Returning to School Toolkit for Principals

Things That May Have Changed

Hygiene and Cleaning Protocols

In response to COVID-19, implementing strict hygiene and cleaning protocols is essential Key considerations include whether students and staff must wear face coverings, the hygiene practices they will adhere to, and the specific cleaning and disinfecting protocols for classrooms, restrooms, sports equipment, cafeterias, playgrounds, and buses.

The CDC offers valuable resources to assist school leaders in safely reopening schools, including updated protocols for cleaning and disinfection, answers to frequently asked questions, tips for communicating with children, and various other helpful tools.

Please consider actions you can take to support good hygiene and cleaning protocols as suggested in Table 1

Table 1 Hygiene and Cleaning Suggestions

☐ Remind staff and students to consistently use good hygiene practices to stay healthy and avoid spreading the disease:

☐ Avoid close contact with people who are sick

☐ Stay home when you are sick

☐ Cover your cough or sneeze into your elbow or a tissue, then throw the tissue in the trash

☐ Avoid touching your eyes, nose, and mouth

☐ Wash hands often with soap and water (20 seconds)

☐ If you don’t have soap, use hand sanitizer (60–95% alcohol based)

☐ Clean and disinfect frequently touched objects and surfaces using a regular household cleaning spray or wipe

☐ Team up with school nurses and local health providers to review your school wellness policies and procedures Modify them as needed to reflect best practices in preventive health measures

To enhance hygiene in public spaces, it is essential to install hand washing or sanitizing stations in accessible areas such as building entrances, classrooms, restrooms, hallways, cafeterias, libraries, school offices, and buses Regular maintenance and adequate stocking of these stations are crucial for their effectiveness.

☐ Determine if any PPE will be required for staff and students Will the school provide PPE such as face masks for students, staff, and visitors?

☐ Ensure that all janitorial, maintenance, cafeteria, and transportation staff are trained in disinfection protocols and equipped with necessary PPE

☐ Clean and sanitize high-traffic areas and multi-use items multiple times during the day (e.g., restrooms, computer labs, buses, copy machines, phones, drinking fountains, door handles)

Table 2 describes additional resources that expand upon this topic

Table 2 Suggested Resources for Hygiene and Cleaning

Scenarios Tip Sheet This tip sheet is designed to be used with the Four

The National Institute for Excellence in Teaching's Instructional Planning Guide for 2020-2021 outlines scenarios for instructional delivery, offering school teams a framework to identify necessary resources, operational requirements, and applicable restrictions across various areas.

Social Distancing Guidelines Tip Sheet This tip sheet provides practical suggestions and ideas for ways schools can establish and implement the social distancing practices advocated by the CDC

To effectively prevent the spread of COVID-19 in schools, it is essential to implement proper hygiene and cleaning protocols based on CDC guidelines This tip sheet offers practical suggestions for establishing these protocols, ensuring a safer environment for students and staff.

| Where Public Education and Public Health Meet

The Opportunity Labs has developed a comprehensive roadmap, incorporating evidence-based practices and feedback from various experts, including epidemiologists and school leaders, to guide district and school leaders in planning a safe and equitable return to school The "Blueprint for Back to School" document offers valuable suggestions for prioritizing decisions across six key areas: school operations, whole child supports, school personnel, academics, distance learning, and general considerations, ensuring a structured approach to reopening.

The CDC offers essential guidelines for schools to safeguard students, teachers, administrators, and staff while effectively slowing the spread of COVID-19.

Document/Tool From the CDC, this document/tool provides a general framework for cleaning and disinfection practices.

Use of Public Spaces (Cafeteria, Library, Classrooms, Gymnasium, Buses)

Social distancing involves reducing the physical proximity between individuals, a challenge for school facilities not originally designed for this purpose Key considerations include determining the maximum occupancy for areas like cafeterias, libraries, and auditoriums, as well as reconfiguring classroom seating and establishing new class size limits Additionally, it's essential to assess how social distancing will impact arrival and dismissal procedures, personnel deployment, academic clubs, special ceremonies, and extracurricular activities Implementing effective management strategies for public spaces is crucial to adapt to these new requirements.

Table 3 Suggestions for Use of Public Space

☐ Convene a Reopening School Leadership Team to distribute the work of preparing for the return of teachers, staff, and students.

☐ Understand and implement seating/spacing capacity guidelines Communicate and post in a highly visible manner.

Establish clear procedures for student arrival and dismissal, considering the implementation of a staggered schedule Ensure to address the various transportation methods used by students, including school buses, public transit, personal vehicles, and walking.

Review your School Safety Plan to determine if updates are necessary for fire, severe weather, or intruder drills Ensure your plan aligns with the latest guidance from public health officials and the Federal Emergency Management Agency (FEMA).

☐ Design recess and physical education activities to allow sufficient spacing between students This may involve securing additional recreational equipment and modifying equipment cleaning practices.

To enhance safety and efficiency, collaborate with organizational sponsors, the athletic director, physical education coaches, transportation director, and cafeteria manager to create alternative arrangements for spacing and scheduling This may involve adjusting practice times for sports teams or bands to reduce student gatherings and implementing virtual programs through video or digital solutions.

☐ Establish policies for extracurricular and athletic events Address how you will handle practice events, spectator participation, physical contact sports, and equipment disinfection procedures.

Table 4 Suggested Resources for Use of Public Space

This document offers valuable guidance for schools as they navigate the complexities of reopening, focusing on six key areas: school operations, whole child supports, school personnel, academics, distance learning, and general considerations It presents helpful suggestions and strategies for prioritizing decisions to ensure a smooth transition back to in-person education.

Childcare FAQs Website This site is updated regularly by the CDC and provides answers to frequently asked questions for administrators, teachers, and parents about COVID-19.

Campus Visitors – Parents, Visitors, Volunteers

As schools prepare to reopen, key questions arise regarding visitation policies, including whether parents can still enter classrooms and the conditions for doing so Additionally, the protocols for volunteers, student teachers, and vendors will be crucial in ensuring a safe and structured environment for everyone involved.

Please consider actions you can take to prepare for your visitors as suggested in Table 5

Table 5 Suggestions for Preparing for Visitors

Collaborate with your Reopening School Leadership Team and a diverse group of parents to establish comprehensive procedures for campus visitors Ensure these guidelines are in line with your school's safety plan and effectively incorporate social distancing measures.

To ensure effective communication during the school reopening transition, it is essential to design an alternative process for conducting phone or virtual parent-teacher conferences Maintaining close contact with families is crucial, as they require regular updates on their child's academic and social adjustment Recognizing that students and their families may still experience uncertainty and fear about returning to school is vital for fostering a supportive environment.

To strengthen ongoing partnerships with current volunteers and community partners, express your commitment to collaboration by exploring innovative support roles together Consider organizing initiatives such as virtual job fairs, online field trips, recorded book readings, and online study or tutorial groups to enhance engagement and support within the community.

☐ Conduct product reviews or vendor meetings either by phone or virtually

Table 6 Suggested Resources to Prepare for Visitors

Children and students often have numerous questions regarding the pandemic and COVID-19 This resource offers valuable suggestions for parents on how to communicate with children and address their inquiries about the virus Additionally, the recommendations are also relevant for school personnel, ensuring that they can effectively engage with students on this important topic.

Schedules and Curriculum

As students nationwide left for spring break, few anticipated the impending closure of schools for the rest of the academic year This unexpected break led to growing concerns about lost learning opportunities As a principal, it is crucial to implement short-term solutions that will have a lasting impact on students' academic success As your school prepares to reopen, it's important to consider the changes in instructional practices, including adjustments to schedules and curriculum.

Please consider actions you can take to adjust schedules and curriculum as suggested in Table 7

Table 7 Suggestions for Adjusting Schedules and Curriculum

To effectively implement innovative scheduling approaches, collaboration among teachers, parents, students, and colleagues is essential Key considerations include whether all students will return simultaneously or in phases, the possibility of alternative day attendance, and the design of split daily schedules for morning or evening classes Additionally, schools must evaluate A/B schedules or year-round options for students requiring in-person support while allowing others to engage fully online It's crucial to determine which students will attend in-person, including specific grades and students with disabilities, and to assess the potential shift towards increased distance learning and online course offerings Schools should also consider using pre-developed online curricula and managing class loads, such as allowing students to take three classes at a time, to streamline interactions and assignments Keeping parents and students informed about teachers' decisions and limiting the number of platforms and apps used will ensure consistency and familiarity across the school community.

Review the guidelines from state and district education departments regarding course offerings and scheduling, as many states and accreditation agencies mandate a specific number of days or hours for course credit and defining the academic year Additionally, identify any available flexibilities and potential waivers that your school or district can request to adjust the academic day, week, term, or year.

☐ Collaborate with university and community colleges to seek additional opportunities for dual credit and distance learning

☐ Initiate robust, extended year, and/or day learning programming for students, grounded in state standards and individualized student learning pathways

☐ Review new and revised policies to ensure your school handbook is aligned, keeping in mind that changes should remain grounded in what is best for students

Table 8 Suggested Resources for Adjustments to Schedules and Curriculum

This document offers valuable suggestions for prioritizing decisions related to school reopening, organized into six key areas: school operations, whole child supports, school personnel, academics, distance learning, and general considerations.

