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5. B4C Self Care Resources - Breathe for Compassion_2020

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Why Mindfulness Is a Superpower: An Animation

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The Cooper High School Counseling Department would like to thank the Wayzata High School Counseling Department and Osseo Area Learning Center for inspiring us to create a virtual calming room and for sharing so many great ideas and resources.

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During overwhelming times in our life, it's important to find ways to relax and cope. The Virtual Calming Room is a place for students to find tools and strategies for managing emotions and feelings. Enjoy and take some time for yourself!

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3 Activities for Adults to Practice Modeling SEL

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Creating a PBIS Behavior Teaching Matrix for Remote Instruction

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Responding to the COVID-19 Outbreak through PBIS

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Responding to the COVID-19 Outbreak through PBIS

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5e713cc6a814d74f2453520c_Responding to the Novel Coronavirus (COVID-19) Outbreak through PBIS

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Common Definitions | Instructional Time by Grade Level | Research-Based Distance Learning Principles | Initial Support for Distance Learning | Use of Common Tools | Success Criteria | References

Distance learning in the COVID-19 context provides a unique challenge in that, in many cases, neither families nor educators chose to engage in this model of instruction, it is an opportunity provided due to circumstances beyond our control. It is also important to acknowledge the understandably high levels of stress and anxiety these circumstances have created across the system in adults and children alike. During this time it is vitally important that we all give attention to and provide space for the emotional well-being of those within their organizations and communities. The guidance provided here is meant to offer suggestions for best practice in a distance learning setting through a lens of continuous improvement. As we all embark on a new learning journey successful outcomes will rely heavily on our collective ability to monitor the effectiveness of current practices, respond to feedback and changes in public health conditions, iterate or redesign, and repeat the improvement cycle. Each LEA is encouraged to work together with stakeholders at the local level to identify needs and determine the appropriate supports to address the local context.

It is important to develop structures that continue to place students at the center of learning, understanding the varied contexts of at home supports. While nothing will replace the invaluable connection developed through in-person teaching, there are best practices LEAs may consider in order to maximize instructional time. It is important to consider utilizing the time educators spend directly interacting with students to be focused, planned, and designed to further student learning goals. Learners will need opportunities for guided learning with an educator, as well as opportunities to work with peers, families, and community members to apply their learning and practice their skills. On June 29, 2020, the Governor signed Senate Bill (SB) 98 which reinforced these concepts providing required instructional minutes for grade-levels while emphasizing the necessity of teacher-student engagement. This document offers suggestions in four key areas 1) clear definitions of instructional models and language outlined in statute, 2) an overview of required daily minutes for the 2020-21 school year and considerations for synchronous and asynchronous instruction (California Education Code (EC) Sections 43501(a)(b)(c)(d)(e), 3) researched based principles for considerations for LEAs as they prepare to open school and 4) sample student learning blocks that provide a few ideas for how educators may structure learning. This guidance is not all-encompassing as instructional time can be a nuanced area. These suggestions are recommended best practices and do not constitute legal advice or a legal service. Any unique or specific instructional time questions should be referred to the California Department of Education (CDE) School Fiscal Services Division at attendanceaccounting@cde.ca.gov. Any specific unique distance learning program questions should be referred to distancelearning@cde.ca.gov.

Common Definitions

The definitions below are designed to provide a common understanding of the various models of learning and their unique distinctions and to avoid the common misconception of applying terms interchangeably. It is important to note that not all distance learning requirements outlined in statute are included in this document. Readers should consider CDE Frequently Asked Questions (FAQs) and additional guidance documents as they plan for and engage in distance learning during the 2020-21 school year to ensure all requirements are met.

Distance Learning. Instruction in which the pupil and instructor are in different locations and pupils are under the general supervision of a certificated employee of the local educational agency. Distance learning may include but is not limited to all of the following:

Interaction, instruction, and check-in between teachers and pupils through the use of a computer or communications technology

Video or audio instruction in which the primary mode of communication between the pupil and certificated employee is online interaction, instructional television, video, telecourses, or other instruction that relies on computer or communications technology

The use of print materials incorporating assignments that are the subject or written or oral feedback (EC 43500(a))

Blended Learning. Combination of in-person and distance instruction.

Independent Study. Independent Study is provided as an alternative instructional strategy, not an alternative curriculum. Independent study students work independently, according to a written agreement, and under the general supervision of a credentialed teacher or teachers. Students enrolled in an independent study program for the 2020-21 school year must meet the additional requirements of distance learning. For more information regarding independent study requirements see: https://www.cde.ca.gov/sp/eo/is/isprogramsummary.asp

Home School. In California, there are several ways that parents educate their children at home: through an existing private school, through a public charter or independent study program, and in many instances by opening their own private home-based school and submitting a Private School Affidavit to the CDE. However, it is important to note that (1) the CDE does not provide guidance on how to home school, and (2) California statutes do not explicitly authorize homeschooling or differentiate between private schools and home schools. Students enrolled in a home school program for the 2020-21 school year must meet the additional requirements of distance learning. For more information on schooling at home see: https://www.cde.ca.gov/sp/ps/homeschool.asp

The below terms are used throughout the document as we continue to discuss ways in which LEAs offer high-quality distance learning in accordance with EC Section 43503.

In-Person Instruction. Instruction under the immediate physical supervision and control of a certificated employee of the local educational agency while engaged in educational activities required of the pupil

Synchronous Learning. Synchronous learning takes place in real-time," with delivery of instruction and/or interaction with participants such as a live whole-class, small group, or individual meeting via an online platform or in-person when possible.

Asynchronous Learning. Asynchronous learning occurs without direct, simultaneous interaction of participants such as videos featuring direct instruction of new content students watch on their own time.

Time Value. Instructional time for distance learning is calculated based on the time value of synchronous and/or asynchronous assignments made by and certified by a certificated employee of the LEA. Time value for distance learning is different than time value used previously in independent study programs which include an evaluation of the time value of work product.

Instructional Time by Grade Level

For the 2020-21 school year, instructional time offered through distance learning may include synchronous and/or asynchronous instruction and is calculated based on the time value of assignments made by a certificated employee of the LEA.

Grade Level

Total Minimum Required Minutes per Education Code Section 45301*

* Total minimum required minutes per EC Section 45301 include in-person, distance-learning, or blended learning models. Distance learning can be delivered through synchronous and/or asynchronous instruction.

** 180 Instructional minutes for pupils in grades 11 and 12 that are also enrolled part-time in classes of the California State University or the University of California for which academic credit will be provided upon satisfactory completion of enrolled courses. 180 instructional minutes for any pupil who is also a special part-time student enrolled in a community college and who will receive academic credit upon satisfactory completion of enrolled courses. 180 instructional minutes for pupils enrolled in a continuation high school. (EC Section 43501 (a-f)).

