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Welcome to the Jostens Renaissance Prescription Center!

We understand that schools have challenges that arise and we are here to help. Our vast library of school culture resources have been organized to assist you with finding remedies to common issues schools face.

Click on any of the icons below to access prescriptive Renaissance solutions, complete with resources and tips on how to utilize those resources in your school community to address a specific challenge.

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Renaissance Rx - Jostens Renaissance Education

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We understand that schools have challenges that arise and we are here to help. Our vast library of school culture resources have been organized to assist you with finding remedies to common issues schools face.

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This "First Day Back" will truly be - if you can stand one more use of the word - unprecedented. Don't miss the opportunity to make everyone feel supported, appreciated, and excited to be back in the building and in each other's company! Ask yourself a few questions to see how ready you are, and how Renaissance resources can help.

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First Day Back - Jostens Renaissance Education

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This "First Day Back" will truly be - if you can stand one more use of the word - unprecedented. Don't miss the opportunity to make everyone feel supported, appreciated, and excited to be back in the building and in each other's company!

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Story time with Lynn “A Little Spot of Anxiety” by Diane Alber.

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Read Along with SUPERintendent Thompson -  Do Not Lick This Book

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Coping with COVID "For-Now" (Sesame Street and Autism)

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Coping with COVID "For-Now" (Sesame Street and Autism)

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These are unprecedented times for everyone. We're all being called upon to use our strengths to overcome big challenges. As part of the autism community, your strengths-among many others-include planning ahead and finding joy and beauty in small moments during uncertain times. You already see the world through a unique lens and you've found opportunities that benefit your child even in the most difficult circumstances.

During this COVID-19 crisis your family's challenges are similar to families with neurotypical children, but they are also unique. However, they are not insurmountable. Many things are unknown and routines will change dramatically for most children, but you already know how to differentiate between the things you can and cannot control. You can adapt your existing routines to make transitions easier, and you can ensure your child's sense of stability and consistency. You can even create some new routines that are clear, concise, and full of purpose. Either way, you can create a new "for-now" normal to help the whole family through these tough shifts in daily routines.
Explaining COVID-19
Your child may be wondering, "Why is everything so different? Why am I feeling so scared?" They might have heard the words "COVID-19" or "coronavirus" and know that many people are getting sick. Some people in their own lives may be sick. They may or may not know that they can't go to school or that therapists and other community members that have become part of your family cannot visit for a while.

For children that are verbal, finding out what they already know is an important step in deciding what information to share. To find out, you can ask questions such as:

Have you noticed any differences in our lives right now?

Do you know anything about what has been happening?

What have you heard about what has been happening?

Do you know what coronavirus/COVID-19 is?

What else do you know about coronavirus/COVID-19?

What questions would you like to ask me?

Provide as much reassurance as you can and let them know you're working hard to keep your whole family healthy. And don't forget to watch for signs of stress. Children might go back to showing their concerns in times of high anxiety.

For children that are not verbal, it's best to explain right away the changes they're experiencing (and, again, look for signs of stress). As a parent of a child with autism, you know that your child shows you, rather than tells you, about their feelings.
For all children, you might say:

COVID-19 is a virus. A virus is so small, it's invisible.

It can make some people sick.

There are ways to protect everyone:

We need to stay home to keep healthy and to help everyone else stay healthy.

Some things will stay the same, like eating, getting dressed, and sleeping. But many things will be different.

We will not go to school in the same way-we will not go to the school building. Instead, we'll learn at home, in our new "for-now school."

We can't go out to do other activities for a while, and we can't see a lot of people in person for now. Instead, we'll do more fun activities at home, and we'll video chat with friends and family.

Keeping What Stays the Same

Emphasize the things that stay the same by creating a sample schedule or chart (you might draw or write one together) like this one. You might include times:

Every day, we will...

Eat breakfast.

Brush our teeth.

Get dressed.

Play.

Eat lunch.

Move our bodies while indoors.

Quiet time.

Have dinner.

Take a bath.

Brush our teeth again.