Online course delivery has rapidly become essential for many schools and may continue to play a role in their return-to-school strategies This document outlines best practices for instruction, support services, and student engagement in the context of online learning.

Flexible school day schedules could be integral to school reopenings This document reviews current literature and best practices regarding flexible instructional days (FID), highlighting common challenges districts encounter during FID implementation It also offers recommendations and strategies to effectively address these challenges.

Instructional Delivery and Approaches

Instructional delivery has evolved beyond traditional face-to-face and paper-based methods, as many students today are digital natives who favor online and digital learning for its flexibility and self-paced nature As a principal, it is essential to prepare both teachers and students for a seamless transition to a digitally focused, remote learning environment.

Please consider actions you can take to adjust instructional delivery and approach as suggested in Table 9

Table 9 Suggestions for Adjusting Instructional Delivery and Approach

Collaborate with technology leaders to enhance online learning accessibility for teachers and students Evaluate equitable access to reliable internet services and devices, while also assessing the knowledge, skills, and comfort levels of staff and students in transitioning to online education.

Evaluate the existing delivery methods for all courses and grade-level content, identifying which courses are currently available or could potentially be offered through remote learning, distance learning, blended learning, or hybrid formats.

To effectively transition to an online delivery format, it is essential to collaborate with teacher teams to develop a comprehensive plan that includes revising course lessons, syllabi, handbooks, and policies Prioritizing personnel such as technicians, instructional designers, and support staff is crucial for successful implementation Additionally, identifying technology needs—such as devices, network equipment, learning management systems, and digital content—will support the establishment of effective distance learning opportunities.

To enhance the effective daily use of instructional technology, it is essential to identify and offer professional development, training, and support tailored for general education, special education, and career and technical education (CTE) teachers This includes incorporating online or electronic professional development opportunities.

Table 10 Suggested Resources to Adjust Instructional Delivery and Approach

Returning to school in normal conditions is challenging, but doing so amidst the uncertainties of COVID-19 presents even greater difficulties This article provides essential tools and guidance for school administrators to effectively design their reopening plans for the 2020–21 academic year.

Scenarios Tip Sheet This tip sheet is designed to be used with the Four

The National Institute for Excellence in Teaching's Instructional Delivery Scenarios and Instructional Planning Guide for 2020-2021 offers school teams a comprehensive framework to identify operational openings, necessary resources, and applicable restrictions across various areas.

Remote learning poses significant engagement challenges for both students and teachers This document is a valuable resource designed to help educators explore effective practices and strategies to sustain student engagement in a virtual learning environment.

Tool This tool is a questionnaire that can be used to survey school staff about perceptions of professional development needs and current offerings

These documents aim to assist local initiatives in utilizing the Coronavirus Aid, Relief, and Economic Security (CARES) Act funds for the implementation of digital learning programs, covering a wide range of topics associated with digital education.

Learning Document To support districts in exploring online learning options,

Hanover Research conducted a comprehensive review that features links to previous reports and recent resources focused on the outcomes of online learning and effective strategies for its implementation This review emphasizes the importance of personalized learning in enhancing educational experiences.

The handbook serves as a comprehensive guide for schools aiming to clarify and organize various aspects of personalized learning Each chapter outlines actionable principles designed for states, districts, and schools, providing valuable resources for the effective implementation and sustainability of personalized learning initiatives.

The Need for Learning Recovery

Educators and families are increasingly focused on addressing the issue of "lost learning." To effectively support students upon their return to school, teachers must first evaluate their current performance levels across different content areas.

Please consider actions you can take to address the need for learning recovery as suggested in Table 11

Table 11 Suggestions for Addressing the Need for Learning Recovery

☐ Build in dedicated time for teachers to collaboratively adapt curriculum pacing guides based on priority grade-level expectations and objectives while keeping at the forefront mitigation for the

“loss of learning” that may have occurred

☐ Inventory sources of data that document student academic work while out of school (e.g., parent feedback, submitted assignments, submitted projects)

☐ Administer and analyze diagnostic assessment results by content area and student

To effectively address learning gaps among the most vulnerable student populations, immediate actions must be identified and implemented This includes focused strategies for students with disabilities (SWD), English-language learners (ELLs), homeless students, and those living in poverty By prioritizing these groups, educational institutions can ensure equitable support and enhance learning outcomes for all affected students.

Once academic strengths and learning deficits or opportunities are identified, there will be additional decisions you and your teachers will make regarding instruction

☐ Schedule time each day for teachers to meet with colleagues in a structured manner to design lessons, analyze student work, develop individualized student learning plans, and leverage their collective expertise

☐ Work with special education staff and Individualized Education Program (IEP) teams to determine assistive technology needed to meet the individual needs of SWD

☐ Identify students who are on track academically and provide them with accelerated learning programming

To effectively support students, it is essential to identify the current intervention resources available at your school, ensuring they are evidence-based, standards-aligned, and suitable for the specific needs of the identified students Additionally, assess the necessary material and human resources required to address and bridge any existing learning gaps.

Prioritize equity while utilizing diverse funding sources to obtain essential intervention support, including tutorial services, extended day or year programs, online course access, computer-based programs, specialized instruction, or a combination of these options.

Collaborate with educators and community organizations to create tailored learning pathways for students, integrating both in-school and out-of-school support services such as Boys and Girls Clubs, faith-based initiatives, and 21st Century programs.

☐ Review updated guidance from the state and district officials regarding annual assessment requirements and reporting

Table 12 Suggested Resources to Address the Need for Learning Recovery

Website The Response to Intervention website provides valuable information for schools on the essential components of response to intervention: tiered instruction/intervention, ongoing student assessment, and family involvement

High-Leverage Practices in Special Education aim to equip individuals engaged in the preparation and professional development of special education teachers with essential skills Mastery of these critical practices is vital for every K–12 special education teacher.

The handbook serves as a comprehensive guide for schools aiming to clarify and organize various facets of personalized learning Each chapter features actionable principles designed for states, districts, and schools, providing valuable resources for the effective implementation and sustainability of personalized learning strategies.

This resource guide aims to assist district leaders and stakeholders in understanding the new learning gaps created by COVID-19 for students It features a discussion guide tailored for district and school leaders to facilitate conversations with working groups, task forces, and during administrative meetings, focusing on addressing unfinished learning.

The "Addressing Unfinished Learning" publication by the Council for Great Schools outlines essential instructional priorities in Mathematics for critical grade transitions, specifically for 3rd grade, 6th grade, Algebra I, and Geometry Additionally, it provides instructional priorities for English Language Arts for transitions to 3rd grade, 6th grade, and 9th grade.

Achieve the Core has published a resource that complements the Council for Great Schools' Addressing Unfinished Learning publication This resource offers valuable guidance on content priorities by utilizing the framework and focus areas of college- and career-ready mathematics and ELA/literacy standards.

Things You May Want to Change

Schoolwide Routines and Practices

Good days in schools begin and end with effective routines, such as schoolwide morning greetings and announcements, which create a comforting environment for students and staff Engaging in collective activities like reciting the pledge of allegiance and school mottos fosters a sense of community and motivates students to excel The midday lunch break serves as an essential time for students to recharge, both physically and socially, preparing them for afternoon learning Equally important are the end-of-day routines that celebrate community values and acknowledge students' hard work, reinforcing their achievements and the knowledge they've gained These daily practices not only enhance the educational experience but also strengthen connections to community and tribal values, particularly in schools within tribal areas.

Please consider actions you can take to renew schoolwide routines and practices as suggested in Table 13

Table 13 Suggestions to Renew Schoolwide Routines and Practices

☐ Identify and/or establish a predictable, done with fidelity, schoolwide morning routine/ritual such as announcements, the pledge of allegiance, flag raisings, morning greetings, reciting your school motto, etc

☐ Define and adhere to a procedure to smoothly usher in staff and students to the building and their respective classrooms

☐ Revisit curriculum to ascertain those lessons that uphold the culture and values of the students and families represented in your school and community

☐ Develop and implement lunchtime routines that simultaneously meet student dietary, social, and safety standards in a post-pandemic world

☐ Strengthen your school’s positive culture by adopting and infusing routines and rituals that represent and honor the uniqueness of the community the school serves

☐ Implement an end of the day routine that celebrates the day and/or certain groups or individual accomplishments

Table 14 Suggested Resources for Renewing Schoolwide Routines and Practices

Routines and rituals play a crucial role in fostering a sense of safety and security for children, students, and staff This tip sheet offers practical suggestions for effective opening and closing rituals and routines that teachers can seamlessly integrate into their classrooms.

Quick Start Guide for Principals and Their Teams – Center for

Tool This tool provides helpful suggestions for how to move a school from a negative culture to a positive one that fosters student learning and success

Routines and rituals play a crucial role in fostering a sense of safety and security for children, students, and staff This website offers valuable examples for school and classroom leaders on how to cultivate a strong community by implementing effective routines.

