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Any behavior is possible. We will look for changes in "normal" behavior of that student.

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*Support grieving students the way we have in the past
*Watch for warning signs of student grief/anxiety/depression
*Talk to students, be available for them to come to us
*Communicate with families and student services when needed

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Keeping open communication and connection with the families. What are they seeing or noticing?
Letting the students talk and come to us, making sure we don't push our ideas. Just letting them know we are there and we care.

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-Listen to child
-Connect with family
-Reassure child is loved
-Validate their feelings
-Offering resources for families at home, social stories
-Be genuine
-Don't make it about you

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Listen to the child.
We expect kids to cope in different ways. Be genuine.
Let them know we are there if they need us, but don't force it. Just so they know we acknowledge and are aware and willing if they need someone to talk to.

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-Withdrawn, quiet
-Anger, acting out
-Being aware of situations, be in contact with families
-Connect with other teachers at school if there are siblings

-Allow for creativity and differentiation for work completion or responses
-Provide separate time or more time
-Assess in a different way, informally find out what they know or can do

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We may see some students withdraw or some students act out.

Extensions or accommodations on assignments. Modify the quantity of work.

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Question 1:
1. Think it is their fault
2. Wish they were dead instead.
3. Rollercoaster of emotions.

Question 2:
1. Give them only what they can handle - modify or eliminate assignments
2. Find accommodations for writing to be able to journal thoughts on paper.
3. Instead of writing allow to draw pictures.
4. Reconsider giving homework.
5. Being flexible while having a goal for that student.
6. Allow student to stay in for recess or eat lunch with you.

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* Behaviors that would be seen already. (Want to talk, shut down, act out)
- We are not trained for this.

Accommodations based on students needs.

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We had students in pass per pandemic that have passed away.  When this has happened  I  (lisa ) personal let them cry it out and try to talk  them .  Let them talk to  you  about.

Talk to the teacher about the situation and to tell the teacher on how the student is maybe on how they

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Students are concerned with friendships and being around other kids again. Some students have expressed fears of the virus and how it would affect their families. The rigidity of in-person schedules is causing some anxiety.

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-Give the couple minutes for kids to share their favorites at home (pets as an example).
-If an student shares something with an interventionist we share that with the teacher.
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Question 1:
1. Bringing new stories that aren't factual - don't discount it, validate feelings and encourage discussions at home.
2. Not a lot of concerns shared at K-3

Question 2:
1. Not an expert, we don't have control over this but scientists, doctors are working on this all the time

Questions 3:
1. Teaching mindfulness in Community Circles.

Question 4:
1. Being transparent with students/parents, but supporting being proactive.
2. Understanding the curriculum might change and giving ourselves grace

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We're hopeful that students will react positively to a little piece of normalcy when we get back as many of our students express how they want to be back in the classroom. Students have not shared fears with us. When we are in school we are focused on being good readers, writers, mathematicians, etc.  We plan to continue with a modified community circle when we are back in the classroom.

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1. Students haven't conveyed any real fear or concerns. Some ask almost daily WHEN are we coming back.
2. They have a different level of independence virtually. Not many just give up.
3.

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1. We haven't had any students express the pandemic. Some kids have express that it is hard and stressful times. They want to come back to school.
We will have to be a little less hard on them. Let maybe let do elbow to elbow or air hugs. Try to keep separate out the kids

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-Fear - students are concerned with their own safety and safety of family.
-Validating feelings
Strategies:
-May need to be creative with break spaces
-Providing brain/movement breaks
-Provide quiet/meditation time to decompress
-Practice social interactions/skills/zones
-Allow time for re-teaching, not racing to finish curriculum to "catch up"
-Start with routines and expectations when we come back to school.

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We get be the distraction for students, but it will look different and be challenging for the kiddos.  We will have to help them adjust to the new way in the specials.  We will probably be more observant for our "struggling" kids and to seek out help for those kids.

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-Some kids might be overly afraid of germs. Think Covid results in death
-Vaccine now, Covid doesn't always mean they will die
-Community Circle to share feelings
-4K books-social story. how to wear a mask, why can't I be in school
-Reassure kids, keep calm, be understanding
-School can be a safe place
-CLT check ins, reasonable expectations
-Social/emotional more important when we come back then academics
-Let kids feel their feelings and try to work through it with them

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The families all have different opinions and views on Covid, bringing all the kids together and helping them understand why school is this way.

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* Not going back to school/ going back to school.
*Allow students to express what they have heard/ what they know. Debunk/ give facts.
*Again, using sentence stems to express problems/ issues.
*Finding a balance between talking about issues and also finding a new normal.

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*students are fearful- most of those students are staying virtual. try to reassure that hopefully soon resume to somewhat normal
*meet the students where they are at and meet their needs
*movement breaks/recess, movement throughout the day is important.

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Students have shared:
--general anxiety
--separation anxiety from the people that they've been home with for so long
Strategies:
--community circles

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--Coping with limited access to what they know works
--Be ready to support kids that are used to being at home (with family)

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We have worked out more (physical activity), leaned more on communicating with friends and family, and focusing on taking care of ourselves in order to take care of others.