In distance learning, instructional time is calculated based on the time value of assignments made and certified by a certificated employee of the LEA in which the student is enrolled. Those assignments can include assigned instruction or activities delivered through synchronous or asynchronous means. Synchronous opportunities may include full group instruction, peer interaction, and collaboration, two-way communication, small group breakouts, or individual office hours. The delivery method should match the purpose of the current learning outcome, corresponding task, and program placement (i.e. Language Acquisition Program). At times it may be appropriate for new content to be delivered asynchronously utilizing synchronous time for peer interaction, small group breakouts, or individual office hours. Inversely, at times content may require synchronous opportunities to include direct instruction on new content. All modes should provide students a means of checking for understanding and progressing based on that understanding. For English learners, this means of checking for understanding should include opportunities to have oral conversations to elaborate on the language necessary to articulate what is understood and ask questions for clarifying what is not fully comprehended. For students with disabilities, instructional time may be determined by the Individualized Education Program (IEP) team, as instructional delivery should be appropriately adapted to the unique needs of the student. Additionally, instruction and activities should be aligned to learning objectives and goals specified in the IEP.

There is an opportunity for staff to develop integrated lessons to maximize instructional time. An example might include integrating science and math standards in a performance task. Educators will need to support the development of independent learning skills through modeling, scaffolding, student conferences, feedback, and reflection. Although family support is important, applied learning experiences should take into account that many families will not be able to provide extensive support. During time allotted for applied learning, it is important for an adult to be available for questions. Educators will need to be especially in tune with language needs and provide sufficient language scaffolds to ensure the student can participate fully in the development of content and the development of the necessary linguistic structures to meet the language demands of the lesson. Integrated ELD is critical for English learners' access to the material and should be an integral part of the lesson planning and delivery process in all subjects. Structures may need to be in place to provide support for students that may not have an English speaking adult or family member to support applied learning. Consider using expanded learning staff or other staff from community-based organizations to support individual students or learning pods of students. Collaboration with families can be especially important when developing learning opportunities for students with disabilities, particularly students with extensive support needs. Gauging the needs of the family in supporting the student will be key to ensuring successful student outcomes. LEAs are encouraged to engage service providers and paraprofessionals in collaboratively supporting the students and family to ensure meaningful access to learning opportunities.

The ratio of synchronous and asynchronous and the sequence of these chunks of instructional time will depend on the course structure, instructional methods, access to technology tools, student needs, and whether learning is taking place entirely online or if the class is using a blended model. As such, it is important to emphasize that these two types of instructional time do not need to be chunked or sequenced in any particular way. For example, a teacher may choose to have students spend an estimated 30 minutes independently reading a text to prepare for a 20-minute, teacher-facilitated, synchronous discussion, followed by a 30-minute group research task, and then another 10-minute check-in discussion. Some English learners may need materials in the primary language to support their independent learning. Parents may need guidance as to how to support their child to enhance and support the student using these materials.

In the context of a multilingual program, instructional minutes in each language should be aligned to the percentage of minutes dedicated to that language based on the program design. For example, if 80 percent of the instructional minutes in a dual-language immersion program are dedicated to Spanish, then 80 percent of the 230 instructional minutes in a third-grade classroom should be dedicated to Spanish instruction and interaction.

Research-Based Distance Learning Principles

Research on effective distance and blended instruction can provide helpful principles for educators. It is useful to know that well-designed online or blended instruction can be as or more effective than in-classroom learning alone. While many worry that distance learning is necessarily less effective than in-person learning, many studies show that well-designed distance learning that has the features described below is often more effective than traditional in-classroom learning alone (US Department of Education, 2010; see also Policy Analysis for California Education, 2020). Key elements include:

1. A strategic combination of synchronous and asynchronous instruction: Combining synchronous activities where students meet regularly online (or in-person) with their classmates and teachers, with "asynchronous" activities where students think deeply and engage with the subject matter and other students independently are more effective than fully synchronous on-line courses.
Synchronous time should be set for reasonable amounts of time, punctuated with other activities to avoid attention fatigue. It can be used for short mini-lectures and for many kinds of student to student and student to teacher interaction as described below. Many students also benefit from synchronous individual or small-group support in addition to whole-group distance instruction.

Asynchronous time can provide an opportunity for students to gain exposure to concepts prior to engaging in synchronous time or as a follow up to dive more deeply into concepts that have been introduced through independent activities such as reading articles, watching videos or PowerPoint presentations with voiceover, or completing modules online. Teachers can also use these asynchronous modules to provide targeted scaffolding or essential background information for those students in need of extra support in a particular area.

2. Student control over how they engage with asynchronous instruction: Research shows that students do better when they can go at their own pace, on their own time, when they have some choice over the learning materials to use and the learning strategies that work best for them, and when materials are set-up to enable them to engage deeply and critically with course content by managing how they use videos or print materials. As one successful on-line teacher explains:

Rather than assigning only worksheets or reading questions that can often lead to frustration and disengagement, offer students approaches that are universally designed so they can build and apply knowledge based on their interests and readiness levels. For example, provide a recorded lecture, two or three videos, and two readings about the topic. The students can listen or watch the lecture and then choose to complete a combination of the remaining content options. Provide links to reading assignments at different reading levels so that all students find a path to comprehension, with tools like Newsela, Rewordify, News in Levels, and more. Give two or three choices for completing a task, such as writing, recording a video, building a slide deck, using Minecraft Education to demonstrate math concepts, or historical and literary events, through building. Allow students to upload their work onto the classroom learning platform to share with peers.

3. Frequent, direct, and meaningful interaction. The more interaction students have with other students, with their teachers, and with interactive content, the stronger the learning gains. In online learning environments where there is little student-student, student-instructor, and student-content interaction, students often become disengaged. Activities such as experiments, debates, data analysis, and groups solving challenging applications together can serve to synthesize and extend student knowledge. Students can interact with peers and the teacher in multiple formats - whole group and small group discussion in synchronous instruction (for example in zoom breakout rooms), chat rooms and discussion boards that may be synchronous or asynchronous, quick polls and votes followed by debate and discussion are all means to improve engagement, and create positive effects on learning gains, as do interactive materials.

