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Sensory play ideas for Teachers (one for every month)

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Sensory play ideas for Teachers (one for every month)

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12 Sensory Play Ideas for Teachers (One for Every Month) | AAA State of Play

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Check out this article to learn all about how sensory play can be incorporated into the classroom.

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Teaching Behavior Strategies for Effective Teaching and Management

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Teaching Behavior Strategies for Effective Teaching and Management

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Understanding the Purpose of Behavior Contracts

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Understanding the Purpose of Behavior Contracts

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Behavior Contracts and Individual Behavior Plans

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Supporting students with ADHD Behavior Focus

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Supporting students with ADHD Behavior Focus

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January 6,2025 Special education guides Resource

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January 6,2025 Special education guides Resource

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Observation Form for General Education-Master

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Executive Functioning skills by Developmental age

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Executive Functioning skills by Developmental age

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How behavior can be affected by Sensory Processing

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How behavior can be affected by Sensory Processing

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Tips for using special interests in Autism and Hyperlexia

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Tips for using special interests in Autism and Hyperlexia

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Benefits of Closed Captioning (CC) for hyperlexic kids (often ASD)

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Benefits of Closed Captioning (CC) for hyperlexic kids (often ASD)

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Recognizing Sensory Overload in Children with SPD

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Recognizing Sensory Overload in Children with SPD

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ADHD Accommodations: Refocusing & Redirection 

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ADHD Accommodations: Refocusing & Redirection 

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Tips for Using Special Interest in Autism and Hyperlexia

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Tips for Using Special Interest in Autism and Hyperlexia

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What is an ASD Coach?
ASD Coaches are part of the Wayne RESA ASD Support Framework. It’s designed to build district wide independence and strengthen skills needed for educating students with autism in their least restrictive environment through a collaborative coaching model.

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Strategies to Manage Impulsivity in Students with ADHD

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Strategies to Manage Impulsivity in Students with ADHD

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How to stimulate the ADHD Brain without stimulants: Natural and non-medication treatements for ADHD

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How to stimulate the ADHD Brain without stimulants: Natural and non-medication treatements for ADHD

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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Universal Supports- Google drive of visuals

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Universal Supports- Google drive of visuals

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Use of  visual schedules or First -Then  boards, consistent structure and routines

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Use of  visual schedules or First -Then  boards, consistent structure and routines

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A visual schedule sounds easy enough-a schedule with pictures. But it's more than that. A visual schedule is meant to communicate where a child should be throughout the day or what a child should be doing. They are also meant to be an individualized tool that students learn to manage by themselves.

We created a bundle of five free printable visual schedule templates, including a daily schedule, work and reward board, daily routine, first-then board, and binder schedule. Just submit your email to get them all! Plus read on for more info about how to use your visual schedules.

Who needs a visual schedule?

Visual schedules are typically for kids who are autistic, have ADHD, have developmental delays, or who process visual information easier than auditory or written information. A visual schedule is a very specific accommodation and will typically be recommended for a student based on an MTSS or IEP team's decision.

Read more: What Is MTSS?

Read more: What Is Special Education?

How do visual schedules help autistic kids?

For autistic kids, who often have strengths processing visual information and deficits processing auditory information, visual schedules provide a quick way to see where they are supposed to be or what they are supposed to be doing.

For autistic kids, visual schedules:

Increase understanding through the use of images

Provide predictability and routine

Communicate changes in routine in a familiar way

Help students understand what is expected of them without having to rely on verbal directions

Provide some control over their schedule as they move the image from "to do" to "done"

Generate independence as they learn to manage the visual schedule themselves

The ultimate goal of a visual schedule is that the student learns to manage it themselves. So, at the start of the year, you'll be teaching and reinforcing the routines and images, but in winter and spring, start handing over the task of managing the visual schedule to the student.

How do visual schedules help kids with ADHD?

For kids with ADHD, who may struggle with executive functioning and processing verbal directions, visual schedules can:

Provide organization for their day or an activity

Help them know what's expected of them

Reduce stress around transitioning from one activity to another

Reduce behavior concerns related to understanding what is expected of them

How do I use visual schedules?

We've provided five different versions of visual schedules that you can download and use with students in your classroom.

Daily Schedule

Use this visual schedule to help a child move through their entire school day. Post the schedule in a place that's accessible, like on the side of your whiteboard or on their desk. Then, model and teach the student how to move each image from "to do" to "all done" as you move through your day.

