Continued declines in student enrollment and other funding sources; recruiting challenges for staff in key areas; and a closer examination of our core work are three foundational reasons for AEA 267 to continue to seek ways to conserve resources and ask thoughtful questions about how and what services we currently provide our educational partners. Among those questions is a closer look at what will/won’t be our agency’s work into the future.
As agency administrators study trends and other research to help predict what our work will be in the next five years, what do you think? Based on your area of expertise, what do you believe the needs of the educational partners you serve will be in five years? What won’t be needed that we currently offer? Post your thoughts here.
In the next five years we will be doing more training and providing more services to the two following areas:
Career and Technical Education–providing more opportunities for students to prepare for post-secondary education and learning work skills. Career Academies, PSEO, Contracted classes and AP classes for students to earn college credit while still in high school.
More training and services for our Counselors will be needed.
I agree with Lorna Kennedy – preparing students for post secondary opportunities including more extensive training to provide for student/family needs within the areas of LIVING, LEARNING, & WORKING.
I think in upcoming years we will see a greater need for the provision of mental health services in the schools. Due to ever increasing stressors, economic pressure, and dysfunctional family systems, we are seeing a steady increase in children and adolescents with significant mental health needs. Our agency should be proactive in planning for provision of these services. We already have highly qualified staff that with a little extra support and training opportunities could be ready to take on this challange.
As a school social worker, I have many conversations with staff members and our LEA partners about the social emotional needs of our students. Many students battle barriers to learning that go beyond disabilities, including mental health disorders, poverty and family instability. It is to the agency’s credit that one of our goals is to break down those barriers for students. Our challenge is to efficiently meet the demands of IDEA AND find time to work with students in an effective and meaningful way.
As a school psychologist I would readily agree with Belinda that a consistent concern I hear from AEA and LEA staff alike is a need for mental health to be addressed in schools. This idea is certainly one supported by the School Social Workers Association of America (SSWAA), the National Association of School Psychologists (NASP), and one beginning to influence federal legislation as well. I would also agree with Belinda in giving much deserved credit to AEA 267 for striving to break down some of the many barriers students face when learning. I would clarify that in order to continue to work towards breaking down such barriers, the specific challenge as I see it facing AEA 267 and our schools, is to find the means by which AEA 267 school social workers and school psychologists can embrace their role as direct providers of pupil services, as SSWAA and NASP advocate for, and not only as special education support staff.