4. Collaborative learning opportunities. Opportunities for students to engage in interdependent cooperative learning are important and improve achievement. Teachers can structure learning opportunities that encourage collaboration by accommodating flexible grouping options for completing work and by setting class norms for collaborative activities. This includes group engagement in shared projects and presentations as well as smaller daily activities. Small groups can work on tasks together during synchronous time in breakout rooms and then return to share their ideas. Asynchronous tasks can also be structured to offer opportunities for students to collaborate and build learning together, for example through discussion boards and by providing peer feedback. Students can pursue projects in asynchronous time by being taught to set up their own collaboration in on-line platforms.

5. Interactive materials. High-quality distance learning incorporates the use of interactive multimedia materials, typically during asynchronous learning. For example, researchers found that 8th-grade students whose teachers integrated the use of the Pathways to Freedom Electronic Field Trips-an online collection of interactive activities designed by Maryland Public Television-in their teaching about slavery and the Underground Railroad, outperformed those who had the same unit without these materials. Fifth-grade science students who used a virtual Web-based science lab, which allowed them to conduct virtual experiments while teachers observed student work and corrected errors online, outperformed those who did an in-person manual science lab. Elementary special education students across 5 urban schools who used a Web-based program supporting writing in action by prompting attention to the topical organization and structure of ideas during the planning and composing phases of writing outperformed those who had the same materials in hardcopy in the classroom (US Department of Education, 2010).

6. Assessment through formative feedback, reflection, and revision. Formative assessment is very important in online and blended learning, and it promotes stronger learning when it provides feedback that allows students to reflect on and revise their work. For example, researchers found that students performed better when they used a formative online self-assessment strategy that gave them resources to explore when they answered an item incorrectly. Similarly, students who received quizzes that allowed them the opportunity for additional practice on item types that had been answered incorrectly did better over time than those who received quizzes identifying only right and wrong answers. Studies have found positive effects of a variety of reflection tools during on-line learning, ranging from questions asking students to reflect on their problem-solving activities to prompts for students to provide explanations regarding their work, student reflection exercises during and after online learning activities, and learning guidance systems which ask questions as students design studies or conduct other activities that support students' thinking processes without offering direct answers (US Department of Education, 2010).

7. Explicit teaching of self-management strategies. Students who receive instruction in self-regulation learning strategies perform better in online learning. Teachers can help students with tools that help them schedule their time, set goals, and evaluate their own work. They can also provide checklists that are readily available to students and parents that break out the steps for task completion to help them understand the scope of the work and the milestones they'll accomplish along the way.

Initial Support for Distance Learning

As districts start the school year it is important they consider ways to: engage and support families and staff, the utilization of common tools, and the identification of success criteria. For students with disabilities, LEAs should plan for how IEPs can be executed in a distance learning environment. It is also important to establish the ELD program expectations, schedules, and guidance as to how to make sure both designated and integrated ELD is provided consistently throughout all subjects.

Preparing Families and Staff for Distance Learning

In order to ensure parents and staff (including community partners where applicable) feel comfortable and prepared to engage in distance learning, it is important to solicit feedback, understanding their experience over the spring as well as offering multiple opportunities to discuss expectations and engage with technology in a low stakes setting. It is important to engage with parents in the language which is spoken in the home.

Understanding context

Students Perspectives on DL [Survey (in multiple languages) or focus groups]

What did you like best about distance learning?

What part of distance learning was the most challenging?

If you could do one thing to improve DL what would it be?

Teacher Perspectives (Survey or focus groups)

What worked well in distance learning over the spring?

What were some of the biggest challenges?

What do you need to be successful in distance learning in the fall?

Were you able to support various types of student needs including English learners, students with disabilities, foster youth, socioeconomically disadvantaged youth, etc.?

What strategies did you use to provide integrated and designated English language development (ELD)? Where do you need additional assistance?

Parents (Survey or focus group with appropriate translations)

What worked well with distance learning?

What was the most difficult?

How would you improve distance learning to better support your child?

What support would you like/need as DL continues?

Was the information provided in a language and manner accessible to you and your family?

During the initial reopening

Considerations for Staff

Offer professional development on a common digital platform by site (See Common Tools Below).

Support a common use of platforms. Example: If using google classroom, are all teachers logging homework in the same place?

Ensure all staff are informed of SWDs current IEP and 504 accommodations and if concerned who to contact to discuss supports needed in DL

Provide professional learning on integrated and designated ELD in the distance learning context and ensure that all staff are aware of the requirement that both integrated and designated ELD are provided to English learners.

Provide professional learning on dual language instruction in the distance learning context and ensure that all staff are aware of the instructional minute requirements and plan for language use schedules to ensure language models continue as designed.

Plan for a schedule of agreed-upon times of IEP meetings to ensure all team members are available to be present.

Collaborate with the IEP team to schedule services for students within the agreed-upon instructional minutes schedule.

Considerations for Parents/Students

Over the course of a week consider offering opportunities for 1:1 meetings or meetings in groups with parents and students. It may be helpful to offer evening options for parents that work full-time. Ensure that interpreters are available for parents who speak languages other than English to the extent possible.

Review the digital platform with the student and parent.

Discuss the rhythm of learning that will be established: Where and/when is work posted? How do they submit assignments?

Ask parents about the best form of communication and feedback loop.

Considerations for Staff

Offer tiered (ranging from beginning to mastering) professional development opportunities for staff to continue to build their capacity in areas to support distance learning such as learning platforms, engaging strategies, or tools and resources.

Utilize staff meeting time to review success criteria (see below), address emerging needs, celebrate successes and identify areas for ongoing professional development.

Establish a regular time for grade-level teams to collaborate in developing shared resources, review student work, and co-create lessons.

Provide ongoing professional learning on integrated and designated ELD in the distance learning context and time for teachers to collaborate on addressing the needs of English learners (successes and next steps).

Provide regular time for grade-level teams to collaborate with special education teams (SAI;SLP;OT;APE..) to discuss supports/challenges in DL model and GE curriculum

Considerations for Parents/Students

Establish a regular time for parents to receive support with technology. Explore platforms that are available in languages other than English to ensure that parents and students have access and that the home language is seen as an asset.

Establish regular office hours for students to connect with their teachers and peers.

Ensure that communications with parents are translated to the extent possible and that translators are available for teachers to contact parents who speak languages other than English.

Tips for Success

Consider other means of communication other than email. Survey data that shows 1 in 3 families of English Learners do not have an email address.

Google and several text messaging apps provide alternative phone numbers that link to your personal phone number so that it is kept private. Calling the alternative phone number will connect to you directly. These services are typically free of charge. Several text messaging apps provide translation services for two-way translation (from English to the parent's preferred language and also translating their response back to English).

Consider creating videos regarding how to access the digital platform for future viewing.

Consider providing guidance in multiple languages including video, written material, digital material, and technology platforms, apps, etc.

