then we, you know, I have a schedule where I,
[22:58] where I provide services to students who are on IEPs
[23:01] for counseling 504s for counseling.
[23:03] So depending on the day I am doing that,
[23:05] I'm teaching an SEL lesson just about every day.
[23:09] We just got some more support.
[23:10] So it's not necessarily every day sure.
[23:12] That I'm teaching the SEL lessons to kids.
[23:14] I'm supporting at recess
[23:15] and lunch in those unstructured times.
[23:17] Because I, I really take that as a serious part of my job.
[23:20] It's really important to me that I'm not
[23:23] necessarily providing services,
[23:24] but I'm just available to students in those unstructured
[23:27] times to help with their social
[23:28] And that's what they need you most emotional.
[23:29] Exactly. Yeah. And it's been awesome.
[23:31] We, I do lunch bunches.
[23:32] We have like a little side room in the new building.
[23:34] So I do that just about every day,
[23:37] the lunch bunch piece of things.
[23:39] And then providing support to teachers
[23:43] and observations within the classroom
[23:45] so I can then offer some suggestions and,
[23:48] and support to teachers.
[23:49] So basically that's, you know, the trajectory
[23:54] of my day. Right.
[23:55] And and you provide support for children, for families,
[24:01] for teachers, for the principals and
[24:06] Yeah, we have IEP meetings.
[24:07] We have the admin council meeting.
[24:08] Yeah, there's a lot. Yeah,
[24:10] A lot filling in. A lot of
[24:11] Filling In.
[24:12] Yeah. Yes, there is. And reaching
[24:12] Out to parents. Yeah. Yeah.
[24:14] And Maura, you have the little ones.
[24:15] So I do, I call them my little nuggets.
[24:17] Preschool to first grade. Yeah.
[24:22] I feel very fortunate that well and pressure,
[24:27] but very fortunate that
[24:29] I am the face when these children are starting their public
[24:34] school education and coming in.
[24:37] This is their first experience.
[24:38] Sometimes the little ones aren't even in preschool,
[24:41] so they're just coming in kindergarten full day.
[24:44] Here's the curriculum, here's the expectations.
[24:46] And, you know, it's overwhelming thinking
[24:48] about that for a 5-year-old.
[24:49] So my role, again,
[24:52] like every school counselor in this district,
[24:54] we are wearing many hats.
[24:56] Lots of different hats. And so every day
[25:00] as we know can look differently.
[25:02] But at the core of my work every day
[25:07] piggybacking on what Ashley said is
[25:09] connections and relationships.
[25:11] And those children know that Mrs.
[25:13] Ricardi loves them and is there for them
[25:15] and do everything I can to help them.
[25:17] And so what that might look like is 9:30
[25:21] to 10 every day I'm in the classroom doing
[25:23] social emotional learning.
[25:24] So I'm explicitly working with these students on
[25:29] specific social skills.
[25:32] You know, we follow life is good.
[25:33] And so we have our superpowers.
[25:35] And then we also are following the CASEL
[25:38] competencies every single month.
[25:40] And so I might be bringing in self-awareness this month was,
[25:44] we're wrapping up responsible decision making.
[25:47] And so it's really fun
[25:49] to like get on the floor with the kids.
[25:51] I often like, whether I have props or I'm reading a book
[25:54] or I'm doing an activity to reinforce kind of what
[25:57] that means and breaking it down for them at home
[26:01] and at school and, you know,
[26:03] what does it look like when your parent asks
[26:05] you to clean your room?
[26:07] You know, what do you do? And so we're, we're roleplaying
[26:09] and talking about where it means to be responsible
[26:11] and taking responsibility, you know, for yourself
[26:15] and the choices that you make.
[26:16] And they all laugh. 'cause I, I say to the teacher,
[26:19] can you get into Johnny's head and make a choice for him?
[26:22] And they're like, no, that'd be a superpower.
[26:25] So we talk about how only you are responsible
[26:28] for making these good choices and we're not all perfect.