Read our favorite books (or another special bedtime routine).

Go to sleep.

There are healthy habits that we should practice no matter what. Use this chart to make sure your child knows that toothbrushing, sleep, and keeping physically active will continue to be part of his or her routine. You can mark every time you practice these habits to make sure your child has a concrete way of noticing how some things are staying the same.

What activities does your child already enjoy that you can easily do on a daily basis? Choose one special, simple routine you can do every day at the same time. Once you've done it consistently for a few days, point it out and let your child know you're trying your best to do this routine every day. Routines might be:

Cooking or baking;

Music and sing-alongs;

Reading;

Screen time;

Puzzles; and of course,

Mealtimes and bath times.

Introducing and Embracing Change

It's tough to not see loved ones, and it's more important than ever to keep those social connections despite physical separation. If you haven't already, set up regular video chats and phone calls with friends and family to stay connected. You might even set up the screen so that you can eat meals with your far-away loved ones as "guests" at your table. You might read a favorite story or play "show and tell" (or "show," for those children that are non-verbal)-whatever they have to share!

Create visuals such as charts to help children understand new routines. Start by creating a new morning routine using this printable. Include children in filling out the chart. Sometimes just seeing you do it first is helpful for children to "preview" what is going to happen.

Embracing change is a huge achievement for any child. Make sure you let children know you're proud of them when they show flexibility: "I am proud of you when you ____. You are being flexible."

Provide alternatives. Changes might feel a tiny bit less daunting when we feel we still have choices. For example, "We cannot go around the block, but we can play in the backyard." It might not seem like these efforts are making a difference at first, but with time and consistency, they can create an environment where change is easier on everyone.

Take Care!
Last but not least, when you take time for self-care, you're better able to care for your child.

When your little one lays down to rest, has some quiet time, or is busy with an independent activity, try to relax or "do your own thing."

Keep a journal by your bed. Before you fall asleep, remember something funny, kind, or surprising that your child did today. Write a few lines that capture the memory. When you're feeling down, stressed, or alone, you can read through your memory journal.

Get moving. Taking movement breaks throughout the day can help alleviate stress and keep you well. Inside, try a few small-space, body-weight exercises like squats, lunges, arm-raises or yoga.

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Coping with COVID-19: A "For-Now" Normal | Sesame Street and Autism

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These are unprecedented times for everyone. We're all being called upon to use our strengths to overcome big challenges. As part of the autism community, your strengths-among many others-include planning ahead and finding joy and beauty in small moments during uncertain times. You already see the world through a unique lens and you've found opportunities ...

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Sesame Street: Caring for Each Other During Covid-19

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Sesame Street knows that children learn through play. In response to the Covid-19 pandemic, Sesame Street has expanded their online offerings including video tutorials for kids as well as resources for parents and guardians. Familiartiy with the Sesame Street characters and format means that children are able to access some difficult conversations and new techniques with the comfort and ease.

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Back to School Resources (Childmind.org)

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Back to School Resources (Childmind.org)

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After the challenges of last year, kids finally get to be kids again. This upcoming school year means being reunited with friends, having some sort of regular schedule again and finally having the chance to show off those new clothes, backpacks and clever school supplies. Good for them and good for parents, right? While there still are concerns about keeping kids safe from the latest COVID-19 variants, at least parents won't have to worry about teaching common core math or listening to lessons in between conference calls. What a dream!

Unfortunately, some kids might be a little apprehensive about going back. For them, home meant a safe haven from a number of stressors that they faced at school. On the other hand, kids who are excited about returning to the classroom will now have to adjust to learning with COVID-19 protocols in place. Either way, the transition back to school might be a little stressful for your child.

So, what can you do if you notice that your child is having a rough time with this change? Pediatric psychologist Vanessa Jensen, PsyD, ABPP offers some sage advice to help make the process easier.

Why good change can also be stressful

"In general, going back to school is just a big change. It's a whole new setting especially for kids who are going from elementary school to middle school or middle school to high school.," Dr. Jensen says. "It's a whole new world, and all of the sudden, they're expected to know what they're doing. It's a huge shift from being their little space at home to now being in this world of back to school."