Tip: The images in the visual schedule should be of where the student should be rather than what they are presently doing. For example, an image of the carpet rather than of morning meeting. The focus is on helping the student know where to be and when throughout the day.

Work and Reward Board

Use this visual schedule to show a student what they have to do to work for a reward. This is designed to move with the student as they go throughout their day. So, you can put it at their desk and place the three things they have to do (read, write, read) before they earn their reward. When implementing this visual schedule, it can be helpful to have the student select their reward, and take off the "to dos" as they go. Also, make sure to keep the tasks manageable. A student that can work for five minutes will need three tasks they can do in the span of five minutes to earn a reward, while a student who can work for an entire block will need images that equate to longer amounts of time.

Daily Routine

A daily routine visual schedule helps students who need reminders at arrival and dismissal. Post this near the student's cubby or desk to help them work through the daily routine independently.

First-Then Board

A First-Then board shows a student what they are doing, in order and in manageable chunks. You could use a First-Then board with a small group of students to show them that they are going to do writing first, then break. Or you could provide each student their own First-Then board to help them manage their individual work.

Binder Schedule

A visual schedule that fits into a binder can help older students who move from class to class and need a visual reminder of where to go next. Or it can go into a work binder to show students how to move through a block of time, like literacy block.

How do I assemble my printable visual schedules?

Get ready to cut and laminate!

Print out the schedule you need.

Use the images we provided or pull your own from photos of your classroom and students.

Laminate the images.

Add Velcro on the back.

Post the schedule where your student can access it. For example, you may put the schedule at the student's desk, or you may have it in a binder that they refer to after every lesson.

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5 Free Visual Schedule Templates (Plus How To Use Them)

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This bundle of visual schedule templates includes a daily schedule, work-reward board, daily routine, first-then board, and binder schedule.

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A core board is a grid of pictures and words organized by part of speech and consisting of words that are part of daily vocabulary. This allows students who are nonverbal to communicate and for students who can't communication if they are not able to at the moment. This happens when a student is in fight or flight trauma response.

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If you’re a parent or caregiver of a child who is nonverbal or has speech delays, you may wonder, “How can I help my child communicate their needs and wants?” or “What tools…

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January 2025 Toolbox Resources (Erica's Weekly tips emails)

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January 2025 Toolbox Resources (Erica's Weekly tips emails)

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handout EBR scripted steps for charting_Final

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Educational Benefit Review (EBR) Compliance Form

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Educational Benefit Review (EBR) Compliance Form

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Educational Benefit Review (EBR) Examples 

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Educational Benefit Review (EBR) Examples 

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Copy of ASD Preschool Universal Supports.docx

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Social Emotional Learning- Detroit PBS website

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Social Emotional Learning- Detroit PBS website

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Core Competencies SEL | Social-Emotional Learning | PBS LearningMedia

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Learn the core competencies of social and emotional learning (SEL), including practical examples for the classroom and the home.

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PBIS Word website- Interventions and support resources 

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PBIS Word website- Interventions and support resources 

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PBIS World | A Complete Tier 1 Through Tier 3 Positive Behavior Interventions & Supports System

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PBIS World is in no way affiliated, associated, or connected with any other website, entity, organization, or federal, state, local, or other government agency, department, program, policy, organization, or initiative.

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Strategies for Supporting Executive Functioning Needs Image

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Strategies for Supporting Executive Functioning Needs Image

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Strategies for Supporting Executive Functioning Needs

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Tips for Managing Executive Dysfunction image

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Tips for Managing Executive Dysfunction image

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Executive Functioning Skills Checklist sheet

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Executive Functioning Skills Checklist sheet

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Executive Functioning and Independence Building sheet

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Executive Functioning and Independence Building sheet

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Medicaid- Personal Care MISTAR Service Tracker Guide

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Medicaid- Personal Care MISTAR Service Tracker Guide

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Recording Personal Care Services in MiSTARv2

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Medicaid- Personal care monthly documentation activity log 

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Medicaid- Personal care monthly documentation activity log 

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Medicaid Billing- Personal Care Service Definitions

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Medicaid Billing- Personal Care Service Definitions

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Medicaid Policy Personal Care Aides 2024-25

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Elopement article with steps to prevent incidents and protect safety of the student.

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Elopement article with steps to prevent incidents and protect safety of the student.