Website This site provides lists of motivational quotes and inspiring messages that teachers and others can use to support positive school/classroom environments Essential Understandings

Website The National Museum of the American Indian

"Understandings About American Indians provides a framework for enhancing student learning experiences by aligning with the 10 themes of the National Council for the Social Studies' national curriculum standards, as outlined by the NMAI's Essential guidelines."

Understanding the diverse cultures, histories, and contemporary lives of Native Peoples reveals essential concepts that highlight the untold stories of American Indians These insights can enhance and enrich your teaching across various subjects, including history, geography, civics, economics, science, and engineering.

Website This site provides information on why transitions are important for the efficient functioning of classrooms and provides practical suggestions for teachers to build smooth transitions into their classrooms

The Top 10 List for Creating a

Positive School Culture Tool This tool is a list of 10 ideas for creating a positive school culture.

Classroom Routines and Practices

In their influential book, *The First Days of School: How to Be an Effective Teacher*, Harry Wong and his wife emphasize the importance of establishing effective classroom management through well-defined routines and procedures They argue that poor behavior often stems from a lack of structured routines, highlighting the necessity for teachers to explicitly teach these procedures The process involves explaining, modeling, and demonstrating the procedure, followed by rehearsing and practicing it with students With consistent reinforcement through praise and ample practice, these procedures ultimately evolve into established routines that foster a positive classroom environment.

Wong believes classrooms must have norms; agreed upon and accepted, expected behavior Norms must be reinforced and consequences applied if disregarded Consistency is key

A key factor contributing to classroom misbehavior is a lack of student engagement, which can be enhanced through effective strategies such as active student response methods, including choral responses, response cards, and guided notes Promoting discussion is essential for learning; therefore, teachers should implement student discussion protocols that encourage civil discourse and enable classmates to listen to and build upon each other's ideas Additionally, educators must ask higher-order thinking questions that require students to provide detailed responses and refer back to the text to support their reasoning Establishing clear procedures for managing classroom materials and ensuring smooth transitions between lessons is also crucial for maintaining an orderly learning environment.

During the stay-at-home orders that closed schools nationwide, it became clear that technology cannot replace teachers As students return to the classroom, it is essential to evaluate whether technology is being used appropriately and if it enhances learning rather than simply serving as a substitute for educators.

Classrooms should serve as incubators for success, characterized by regular and prompt feedback from teachers It is essential for educators to inform students about their achievements and the specific skills driving their success By providing reflective feedback, teachers help students progress towards mastery.

3 Wong, J K., & Wong, R T (1998) The first days of school: How to be an effective teacher CA: Harry K Wong Publications

Please consider actions you can take to renew classroom routines and practices as suggested in Table 15

Table 15 Suggestions to Renew Classroom Routines and Practices

☐ On the first day students return to classrooms, seek their input on establishing post-pandemic norms that support safety and successful learning

☐ Commit to modeling, practicing, and reinforcing the agreed upon classroom norms so that they become standard operating routines

☐ Respond quickly and consistently to students who disregard the norms

☐ Discontinue asking yes/no questions and instead ask higher order questions that promote critical thinking

☐ Build transition procedures into your norms

☐ Continue to use available technologies as vehicles for learning, not as a replacement for the teacher

☐ Create a safe classroom environment that supports students through their struggles and celebrates their successes

Provide consistent and timely feedback in the classroom to help students recognize their understanding of the material This approach not only highlights when students grasp concepts but also reassures them that additional support is available until they achieve comprehension.

Table 16 Suggested Resources to Renew Classroom Routines and Practices

Suggested resource Type Link (URL)

The Schedules for Teachers Tool offers practical suggestions for establishing routines and procedures on the first day back, making it an invaluable resource for new teachers.

The Lessons & Printables website offers a wealth of resources for educators, including lesson plans, engaging activities, and practical advice It provides tools for helping students navigate the school environment, take attendance, and learn names Additionally, the site features icebreaker suggestions to foster student connections, guidance on effective seating arrangements, and time-saving strategies for teachers Veteran educators share valuable behavior management tips and communication strategies for engaging with parents, making it a comprehensive resource for enhancing classroom dynamics and promoting higher-order thinking skills.

Question Templates Document This document provides question starters for the higher order thinking categories of recall, analysis, comparison, inference, and evaluation

Harry Wong Characteristics of an Effective Teacher — The

Website This website provides a summary of major concepts covered by Harry Wong in his book, The First Days of

School Additional links are included that allow users to hear actual interviews with Harry Wong on the topics of classroom management, behavior problems, discipline, and more

This article highlights the significance of norming in fostering a positive classroom and school culture It offers guidance for teachers on effectively establishing norms within their classrooms and schools, emphasizing the role of these norms in creating a supportive learning environment.

This document offers valuable insights and practical suggestions for enhancing active student engagement during instruction It outlines clear procedures for implementing techniques such as choral responding, response cards, and guided notes Additionally, it briefly explores other effective strategies to further promote student participation.

Student Success Document This document lists 37 rules as a way to help teachers get started with creating classroom rules of their own The list is downloadable

Effective communication is essential for keeping students and families informed, especially during challenging times like a pandemic Schools must develop a robust communication plan to ensure timely and clear information dissemination to all stakeholders This includes recognizing the needs of dual language and monolingual communities, particularly in tribal areas, by identifying individuals or groups capable of translating messages from English into families’ native languages.

An effective communication plan in schools involves universal steps for systematic information sharing, both internally and externally Communication should be tailored to be easily accessible for staff, students, and families, utilizing various methods such as verbal interactions, one-on-one meetings, group discussions, and different settings like schools or home visits It's essential to consider the timing of communication, whether before, during, or after school hours, and to leverage tools like telephone calls, robocalls, special events, and open houses In tribal communities, it's important to include extended family members residing in the student's home when discussing school-related matters.

Creating (or Revising) Your Communication Plan

Effective communication is essential for building healthy relationships and fostering trust through active listening and collaboration As schools prepare to welcome back students, staff, families, and the community, it's crucial to implement a two-way communication strategy This approach not only ensures that everyone receives important information but also encourages timely feedback, enhancing the overall experience for all stakeholders involved.

Without a comprehensive internal and external school communication plan, essential information can be overlooked or misinterpreted By fostering strong connections among staff, students, families, and the broader community, principals can effectively address the social dynamics that influence a student's home life and community engagement.

Enhancing the communication skills of your team is essential for effective leadership Internal communication with teachers and staff is just as crucial as external outreach To foster clear and consistent communication, be a role model and demonstrate integrity as a leader Remember, actions often speak louder than words; therefore, being a good listener is vital Allocate time in your communication strategy to engage with teachers, students, families, and staff, ensuring their voices are heard and valued.

Effective communication in schools hinges on the ability to ask the right questions, focusing on the well-being of teachers, staff, students, and families to foster an open dialogue Implementing a school communication plan that mandates regular contact between teachers and students can enhance connections between home and school A structured schedule and a standardized script for these communications can ensure consistency in messaging Initially, teachers should prioritize sensible questions like, "How are you and your family doing?" and "Is everyone staying safe and healthy?" This approach encourages expressions of concern and strengthens community relationships while easing anxieties Instructors should be mindful to avoid overly personal inquiries, instead opting for questions that reflect genuine care.

To effectively engage your stakeholders, it's essential to connect with them in their preferred environments Just as one would fish where the fish swim, you should focus your communication efforts in the vast opportunities offered by the internet and social media These platforms are crucial for capturing attention and should be integral to your communication strategy.

Your school website serves as a crucial first impression for students and families, especially in today's digital age With many relying on it for essential information and communication during recent stay-at-home periods, ensuring your website is informative and user-friendly is more important than ever.

To create an effective school website, it's crucial to maintain current and accurate information, as outdated content can undermine credibility and discourage stakeholders from returning The website should serve as a comprehensive resource for information rather than merely showcasing technology Careful planning is essential to determine what valuable information will be included, and gathering insights from parents and students can enhance its relevance Additionally, ensuring easy navigation, appealing branding, and valuable content will encourage stakeholders to rely on the website as a trusted source for communication.

To effectively engage students and their families, it's essential to assess their current levels of involvement with social media technologies Leveraging social media platforms can significantly enhance communication, capturing the attention of both students and parents while acting as enticing gateways to more detailed information available on the school website When utilized strategically, social media can reach and involve individuals who have previously been excluded from the school’s communication efforts.

Please consider actions you can take to develop a communication plan as suggested in Table 17

Table 17 Suggestions for Developing a Communication Plan

☐ Identify how information is currently shared and received, and determine which communication systems work, which do not, and which can be strengthened

☐ Communicate the rationale supporting school reopening

☐ Identify school and community ready access and barriers to receiving and sending information

☐ Identify which languages are spoken in and outside the school Work to secure translators/interpreters to assist in relaying all communications

☐ Design and implement a systems approach for an effective communication plan/process

☐ Identify the target audience and the mode to best use for information dissemination

☐ Remember that your school may open, close, and reopen, so your communication plan should be based on these contingencies

Your communication plan must consider the possibility of initiating or continuing virtual learning It should outline the methods through which staff will connect with students and their families Utilizing scripted school messages will guarantee a consistent and cohesive message is delivered to both students and their families.