[26:31] And yeah. So anyways, I could go on forever,
[26:33] but that's SEL lessons, IEP students who have social,
[26:36] emotional or behavioral goals.
[26:38] I'm working with them. The autism kiddos.
[26:42] We also do social groups for them.
[26:44] Lunch bunches, one-to-one counseling.
[26:48] No matter what your status is at East street school,
[26:50] whether you're special ed, you have a 5 0 4, you are just,
[26:54] you know, an average student coming in
[26:56] and you might come check in with Mrs.
[26:58] Ricardi. So I am available to all students,
[27:01] which goes along with all of the many hats.
[27:03] And that looks like, you know, very different things.
[27:06] But every day you'll see us high fiving,
[27:09] elbow bumping. I've
[27:12] High, high fived you both. No, I get it.
[27:15] And students, yes. I
[27:17] Think we have 367 at East Street kiddos.
[27:21] And I,
[27:23] getting in the classroom also helps me connect
[27:26] with everybody learning their names.
[27:28] They know me, I know them having bus duty,
[27:31] which isn't the best, but at bus duty I have
[27:35] to call everyone's name
[27:36] and check it off on the computer until they get on the bus.
[27:38] So it just is empowering to be part of a culture where
[27:43] we're on a first name basis.
[27:45] And you know, some of the kids
[27:46] and now their teachers are teaching, are talking about how
[27:50] not everybody likes hugs.
[27:52] And so a lot of the little kids at East Street are like,
[27:53] can I give you a hug Mrs.
[27:55] Ricardi? And they know I love hugs.
[27:56] So all the time it is a yes. Yeah.
[27:59] But it is a very special place to be
[28:01] and I love being their school counselor.
[28:04] It, it's, it's obvious.
[28:05] And you know, for both of you just, you know,
[28:09] we have about a few minutes left,
[28:11] but one of the things I just wanted to hit on is
[28:15] when you think of your roles, sometimes it's reactionary
[28:19] in terms of, you know, students in crisis and so forth.
[28:23] But it's very proactive in what we're doing as a district is
[28:26] to build those skills, those social and emotional skills.
[28:31] And just like teaching math, you know,
[28:33] you're teaching responsibility what that looks like
[28:36] and be able for them to internalize that
[28:39] because they're all coming from different places and,
[28:43] but that's what responsibility looks like at East Street School
[28:46] or, or Harris Brook.
[28:48] And that's just so vital.
[28:50] I just wanted to make sure that we highlighted that.
[28:52] Yeah, sure. And, and doing a wonder.
[28:54] And that's not just, just the counselors, that's all
[28:56] of us have that responsibility.
[28:59] I asked this question of Amy and Nate
[29:01] and just advice for parents.
[29:04] I mean, you know, my kids are in their twenties and so forth
[29:06] and we all struggle raising kids,
[29:08] but what, what,
[29:12] what skills should parents
[29:14] or adults talk to that you think we should have
[29:19] and, and make a recommendation in terms of helping children,
[29:24] Girl, mom over here.
[29:26] So I would say for sure having an ability to
[29:33] instill pause within yourself.
[29:36] So just to be able to stop instead of react,
[29:39] I think is extremely helpful.
[29:41] And that will then come with that.
[29:43] We'll, we'll be patience because unless we pause
[29:46] and kind of check in and reflect with ourselves,
[29:49] it's really hard to listen to a child.
[29:54] 'cause you know, the hustle and bustle of society,
[29:56] we're just always on the go, go, go.
[29:58] What sport are we bringing our kid to?
[29:59] What are we doing next? Where are we going next?
[30:01] And so I think I, this seems so simple and silly and cliche,
[30:06] but I literally have a reminder in my phone at three 30
[30:09] and then again at six 30 and then again at eight to pause
[30:12] and calm and it goes off in my phone to remind myself,
[30:14] okay, I, I'm here, I'm present.
[30:15] I need to pause, check in with myself
[30:19] and the visual reminder,
[30:20] and then I can be more present for my children.
[30:23] And I have it going off during the day when I'm at work
[30:25] as well, so I can be more present
[30:27] and available to the students.