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EC Toileting and Adaptive Skills Participant Guide.docx

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Toileting, hand washing, and adaptive skills

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Toileting, hand washing, and adaptive skills

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Developmental checklist for toileting readiness

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Developmental checklist for toileting readiness

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Developmental checklist for toileting readiness

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Parent's Guide to Toliet Training Children with Autism

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Parent's Guide to Toliet Training Children with Autism

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Step-by-step Visual aids (Bathroom and hand washing)

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Step-by-step Visual aids (Bathroom and hand washing)

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(Please note: figures below are from Wikipedia)
DESCRIPTION OF THE EIGHT SENSORY SYSTEMS The five basic sensory systems: 1. Visual 2. Auditory 3. Olfactory (smell) System 4. Gustatory (taste) System 5. Tactile System The three sensory systems Ayres focused on in describing sensory integration dysfunction: 5. Tactile System (see above) 6. Vestibular (sense of head movement in space) System 7. Proprioceptive (sensations from muscles and joints of body) System The most recently discussed set of sensations related to internal organs 8. Interoception A. The five basic sensory systems:
The visual system is responsible for seeing.

The primary visual area of the brain is the occipital lobe (see figure). Projections are received from the retina (through the thalamus) where different types of information are encoded. Types of visual information include: color, shape, orientation, and motion. From the ventral stream in the occipital lobe information projects to the temporal lobe to process what objects are. From the dorsal stream, information goes to the parietal lobes to process where objects are located.

The auditory system is responsible for hearing.

The primary auditory cortex is located in the superior temporal gyrus of the brain (see figure). Specific sound frequencies can be mapped precisely onto the primary auditory cortex. Particular areas in the auditory cortex process changes in sound frequency or amplitude, while other areas process combinations of sound frequencies. The major area involved in comprehending language, (called Wernike's area) is located in the left hemisphere in most people.

3. Olfactory (smell) System

The olfactory system is responsible for processing smell.

The olfactory bulb is located in the most forward part of the brain on the bottom side of the brain (see figure). The olfactory bulb transmits smell information from the nose to the brain, and is thus necessary for a proper sense of smell. Unlike the other sensory systems, the olfactory bulb has only one source of sensory input (neurons of the olfactory epithelium) and one output. Thus it is assumed to be more of a filter than an associative circuit that has many inputs and many outputs.

4. Gustatory (taste) System

The Gustatory system is responsible for the sense of taste.

It allows us to discriminate between safe and harmful foods. Usually, individuals prefer sweet and salty tastes to sour or bitter tastes. Detecting salt is critical to keeping a regulated and stable internal body environment. This taste is perceived positivity because it facilitates re-uptake of water into the blood. Since it helps survival, salt is perceived as a pleasant taste by most humans.

Sour taste can be good in small quantities, but when it gets too sour it becomes unpleasant to taste. This has occurred through evolution to protect us from eating over-ripe fruit, rotten meat, and other spoiled foods (dangerous because of bacteria which grow in these environments).

The bitter taste is almost completely unpleasant to humans. This is because many pharmacological agents taste bitter, including caffeine, nicotine, and strychnine. Some bitter tastes can be overcome (note how popular Starbucks is world wide! Also note how many medicines when chewed, have a bitter taste, apparently being interpreted by our bodies as poisons.)

Sweet taste signals that carbohydrates are present. Carbohydrates have a high calorie count and are desirable (humans in the distant past did not know when their next meal would occur, so they evolved to want/need to eat sweet tastes.)

The tactile system is responsible for processing touch information from the body.

The body sends tactile information to the somatosensory cortex through neural pathways to the spinal cord, the brain stem, and the thalamus. The primary somatosensory cortex is the primary receptive area for touch sensations and is located in the lateral postcentral gyrus, a prominent structure in the parietal lobe of the human brain.

Due to its many connections to other brain areas, the somatosensory cortex is the part of the nervous system that integrates touch, pressure, temperature, and pain.

The tactile system is extremely important in SPD. Many individuals with the disorder have tactile symptoms such as tactile defensiveness or under-responsivity to touch and pain. The touch system is one of the three foundational systems used in sensory integration treatment.
B. The three sensory systems Ayres focused on in describing the treatment of sensory integration dysfunction:
5. Tactile system (see description above)

The vestibular system contributes to balance and orientation in space. It is the leading system informing us about movement and position of head relative to gravity.

Our movements include two positions rotations and linear directionality. Thus, the vestibular system has two related components: the semicircular canal system, (related to detecting rotation) and the otoliths, (related to detecting linear acceleration/deceleration).

