Turtle Mountain
Community High School

“Most challenges aren’t unique to one school, so it is nice to have this network of schools to bounce ideas off of.”

Lisa St.GermaineSpecial Education Teacher

Member Profile

Member since 2020


Caring and concern for the whole student runs deep in Turtle Mountain Community High School. Staff share an understanding of the collective responsibility required to meet the needs of students, their families, and community. This is reflected in the support for SEL education among TMCHS educators.

Problem Of Practice

How do we build the professional competency of staff to expand provision of SEL support for students beyond the sole responsibility of the school counselor? 

Growth Opportunities

Educating ALL staff and community members about the importance of SEL in schools. 

Dedicating time in teachers’ busy schedules to focus on the SEL work necessary to make meaningful change.

Certified Staff Size
Classified Staff Size
Number of Buildings
Team Lead

Lisa St.Germaine, Special Education Teacher

Member since 2020

Approaches to SEL

  • Utilizing Resilience for Youth, a WhyTry program, to help students in grades 9-12 identify where resilience is found and how to access it.
  • Coming soon!
  • Rethinking discipline model and approach.  A team is participating in Developing Schoolwide Behavior Expectations to be more proactive in addressing student behavior rather than reactive and punitive.
  • Greeting students in the hallway and as they enter the classroom in order to foster a positive environment even before class begins. 
  • Hosting a virtual “welcome back” event at the beginning of the 2021-2022 school year, allowing teachers and staff to introduce themselves and begin a challenging year on a positive note.
  • Coming soon!

Facilitators of Systemic SEL

  • Investing in the time, resources, and people necessary to do meaningful SEL work. For example, Lisa has been empowered to build a school MTSS team which meets twice a month and participates in several paid training opportunities.
  • As Team Lead, Lisa has been granted time during her work day to devote specifically to this work, building lesson plans and preparing materials to reduce the amount of preparation required for teachers.
  • Creating a Google Classroom where teachers can find all Resilience for Youth curriculum materials, allowing colleagues to share examples and advice based on their own experiences.
  • Assigning teachers a homeroom class of ninth graders, with whom they will meet every day throughout their high school career. This practice allows teachers to establish and build upon a foundation of trust throughout their four years together.
  • Conducting initial assessments at the beginning of Resilience for Youth curriculum. Through this platform, teachers will be able to see how students rate themselves in several areas related to resilience and revisit results to monitor progress.
  • Implementing FastBridge assessments and pursuing additional instruction on how to best utilize the platform to monitor SEL progress.
  • Lisa meets monthly with an EWIMS consultant to discuss the process of implementing EWIMS. Focusing on 9th graders, ABC data from their 8th grade year has been pulled, along with their first quarter data to begin identifying Tier 2 and 3 kids.
  • Developing a plan to observe and evaluate teachers’ implementation of SEL curriculum.
  • Composing surveys that will be sent to staff and students in order to obtain honest feedback on the efficacy of SEL instruction.
  • Learning more about the WhyTry curriculum, which will be used with students who aren’t responding to Tier 1 instruction as a Tier 2 or Tier 3 support as early as their ninth grade year and set the tone for their entire high school career.
  • Utilizing data such as attendance, behavior referrals, and course failures from eighth grade to determine which incoming ninth grade students may require Tier 2 and Tier 3 interventions. 
  • Fine-tuning a referral tracking system and creating an easy-to-access report that can be filtered by student, teacher, place of incident, etc.


Hearing other schools, listening to their stories about the obstacles they’ve faced and how they addressed them, has been incredibly helpful. Most challenges aren’t unique to one school, so it is nice to have this network of schools to bounce ideas off of.

Lisa St.GermaineSpecial Education Teacher