To promote student and family well-being, it's essential to ask questions that foster comfort and encourage open communication.

☐ You will want a school plan that requires teachers and other support staff to contact students at minimum intervals, such as weekly

☐ Plan on employing a variety of in-school communication strategies for different audiences, including teachers, administrators, support staff, residential staff, specialists, cafeteria, office, custodial, facilities, ancillary, and volunteers

When utilizing the telephone, prioritize making person-to-person calls instead of relying on pre-recorded messages Additionally, leverage your emergency phone tree as a means to confirm that all staff members have received communications from your office.

When utilizing email for communication with staff, it's essential to recognize that not everyone may have internet access To ensure your messages are received, consider using the "Read Receipt" feature in your email Additionally, actively monitor emails, as your team may share valuable ideas and tools that can enhance overall communication.

☐ When using an in-person staff meeting: ằ This method should be implemented only after consulting or referencing your school’s expectations and standard procedures as a result of the pandemic

☐ When using direct mail: ằ While an effective method to communicate, timeliness may affect the receipt of communication

When choosing an online meeting platform for your school, it's essential to select one that aligns with your safety requirements and is compatible with your existing technology Additionally, providing training for all participants is crucial to ensure everyone feels confident in using the chosen platform effectively.

☐ Plan on employing a variety of out-of-school communication strategies for different audiences

Table 18 Suggested Resources to Develop a Communication Plan

Schools that serve tribal communities foster strong relationships with tribes, tribal councils, elders, and Tribal Education Agencies (TEAs) This tip sheet serves as a guide for principals on maintaining respectful and appropriate communication with these important stakeholders.

A communication plan is essential for outlining how a program will engage with communities, facilitating systematic information sharing and promoting two-way communication This template includes nine critical steps that programs should consider to enhance their communication strategies effectively.

Chapter 6 Communications to Promote Interest | Section

Welcoming Everyone Back

Major disruptions and natural disasters have profoundly changed the school community, affecting teachers, students, parents, staff, and administrators alike As we return to school, it's crucial to foster an environment of safety, security, and joy, while also addressing the confusion and anxieties stemming from recent events Many have found comfort in family connections during their time at home, but others have faced conflict and distress in close quarters Additionally, experiences of loss or exposure to unhealthy behaviors have created a need for healing within our community It’s essential to acknowledge these challenges and guide everyone back to a sense of stability as we embark on this new school year.

The principal's communication with staff, students, families, and the broader school community should emphasize transparency and reassurance, highlighting the school's commitment to prioritizing everyone's safety and health As staff and students readjust to the school environment, it is essential to address their concerns and questions about the safety and health measures implemented for a secure reopening.

In your communication plan, it's essential to consider how the entire faculty will engage with families, as well as how individual teachers will connect with their students and their families Effective communication goes beyond merely sharing information; it also involves creating opportunities to listen and learn from others.

Table 19 Suggested Resources for Welcoming Everyone Back

This tip sheet offers practical strategies for school principals and leaders to effectively gather feedback from students, families, and staff in anticipation of school reopenings It includes sample questions that can be tailored to meet the specific needs of each school Additionally, the tip sheet provides recommendations for analyzing the collected feedback and sharing the insights with the wider school community.

Message maps are an effective tool for delivering consistent and factual information during emergencies, particularly useful for addressing questions and concerns as schools reopen This tip sheet outlines the process of creating a message map to ensure clear communication in critical situations.

School leaders play a crucial role in fostering a successful culture within their educational community, particularly by enhancing family engagement for English Language Learners (ELL) This guide presents twenty essential strategies for principals to develop a comprehensive family engagement plan that supports ELL students and their families effectively.

Communicating With ELLs and Their Families During

Connecting with English Language Learners (ELLs) and their families presents significant challenges related to language barriers and access to technology This document offers a variety of tools, resources, and collaborative tips to facilitate effective communication It also addresses the unique communication needs arising from the COVID-19 pandemic.

In a rapidly changing landscape of health news, schools must prioritize effective communication to keep parents informed through various channels This document showcases a communications plan from a Texas school district that serves a significant population of English Language Learners (ELL), highlighting the importance of tailored messaging for diverse communities.

Connecting With Students and Their Families

Effective communication with all school stakeholders, including staff, students, families, and the broader community, is essential In tribal communities, school principals should actively engage with local social networks As schools prepare to reopen—whether in-person, online, or a hybrid model—there may be concerns among students, families, and staff that need to be addressed.

John Hattie (2009) emphasizes that students desire two key things from their teachers: a sense of being known and a feeling of care In today's disruptive educational environment, it is crucial for teachers to implement effective communication channels that enable students to share their interests, dreams, challenges, and fears Understanding these aspects of a student's life is essential for teachers to help them overcome learning barriers Building this understanding fosters a strong teacher-student relationship, which is vital for effective learning.

Please consider actions you can take to connect with students and families as suggested in Table 20

Table 20 Suggestions for Connecting With Students and Their Families

☐ Gather feedback about your students and their stay-at-home learning experience, successes, and struggles

☐ Plan to get to know and care about your students so they will be confident in you, their teacher, and in the learning you support them through

☐ Plan to learn and understand every student's interests, passions, dreams, motivations, fears, hesitations, and challenges to better prepare for their learning experience

☐ Gather feedback from families regarding their digital teaching and learning stay-at-home experiences

☐ Gather feedback from teachers about their remote, digital online teaching experience

☐ Develop a list of Frequently Asked Questions With Answers to help relieve hesitations and anxiety

☐ Provide opportunities for students and their families to share expectations and hopes for the reopening of school and the coming academic year

4 Hattie, J (2009) Visible learning Abingdon, Oxon: Routledge

Table 21 Suggested Resources for Connecting With Students and Their Families Suggested resource Type Description

This tip sheet offers school leaders practical strategies for collecting feedback from students, families, and staff as schools prepare to reopen It includes example questions that can be customized to meet the specific needs of each school Additionally, the tip sheet suggests methods for analyzing the feedback and effectively sharing the results with the wider school community.

The ELL Considerations Tip Sheet, developed by the National Content Center and informed by Colorín Colorado!, offers valuable strategies for effectively communicating with families of English Language Learners (ELLs) This resource aims to empower ELL students and their families, ensuring they are well-supported and positioned for success during critical educational periods.

The National Content Center, in collaboration with the National Center for Learning Disabilities, has created a tip sheet aimed at enhancing communication with families of students with disabilities This resource offers valuable suggestions to support these families and empower their children for success during critical times.

The CDC website offers a comprehensive range of communication resources, including guidance documents, videos, a social media toolkit, a digital press kit, and materials in Spanish, all designed to enhance public health messaging.

The School Community Network website offers a wealth of resources designed to foster engagement among families, students, and teachers within a learning-focused school community Notably, it features valuable materials on effective communication strategies.

CDC Communication Toolkit for Limited English Website This CDC toolkit is especially helpful for communication among migrant families, refugees, and other limited-English-proficient populations

Collaboration “Co” = together and “labor”= work

Collaboration is the process of working and learning together towards a shared vision, leading to new and improved outcomes To foster a culture of collaboration in your school, it is essential to establish systems that promote collective efforts among principals, teachers, staff, students, and families As W Edwards Deming noted, a flawed system can hinder even the best individuals By embracing a collaborative culture as a routine practice, schools can strengthen community ties and enhance educational practices According to "Jump-Starting Instructional Transformation for Rapid School Improvement" (Redding, 2019), practice-focused collaboration not only aims to improve specific implementations but also encourages a collegial and constructive environment for ongoing examination and enhancement, making collaboration a standard practice in schools.

Making Decisions and Working Together

Envisioning New Ways to Work Together

Effective collaboration thrives on teamwork, where multiple individuals contribute their best ideas and efforts to achieve a common goal When a team engages in a specific action, it leads to a predictable and desired outcome, demonstrating the power of collective input in driving success.

Please consider actions you can take to work together in new ways as suggested in Table 22

Table 22 Suggestions to Envision New Ways to Work Together

Effective collaboration among teams is essential for successful meetings focused on data analysis and instructional planning It's important to determine the frequency and purpose of these meetings, considering factors such as grade level, content area, and departmental alignment Regularly scheduled meetings can enhance communication and ensure that all teams are aligned in their objectives.

☐ Choose a common template for team meeting agendas that include required minutes/notes to keep a history of the work done in and by teams

☐ Collaborate and decide on success metrics for teamwork

☐ Adopt a structure for teachers to give each other reflective feedback on their plans and on their instruction

Table 23 Suggested Resources for Envisioning New Ways to Work Together

To ensure effective collaborations, particularly in urgent decision-making scenarios, careful planning and structure are essential for meetings This tip sheet offers school administrators a comprehensive, step-by-step guide to organizing productive meetings.

Improving schools requires collaborative efforts from teams focused on shared objectives This professional development training module offers a comprehensive approach, featuring a PowerPoint presentation, engaging activities, and a quiz to evaluate participants' understanding.