The vestibular system sends signals primarily to the neural parts of the brain that control our eye movements, and that keep us upright.

The vestibular system contains three semicircular canals, which are approximately at right angles to each other:

the horizontal canal, which detects rotation around a vertical axis (as when you do spins in ice skating),

the anterior semicircular canal, detects movement in forward/backward plane as in a nodding movement,

the posterior canal, detects movement in a frontal plane as in when cartwheeling.

The canal on each side has an almost parallel counterpart on the other side. Each pair of canals works in a push-pull fashion: when one is stimulated, its partner is inhibited. Together the partners allow us to sense rotation in all directions.

Emphasis on the function of the vestibular system comes from Ayres influence when she identified sensory processing disorders as a new condition. This sensory system has a broad influence in many parts of the brain projecting to:

The cerebellum (to effect movements of the head, eyes, and posture).

Cranial nerves III, IV, and VI (to permit the eyes to fix on a moving object while staying in focus).

Reticular formation (to signal how to adjust circulation and breathing when the body assumes a new position).

Spinal Cord (to allow quick reflex reactions related to balancing).

Thalamus (to control head and body motor responses).

The information above is only a simple introduction to the role of the vestibular system as it relates to SPD. The figure below depicts the complex vestibular system. This figure is in the public domain from Gray's Anatomy (book).

Proprioception (sense of muscle and/or joint movements) System

The proprioceptive system (sometimes abbreviated as "prop" by therapists when they talk about it) senses the position, location, orientation, and movement of the body muscles and joints. Proprioception provides us with the sense of the relative position of neighboring parts of the body and effort used to move body parts.

Two types of proprioception exist:

Proprioception was felt by Ayres to be the foundation (with vestibular impairments) of SPD. It is one of the three sensory systems used by SI trained therapists as the cornerstone of the sensory aspect of advanced treatment.

Temporary proprioceptive impairment is reported during times of quick growth, mostly during adolescence. Other large increases or drops in bodyweight/size due to fluctuations of fat (e.g., liposuction) and/or muscle content (e.g., body-building) also affect proprioception.

Temporary impairment of proprioception has also been known to occur from an overdose of vitamin B6 and or by cytotoxic factors such as chemotherapy.
Free interoception download Watch this video explanation
The eighth, often neglected, but frequently problematic sensory system in SPD is the Interoceptive System. Interoception refers to sensations related to the physiological/physical condition of the body. Interoceptors are internal sensors that provide a sense of what our internal organs are feeling. Hunger and thirst are examples of interoception.

Interoception detects responses that guide regulation, including hunger, heart rate, respiration and elimination. The Interoceptive stimulation is detected through nerve endings lining the respiratory and digestive mucous membranes. Interoception works the vestibular and proprioceptive senses to determine how an individual perceives their own body. Well-modulated interoception helps the individual detect proprioceptive and vestibular sensation normally. For example, if a person feels his/her heart pounding, while it is not comfortable, trauma from the stimulation is not likely; nor will the stimulation be craved. The same is true for hunger and thirst, as well as the feeling of the need to urinate or have a bowel movement.

Interoception is associated with autonomic motor control, and is different than mechano-reception (in the skin) and proprioception (in the muscles and joints). Interoception is located in the dorsal posterior insula and it creates distinct feelings from the body including pain, temperature, itch, muscular and visceral sensations, vasomotor activity, hunger, thirst, and the need for air. In humans, the primary interoceptive activity occurs in the right anterior insula, which provides the basis for subjective feelings of ones' emotional awareness.

Some researchers believe that our perceptions of well-being, energy and stress are based on sensations representing the physiological condition of our bodies. They suggest that interoception is a foundation subjective feelings, emotion and self-awareness. There is evidence that the anterior insula-cingulate system may integrate Interoceptive information with emotional salience to form a subjective representation of the body; while the mid-cingulate cortex, are more likely involved in environmental monitoring, response selection, and body orientation (see Taylor KS, Seminowicz DA, Davis KD (2009). Two systems of resting state connectivity between the insula and cingulate cortex. Human brain mapping, 30(9), 2731-2745).

See below for general diagram of the neuroanatomical locations noted in above descriptions. The brains depicted below are shown from a side view with the nose pointing to the left.

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(Please note: figures below are from Wikipedia) DESCRIPTION OF THE EIGHT SENSORY SYSTEMS The five basic sensory systems: 1. Visual 2. Auditory 3. Olfactory (smell) System 4. Gustatory (taste) System 5. Tactile System The three sensory systems Ayres focused on in describing sensory integration dysfunction: 5. Tactile System (see above) 6.