Use of Common Tools

Consistency across grade-levels will support the success of students and families as they prepare to engage in distance learning. Consistency also provides opportunities for teachers to marshal resources. As an example, if teachers are all using the same high-quality curriculum, they might develop or curate videos for asynchronous learning and share with colleagues. Consistent use of platforms allows parents with multiple children to learn and offer support in a focused area. Similarly, students with multiple teachers will have space to focus on content as opposed to navigating multiple digital platforms for learning.

Select one common digital platform for appropriate grade-spans, i.e. Kindergarten and first-grade may utilize a different platform than second-grade and above.

Ensure support is provided to teachers on how to use the platform in a consistent manner.

Ensure support is provided to parents on how to use the system and that this support is available in multiple languages.

Identify the district adopted materials for each subject area.

Ensure every teacher has access to the required curriculum, including ELD and Special Education.

As a staff, use the mathematical frameworks to identify the major clusters, supporting clusters and additional clusters for focus and planning.

As a staff uses the ELA CCSS to identify the new content introduced in each grade-level for focus and planning.

As a staff, use the ELA/ELD Framework and the ELD standards to ensure that instructional materials include both integrated and designated ELD for English learners. Integrated ELD should be provided in all subject areas.

As a staff, discuss multilingual program needs.

Identify necessary supports to build staff, parent, and student capacity around the curriculum that will be used. (see Preparing Families and Staff for Distance Learning above)

Administer a common grade-appropriate diagnostic assessment at the beginning of the year to establish a baseline for student learning

Plan for the administration of common assessments to use for grade-level collaboration, including assessments in other languages for multilingual programs and the English language proficiency for ELD progress.

Provide timely, personalized feedback to students on formative and summative assessments including acknowledgment of the receipt of their work and a way for students to track their grades.

Communicate to parents and students progress in learning regularly ensuring translations when appropriate.

Success Criteria

It is important for districts to review the past and current local data in order to identify metrics for success in the distance learning setting. As an example, if an LEA previously saw high rates of chronic absenteeism with their students with disabilities, a clear improvement outcome should be established with a plan to monitor participation rates for that student group. Success criteria will clearly communicate the vision of the LEA regarding student performance and allow staff to monitor progress, to celebrate success, and identify needs early.

Identify anticipated student needs based on previous data and on formative assessments within the first month of school.

Develop clear, consistent ways to solicit feedback from students, parents, and staff

Identify and develop common assessments at each grade level.

Identify local data to review regularly, including specific data for students subgroups traditionally underserved.

Data Commitments

Develop clear data commitments: when will assessments be given? Who will collect the information? Who will create data visuals that are easy to read?

Data Analysis

Review data on a regular basis with the Every Ed Team (comprised of representative staff to support general education including students with exceptional needs and English learners)

Communicate data at staff meetings including time to brainstorm the next steps.

Establish a relationship between data outcomes and practices or strategies that were implemented.

References

Policy Analysis for California Education (2020). Supporting Learning in the COVID-19 Context: Research to Guide Distance and Blended Instruction. https://edpolicyinca.org/sites/default/files/2020-07/r_myung_jul20.pdf

U.S. Department of Education, Office of Planning, Evaluation, and Policy Development (2010.) Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies, Washington, D.C. https://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf

Last Reviewed: Tuesday, August 18, 2020

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Distance Learning Instruction Planning Guidance

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Common Definitions | Instructional Time by Grade Level | Research-Based Distance Learning Principles | Initial Support for Distance Learning | Use of Common Tools | Success Criteria | References Distance learning in the COVID-19 context provides a unique challenge in that, in many cases, neither families nor educators chose to engage in this model of instruction, it is an opportunity provided due to circumstances beyond our control.

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Before we jump into our list, let's talk about relationships. Remote learning is having a detrimental impact on the mental health of our students and impacting their social and emotional learning learning. Gone are the daily interactions of peers and social activities like lunch or football games. Instead students are stuck at home, often spending hours on their devices, and they are craving meaningful relationships.

As educators, we must make time to check-in with our students. During a live class session, such as through Zoom or Google Meet s, teachers can use the activities provided below to increase engagement and re-connect with students. While some are perfect for enhancing academic learning, many are intended to focus on relationship building and mental health. Only students engaged in learning will find academic success!

But how do we build deeper relationships? The best approach we have found is through using sparks. A spark is what a student is passionate about, what lights them up and gives them well......that "spark". Sparks were developed by the Search Institute, who explains them as follows: "Sparks are the activities and interests that truly engage kids to be their best. Research shows that kids who know and develop their sparks-and who have adults in their lives to help-have higher grades, better school attendance, and a sense of purpose."

In our STEM programs, we use different games and activities to help students find their spark, and then we utilize those sparks throughout the year to personalize activities. Click here to read more about using sparks in the classroom, and click here for a guide on sparks via distance learning. Many of the games below are a perfect way to share and connect with student sparks.

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50 Distance Learning Icebreakers & Games - Vivify STEM

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Are you struggling to engage students during distance learning? Here is a list of 50 icebreakers and games to keep students engaged and motivated during remote learning! Perfect for back to school, these activities also develop important 21st-century skills like communication, creativity, and collab

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Adult SEL Strategies from Panoramas Playbook

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Free Telehealth Counseling

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The teachers' lounge can be a great place to relax, sit in a squishy couch, and talk to your colleagues about teaching. Unfortunately, this isn't the reality for most lounges. Usually they are just places for teachers to grab their mail and fight with the photocopier.

Life is busy, and teachers are busier. So where do you turn when you want support, ideas and inspiration? You go to virtual teachers' lounges (aka teacher Facebook groups). Here are some of our favorite teacher Facebook groups for educators. They're sure to offer a place to share your journey with a like-minded community.

If you've been intrigued by the new trend toward digital breakouts and escape rooms in the classroom, check this group out. You can find links to breakouts for all ages and get advice for creating your own. This week I even saw a breakout for parents at back-to-school night.

The WeAreTeachers Helpline has been a staple for WeAreTeachers, and it will always be around for general questions and sharing. But you might want to look at one of our other groups, too. For instance, High School Teachers Helpline is available for teachers focusing on the upper grade levels. If you work with teenagers, this is definitely for you.

The first years of teaching can be some of the most challenging, and teachers really need some extra support. This is why we created WeAreTeachers First Years. This group is the place to go for anyone new (or just a few years) into teaching. You'll find plenty of mentors in here, too. Post your question or concern and get quick feedback from others who have been there.

Starr Sackstein has been leading the way toward grade-less teaching for a long time. Her group is filled with meaningful conversations about how and why to do it. If you're interested in taking a step back from grading, join the conversation in this active group.

