# data[].attributes.body
Important for all school staff to receive some guidance on best practices for tele-communication. Of course when teaching its not the same as with counseling, though components of best practices when speaking to someone in their home is consistent. 

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Incorporating routines into class if not there- such as check in and check out adjusted for impact in a virtual space. Come up with sample ideas for how this can look virtually/ incorporating SEL into the daily routines 

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Incorporating routines into class if not there- such as check in and check out adjusted for impact in a virtual space. Come up with sample ideas for how this can look virtually/ incorporating SEL into the daily routines 

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Students in my school gave feedback of the significance of 1:1 and small group time with teachers especially during virtual school. Intentional/ creative thought around increasing 1:1/small group time in the virtual space. I recognize this has to look difference based on specific school’s approach

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Clear, consistent schedule- to maximize sense of control and enable planning for students (and teachers) who have multiple responsibilities at home. To support with this- enabling content to be available outside of the designated course time in case unable to attend. Clear guidance of what to do if class is missed- so much of the stress-anxiety spiral comes from feeling behind or unprepared, and the importance of supporting with this increases without the ability to have “eyes on” a student 

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Support with what trauma- informed teaching means. 3 main areas of thought: sense of belonging (connections); managing emotions; safety.

great resource already collated! https://docs.google.com/document/d/1kXpCMBenL87_nBpwhKnaNBp6aFHnRaWY1Q0s5qJNge4/edit

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Updated, clear SST processes for teachers, staff, and families. This part likely school specific with coordination from administration. 

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Modeling for mind-body connection. Everyones relationship with nutrition and exercise/movement is different. With so much screen and sedentary time, supporting staff and students with ways to get the blood flowing is important. Whether its stand and do 5 jumping jacks every hour, walk a lap in your apartment, do a minute of mindful breathing, or do a full on exercise video- is up to individuals.

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Every student having a go-to contact person from the school who is in touch with student/family 1x weekly. Helps foster sense of connection when we don't have “eyes on” every day. If all staff have a small group of students for this, noone’s list is too long. Can start with connections that area already there and build from there. Consistent place to document communication 

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Introductory RJ circles for community building with new students in a  remote-only setting

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Introductory RJ circles for community building with new students in a  remote-only setting

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Deeper circles to help students deal with grief, losses, and to process with/support them through the moment they are living through (pandemic; continued violence against POC; BLM )

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Deeper circles to help students deal with grief, losses, and to process with/support them through the moment they are living through (pandemic; continued violence against POC; BLM )

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Staff circles on RJ and racial justice; identity/affinity groupings

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Staff circles on RJ and racial justice; identity/affinity groupings

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Flexibility in scheduling, class time, managing workload from home.

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Flexibility in scheduling, class time, managing workload from home.

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Students may benefit from weekly structured individual/group counseling. Group ideas could be staff or student lead and students or staff can make referrals.

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Students may benefit from weekly structured individual/group counseling. Group ideas could be staff or student lead and students or staff can make referrals.

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Mindfulness, meditation, visualization, deep breathing? Providing students with mental health tools & strategies that can help them focus, manage anxiety/depression, calm, and deal with frustration in the moment and proactively. Access to apps like Headspace, Calm or LiberateMeditation (made specifically for BIPOC)

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Mindfulness, meditation, visualization, deep breathing? Providing students with mental health tools & strategies that can help them focus, manage anxiety/depression, calm, and deal with frustration in the moment and proactively. Access to apps like Headspace, Calm or LiberateMeditation (made specifically for BIPOC)

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Basics: such as guidelines to be inclusive/supportive and promote students sharing their screen as it can build a sense of connection.

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Basics: such as guidelines to be inclusive/supportive and promote students sharing their screen as it can build a sense of connection.

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Staff may benefit from circles to discuss current social/racial/pandemic issues (aside from affinity groups

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Staff may benefit from circles to discuss current social/racial/pandemic issues (aside from affinity groups

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A chance for students and staff to reframe and recreate a culture of teaching and learning that is anti-racist. Visioning activities that empower students to examine, rethink and recreate school culture. Like an antiracist student and staff advisory board? Or an RJ-based student conflict management team? We would need to work with student-led groups or recruit student leaders to organize and plan.

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A chance for students and staff to reframe and recreate a culture of teaching and learning that is anti-racist. Visioning activities that empower students to examine, rethink and recreate school culture. Like an antiracist student and staff advisory board? Or an RJ-based student conflict management team? We would need to work with student-led groups or recruit student leaders to organize and plan.

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Content should be recent/relevant to social issues and the work we are doing with students during remote learning.  Tools - I am not "tech savy" so definitely something that is user friendly!  Strategies - I think implementation needs to occur prior to students starting 9/21 that way it is already built into their curriculum and staff have a base of where to start (as opposed to trying to change things midway through).

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Content should be recent/relevant to social issues and the work we are doing with students during remote learning.  Tools - I am not "tech savy" so definitely something that is user friendly!  Strategies - I think implementation needs to occur prior to students starting 9/21 that way it is already built into their curriculum and staff have a base of where to start (as opposed to trying to change things midway through).

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Schools should not suspend students. If there is an incident where a student have to be immediately remove, there should be a program like Succeed Boston to handle those specific students.

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SST could be a great place to start the process - staff should have a clear understanding of their roles and which students they are responsible for supporting.  Students should also know who their designated person is and if they do not feel comfortable with that person should be able to connect with someone they have a better relationship with as a back up.

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SST could be a great place to start the process - staff should have a clear understanding of their roles and which students they are responsible for supporting.  Students should also know who their designated person is and if they do not feel comfortable with that person should be able to connect with someone they have a better relationship with as a back up.