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Using anecdotal records is one way to document observations of children in your classroom. Anecdotal records must be factual and can be the foundation for instructional planning.

Observing and making anecdotal notes will enable you to think more deeply about the development and learning of the children. Additionally, reflecting on these notes will allow you to measure children's progress, identify their strengths and needs, and adjust your activities or lesson plans based on your observations.

Source
What is an anecdotal record?

An anecdotal record is a brief written record or note of a snapshot in time, documenting what a child says or does during classroom activities and routines. Using anecdotal records is one way for teachers to collect information about a child's development and learning experience. Anecdotal records are quick and easy to write and can be used to gather observations of classroom learning activities such as playing at the sensory table, snack or meal times, or interactions with other children. The anecdotal note is typically written in the past tense and includes specific details of an event as well as the event's context, the who, what, where, when, and how.

Anecdotal records are direct observations of a child's activities and interactions, and it's important for a teacher's assumptions or opinions not to seep into anecdotal notes. They should be written in the moment to capture details as accurately as possible. Reviewing your notes regularly can also help you spot instances of bias. You can also ask another teacher to review and evaluate your notes to ensure you have not included any interpretations or judgements about a child's actions, such as words that describe how a child is feeling such as happy, sad, or angry.

A biased anecdotal note example
Chloe sat down happily with Ben. She was excited when she picked up pink crayons to color the mask she had made. She was happy with the final result and said to Ben proudly, "Look, Ben! I completed mine! I think you should paint yours blue." She asked Ben to paint his blue because she thinks blue is a masculine color.
Avoid including assumptions of Chloe's feelings or guesses about why she asked Ben to paint his mask blue. Your anecdotal note should only include your observations of her facial expressions without assuming she was happy or proud.

A non-biased anecdotal note example

Observation for Chloe

When: Wednesday, 11/30/2022; 11am

Where: Classroom, small group time, art area

Who: Chloe, 3

Curriculum area or domain: Social-emotional; communication and language

What: Chloe sat down to paint the mask she had just made with Ben. Chloe chose pink colors. After completing the task, she showed it to Ben, smiled, and said, "Look, Ben! I completed mine! I think you should paint yours blue."

Source
How to write an anecdotal observation

Writing anecdotal notes is one type of childhood observation method that educators can use. Educators typically watch as a child engages in a specific activity or event and write down the situation as things happen or as soon as possible. It's important to include direct quotes from the child and descriptions of facial expressions and gestures. Here are some more tips on how to write an anecdotal observation:

Always include the date and time, setting, names, curriculum area or domain, and an objective description.

Note down the words used in the conversation by the parties involved. Describe what you see and hear; don't summarize behavior or what you're observing.

Write the record as soon as possible after the event, or keep a notebook or sticky notes handy to jot down brief notes to remind you of incidents you wish to include in the record. The longer you wait before writing your anecdotal record, the more subjective and vague the observation will become.

Use technology such as a childcare app, to log observations as they happen.

Use specific language to describe what the child said and did, including facial expression and tone of voice.

Avoid interpretations of the child's behavior for example, words that describe how a child is feeling.

Importance of anecdotal observation

Here are some reasons why anecdotal observations are important:

Educators can use anecdotal notes to learn more about the child's personality and interests, monitor progress, and gather data to drive the learning experience.

Educators can use anecdotal records to assess physical, social, cognitive, and emotional development.

Anecdotal observation can provide ongoing records about individual instructional needs.

This form of childhood observation can help educators notice significant behaviors that might otherwise be lost.

Anecdotal observation can help teachers provide ongoing documentation of learning that can be shared with families and other teachers in the form of a progress report or child portfolio.