I'm the moderator for this group. I love to see what creative English teachers around the world post there every day. Teachers inside link up with collaboration partners, share creative resources, and check out trending pedagogies through links to podcasts and articles.

No matter what you teach, if you're interested in incorporating maker spaces and STEM activities into your curriculum, this could be a great group for you. People share maker lab photos, request materials and information about STEM activities, and post ideas others can benefit from.

While this group is especially for technology teachers, many topics here could apply to a range of classrooms. On a recent visit I saw a discussion of digital citizenship, a post asking for advice on building a huge classroom lego wall, and a conversation about which apps like Remind, Bloomz, Appletree and Seesaw are best.

This is a group of science teachers committed to helping each other and our students succeed in science. This group also maintains a collaborative drive of awesome resources.

Try one of these or search FB for a key word and then click on the "groups" tab. Facebook groups are truly a great place to share ideas and find support. You are far from alone on this journey.

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Teacher Facebook Groups You'll Want to Join Today

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The teachers' lounge can be a great place to relax, sit in a squishy couch, and talk to your colleagues about teaching. Unfortunately, this isn't the reality for most lounges. Usually they are just places for teachers to grab their mail and fight with the photocopier. Life is busy, and teachers are busier.

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Education: from school closure to recovery

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After the historic disruption of the COVID-19 pandemic, most schools are back open worldwide but education is still in recovery assessing the damage done and lessons learned. The pandemic affected more than 1.5 billion students and youth with the most vulnerable learners were hit hardest.

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CTA is committed to ensuring the health and safety of its members and the students they serve, and will continue to monitor the COVID-19 situation and provide updates as they become available. Please remember to check back frequently for the latest information.

Schools & Coronavirus: What You Should Know

Latest Statements & Notifications

Read CTA's stance on reopening schools and community colleges during pandemic, July 9, 2020

"California cannot reopen schools unless they are safe." Read CTA officers' letter to legislative leaders regarding reopening, July 8, 2020

CTA Distance Learning webinars: access recorded webinars.

Credentialing COVID 19 updates, including information from Gov. Newsom's May 29 executive order, June 11, 2020

Gov. Newsom suspends teacher testing requirement due to coronavirus closures, June 2, 2020

CTA's position on reopening schools and community colleges, May 20, 2020

Call to action! Tell state legislators to support student, educator safety & education funding

California Department of Education COVID-19 page, frequently updated

Custom Zoom & WebEx backgrounds for educators

COVID-19 Resources

Education-Specific Links
CTA

Message from CTA President E. Toby Boyd, March 16, 2020

CTA callsfor closure of all public schools and community colleges statewide, March 13, 2020

CTA & the Education Coalition's statementto California policymakers, on issues related to the Coronavirus and its impact on K-12 schools, March 13, 2020

Distance learning webinars

California Department of Education April 2, 2020: California Department of Public Health
California Governor COVID-19 website
U.S. Department of Education: COVID-19 information NEA General Resources

Distance Learning
*** NEW! CTA Distance Learning webinars, including Classroom/Behavior Management in a Digital Setting (K-5 & 6-12), Online Math Assessments, Teaching Specialized Populations and more. Sign up for live webinars or get links to recorded webinars, including Best Practices for Virtual Teaching (with FAQs). ***
Strategies Lessons, Lesson Plans Special Education Physical Education/Adaptive Physical Education

PE and APE distance learning resources, CTA Wakelet
Resources & Advice Higher Education Articles & Information Join our Facebook group to connect with fellow educators and to share your own lesson plans, advice and strategies.

Coronavirus-Related Anti-Racism Tools

Stop AAPI Hate, reporting tool in multiple languages, Asian Pacific Policy & Planning Council and Chinese for Affirmative Action

Hate Incident Reporting form, OCA Asian Pacific American Advocates

Tell Your Story, help us track hate, Asian Americans Advancing Justice

Statements & Resources Media Coverage

Explaining COVID-19 to Your Child At-Home Learning Ideas

Go to CTA's Leader Resources (login required) for COVID-19 information, which includes:
Remember to talk to your CTA Primary Contact Staff.

FAQs

Be sure to join our Facebook group CTA Teaching, Learning and Life During COVID-19, a space to support each other and our students, and to share resources, ideas, feelings, stories, laughs and memes.

We are trying to answer questions that come through social media, email and other means. But please note that your best resource for assistance with local issues regarding district directives, leave questions, etc. is your local CTA chapter and CTA primary contact staff.

Here are answers to some of the more frequent questions we've been receiving.

Frequently Asked Questions from CTA Members

Governor Newsom's complete order can be viewed here. Districts are required to

Continue delivering high-quality educational opportunities to students through other options, distance learning, and independent study

Safely provide school meals

To the extent practicable, arrange for supervision of students during ordinary school hours

Continue to pay employees

In general, any STRS or PERS member in paid status continues to receive service credit. STRS has posted information on this topic, and PERS has distributed information to employers confirming that fact.

Gov. Newsom has issued an executive order, pending federal approval, suspending standardized tests for this year.

CTA has issued a bargaining advisory to our primary contact staff who work with our locals. In general, if a district is continuing to offer services to the general student population, they must continue to offer similar education opportunities to special education students, and, conversely, if services to the general student population are suspended due to closure, then the Local Education Agency (LEA) is not required to provide services to students with disabilities during the same period. The U.S. Department of Education state has additional information and the California Department of Education has issued guidelines.

When educators and allies raise our voices together, anything is possible. This is how we win the public education every student deserves.

Urge Governor Newsom to Endorse Schools and Communities First!

Contact Your Senators and Tell Them to Support the HEROES Act

Stay up-to-date with all the latest California teachers news, events, and member benefits.

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COVID-19 Resources for Educators - California Teachers Association

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CTA is committed to ensuring the health and safety of its members and the students they serve, and will continue to monitor the COVID-19 situation and provide updates as they become available. Please remember to check back frequently for the latest information.

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Coronavirus Response and School Reopening Guidance - Health Services & School Nursing (CA Dept of Education)

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Information and resources regarding CDE’s COVID-19 response efforts, including the guidance document for safely reopening schools.

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Chinese Dutch English French German Greek Italian Japanese Korean Portuguese Russian Spanish Vietnamese Tagalog Khmer Farsi Hindi Punjabi

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Distance Learning | Google for Education

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Whether fully virtual, fully in-person or something in between, explore resources to help you customize a plan that's best for your school, and for your students.