How to recognize when your child is having a tough time

She adds that if you're not sure if your child is having a hard time with the transition back to school, think about how they normally act when they're stressed and look for those behaviors. For example, if your child gets headaches or stomach aches when they're anxious, you'll know that school is stressing them out should they start having them more frequently.

"We have a tendency to go toward certain behaviors when we're stressed. My suggestion is for parents to think about what their child does when they get stressed in a new situation," she says. "Think about the behaviors that they usually revert to whether it's hiding in the background of a small group or acting out and trying to be the funny kid. Once you recognize what they tend to do under stress, that's probably what you're going to see as they enter into a new situation."

Helping teens make the adjustment

We remember our teenage years. Some of us were wild and loud. Some of us were shy and quiet. But regardless of our personalities, most of us probably kept our crushes, craziness and challenging times under wraps. Dr. Jensen advises us to keep that in mind when it comes to teens. While it's natural to want to know every single thing that's going on in your teen's life, prying or being overbearing will only make things worse.

"If your child has been able to handle things in general, give them some space. But if you're worried, you can always say things like, 'You seem a little stressed. You know, I'm around,' or 'Have you talked to your friends?' And if they have talked to their friends, you can always follow up with 'Well if you want to talk to me, I'm here.'"

She calls this her "raindrop theory." Basically, this is dropping little hints that your child can reach out to you should things become unbearable.

Dr. Jensen explains.

"You just put the little raindrops out there by saying 'You know, I'm around,' or 'I'm going to be in my study if you want to talk.' You put those little hints out there and kids will reach out when they feel comfortable," she says.

Reassure them gently and gradually. "If you overwhelm your child with questions, (and I compare this to throwing buckets of water on them), they're going to think, 'Whoa, I'm not going there.' So, give them space. They know you're there. Just keep reassuring them that if things get bad, you'll be there for them."

Now, we all know that some kids think their parents will never be able to relate to their teenage struggles. (Do they think parents arrived on Earth in their ultimate adulting form?) In cases like these, a "cool" aunt or uncle can help. Dr. Jensen says that you can sprinkle the raindrops in the direction of another adult that you and your teen trust so they are encouraged to reach out to someone if they're having a rough time.

"Give them some room and let the raindrops flow. Let your teen know that you're available to talk but if they're not comfortable with you for whatever reason, make sure they do have someone to talk to. You could say, 'Aunt Susan is a good person to talk to,' or 'Uncle John asks about you all of the time.' This can create little trails to other people when your child is kind of quiet with you."

How to help smaller children adjust to changes

It's hard for little kids to express big emotions - and it's hard for parents to deal with the tantrums, especially if hitting, kicking, wailing and flailing are involved. Dr. Jensen says with younger children, it's good to establish some core basics regarding behavior.

Some things are OK and some things are not OK in terms of behavior. Let your child know that it's OK to be upset. It's OK to feel scared. But it's not OK to hit or kick.

"Physical harm is not OK, anytime," Dr. Jensen says. She suggests encouraging your child to talk about their feelings when they're mad. Ask them what they're mad about or explain how they can tell you or any adult in the house when they are upset.

"You want to make it clear that they should always keep their hands to themselves. That's a rule they had when they were in school and that's still the rule. Make sure your child is clear about what is OK and what is not OK when it comes to behavior."

How to deal with rebellion against COVID-19 safety rules

You've been doing everything you can to keep those under your roof safe for well over a year. Your child has been on board for the most part. But one thing is inevitable. They're going to have friends who are still living in 2019 - no masks, no social distancing and no regard for COVID-19 whatsoever. What do you do if your child starts challenging the rules?

Dr. Jensen suggests helping them understand that staying safe is not just about them, but it's also about all the other people who they care about.

"Talk you your child about what you believe and where the family as a whole stands. Don't just talk about the risks to them. Talk about the risks of spreading COVID-19 to those around you."