Anecdotal notes examples

Here are some anecdotal notes examples to inspire you:
Observation of Peter Angus
When: Wednesday, 9/14/2022; 12:22pm

Where: Classroom, free choice time, reading area

Who: Peter 3 ½, Christopher 3, Nora 3

Curriculum area or domain: Social-emotional; communication and language

What: Peter approached Christopher and Nora at the reading table. With a smile on his face, he asked Christopher, "Do you want to look at pictures with me?" Christopher replied, "I am already looking at pictures with Nora." Peter said, "Ok," as he was frowning while playing with his fingers. Nora said, "Peter, come and look at pictures with us." Then, Peter joined them with a smile on his face.
Observation of Missy Cooper
When: Thursday, 7/14/2022; 1:42pm

Where: Classroom, free choice time, dress-up area

Who: Missy 3 ½, Caitlyn 3

Curriculum area or domain: Social-emotional; communication and language

What: Missy played with the drama materials for 15 minutes, using the dress-up items while looking at herself in the mirror. She invited Caitlyn over and picked out a red dress and shoes for her to wear with a tiara and a wand. Caitlyn put on the outfit Missy chose, and Missy said, "You look like a fairy."
Observation of Griffith Stevens
When: Tuesday, 9/20/2022; 11:00am

Where: Outdoor playground, outdoor time

Who: Griffith 2 ½, Daniel 3

Curriculum area or domain: Social-emotional

What: Griffith was seated on the floor at the playground, playing with his fireman truck. He was approached by Daniel, who stood there for six minutes watching Griffith play with his truck without saying anything. Griffith didn't look up to acknowledge his presence until Daniel said, "Griffith can I join you?" Griffith shrugged, and Daniel sat next to him and played with his own truck.

Source
Other observation methods

There are other common observation methods you can use to document children's behavior and developmental progress.

Jottings

This method is a way for teachers to "jot down" a few short sentences to keep track of key discussions, actions, or events. Jottings combine well with other techniques, such as photographs or work samples.

Photographs

Pictures, after all, are said to tell a thousand words. A series of photos of a child, complete with annotations and descriptions about what was taking place when the image was taken, can provide insight into a child's development. Teachers using this observation method can also include a brief caption that explains what the images reveal about the child's actions, context, interactions, skills, and other behaviors.

Samples

One way to focus on particular areas of childhood observation is to record several samples such as work, events, or time samples.

Event samples: This observation method solely focuses on a single event, such as a child's behavior or reaction pattern. It assists in determining where and when it occurs, what causes it, and provides insight into the cause.

Time samples: This is a way of documenting observations on a child's behavior and what the child is doing at specific periods. This can be done frequently and can assist in identifying and correcting negative behavior by knowing the context of the scenario.

Work samples: During their early childhood, children produce many paintings, drawings, writings, and other crafts. These works with notes about what the child was doing or saying at the time might assist in demonstrating how a child's development unfolds.

Running records

With this observation method, you write a thorough report of what you see, the child's comments, or interests as they occur. A running record observation should always be written in the present tense and include as many specific details as feasible.

Because a child's growth can be a complex process, adopting various childhood observation methods is beneficial. Changing your observation strategy can help you understand the child's interests, personality, strengths, and other characteristics.

Your anecdotal records can inform your daily reports that you share with families and use to keep track of each child's meals, nap time, and learning highlights.

Using anecdotal records in the classroom

Anecdotal records provide valuable insight into the development of each child. They are a relatively easy way for educators to gather data to help inform future lesson plans and activities and assess children's progress in different domains.

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Anecdotal Record: Child Observation Tool for Early Educators

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Anecdotal records are an effective assessment tool for early educators as they keep a record of children's progress.

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*The function of the behavior (Why is the behavior happening):

1) Sensory

2) Attention- (can be for communication)

3) Tangibles- preferred items or activity

4) Escape- removes undired activity or interaction

*Look at A,B,C of behavior: (chart can be used to document)

A-Antecedent, what happened before Behavior.

B-Behavior, what the behavior was.

C-Consequence, what was the consequence for that behavior afterwards.

*When is this behavior happening?

*Document this information.

This information can helpful in completing an FBA (Functional Behavior Assessment) at some point.

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Taylor School District partnered with Care Solace to support the well-being of our community. If you or a family member are looking for help with mental health or substance use, Care Solace can help you quickly find treatment options matched to your needs, regardless of the circumstance. This is a complimentary and confidential care coordination service provided by Taylor School District. If you would like to use Care Solace to help you find a mental health care provider:

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Taylor School District partnered with Care Solace to support the well-being of our community. If you or a family member are looking for help with mental health or substance use, Care Solace can help you quickly find treatment options matched to your needs, regardless of the circumstance. This is a complimentary and confidential care coordination service provided by Taylor School District. If you would like to use Care Solace to help you find a mental health care provider:

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Call 888-515-0595. Multilingual support is available 24/7/365.

Visit caresolace.com/taylorschools and either search on your own OR click “Book Appointment” for assistance by video chat, email, or phone.