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Coping With Stress During the COVID-19 Pandemic One-Pager

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The first few years in the classroom can be the most difficult for a new teacher who may feel overwhelmed by the complexity and responsibilities of his or her new role. This module, primarily aimed at pre-service teachers and new educators, examines definitions and causes of teacher-related stress and provides strategies for recognizing, preventing and coping with stressful situations, events and triggers as they occur. We hope this module provides effective tools and relief for educators in order to increase teacher retention and free beginning educators to enjoy their new role.

Teacher Stress

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The first few years in the classroom can be the most difficult for a new teacher who may feel overwhelmed by the complexity and responsibilities of his or her new role. This module, primarily aimed at pre-service teachers and new educators, examines definitions and causes of teacher-related stress and provides strategies for recognizing, preventing and coping with stressful situations, events and triggers as they occur.

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Sutter-Yuba Behavioral Health (SYBH) provides services to individuals and families who are experiencing serious or ongoing mental health and/or substance use disorders in Yuba and Sutter Counties. Fees for service are based upon the client's ability to pay. SYBH accepts most medical insurance, Medi-Cal and Medicare.

Main Business Number: (530) 822-7200

24-HOUR PSYCHIATRIC EMERGENCY SERVICES (CRISIS SERVICES): (530) 673-8255 or Toll Free (888) 923-3800

Sutter-Yuba Behavioral Health offers a broad range of services. Below you will find descriptions of each of the major service areas and links to the details such as available programs or access information for each service area.

Emergency Mental Health Services are provided through our inpatient psychiatric health facility and our psychiatric emergency services unit. Services include inpatient treatment of acute psychiatric conditions, crisis counseling, emergency assessment, crisis line intervention, safety planning and resource education.

Psychiatric Emergency Services (PES) has partnered with Adventist+ Rideout Hospital to provide emergency psychiatric assessment and treatment to individuals who have been placed on a hold pursuant to Welfare & Institutions Code 5150 and who are subsequently taken to the emergency department. Staff members of PES are embedded inside Adventist+ Rideout Hospital 24 hours a day, 7 days a week. Services provided by this partnership include medical clearance (Adventist+ Rideout Hospital), crisis counseling and emergency assessment for inpatient hospitalization (Sutter-Yuba Behavioral Health), and psychiatric consultation (Adventist+ Rideout Hospital through a contract with Telepsychiatry). PES staff are also able to utilize Adventist+ Rideout's contracted telepsychiatry to request medication evaluations and consult on potential rescinding of individuals placed on W&I Code 5150 in the emergency department. The PES Team consists of highly trained therapists, crisis counselors, and mental health workers that use supportive and solution-oriented problem solving to bridge individuals into outpatient services and other community resources when the W&I Code 5150 is rescinded. This three-team model of PES, Adventist+ Rideout, and telepsychiatry has led to an innovative practice of embedding treatment within the hospital and providing members of the community faster and more efficient levels of treatment when experiencing an acute psychiatric crisis.

Adult Services provides outpatient assessment, diagnosis and treatment of serious mental health conditions and co-occurring mental health and substance use disorders. The treatment team consists of therapists, psychiatrists, nursing staff, case managers, peer mentors and support staff. We strive to provide a broad range of culturally sensitive, consumer-driven supports and services. Services are provided at Sutter-Yuba Behavioral Health's main campus as well as other community sites, such as the Probation, CalWorks and Health and Human Services buildings in both Sutter and Yuba Counties.

The Youth and Family Services Programs are designed to meet the socio-emotional and behavioral needs of children, youth, and families. The program coordinates with community stakeholders including child welfare services, probation, and school systems to provide a continuum of care that promotes positive outcomes for children of all ages. These services include assessment/diagnosis, psychiatric services, psychotherapy, case management, intensive care coordination, intensive home-based services and therapeutic behavioral services. These services are provided at multiple office locations; as well as being provided in schools and client homes.

Families access mental health services via the Open Access Clinic at the Youth Outpatient site which occurs twice weekly. This clinic provides a basic triage to determine if children are likely to meet medical necessity criteria for specialty mental health services and, or, Early and Periodic Screening, Diagnostic and Treatment (EPSDT).

The Children's Systems of Care and the Transitional Age Youth Program are co-located at 809 Plumas Street Yuba City, CA. CSOC is an intermediary level of service for local children who meet medical necessity criteria for specialty mental health services. CSOC uses a community-based model to provide services. To ensure that children's needs are met, services are provided at the child's home, and or their school.

The TAY Program is the highest level of local outpatient treatment available to children/youth aged 16-25 years of age. The TAY Program uses a "full-service partnership" approach to fully engage the child/youth's support system and provides 24/7 support to clients to ensure needs are met. The primary focus of the TAY Program is to address the mental health needs of children who are transitioning to adulthood that present with chronic mental health needs.

Youth For Change provides specialized services for children that have intensive treatment needs. The Community Based Services (CBS) Program is an intermediate level of service for local children who meet medical necessity criteria for specialty mental health services that cannot be met in a traditional outpatient setting and/or who may require significant coordination of care between child-serving agencies. The Full-Service Partnership (FSP) Program provides 24/7 support, which includes separate programs for children aged 0-5 and 6-15. FSP is the highest level of local outpatient treatment available to children of these age groups. Services are provided in the home as well as being offered in the community to ensure that clients' needs are met. The Therapeutic Behavioral Services (TBS) Program is an adjunctive treatment for children who have recently experienced or are at risk of hospitalization and/or placement in a group home setting. Intensive Home-Based Services Program (IHBS) is an intensive, in-home service to reduce behaviors that are placing a child at risk for being placed into foster care and/or that may disrupt and existing foster care placement.

Forensic Services provides therapeutic services to youth who are incarcerated at Camp Singer and Yuba-Sutter Juvenile Hall. Psychiatric care and therapeutic services are provided to adults involved in the criminal justice system through both Yuba and Sutter County Probation Departments.

The Substance Use Disorders (SUDS) Program provides outpatient, intensive outpatient, residential placements and referrals for adults, and adolescent counseling. Services are provided at Sutter-Yuba Behavioral Health's main campus as well as at other locations throughout the community, including Sutter County CalWorks and Sutter County Probation.

The Prevention & Early Intervention (PEI) Program at Sutter-Yuba Behavioral Health provides a multitude of free services and trainings for community members, school staff, and law enforcement personnel. Prevention & Early Intervention activities are designed to increase awareness of risk factors and early warning signs of mental health disorders and decrease stigma, as well as to create awareness of, and alternatives to substance use among youth.

The Sutter-Yuba Behavioral Health Plan offers a full range of specialty behavioral health services provided by a culturally diverse network of community behavioral health programs, psychologists, therapists and intervention counselors/case managers.