"You could say something like 'You know it's important to our family to stay safe for all kinds of reasons, but more importantly, you have grandma to think about, your dad and your sister.' For teens and tweens, it comes down to helping them realize that right now is not the time to just focus on themselves. This is difficult because these age groups can be self-focused. They also can be easily influenced by their peers. But again, you want to encourage them to make the best choices for themselves and your family, especially when you're not around," she says.

And if the going gets tough, get help

Raising kids during a pandemic hasn't been easy on anyone. When parents try to push through the tough times or troubleshoot everything on their own, the process can be even more challenging - and draining. Instead of going it alone, Dr. Jensen advises reaching out to the people in your child's orbit. This includes teachers, coaches, their pediatrician and even the school counselor. She also recommends taking care of yourself first and foremost.

"You're not going to be any good to your kids if you aren't taking care of yourself, and you're the biggest role model your kids have. We all think that kids look to their peers for role models, but they do rely on their parents for the big things. So, the best role model you can be is the person who takes care of themselves and then takes care of their kids," she says.

If you have questions about how your child is doing, Dr. Jensen suggests talking to their teachers, coaches, scout leader and other important people in their life. Ask what they are seeing. Then, talk to your child.

"If things are beyond your control, reach out to your pediatrician's office for referrals. Your child's guidance counselor can also make referrals if you need more help."

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How To Help Your Child Adjust To Going Back to School This Fall

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After the challenges of last year, kids finally get to be kids again. This upcoming school year means being reunited with friends, having some sort of regular schedule again and finally having the chance to show off those new clothes, backpacks and clever school supplies. Good for them and good for parents, right?

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Guidelines for talking to your kids (NASP)

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Guidelines for talking to your kids (NASP)

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National Association of School Psychologists (NASP)

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Families across the country are adapting to the evolving changes in daily life caused by the COVID-19 pandemic. Most schools, places of public gathering, and nonessential businesses are closed, and parents and other caregivers are faced with helping their families adjust to the new normal. This includes trying to keep children occupied, feeling safe, and attempting to keep up with schoolwork as best as possible. None of this is easy, but it helps to stay focused on what is possible in order to reinforce a sense of control and to reassure children that they are okay, and that the situation will get better.

It is very important to remember that children look to adults for guidance on how to react to stressful events. Acknowledging some level of concern, without panicking, is appropriate and can result in taking the necessary actions that reduce the risk of illness. Teaching children positive preventive measures, talking with them about their fears, and giving them a sense of some control over their risk of infection can help reduce anxiety. This is also a tremendous opportunity for adults to model for children problem-solving, flexibility, and compassion as we all work through adjustting daily schedules, balancing work and other activities, getting creative about how we spend time, processing new information from authorities, and connecting and supporting friends and family members in new ways. The following tips can help.

STAY CALM, LISTEN, AND OFFER REASSURANCE

Be a role model. Children will react to and follow your reactions. They learn from your example.

Be aware of how you talk about COVID-19. Your discussion about COVID-19 can increase or decrease your child's fear. If true, remind your child that your family is healthy, and you are going to do everything within your power to keep loved ones safe and well. Carefully listen or have them draw or write out their thoughts and feelings and respond with truth and reassurance.

Explain social distancing. Children probably don't fully understand why parents/guardians aren't allowing them to be with friends. Tell your child that your family is following the guidelines of the Centers for Disease Control and Prevention (CDC), which include social distancing. Social distancing means staying away from others until the risk of contracting COVID-19 is under control. Showing older children the "flatten the curve" charts will help them grasp the significance of social distancing. Explain that while we don't know how long it will take to "flatten the curve" to reduce the number of those infected, we do know that this is a critical time-we must follow the guidelines of health experts to do our part.

Demonstrate deep breathing. Deep breathing is a valuable tool for calming the nervous system. Do breathing exercises with your children.

Focus on the positive. Celebrate having more time to spend as a family. Make it as fun as possible. Do family projects. Organize belongings, create masterpieces. Sing, laugh, and go outside, if possible, to connect with nature and get needed exercise. Allow older children to connect with their friends virtually.