School turnaround, a key strategy for rapid school improvement, focuses on systemic efforts to enhance educational quality for students This document outlines clear indicators that allow school, district, and state teams to assess whether practices from the four domains are consistently implemented in their education systems or if further action is required.

Guide for Principals – Center for School Turnaround &

Tool This guide rests on the research and practice base of

Four Domains for Rapid School Improvement described above This guide includes tools and other resources that may be used to support principals in transforming their schools

Indicators in Action is a valuable resource that offers explanations and videos on effective instructional and leadership practices This tool is ideal for professional development, faculty meetings, workshops, and individual educator growth Additionally, we provide guidance and resources for principals to help them establish successful instructional leadership teams.

Effective instructional leadership is crucial for meeting the diverse needs of all students, as research and field experiences indicate The Center for Educational Leadership offers valuable insights on how to create and nurture a successful instructional leadership team, ensuring that educational leaders prioritize instructional quality and support continuous growth in their schools.

Getting a Grip on Data

Schools collect vast amounts of data, making it essential to conduct a data inventory to identify what is assessed, when results are available, and how they are utilized While teams often analyze data extensively, the real impact occurs when teachers actively respond to it by adjusting their instruction Understanding whether data is summative or formative is crucial, and performing a data inventory can foster collaboration among teams to make informed decisions about current and future assessments This collaborative approach helps identify valuable data to collect while eliminating outdated or redundant assessments.

Please consider actions you can take to get a grip on data as suggested in Table 24

Table 24 Suggestions to Get a Grip on Data

Conducting a data inventory is essential for making informed collaborative decisions regarding which data to analyze and the rationale behind it This inventory facilitates the identification of the timing of data collection, its availability for review, potential duplications in the collected data, and any gaps in data that need to be addressed.

☐ Establish protected, dedicated time for team meetings to analyze, strategize, and act upon the data

☐ Develop a plan for assessing students’ learning progress — both losses and gains when students return

☐ Focus data conversations on multiple forms of assessment like diagnostics, formative assessments, student work, conferences, advisories, and parent feedback to gauge student progress

☐ Collaborate to decide how, post pandemic, teachers will honor and account for data from any student work that was submitted during remote learning, along with feedback from parents

Table 25 Suggested Resources for Getting a Grip on Data

Conducting a data inventory is essential for assessing the impact of prolonged school absences on students This tip sheet outlines straightforward guidelines for gathering and analyzing student and school data, along with a useful template to facilitate the process.

October 20-21, 2011 Document This document is a pdf of a presentation made by

Victoria Bernhardt and describes a variety of processes by which schools can make sense of the data available for school improvement and decision making

Data Driven Dialogue Tool This dialogue tool was created by the School Reform

Educators can utilize initiatives to foster discussions based on data-driven facts, analyze performance indicator trends, and engage in "root cause" conversations that explore the underlying factors affecting student performance To maximize the effectiveness of this tool, it is essential for educators to access data reports at the grade, school, or district level.

_data_center_idc.php Website The IDEA Data Center (IDC) is funded by the U.S

The Department of Education's Office of Special Education Programs (OSEP) offers technical assistance to enhance state capacity for the collection, reporting, analysis, and utilization of high-quality IDEA Part B data Their website features valuable resources aimed at improving services for students with disabilities.

Making up for Lost Time—Planning, Providing, Adjusting, and Enhancing Instruction

Schools prioritize the holistic development of each child, focusing on their social and emotional well-being, while also emphasizing that effective teaching is central to student learning and success.

The Opportunity Labs Foundation's Return to School Roadmap emphasizes the importance of intentional curriculum planning for teachers, aligning with curriculum maps, pacing guides, and schedules Collaborative discussions among educators are crucial for effectively onboarding returning and new students, re-establishing a supportive classroom environment in the post-pandemic era, resetting routines based on updated guidelines, and strengthening relationships with students and families.

Practice-focused collaboration is essential for initiating school transformation by fostering a routine where teachers work together to enhance their professional practices This collective effort leads to the dissemination of effective instructional strategies across classrooms, encouraging a shared commitment to improving instruction A robust instructional system comprises four key stages: first, PLANNING, where instructional teams align lessons with standards and define clear objectives and success metrics; second, PROVIDING, which emphasizes creating a positive classroom culture and utilizing diverse instructional methods to engage students; third, ADJUSTING, involving the refinement of lesson plans through formative assessments and peer feedback; and finally, ENHANCING, where lessons are personalized to meet individual student needs and interests, thereby developing their learning skills and habits.

Please consider actions you can take to make up for lost time as suggested in Table 26

Table 26 Suggestions to Make Up for Lost Time

☐ Decide reasonable academic expectations for your students by the end of the 2020-2021 school year

☐ Decide on your school’s system of instruction with stages for planning, providing, adjusting, and enhancing instruction

☐ Revisit the current lesson plan template to ensure it provides fields for all instruction modes

Effective planning can be achieved through collaboration within teams or individuals, whether at grade levels, departments, or across different grades and departments It is essential to establish clear timelines, expectations, and leadership roles Additionally, documentation processes should be defined, including what needs to be submitted and reviewed.

☐ Consider how you will “inspect for your expects” so that expectations become the accepted and respected norm

☐ Decide how to best ascertain that anchor content and skills were not overlooked during the school closure period

☐ Plan to assess content and skill retention and mastery when learners return to the classroom

☐ Be ready to implement, to whatever extent allowed, extracurricular offerings

During the stay-at-home orders, certain digital and online learning experiences proved to be particularly effective and may continue to be beneficial when schools reopen or if they need to close again Identifying these effective methods will help educators enhance remote learning strategies and ensure a smoother transition for students in the future.

Table 27 Suggested Resources to Make Up for Lost Time

The Opportunity Labs' roadmap, developed with input from epidemiologists, child infectious disease specialists, psychologists, and school leaders, outlines essential actions for district and school leaders This evidence-based tool aims to facilitate a safe, efficient, and equitable return to school, ensuring that educational institutions can effectively plan and implement necessary measures.

WestEd, in partnership with the Academic Development Institute and the University of Virginia, has created a document to assist educators in establishing cohesive systems for effective school turnaround This framework identifies four key domains that research indicates are essential for achieving rapid, significant, and sustainable improvements in schools.

This framework, designed for administrators and educators, focuses on Leadership, Talent Development, Instructional Transformation, and Culture Shift It provides practical examples for staff at the state, district, and school levels to implement strategic practices aimed at effectively addressing these essential domains, ultimately jump-starting instructional improvement.

Guide for Principals – Center for School Turnaround &

Tool This guide rests on the research and practice base of

Four Domains for Rapid School Improvement described above This guide includes tools and other resources that may be used to support principals in transforming their schools

Indicators in Action is a valuable tool that offers explanations and videos showcasing effective instructional and leadership practices It serves as a resource for professional development, faculty meetings, workshops, and individual educator growth The platform is particularly relevant for fostering teacher collaboration during a global pandemic, enhancing educational practices in challenging times.

Millions of families and dedicated educators worldwide are adapting to school closures and transitioning to new learning methods due to the COVID-19 pandemic This article from Educational Leadership outlines five essential strategies for teachers and stakeholders to maintain connections and effectively plan during these challenging times.

Building a Strong School Community

Identifying What (Still) Makes Your School

Schools have mascots and names to foster a sense of community and belonging among students and staff, distinguishing them from other institutions These elements, along with school colors, create a shared identity that connects individuals to their school and each other Beyond mascots, a school's uniqueness is defined by its history, values, customs, and traditions, which contribute to a collective experience This shared uniqueness often becomes a source of nostalgia for both students and teachers long after graduation, as they cherish the memories of their time together.

Understanding the commonalities within your school community is essential for fostering a sense of unity By creating a list of unique attributes and shared experiences, members can better appreciate their collective identity This process not only highlights what makes the school special but also encourages a deeper awareness and connection among all individuals involved.

Please consider actions you can take to identify what makes your school community unique as suggested in Table 28

Table 28 Suggestions to Identify Your School Community’s Unique Qualities

☐ Construct a list of your school’s unique qualities, characteristics, traditions, and practices with a group of teachers and parents (and in high schools, some students) This is a healthy, community-building activity

Collaborate with your group to articulate the unique qualities, characteristics, traditions, and practices of your school Develop clear statements that highlight your values, incorporate customs and rituals, and establish new shared experiences that foster a sense of community among students.

Table 29 Suggested Resources to Identify Your School Community’s Unique

Qualities Suggested resource Type Description

Community schools are grounded in research that highlights the importance of parental involvement, enriching out-of-school experiences, student wellness, and family stability for promoting student success The National Center for Community Schools has developed this guide to help schools establish a structured plan for forming diverse partnerships in health, social services, academics for both children and adults, as well as sports, recreation, and cultural activities.