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Sutter-Yuba Behavioral Health (SYBH) provides services to individuals and families who are experiencing serious or ongoing mental health and/or substance use disorders in Yuba and Sutter Counties. Fees for service are based upon the client's ability to pay. SYBH accepts most medical insurance, Medi-Cal and Medicare.

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Download the free UCLA Mindful App for iOS and Android

With this easy-to-use app, you can practice mindfulness meditation anywhere, anytime with the guidance of the UCLA Mindful Awareness Research Center. Scientific research shows mindfulness can help manage stress-related physical conditions, reduce anxiety and depression, cultivate positive emotions, and help improve overall physical health and well-being.

Mindfulness is the practice of training the mind to be present through moment-to-moment awareness of our thoughts, feelings, body sensations and environment.Mindfulness promotes an attitude of openness, curiosity, and awillingness to be with our experience. Through regular practice, taught through this app, you can develop a meditation practice and learn to bring more mindfulness into your daily life.
This app offers:

Basic Meditations for getting started, in 14 Different languages

Wellness Meditations for people suffering from challenging health conditions

Informative videos exploring how to get started, supportive meditation postures, and the science of mindfulness

Weekly Hammer Podcasts and Drop-in Recordings -- 30 minute meditations on different themes you can search for and bookmark

A timer to meditate on your own

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With this easy-to-use app, you can practice mindfulness meditation anywhere, anytime with the guidance of the UCLA Mindful Awareness Research Center. Scientific research shows mindfulness can help manage stress-related physical conditions, reduce anxiety and depression, cultivate positive emotions, and help improve overall physical health and well-being.

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Family Resource Center - Child Mind Institute

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Find resources and information to help you support children who are struggling with mental health, behavior or learning challenges.

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According to the Collaborative for Academic, Social, and Emotional, Learning ( CASEL), social-emotional learning (SEL) is "the process through which children and adults understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions."

Self-awareness and self-management are two of the five components that make up CASEL's model of SEL.

Self-Awareness is simply the ability to be aware of one's inner life -one's emotions, thoughts, behaviors, values, preferences, goals, strengths, challenges, attitudes, mindsets, and so forth-and how these elements impact behavior and choices.

A new teacher who is self-aware notices his fearful emotional response on his first day of teaching. He feels his heart beat faster and his stomach clench as he worries about making a good first impression on students. He wants to run out the door before the students enter the classroom, but then recognizes that this behavior is a result of his emotions and thoughts running amok, and he accepts that these reactions can occur when he experiences anxiety.

Skills that develop self-awareness include:

Labeling and recognizing one's emotions

Identifying what triggers own emotions

Analyzing emotions and how they affect others

Understanding the relationship between one's emotions, thoughts, and behaviors

Recognizing one's needs, values, judgments, and biases

Identifying personal strengths and areas for growth

Practicing self-compassion

Cultivating self-confidence, positive self-regard, a "growth" mindset, and optimism

Self-management is the ability to navigate and shift one's thoughts, emotions, and behaviors in a healthy way in order to make decisions and reach goals that benefit oneself and others.

A new teacher who was anxious about her first year of teaching remembered learning from her mentor that when she felt the terror of facing her students for the first time, she could change how she felt by thinking differently about the situation. So, instead of dreading her new profession, this teacher decided to look at it as an adventure-one that might bring her supportive colleagues, wonderful students, and exciting opportunities.

Self-management skills include:

Regulating and expressing one's emotions thoughtfully

Demonstrating perseverance and resilience to overcome obstacles

Sustaining healthy boundaries

Applying strategies to reduce personal and interpersonal stress

Setting and monitoring short-term and long-term goals

Advocating for oneself and one's needs

Maintaining attention

Using feedback constructively

Ultimately, self-awareness and self-management are closely linked. For example, being able to stop and calm down when one is upset (self-management), requires skills like recognizing and labeling the emotions that one is feeling and considering how they might be affecting one's behavior choices (self-awareness).
For a deeper dive into the science and practical school-based examples of this science in action, click on the following topics:
SEL for Adults: The Basics of Emotion
SEL for Adults: Emotions and Culture
SEL for Adults: Emotion Regulation

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SEL for Adults: Self-Awareness and Self-Management | Greater Good In Education

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According to the Collaborative for Academic, Social, and Emotional, Learning ( CASEL), social-emotional learning (SEL) is "the process through which children and adults understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions."

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We've all felt professional slumps. It might be post-vacation low, perhaps a pre-summer desire to wrap up lessons or projects. Students might squirm in their own seats after enjoying a taste of freedom during summer, winter, or spring breaks. You feel like you're running on fumes-the day-to-day challenges that didn't faze you before now leave you perpetually stressed.

Teachers and Educators Influence School and Class Climate

Several studies have found significant relationships between teachers' well-being and classroom climate, says Mylien Duong, a senior research scientist at Committee for Children. "Teaching is ranked as one of the most stressful professions, year after year, and the level of stress among teachers is increasing. The research shows that teachers' emotions, both positive and negative, are contagious to their students. To support students, we need to first support teachers."

Administrators and counselors can experience similar stress. Educators who are disengaged and emotionally exhausted are less likely to model positive, prosocial behaviors and coping strategies, which can directly affect a classroom environment or even a school community at large.

Research-Based Tips for Educator Self Care

Instead of just powering through and leaving your mental health on the back burner-something we know dedicated educators can be guilty of-why not employ self-care strategies to help you start, get through, or finish the school year strong? Here are a few research-based self-care tips for teachers to sustain social-emotional well-being all year:

1. Don't Sacrifice Sleep

Getting a full eight hours seldom wins out when other activities compete for your time in the evening, whether it's grading papers or bingeing a new show on Netflix. But those few extra hours make all the difference when it comes your ability to function, both physically and mentally. In a 2010 study, ¹ nearly 25 percent of teachers and administrators reported that their daily activities were impaired by lack of sleep. This same study notes that 43 percent of school personnel slept less than six hours per night, about an hour less than the average American adult.

Physically, lack of sleep disrupts basic functions, such as immune regulation, metabolic control, learning and memory. It's associated with a wide variety of health problems. And the evidence for sleep's effect on emotion regulation is mounting. In a 2007 experiment, sleep-deprived individuals showed 60 percent greater activation in the amygdala (the part of the brain responsible for "fight or flight") in response to negative emotional stimuli. What does that mean, exactly? If you're not getting enough sleep, you won't be nearly as cool, calm, and collected when facing a disruptive student or an issue with a colleague.
Pro tip: Avoid blue light from phones and computers 30 minutes before heading to bed (it doesn't hurt to keep tech out of the bedroom altogether).
2. Practice Mindfulness

Quieting the constant noise of everyday life and being present in the moment is easier said than done. Luckily, there are plenty of ways to work mindfulness into your schedule, whether it's awareness of your surroundings while on your lunch break, intentionality about your eating, gratitude journaling, or just focusing on deep breathing when you're feeling tense.