Establish and maintain a daily routine. Keeping a regular schedule provides a sense of control, predictability, calm, and well-being. It also helps children and other family members respect others' need for quiet or uninterrupted time and when they can connect with friends virtually.

Identify projects that might help others. This could include: writing letters to the neighbors or others who might be stuck at home alone or to healthcare workers; sending positive messages over social media; or reading a favorite children's book on a social media platform for younger children to hear.

Offer lots of love and affection.

MONITOR TELEVISION VIEWING AND SOCIAL MEDIA

Parents/guardians should monitor television, internet, and social media viewing-both for themselves and their children. Watching continual updates on COVID-19 may increase fear and anxiety. Developmentally inappropriate information, or information designed for adults, can also cause anxiety or confusion, particularly in young children.

Dispel rumors and inaccurate information. Explain to your child that many stories about COVID-19 on the internet may include rumors and inaccurate information. Older children, in particular, may be accessing a great deal of information online and from friends that contains inaccuracies. Talk to your child about factual disease information.

Provide alternatives. Engage your child in games or other exciting activities instead.

TAKE TIME TO TALK

Let your children's questions guide you. Answer their questions truthfully, but don't offer unnecessary details or facts. Don't avoid giving them the information that experts indicate as crucial to your children's well-being. Often, children and youth do not talk about their concerns because they are confused or don't want to worry loved ones. Younger children absorb scary information in waves. They ask questions, listen, play, and then repeat the cycle. Children always feel empowered if they can control some aspects of their life. A sense of control reduces fear.

BE HONEST AND ACCURATE

Correct misinformation. Children often imagine situations worse than reality; therefore, offering developmentally appropriate facts can reduce fears.

Explain simple safety steps. Tell your child this disease spreads between people who are in close contact with one another, when an infected person coughs or sneezes, or when one touches infected objects or surfaces.

Stay up-to-date on the facts. Go to https://www.cdc.gov/coronavirus/2019-ncov/index.htmlfor additional factual information.

KEEP EXPLANATIONS AGE-APPROPRIATE

Early elementary school children. Provide brief, simple information that balances COVID-19 facts with appropriate reassurances that adults are there to help keep them healthy and to take care of them if they do get sick. Give simple examples of the steps people make every day to stop germs and stay healthy, such as washing hands. Use language such as "adults are working hard to keep you safe."

Upper elementary and early middle school children. This age group often is more vocal in asking questions about whether they indeed are safe and what will happen if COVID-19 spreads in their area. They may need assistance separating reality from rumor and fantasy. Discuss the efforts national, state, and community leaders are doing to prevent germs from spreading.

Upper middle and high school students. Issues can be discussed in more depth. Refer them to appropriate sources of COVID-19 facts. Provide honest, accurate, and factual information about the current status of COVID-19. Engage them in decision-making about family plans, scheduling, and helping with chores at home.

For all children, encourage them to verbalize their thoughts and feelings. Be a good listener!

STAY CONNECTED TO SCHOOL

Locate learning resources. Schools' capacity to conduct virtual learning experiences will vary greatly, but most schools are providing lessons and learning activities for children to do. Take advantage of the many companies and online platforms currently offering free learning opportunities.

Identify additional resources. Know if your school or district is providing additional resources, such meals, or technology, such as a laptop or tablet.

Stay in touch. Find out how the school is communicating with families and students. Be sure to read any communications you receive. Check with you children, particularly older ones, as they may be receiving information directly that would be helpful for you to know.

Connect with school staff. Reach out to your child's teacher and other relevant school staff if you have concerns about their coping and keeping up with assignments or activities.

KNOW THE SYMPTOMS OF COVID-19

According to the CDC, symptoms of fever, cough, and/or shortness of breath appear within 14 days after being exposed to the disease.

For some people, the symptoms are similar to having a cold; for others, they are more severe or even life threatening.