Communities In Schools is a national organization dedicated to dropout prevention, utilizing a case management approach for over 40 years to address the challenges faced by vulnerable students Their website offers valuable resources and information on integrating community support into schools, aiming to empower all students by eliminating barriers that hinder graduation By leveraging evidence-based strategies, fostering relationships, and utilizing local resources, Communities In Schools is committed to keeping at-risk students in school and guiding them toward successful graduation.

School Community Network Website The School Community Network (SCN) website provides resources, training, and tools to build strong school communities focused on student learning Handbook on Family and

This handbook serves as a valuable resource for educators, community leaders, and parents, offering a concise overview of effective research and practices on family and community engagement topics.

School turnaround, or rapid school improvement, focuses on systemic efforts to enhance educational quality for students This document presents clear indicators to help school, district, and state teams assess whether practices from the four key domains are consistently implemented in their education systems, highlighting areas that require further attention.

School turnaround, a critical focus for enhancing student education, involves significant and systematic efforts to improve school performance This document outlines clear indicators to help school, district, and state teams assess whether essential practices from the four domains are consistently implemented in their educational systems or if additional improvements are necessary.

The School Community Tool/Video Indicators in Action offers valuable insights and videos showcasing effective instructional and leadership practices This resource is ideal for professional development, faculty meetings, workshops, and the growth of individual educators.

Engaging Your Families

Effective communication is essential in today's rapidly changing world, as families of students face significant anxieties regarding their children's safety Educators also share concerns for their own children while remaining dedicated to their students In addition to updates on schooling conditions, there is a strong desire for connection and engagement within the school community, particularly among families Recognizing the crucial role families play in their children's learning and success, it is important to explore ways to enhance family engagement with their children, among themselves, and with teachers in this new reality.

When safe gathering guidelines allow, organize home gatherings where teachers meet with students' parents in a relaxed setting These low-cost events foster connections and understanding among families and educators It's essential to prepare both hosts and teachers with a clear agenda and ground rules to ensure productive discussions, directing any individual concerns to future meetings with school staff Parents appreciate insights into teaching methods, reading development, and study skills, while these gatherings help teachers and parents recognize and value each other's contributions to student success.

Please consider actions you can take to identify what makes your school community unique as suggested in Table 30

Table 30 Suggestions for Engaging Your Families

☐ Think of the three types of engagement and plan to strengthen each of them:

☐ Families engaged with their own children, especially to support their learning;

☐ Families engaged with their children’s teachers to better support their children’s progress and to provide teachers with insights about their children; and

☐ Families engaged with each other, connecting with the families of their children’s schoolmates

☐ Consider how you select, train, mentor, and provide opportunities for service for parent (family) leaders What more can you do?

Organize home gatherings when health and safety guidelines permit to foster connections among families, teachers, and staff.

Table 31 Suggested Resources for Engaging Your Families

This handbook serves as a comprehensive guide for educators, community leaders, and parents, offering a concise overview of the most effective research and practices in family and community engagement.

School Community Network Website The School Community Network (SCN) website provides resources, training, and tools to build strong school communities focused on student learning Communities In Schools:

Communities In Schools is a national dropout prevention organization with a 40-year history of using a case management approach to help vulnerable students overcome obstacles to graduation Their website offers valuable information on how schools can integrate community resources to empower at-risk students, remove barriers to education, and support their journey towards graduation by leveraging evidence, relationships, and local resources for impactful results.

Community schools are grounded in research that emphasizes the importance of parental involvement, enriching out-of-school experiences, student wellness, and family stability for promoting student success The National Center for Community Schools has developed this guide to help schools formulate a strategic plan that fosters diverse partnerships in health, social services, academics for both children and adults, as well as sports, recreation, and cultural activities.

A Community School is an effective strategy that enhances relationships and resources within public schools to promote equitable outcomes in health, education, and employment This website serves as a valuable resource, offering information on various aspects of establishing and supporting community schools.

Research highlights key family practices that significantly influence a child's academic success, revealing specific patterns of family life that contribute to effective learning This document emphasizes the positive correlation between certain parental behaviors and children's educational achievements.

International Academy of Education (IAE) and is intended to provide parents with suggestions for how they can help their children do well in school

The Indicators in Action tool offers comprehensive explanations and videos that highlight effective instructional and leadership practices It serves as a valuable resource for professional development, faculty meetings, workshops, and individual educator growth Additionally, the tool includes a PDF resource focused on the collaboration between families and schools.

Together: An experimental analysis of a parent-mediated multi-family group program for American Indian children

Document This is an article concerning the results of a randomized intervention study with Indian children participating in a multi-family group program called Families and Schools Together (FAST)

The NAPTAC library offers a wealth of valuable resources in both print and video formats, providing up-to-date information on traditional cultures and contemporary issues relevant to Native families These materials are crafted from the distinct perspectives of American Indians and Alaska Natives, specifically designed for Parent Centers to enhance their services for American Indian and Alaska Native families with children who have disabilities.

Identifying Family Needs and Connecting to

Throughout history, many families have faced fundamental needs for shelter, food, and clothing, as well as access to essential medical, dental, visual, and mental health care Isolation can further exacerbate these challenges, highlighting the importance of community connections through churches, organizations, or social circles In times of disruption, such as the COVID-19 pandemic, the demand for assistance increases significantly While schools cannot meet all these needs, they can play a vital role by establishing a referral process to identify specific family requirements and connect them with appropriate services or organizations for support.

Please consider actions you can take to identify family needs and connect the families with resources as suggested in Table 32

Table 32 Suggestions to Identify Family Needs and Connect Families to Resources

Develop and maintain a current inventory of local organizations and services that address family needs This inventory should include details about the services offered by each group, the name of a contact person, and their contact information.

☐ Basic family needs (clothing, food, housing, childcare)

☐ Health needs (vaccination, examination, dental care, vision care)

☐ Behavioral therapy, psychological testing, early intervention

☐ Equipment for disabilities, respite care

☐ Opportunities relative to special talents or interests (scientific, musical, artistic, athletic, literary)

☐ Establish a process by which teachers and staff directly refer to a central point (a person or a small team) in the school when they are aware of a family’s needs

☐ Establish that the central point (person or team) reviews referrals daily and connects the family with an available service or organization

☐ Follow up with the service groups to see what services and supports are actually delivered to the referred families

Table 33 Suggested Resources for Identifying Family Needs and Connecting to

Resources Suggested resource Type Description

Community schools are built on extensive research highlighting the importance of factors such as parental involvement, engaging out-of-school experiences, student wellness, and family stability in fostering student success The National Center for Community Schools has developed a guide to help schools establish a comprehensive plan for forming partnerships across various sectors, including health, social services, academics for both children and adults, as well as sports, recreation, and cultural activities.

Tool Tool This tool was created by the National Center for

Community Schools and is intended to provide an objective analysis of youth programs’ strengths and areas in need of improvement

4 Supporting Mentoring and Students-Helping-Students

A strong school community fosters collaboration among students, with high school mentors guiding middle schoolers to prepare them for future academic challenges Peer-to-peer learning opportunities enhance the educational experience for both mentors and mentees, creating valuable relationships This mentoring dynamic is beneficial even in virtual settings, provided that students are trained and teacher oversight is maintained.

Please consider actions you can take to support mentoring and students helping students as suggested in Table 34

Table 34 Suggestions for Supporting Mentoring and Students Helping Students

Organize sharing sessions for teachers to discuss their experiences with mentoring, peer-to-peer learning, and cooperative learning methods These approaches foster connections among students, enhancing the sense of community within the school.

☐ Organize cross-grade associations of students, with older students trained and supported to assist younger students in their classrooms or virtually

☐ Train teachers in the most effective methods for peer-to-peer learning in the classroom and also virtually, and ask them to share their experiences with their colleagues

Table 35 Suggested Resources to Support Mentoring and Students Helping

Students Suggested resource Type Description

Cross-age peer mentoring programs are gaining popularity among educators and youth development professionals due to their potential to foster positive youth outcomes This guidebook, produced by the Mentoring Resource Center, serves as an introduction to best practices for implementing these programs It is based on research and successful program observations, particularly focusing on initiatives conducted within school settings.

Tool Tool This tool was created by the National Center for

Community Schools and is intended to provide an objective analysis of youth programs’ strengths and areas in need of improvement

5 Encouraging Sharing by Teachers Across the Grades

Within your school is an abundance of expertise and experience residing in your faculty The principal plays a big role in how their skill and knowledge is shared

Please consider actions you can take to encourage sharing by teachers as suggested in Table 36

Table 36 Suggestions to Encourage Sharing by Teachers

To enhance collaboration among educators, it is essential to store instructional materials in a centralized location, contributed by all teachers and teams Each resource should be clearly labeled by subject, objective, and grade level, allowing teachers to easily borrow materials across different classrooms and grade levels This approach fosters a shared learning environment and maximizes the use of available teaching resources.

☐ Organize your school’s server to store teachers’ materials, with a standard folder-naming protocol to designate subject, standard, grade level, and topic so teachers can conveniently share and borrow materials

☐ Include teacher sharing in each faculty meeting, including virtual meetings

Pairing teachers to become experts in specific teaching methods fosters collaboration and knowledge sharing This approach is especially valuable now, as educators can exchange successful virtual teaching strategies they have developed.