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Students (and staff) need a defined space to have these conversations. The district continues to acknowledge the need for SEL support but then follows that up with assessment and testing expectations. Obviously we educational institutions and need to teach our children but they will be far more prepared to learn if we support their social emotional needs as well. 

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Students (and staff) need a defined space to have these conversations. The district continues to acknowledge the need for SEL support but then follows that up with assessment and testing expectations. Obviously we educational institutions and need to teach our children but they will be far more prepared to learn if we support their social emotional needs as well. 

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Schools need to create very small cohorts, I would l say less then 10, because navigating more than that remotely is challenging especially when the goal is to give everyone a voice.

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Schools need to create very small cohorts, I would l say less then 10, because navigating more than that remotely is challenging especially when the goal is to give everyone a voice.

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We need consistent and clear expectations on attendance, grading and working hours. However, I believe we need to not assume that our students have the ability to navigate around this. We need to provide realistic and structured time management lessons to support our students in whatever the expectations are. In this same vain we need to create and provide lessons to support their personal and social emotional needs in the moment. Perhaps providing lessons on breathing, meditation and anger management as well as how to access food and simple meals that can be prepared by most of our students. 

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We need consistent and clear expectations on attendance, grading and working hours. However, I believe we need to not assume that our students have the ability to navigate around this. We need to provide realistic and structured time management lessons to support our students in whatever the expectations are. In this same vain we need to create and provide lessons to support their personal and social emotional needs in the moment. Perhaps providing lessons on breathing, meditation and anger management as well as how to access food and simple meals that can be prepared by most of our students. 

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More emphasize on the capability of building positive rapports with all students before engaging in academic rigor. Students should feel more empowered by being apart of the school's regulations and guidelines. We should not be making decisions for students without understanding their needs. Possibly a morning check in list for all students ,
Access to mask, Access to counseling services

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What to incorporate in scheduling? Allowing students to have traditional experience with education before setting off a complicated schedule. Social Emotional Learning classes should be part of students schedule.

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Schools should include weekly resources for parents and grant parents the ability to be more involved. Possible a team that can do outreach communication to parents about student and school updates.

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Consider what is currently going on with social justice and how it's impacting students. This will transition students behaviors towards anyone in authority. Focus on improving academics by understanding students stands. How can we connect with students?

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Supporting students who are not regularly attending zoom /Google classroom. Assessing what some of the challenges students may be experiencing with distant learning a

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Providing more communication with students, peers, outside agency to support high risk students and families.

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Provide a confidential space for students to check-in utilizing art, games etc. on zoom to discuss their concerns, problems and connect.

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Set up specific times, roles of the team to meet and discuss tier 2 and 3 students. Assign tasks to each member of the team for follow up with the family, student, teacher with hopes to move students from current tier of 2 or 3. Maintain information in a google doc to be accessed by all members and interventions included in doc

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Support teachers in running weekly RJ circles with a variety of topics. Participate in re-entry circles with teachers, administration, family and students. Support harm circles, giving teachers and students space and opportunity to address the harm in a positive restorative manner.

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I need to find the adults who are eager to learn to do circles online .... I know I'll have the opportunity to model it a bit, and I think everyone will PARTICIPATE in at least one zoom circle. But I want to find the adults who are going to be the early adopters on this.

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Culturally Responsive Teaching and the Brain

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Culturally Responsive Teaching and the Brain

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We're using this text as an "anchor text" for adults. I need to .... READ IT. Then plan some possible circles that team leaders could use. I don't think I'll have the responsibility of doing this for the whole staff .... but I think if I create some plans, then grade level and content team leaders may be willing to try!

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What if we ..... created a series of circles targeted toward different age groups and shared them district wide? Then maybe host a few mini workshops for interested people? I know the RJOC would be on board to support / co-sponsor this!

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How can we introduce zoom circles to families?

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Staff/students circles to identify new procedures/protocols and process feelings about returning to school/remote learning

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Staff/students circles to identify new procedures/protocols and process feelings about returning to school/remote learning

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On-going community building circles, especially with hybrid and remote learning to ensure engagement and community building in creative ways 

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On-going community building circles, especially with hybrid and remote learning to ensure engagement and community building in creative ways 

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Circle or community meetings for parents to continue to engage with the school/ask questions/increase voice with our parents

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Circle or community meetings for parents to continue to engage with the school/ask questions/increase voice with our parents

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Ensuring we have lots of pre-teaching, supportive interventions for new operational protocols so that we continue to move away from punitive approaches- what will discipline look like (discipline for students not wearing masks or taking them off intentionally)- how are we going to stay away from punitive (increasing education versus removal)

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Ensuring we have lots of pre-teaching, supportive interventions for new operational protocols so that we continue to move away from punitive approaches- what will discipline look like (discipline for students not wearing masks or taking them off intentionally)- how are we going to stay away from punitive (increasing education versus removal)

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on-going circles/work with students through circle/small group around the multiple traumas they are experiencing (violence against POC, pandemic losses)

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on-going circles/work with students through circle/small group around the multiple traumas they are experiencing (violence against POC, pandemic losses)

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Supporting ways for staff/students to use mindfulness techniques in their classrooms

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Supporting ways for staff/students to use mindfulness techniques in their classrooms

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daily SEL instruction through morning meetings, RJ Circles/ afternoon whole class mindfulness checkins as well as direct SEL instruction 1x per week whole class using an evidence based curriculum

social skills groups either online or in person

opportunities to express anxiety around COVID through individual check-ins or other anonymous ways to express concerns

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Opportunity for families to provide feedback

Invite caregivers to join either before or after online sessions to provide clarity on questions

Class DOJO

Continue family events to increase community/ family feel- virtual?

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Continue to enlist partnerships and community supports

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Opportunities for students to ask questions and gain an understand around COVID restrictions

A clear definition or way we explain their new school environment