[30:30] Because if I'm constantly worrying about
[30:32] what meeting I have next, what lesson I have next, planning
[30:35] for that lesson, you know, blah, blah, blah, blah, blah.
[30:37] It's easy to get caught up and not be present
[30:39] and really make that connection and listen.
[30:41] And, and I think it would be very helpful
[30:44] and beneficial if more of us could do that for,
[30:47] for children, for our children
[30:49] and ourselves. That's really good advice.
[30:51] I'll take that. Okay.
[30:53] Well it's like what she said, put it on
[30:55] Here. I'll set an alarm.
[30:57] It's What, it's, it's hard to be present.
[30:59] It is when your brain is going a lot of different places
[31:04] for our families.
[31:06] You know, a a big part of my day is,
[31:09] is consulting with parents.
[31:10] It's in my schedule,
[31:11] it's a certain color supporting them.
[31:15] And so I think my advice is to
[31:23] meet your child where they're at.
[31:25] Every child is different as we know academically, socially,
[31:30] behaviorally, strengths, weaknesses,
[31:32] they all present in a different way.
[31:34] And so however your child is, that is
[31:37] who they are and that is great.
[31:38] And they have strengths and they have
[31:40] weaknesses just like we do.
[31:41] So I think as a parent, you know, being a mom
[31:45] and being a school counselor, recognizing that
[31:48] and having these conversations be connected at home.
[31:53] Everybody is busy.
[31:54] There is not enough free time or minutes in our day.
[31:56] But like, where are those moments where you
[31:59] as the parent can make the connection that I am making
[32:02] as the school counselor with them during the day.
[32:04] And so, you know, maybe it is a five minute dinner,
[32:07] maybe you're not sitting at the dinner table,
[32:08] but you're in front of the TV
[32:10] or you're getting ready for this.
[32:11] We do something very simple at my house.
[32:14] Like we, since my daughter was in kindergarten
[32:17] and now she's in second grade,
[32:18] but you know, she'll say at the table, mom, you start,
[32:22] what's your rose and your thorn of the day?
[32:24] So we talk about one good thing about our day
[32:26] and our thorn is like, hmm, something
[32:28] that might have not gone well for you.
[32:29] And sometimes that really opens up some big conversations
[32:32] of like something she saw at school or something she felt,
[32:35] and we're talking about that, which is really powerful.
[32:38] So I also would love to tell families
[32:41] that it takes a village to raise our children as we know.
[32:45] And no one can do it alone.
[32:46] And so while we do have a spec specific role
[32:49] as school counselors, we are always here
[32:51] to connect families to what they need.
[32:55] You know, it's, it's, it's really hard
[32:58] and vulnerable to talk
[32:59] to an employee like myself when a parent calls and be open
[33:02] and honest about a struggle you might be having.
[33:04] Sure. But like, I wanna help you
[33:06] and I can connect you to this person.
[33:07] Or if I don't know the answer,
[33:09] I will tell you I don't know the answer.
[33:10] But here's what you can do. And that the website we now have
[33:14] the parents can access on our website under parent
[33:17] information that Massachusetts for youth programming,
[33:22] I might have said that wrong, but there, that parent
[33:25] link has access to like grief resources, quick videos,
[33:29] how do you talk to your child about this, anxiety,
[33:32] So I really want our families to know that there is
[33:36] support out there for you
[33:37] And we're starting to build those resources.
[33:39] Yeah. And you can find that on the
[33:43] LPS wellness page, on our, on our website.
[33:48] Ashley Antoine, thank you. Thank you. Maura Ricardi. Thank you.
[33:51] You're welcome. Nate Zucco and Amy Smith.
[33:54] Thank you for a great first segment.
[33:56] We are over time as I'm getting the signal,
[34:02] I'm just grateful that we are able to spend this time.
[34:04] Thank you. Talking about the important roles that you play
[34:08] in our schools and in our children and families lives.
[34:11] Thank you so much for joining us.
[34:13] Watch out for the next episode of Lions Pride.