Encourage teachers to write a short reflection on a lesson each week and exchange it with a colleague During the next faculty meeting, invite several teachers to share insights gained from their peer's reflections.

Table 37 Suggested Resources to Encourage Sharing by Teachers

The Observation Video Tool is an essential resource for teacher professional development, highlighting the significance of observations conducted by principals, peers, and through self-assessment This video, part of a professional development series, emphasizes how these observations relate to effective teaching practices and classroom management, ultimately enhancing educators' skills and instructional quality.

Teacher observation, traditionally focused on evaluating classroom performance, is increasingly being utilized as a collaborative professional development tool where educators observe one another This approach enhances teaching practices and boosts student performance An article from Education World outlines the advantages of this innovative strategy and presents five distinct models for conducting observations.

This year's return to school is unprecedented, as many students and staff have faced significant disruptions and personal losses It's essential to recognize that students may feel confused and anxious, having spent months in stressful home environments or coping with the loss of loved ones Similarly, families and educators bring their own anxieties back to school While not everyone has experienced trauma, it’s crucial to prepare for varying levels of need and to identify which individuals require specific support Therefore, understanding these dynamics should be a key component of your communication plan before the school year begins.

Addressing Common Fears and Anxieties

Communicating to Allay Common Fears and

Effective communication strategies are essential for ensuring a safe and orderly return to school, addressing the needs of various stakeholder groups, whether in classrooms or at home Tailored communication efforts should focus on alleviating common fears and anxieties, potentially necessitating a dedicated communication plan or specific section within the overall strategy Engaging social workers can significantly enhance the development of appropriate messaging to support this initiative.

Please consider actions you can take to communicate to allay common fears and anxieties as suggested in Table 38

Table 38 Suggestions for Communicating to Allay Common Fears and Anxieties

Prior to the reopening of schools, it's essential to send targeted emails to both staff and parents, addressing their concerns and outlining the preparations for the upcoming instructional methods, whether they be online, in-person, or a hybrid approach.

Establishing core messaging is essential for providing stakeholders with clear and consistent guidance across all communication channels By developing a cohesive set of central messages, you can ensure that parents and teachers receive information that reinforces each other, fostering better understanding and collaboration.

To enhance accessibility for your outreach materials, it is essential to translate all messaging into the languages spoken by your school’s families This communication should highlight the proactive and preventive measures being implemented by the school or district, provide details on where updates will be posted, and specify the contact person for families seeking additional information.

☐ Maintain and communicate predictable routines to help students maintain a sense of psychological safety—a sense that they can manage stress or connect with someone who can help them manage stress

☐ Plan a whole school and individual classroom back-to-school virtual “open house” or “meet & greet” for sharing mission and vision

To foster a supportive school environment during the COVID-19 pandemic, it is essential to display resources and signs that address fears and anxieties This initiative promotes community and belonging while ensuring that serious issues, such as racial biases associated with COVID-19 and online bullying, are acknowledged and addressed.

Understanding Student Behaviors

Student coping mechanisms vary widely; some may deny any changes, while others internalize their fears and anxiety or externalize them through negative reactions and disruptive behavior in the classroom It's common for students to alternate between these coping strategies Additionally, younger children might exhibit psychosomatic symptoms when they struggle to articulate their fears and concerns.

Recognizing that feelings of stress are normal reactions is essential for both students and staff within the school community Effective communication about the current situation fosters understanding and acceptance, allowing for proactive measures to be taken The primary objective is to restore a culture of learning while providing additional support for both students and teachers Students thrive when they feel that their teachers genuinely care about their well-being alongside their academic performance To achieve this, it's crucial to maintain open lines of communication, create a sense of safety in the school environment, and prepare students for effective learning.

Please consider actions you can take to understand student behaviors as suggested in Table 39

Table 39 Suggestions for Understanding Student Behaviors

☐ Restructure class time, at least for the first few weeks, to set aside brief instructional time for teachers to engage in discussion with students

☐ Prepare the school counselor and teachers to expect disruptions in class and solicit feedback and ideas on how to deal with it Even students themselves may have good suggestions

☐ Provide a virtual forum for teachers, students, and the greater school community to voice concerns and make suggestions Students themselves will have good suggestions

☐ Routinely relay updates from the CDC and local government officials to the school community about health and education

☐ Encourage students and teachers to use mental health resources that are available within the school and in the community

Utilizing online tools to evaluate the socioemotional well-being of students and teachers is essential Implementing a brief weekly online survey for families can effectively help educators identify students requiring additional support while also gauging the overall community sentiment.

☐ Create a student body or a committee of teachers, staff, and students, who can serve as liaisons between the students and school

☐ Encourage students to reach out to teachers and other school staff for help

Monitoring and planning for absenteeism is crucial, particularly for high school students who may choose to drop out or disengage from their education.

Table 40 Suggested Resources for Addressing Common Fears and Anxieties

Helping Children Cope Tip Sheet This tip sheet provides practical suggestions for how to talk to children about COVID-19 and other suggestions for easing children’s fears and anxieties

This self-care tip sheet offers practical suggestions for teachers to recognize their efforts during school closures and emphasizes the importance of self-care as they transition back to a regular teaching routine.

Supporting Personal Social and Emotional Well-Being

Self-care is not merely a trend; it is a crucial ethical responsibility for educators, especially during the stressful times brought on by the coronavirus pandemic, school closures, and online teaching This article provides essential guidance and practical strategies for educators to prioritize their well-being amidst these challenges.

Community-Care Strategies for Schools During the

Tips for School Staff and

The COVID-19 pandemic has significantly transformed school operations, yet the social and emotional needs of students, staff, families, and the wider community persist This guide provides actionable strategies for schools to foster effective, cohesive, collaborative, healthy, and sustainable communities.

This article provides educators with essential strategies for implementing trauma-informed teaching practices in distance learning environments It outlines specific methods to identify and address students' social and emotional needs while teaching remotely, structured around neuroscientist Bruce Perry’s “3 Rs” framework: Regulate, Relate, and Reason By utilizing these strategies, educators can create a supportive online learning atmosphere that fosters student well-being and engagement.

This article explores mindfulness as an effective approach to enhance social and emotional learning in educational settings It highlights the numerous benefits mindfulness offers to both students and educators, provides practical examples of mindfulness strategies, and includes valuable resources for further exploration of mindfulness practices.

The Center to Improve Social and Emotional Learning and

Website The Center to Improve Social and Emotional Learning and School Safety (CISELSS) serves as a hub for social and emotional learning (SEL) and has current

COVID-19 Support Resources Document CISELSS compiled a list of resources/links for a variety of information, tools, etc on issues related to serving schools and students throughout the COVID-19 pandemic

The WestEd COVID-19 website provides a dynamic array of evidence-based resources and guidance aimed at assisting schools in positively impacting the lives of children, youth, and adults during challenging times This platform also features additional distance learning resources, including strategies specifically designed to support English Language Learners (ELLs) and Students with Disabilities (SWD).

[see Table 2] Document This fact sheet was produced by the National Child

The Traumatic Stress Network offers essential insights on pandemic flu, helping parents and caregivers understand its potential physical and emotional impacts on families This resource provides guidance on strategies to support your family's coping mechanisms during such challenging times.

The COVID-19 pandemic has profoundly impacted our lives, leading to increased anxiety among both adults and children To help manage this anxiety, the National Alliance on Mental Illness offers practical steps that parents and teachers can implement to support themselves and their children during these challenging times.

Trauma-Informed Approach to Support Students Document Experts from the National Child Traumatic Stress

Network share their recommendations for educators in this document on how to support students during the COVID-19 crisis

Coronavirus Outbreak Document Students need a chance to share their thoughts and feelings about the coronavirus, even if classes have gone online This document, created by the

Morningside Center for Teaching Social Responsibility, provides some guidelines for creating a supportive space for this conversation

The California Department of Education has launched the free online Learning from Home Survey to evaluate students' and parents' experiences with remote learning amid COVID-19 school closures This survey aims to assess students' educational routines, engagement levels, relationships with teachers and peers, and overall social-emotional well-being, ultimately helping to foster a supportive online community for student wellness and learning.

Website The Center has compiled resources to support states, districts, and schools as they serve students throughout the COVID-19 pandemic.

Addressing the Needs of Students Experiencing Chronic Stress

Chronic stress and traumatic experiences significantly increase the risk of serious, long-term developmental issues in students Prior to the pandemic, nearly half of U.S children aged 0-17 had already faced trauma due to factors like abuse, neglect, and community violence The COVID-19 pandemic exacerbated these challenges, leading to heightened stress for many children, particularly those already vulnerable, such as those with special needs or from low-income families With limited access to essential support services like community behavioral health and school counseling, an increasing number of students now require additional assistance to navigate these challenges.

Children with a history of trauma are particularly susceptible to the disruptions caused by social distancing, canceled classes, and remote learning, as they rely heavily on structured routines and protective adults Supporting these students is challenging, especially during difficult times when their distress may not be easily identifiable Educators face significant obstacles in addressing trauma, as children often struggle to communicate their emotional pain effectively.