MODEL BASIC HYGIENE AND HEALTHY LIFESTYLE PRACTICES

Practice daily good hygiene. Encourage your child to practice these simple steps to prevent spreading the virus.

Wash your hands multiple times a day for 20 seconds. Singing "Twinkle, Twinkle Little Star" or "Happy Birthday" twice is about 20 seconds.

Compliment your children when they use a Kleenex or sneeze or cough into the bend of their elbow. Teach them the importance of throwing away used tissues immediately after sneezing or coughing.

Sadly, handshakes and hugs need to be limited to immediate family members, at least for now.

Foster a sense of control. Offering guidance on what your child/children can do to prevent infection offers them a greater sense of control, which reduces anxiety.

Build the immune system. Encourage your child to eat a balanced diet, get enough sleep, and exercise regularly; this will help them develop a robust immune system to fight off illness.

BE AWARE OF YOUR CHILDREN'S MENTAL HEALTH

Most children will manage well with the support of parents and other family members, even if showing signs of some anxiety or concerns, such as difficulty sleeping or concentrating. Some children, however, may have risk factors for more intense reactions, including severe anxiety, depression, and suicidal behaviors. Risk factors can include a pre-existing mental health problem, prior traumatic experiences or abuse, family instability, or the loss of a loved one. Parents and caregivers should contact a professional if children exhibit significant changes in behavior or any of the following symptoms for more than 2 weeks.

Preschoolers -thumb sucking, bedwetting, clinging to parents, sleep disturbances, loss of appetite, fear of the dark, regression in behavior, and withdrawal.

Elementary school children -irritability, aggressiveness, clinginess, nightmares, school avoidance, poor concentration, and withdrawal from activities and friends.

Adolescents -sleeping and eating disturbances, agitation, increase in conflicts, physical complaints, delinquent behavior, and poor concentration.

ADDITIONAL RESOURCES
For more information related to schools and physical and mental health, visit www.nasponline.org and © 2020, National Association of School Psychologists, 4340 East Wes t Highway, Suite 402, Bethesda, MD 20814, 301-657-0270 www.nasn.org.
Adapted from, Talking to Children About COVID-19 (Coronavirus): A Parent Resource, National Association of School Psychologists and National Association of School Nurses, NASP, 2020.

Contributor: School Psychologist Kathy Sievering

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Helping Children Cope With Changes Resulting From COVID-19

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Families across the country are adapting to the evolving changes in daily life caused by the COVID-19 pandemic. Most schools, places of public gathering, and nonessential businesses are closed, and parents and other caregivers are faced with helping their families adjust to the new normal.

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THE ZONES OF REGULATION: A CONCEPT TO FOSTER SELF-REGULATION & EMOTIONAL CONTROL

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Navigating the challenges of social distancing, proactive ideas for supporting your kids, and taking care of yourself during these uncertain times

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Curated for Educators and Families

Support Social-Emotional Well-Being

When children practice social-emotional skills throughout their day, they learn to understand emotions and cope with everyday challenges. Use and share these research-based social-emotional learning (SEL) resources to empower children to thrive at school, at home, and everywhere in between.

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SEL Activities and Resources | Second Step

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Use and share these research-based SEL activities and resources to empower children to thrive at school, at home, and everywhere in between.

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Supporting Students with Autism Through Uncertain Times

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Supporting Students with Autism Through Uncertain Times

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This resource provides idea and tips to explain Covid-19 to students with autism spectrum disorder. There are many differentiated social stories and visual supports included.

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Supporting Individuals with Autism through Uncertian Times

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📖 A Little Spot Learns Online By Diane Alber READ ALOUD

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The Social Distance King | Read Aloud | Simply Storytime

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If You Can't Bear Hug, Air Hug- read aloud

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📖 A Little Spot Stays Home By Diane Alber READ ALOUD

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Copy of  If Someone Has to Quarantine - Primary 

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Same But Different Social Story (Primary)

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Same But Different Social Story (Primary)

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Leading Difficult Conversations with Emotional Intelligence

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_Covid - Student_Staff Discussion Guide (Primary).docx