In our students, we've mostly noticed them being lethargic, apathetic, and somewhat negative in their outlook on life.

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our experiences help us have empathy for other people's experiences..

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Kids will be anxious and nervous being in the school setting.
They may have difficulty concentrating and sitting still.

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Question 1
We saw our family stress and worried during the pandemic.  No moving around as much. We helped our family by talking to them phone or zoom calls. Check up on them.

Question 2
We can see

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Our students are tired more frequently. We encourage outdoor play. We talk to them about getting into a routine. We ask them after lunch what they ate to make sure they are eating good food.

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Question 1:
1. A lot more reading - keeps mind off of the pandemic
2. Working out - eliminate stress, relaxes you
3. Starbucks & a drive
4. Going for walks, enjoying nature.

Question 2:
1. Absent
2.  Tired/fatigued
3. Refusing more to participate.

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Interventionists:  our "self-care" has been to keep going like we always do - which is not necessarily giving ourselves care.  We need to switch up what we do.

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Interventionists:  our "self-care" has been to keep going like we always do - which is not necessarily giving ourselves care.  We need to switch up what we do.

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More drinking than usual.
Make it a point to go walk - with family members or whole family.

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-Creating a safe place
-Finding ways to calm anxieties ahead of time (showing how school will look, mini tour to show where classroom is,  setting expectations)
-Addressing sleep (providing resources/support to help parents get routines ready for school)

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1.Stay home, follow guidelines and precautions
2. Talk about COVID with families
3. Find balance that works for your family
4. Be sensitive to everyone's stance on COVID

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*We have seen a lot of exposure lately. Students feel guilt. Often students are dealing with it through disconnect or talking.
*We are going to have to support so much SEL- we will need to find balance in this.
*Allow students to talk/ express.
*We will handle this. That is what we do.

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*anger, poor life choices, sadness, worried, anxious, lonely, confusion
*making poor choices
*we are seeing arguments among adults
*make sure you and your students are taking time away from the computer and doing something they enjoy
*student are repeating what they hear from adults but don't know how to process or cope with it

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--Nonverbals are important communication
--Relate with our own struggles
--Looking for the positives- meeting them where they're at

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Community Circle Discussion

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Specials, all about creating an environment in our limited time.  

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Specials, all about creating an environment in our limited time.  

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*Check in- ask how they are doing, if they are upset/excited about something
*watch/observe- does something seem to be bothering them? are they upset or just not themselves?
*lend support and be a listening ear.
*just be there for them and offer what you can

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*Validate students' feelings
*Don't assume anything
*Take it a day at a time
*Be flexible
*Expect students' feelings and behaviors to change throughout the transition back to school
*Continue consistent communication with parents

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* Would like a school wide script of what they expect from us to deliver to students. This will be baseline and we can be mindful of the diversity of our population from there.

*Allowing time for students to express what they need, what is going on in life, how they are doing. Provide sentence stems to give students the words to express themselves.

*Providing verbal and nonverbal tools to express how they are doing.

*Having standards in place that allow for us to know when students service is needed for a student.

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Continue community circle/daily check-ins
Have time for listening and discussions
Providing meals (& take home dinner and snack) to help meet some basic needs

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Ask them how they are doing if they are distant from others . Talk to them or direct them for help with  the right people to possibly help.
Be a Good Listeners
Talk to the teachers about the child.
Try to help them

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Interventionists:  Continue with CC to address what the immediate events are in the kids' lives.  Make sure to acknowledge children's feelings,  but only responding and addressing what the kids are saying -not adding to what they are NOT saying.   Also, if a sensitive topic comes up, call the parent to let them know what was brought up that day.

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Interventionists:  Continue with CC to address what the immediate events are in the kids' lives.  Make sure to acknowledge children's feelings,  but only responding and addressing what the kids are saying -not adding to what they are NOT saying.   Also, if a sensitive topic comes up, call the parent to let them know what was brought up that day.

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Continue community circle every day, emphasis on our feelings

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It's been so long, hopefully parents have answered the questions in the home setting. If we get asked, we would answer the best we could and share with the parents the questions their child has. We wouldn't brush it off and would be good listeners.

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-Listening to students, not brushing them off.
-Really watching for nonverbal signs in our young learners
-Start having discussion about pandemic and transitioning now
-Good rapport with families
-Make sure we are mentally prepared (plan out room, etc)

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Continue Community Circle every day, with an emphasis on feelings

Being willing to stop and address something a student expresses

Finding age appropriate read aloud books on expressing our feelings and leading conversations

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How we can best support our students:
1. Being good listeners.
2. Ask them how they are doing.
3. Ensuring communication with parents at an overall school level, classroom, etc.
3. Make sure the parents are available answer and assist with questions.
4. Finding a balance between listening, have discussion and getting into a routine while responding to this crisis.
5. Modeling taking care of yourself by taking care of ourselves.