Stay especially mindful of your time. If you're feeling stretched too thin, consider reassessing your boundaries when it comes to your schedule. Make relaxing a priority by dedicating specific time to recharging your mental batteries.

When was the last time you took a slow, deep breath? Diaphragmatic breathing can help reduce stress at any point in your day: breathe in slowly through your nose, feel your stomach move out, and then breathe out slowly through your mouth.
Pro tip: Learn more about mindfulness and practice it with your students through Committee for Children's digital mindfulness library, Mind Yeti.*
3. Get Your Steps In

When done regularly, aerobic exercise buffers against depression, anxiety, and sensitivity to stress-more endorphins equal less likelihood of burnout. Healthy, emotionally resilient educators are likely to maintain composure during challenging student encounters, actively monitor the classroom, positively engage students in learning, demonstrate patience, and engage in mindful listening.

Try to work movement into your commute, take a walk at lunch, or make plans to exercise with colleagues for extra accountability. On weeks where squeezing in a workout just isn't doable, schedule a movement-based activity into your weekend plans.
Reference

Amschler, D. H., & McKenzie, J. F. (2010). Perceived sleepiness, sleep habits and sleep concerns of public school teachers, administrators and other personnel. American Journal of Health Education, 41(2), 102-109.

* Mind Yeti is not accepting new users at this time.

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3 Self-Care Tips for Teachers and Educators | Committee for Children

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We've all felt professional slumps. It might be post-vacation low, perhaps a pre-summer desire to wrap up lessons or projects. Students might squirm in their own seats after enjoying a taste of freedom during summer, winter, or spring breaks. You feel like you're running on fumes-the day-to-day challenges that didn't faze you before now leave you perpetually stressed.

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Thank You - Explore Your Virtual Learning Resources | Panorama Education

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Routinely check-in with students to see how they are feeling, how digital learning is going, what they are planning to do during the day, and who they need support from. Customize the provided Google Form to send your "temperature checks."

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Trauma Informed School Strategies During COVID-19

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Trauma Informed School Strategies During COVID-19

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California Parent & Youth Helpline | Parenting Help

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We’re here to support parents and youth with the stress and concerns of COVID-19 and its impact on California families. Call or text 855-427-2736.

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The Beacon Health Options Employee Assistance Program (EAP) is provided at no cost to all CVT subscribers with medical coverage. Employees and their family members can receive free, confidential assistance to help with personal and professional goals, manage daily stresses and develop fulfilling relationships.

Understanding Your EAP
Learn what an Employee Assistance Program is, how it can help you, and how to use it.

How the EAP works

Access is easy and there's no cost to you.
Go online www.achievesolutions.net/cvt or call the toll-free phone number 1-877-397-1032 any time - 24 hours a day, 365 days a year. Each member must call Beacon Health Options for authorization and referral before receiving services. Claims will not be paid without an authorization.

Staffed by professionals.
EAP professionals are highly trained and qualified. The information you receive is accurate, up to date and relevant to your particular circumstances.

Your call is private.
Your personal information is kept confidential in accordance with federal and state laws.

Benefits of the EAP include:

Counseling Services
Talk one-on-one with an experienced, licensed counselor for support with stress management, strengthening relationships, work/life balance, grief and loss, and more. Each covered member is eligible for up to six counseling sessions per benefit year (with a maximum of two courses of treatment). Clinical assistance is available 24/7 and your conversation is strictly confidential.

Legal Services
Free 30 minute consultation and discounted rates. Legal support for:

Divorce

Landlord and tenant issues

Real estate transactions

Wills and power of attorney

Civil lawsuits and contracts

Identity theft recovery

Financial Services
Free 30-minute consultation and discounted rates. Talk to a financial coach for guidance on:

Saving for college

Debt consolidation

Mortgage issues

Estate planning

General tax questions

Retirement planning

Family budgeting

Work/Life Services

Work/life resource and referral services

Child care services

Elder care services

Online Resources
Visit the Achieve Solutions website at www.achievesolutions.net/cvt to access articles, videos, calculators and quizzes to help you improve your health and manage life events. You can also search for service providers in your area. The site is available in English and Spanish. Topics include:

Depression

Strengthening marriage and relationships

Stress management

Anxiety

Conflict management

Weight management

Communication

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Employee Assistance Program | California's Valued Trust

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The Beacon Health Options Employee Assistance Program (EAP) is provided at no cost to all CVT subscribers with medical coverage. Employees and their family members can receive free, confidential assistance to help with personal and professional goals, manage daily stresses and develop fulfilling relationships.

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TCSIG Employee Assistance Program

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Welcome to our supplemental Social Emotional Learning Activities page!

As you will see below, many of the supplemental SEL activities and lesson plans include characters from our game-based, social emotional learning interventions. And when you use the online programs with your students, these activities will reinforce the learning that occurs during game play.

These supplemental resources - lessons, activities, and worksheets - are in the following SELskill areas: Communication, Cooperation, Emotion Regulation, Empathy, Impulse Control, and Social Initiation.

These resources are age-appropriate for elementary and middle school students and are typically used in a classroom or a small group setting. And in most cases, if materials are required for the activity, they are items that you already have in your classroom or office.
Note: Please share this page on your school website so other educators may also benefit.
Social Emotional Learning at Home

Additional Resources for Social Emotional Learning

Our classroom management plan is a step-by-step guide and includes proven strategies, tips and printables for elementary school teachers, and it covers four key components for establishing a successful, well-managed classroom.

These free downloadable posters will decorate your classroom and be great teaching resources, reinforcing social and emotional skills in your classroom and reminding students to practice their skills like emotion regulation, impulse control, empathy, and more.

Social Emotional Learning Quotes

For each of the topics below, we have curated a list of quotes. You can incorporate these quotes in your social emotional learning lessons, add them to social media images, create classroom posters, or write one on your whiteboard each day.

Need Something More Engaging And Effective For A Few Students?

Simply request a FREE Centervention educator account and start using our online programs!

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95 Free Social Emotional Learning Activities

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95 free social emotional learning activities, worksheets, and lessons to help students in elementary and middle school. Most are no-prep and ready to go.

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TCSIC EAP MyStrength

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Helping Our Kids Go Back to School Well Final.pdf