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videos,student led, self responsibility, coaching, (I do, we do, you do)

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Andrea and Michelle: STUDENTS: Greetings, name tags,know about kids beyond school

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Andrea and Michelle: STUDENTS: Greetings, name tags,know about kids beyond school

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peer mentoring,

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Asking students about their sports teams, weekends, etc

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Ask students about something going on outside of school/interests.

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Ask students about something going on outside of school/interests.

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Consider that students may have had new trauma during this closure.

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Consider that students may have had new trauma during this closure.

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Take interest in students likes and positive attributes. 

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Take interest in students likes and positive attributes. 

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Using champs to set up clear expectations for students; builds security and confidence in class

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Using champs to set up clear expectations for students; builds security and confidence in class

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Reteaching students how to be a student after six months out of the building.

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Reteaching students how to be a student after six months out of the building.

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Group activities that engage students

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Don't assume anything. Be sensitive as students adapt to being back at school. 

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Don't assume anything. Be sensitive as students adapt to being back at school. 

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Connecting students (even virtually) that experienced similar issues during the shut down. Like support group style with a facilitator.

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Connecting students (even virtually) that experienced similar issues during the shut down. Like support group style with a facilitator.

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Be an outlet for them, know you care and are there for them. 

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Be an outlet for them, know you care and are there for them. 

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Michelle and Andrea Provide structure, observe behavior of staff and students

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Michelle and Andrea Provide structure, observe behavior of staff and students

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gentle with correction

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Michelle and Andrea- Need quick SEL assessment tools 

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Michelle and Andrea- Need quick SEL assessment tools 

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Remember much attention seeking behavior is actually relationship seeking

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Remember much attention seeking behavior is actually relationship seeking

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Routines that are based on students needs and input in development. 

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Routines that are based on students needs and input in development. 

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What does the activity and movement look like with social distancing and how is that different than previous experiences?

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What does the activity and movement look like with social distancing and how is that different than previous experiences?

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Establishing new expectations for the new "normal"

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Be available for students, actively listen. Don't pry.  

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Be available for students, actively listen. Don't pry.  

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Keep an eye out for the signs and symptoms of trauma

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Using Kagan strategies in relationship building.

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Using Kagan strategies in relationship building.

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Relational capacity activities online or in person.

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Relational capacity activities online or in person.

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Not just telling them the new norms, but WHY we need to have the new norms. 

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Not just telling them the new norms, but WHY we need to have the new norms. 

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"Teach what you preach" example: make sure you are wearing a mask and not complaining in front of students about having to wear one.

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From Athena:   we used champs for everything, basketball, walking in hall, zoom meetings, i ready, lunch room, music PE anything 

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From Athena:   we used champs for everything, basketball, walking in hall, zoom meetings, i ready, lunch room, music PE anything 

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Athena: just took class on PAX that would work well with tier 1, 

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Athena: just took class on PAX that would work well with tier 1, 

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Listening...really listening for understanding from students, staff, and families. They may likely be different that we knew them before. 

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Listening...really listening for understanding from students, staff, and families. They may likely be different that we knew them before. 

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Start with the basics at the beginning of classes...what did you do over the summer, etc... Then sharing with other staff to help determine student needs from the get go.

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Start with the basics at the beginning of classes...what did you do over the summer, etc... Then sharing with other staff to help determine student needs from the get go.

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Promote positive attitudes and a understanding for re-learning the school environment. 

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Promote positive attitudes and a understanding for re-learning the school environment. 

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Let them know you care and are interested in their feeling and experiences and perspectives

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Let them know you care and are interested in their feeling and experiences and perspectives

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With problematic behaviors do a check in with them to assess if their basic needs are met before trying to progress

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With problematic behaviors do a check in with them to assess if their basic needs are met before trying to progress

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What will being a student look like? How are they going to be a student especially if we jump from model to model. How can we make the transition smooth?

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What will being a student look like? How are they going to be a student especially if we jump from model to model. How can we make the transition smooth?

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A lot of people talked about positive interactions and getting to know students. How do we promote that when we don't know our students ahead of time. We will not see them face to face as much. In class or in common places.

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A lot of people talked about positive interactions and getting to know students. How do we promote that when we don't know our students ahead of time. We will not see them face to face as much. In class or in common places.

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Will the kids that left in March be different than the same kids who left in March? How about new students in the building?

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Will the kids that left in March be different than the same kids who left in March? How about new students in the building?

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Being aware that we don't know what situations students are coming out of.

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Being aware that we don't know what situations students are coming out of.

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Re-evaluating our expectations that we normally have for students.

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Re-evaluating our expectations that we normally have for students.

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Some students will feel at ease going to school and be excited and some will feel uneasy about going back to school in a safe manner.

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Some students will feel at ease going to school and be excited and some will feel uneasy about going back to school in a safe manner.

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Families fears or confidence about the safety of going back to school. This impacts the students. 

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Families fears or confidence about the safety of going back to school. This impacts the students. 

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We will look different. Students aren't used to seeing us with masks, students aren't used to us social distancing. Students are used to social distancing with each other. No high fives or hand shakes or hugs. 

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We will look different. Students aren't used to seeing us with masks, students aren't used to us social distancing. Students are used to social distancing with each other. No high fives or hand shakes or hugs. 

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What are other ways we can show students we love and care about them when we can't do the physical "high five" 

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What are other ways we can show students we love and care about them when we can't do the physical "high five" 