School staff must prioritize building connections with students and ensuring that mental health resources are readily accessible It is crucial for educators to identify students who have experienced past traumas and establish regular check-in processes Additionally, having strategies in place to address any escalating issues is essential for supporting these vulnerable students effectively.

Children are more resilient to childhood trauma when institutions and programs implement trauma-informed care (TIC), which recognizes the effects of trauma and fosters a supportive environment While educators may not directly address trauma, they can create safe spaces that encourage learning and healing However, children who have experienced neglect or abuse often struggle to build relationships with teachers, which is crucial for a positive classroom experience Given the varying severity of trauma, it may be beneficial for mental health professionals to assess whether a child could benefit from intervention, especially if they appear to be coping well academically despite underlying issues.

Please consider actions you can take to address needs of students experiencing shock and trauma as suggested in Table 41

Table 41 Suggestions to Address Needs of Students Experiencing Shock and

To enhance trauma-informed practices, it's essential to offer staff refresher sessions or initial training focused on welcoming routines These approaches emphasize understanding that students' behaviors stem from their experiences Instead of questioning "what's wrong with you," educators should consider the more empathetic inquiry of "what happened to you?" This shift in perspective can significantly improve student engagement and support.

☐ Increase screening of students for exposure to traumatic events However, it is important to establish structures in advance of the screening to support children who screen positive

☐ Provide students with multiple opportunities – office hours and hotline options – for getting help or talking to an adult or teacher

☐ Encourage teachers to provide virtual forums and one-on-one conferences with students to have candid conversations on their mental health and well-being

☐ Use data to identify students with high needs and provide extra outreach to check-in on their states of well-being

☐ Create a forum to allow concerned parents to express concerns regarding their child’s mental health

☐ Regularly update teachers and parents of mental health services available by your school district

☐ Encourage virtual social gatherings and team building events within classrooms

☐ Create guidelines and recommendations for counseling staff and/or school nurses to develop individual and group support plans for staff, family, and students for the school year

☐ Encourage school mental health professionals to regularly check-in with students who have established trauma-related behavioral or academic issues

☐ Use peer mediators to mitigate in-class conflicts and disturbances

8 Substance Abuse and Mental Health Services Administration SAMHSA’s concept of trauma and guidance for a trauma- informed approach HHS publication no (SMA) 14-4884 Rockville, MD: Substance Abuse and Mental Health Services

9 https://drive.google.com/drive/folders/0B2DcKbJpERRRNVhxNmJzRUdqRFk

Table 42 Suggested Resources for Addressing the Needs of Students Experiencing

Shock and Trauma Suggested resource Type Description

Child Trauma Toolkit Toolkit This toolkit was produced by the National Child

Traumatic Stress Network and provides information and suggestions for educators and parents on how to deal with and support children through traumatic events

The lasting impact of childhood trauma is prevalent, with many educators and professionals working with children and youth witnessing its effects daily This website offers valuable resources, videos, and information designed to promote trauma-informed practices.

This brief outlines recent research and effective practices for implementing trauma-informed care, aimed at enhancing the well-being of children affected by trauma and enabling them to achieve their full potential It also provides a framework for understanding and applying trauma-informed care within programs and service systems designed for children and their families.

Document This document published by the Education Law Center discusses the effect of trauma on learning and what schools and educators can do to create a trauma- informed learning environment

Crisis and Bereavement Website This center is dedicated to helping schools support students through crisis and loss and contains links to resources specific to COVID-19

This website serves as a valuable resource for educators, offering essential information, insights, and practical advice to effectively support grieving children in the classroom Additionally, it features links to resources tailored to address the unique challenges posed by COVID-19.

Center for Health and Health

The Care in Schools website is essential for preventing the spread of infectious diseases in communities by providing a safe and healthy environment for students and staff It offers a comprehensive collection of up-to-date resources and guidelines from government and non-governmental organizations, aimed at assisting school leaders, educators, staff, parents, and caregivers in their response efforts.

Preparing Personnel to Meet Various Student Needs

During the initial phase, teachers, school counselors, and social workers play a crucial role in addressing trauma and anxiety among students While academic achievement is important, prioritizing mental health support, particularly for vulnerable students, is essential By fostering connections, teaching coping strategies, actively listening to students, and empowering them to regain a sense of control, adults can help students emerge from this challenging period feeling resilient and supported.

Educators are facing significant stress as they balance their own and their families' needs while working full-time from home and adapting to new teaching technologies A recent survey revealed that teachers commonly experience feelings of anxiety, fear, worry, overwhelm, and sadness Prioritizing self-care for staff is crucial, as teachers and counselors must first attend to their own emotional health in order to effectively support their students.

Principals play a crucial role in fostering supportive classroom environments by encouraging teachers to validate students' emotions and explain available support options Training teachers in trauma-informed practices can enhance their self-care and effectiveness Providing a few carefully selected resources on social and emotional learning can prevent overwhelming educators Involving administrative and support staff, such as lunch personnel and bus drivers, is essential since students may feel more comfortable discussing their feelings with them Ensuring that students feel secure and safe extends beyond the school building, and mobilizing school mental health professionals with specialized training in trauma-informed care is vital for addressing severe cases effectively.

Educators can set up individual conferences via computer or phone to check in with students and ask about their safety and worries

10 Conducted by Yale Center for Emotional Intelligence, and Collaborative for Social Emotional and Academic Learning (CASEL) in March 2020

Please consider actions you can take to prepare personnel to meet various student needs as suggested in Table 43

Table 43 Suggestions to Prepare Personnel to Meet Various Student Needs

To foster a renewed culture of learning, it is essential to implement additional support systems that ensure students feel psychologically safe, enabling them to effectively manage stress This approach emphasizes the importance of providing resources and connections that help students navigate their challenges, ultimately enhancing their educational experience.

☐ Make an effort to understand teachers’ circumstances and how to support them Connect with teachers to find out what challenges they are facing

Reach out to each teacher via phone or email to discuss how you can best support them in their roles Emphasize the importance of understanding the challenges they face, and reassure them that they can approach you for assistance whenever needed.

Clearly communicate priorities and expectations to teachers by identifying the top priorities for your school, educators, and students Limit the number of expectations and ensure these are effectively conveyed to teachers for better alignment and understanding.

Educators should be equipped to guide discussions about the pandemic and shelter-in-place experiences, helping to clarify misinformation and promote positive actions among students It's essential for teachers to be prepared for challenging questions from stressed students seeking a clearer understanding of the situation In the early weeks, teachers can offer a supportive structure with manageable assignments while fostering expression through open discussions and conversations.

Consider the need for assessments and strategies for students to catch up, especially in the context of remote learning and addressing academic gaps It is important to recognize that every student may face some level of learning loss due to the 4- to 6-month absence from in-person schooling, which could be even more pronounced for certain individuals.

“slide” due to additional loss of in-school instruction

☐ Offer students a way to connect It’s OK to focus on re-establishing relationships between teachers and students, between students, between students-school community initially

☐ Provide an avenue for teachers to express concerns with capacity and workload If teachers are struggling, consider mobilizing school mental health staff or other support staff

School staff should be provided with opportunities to convene and express their experiences, emotions, and concerns regarding the impact of the coronavirus on students A recommended approach for facilitating this dialogue is through the implementation of Listening Circles, which can effectively foster open communication and support among educators.

To effectively address fear, racial bias, and bullying linked to COVID-19, it is crucial to develop a comprehensive plan that safeguards vulnerable students Engaging students in the process can empower them to educate their peers and advocate for a culture of respect within the school community.

Support educators in facilitating age-appropriate discussions and lessons about COVID-19, focusing on distinguishing facts from misinformation Encourage students to devise and propose strategies that can help their schools or communities mitigate the spread of the virus.

Designating a school social worker as a reliable point of contact fosters effective communication between students, families, teachers, and administrators These professionals play a crucial role in helping students identify and tackle obstacles, ultimately supporting their academic and personal growth.

☐ Ask school counselors/social workers to address socioemotional concerns by visiting classrooms or inviting students to have lunch on a rotating basis

☐ Develop school-specific resources on trauma-related supports

Table 44 Suggested Resources for Preparing Personnel to Meet Various Student

Needs Suggested resource Type Description

This self-care document offers essential guidance for educators supporting grieving children, emphasizing the importance of self-care during challenging times It aims to equip educators with strategies to manage their own emotional well-being while providing effective support to students in need.

Supporting bereaved students requires effective documentation and understanding from teachers and administrators The National Association of School Psychologists offers valuable strategies to assist students coping with the loss of a friend or loved one, emphasizing the importance of school-based support during such challenging times.

Document Teachers can play a huge role in helping students with anxiety or trauma histories feel safe right now, even from a distance This article published in Educational

Leadership provides suggestions for teachers and others on how to connect with students

Secondary Traumatic Stress for Educators | The National

Document This document describes risk factors for and signs of secondary traumatic stress in educators, as well as techniques for prevention and self-care

Schools Document This document is a pdf of a webinar presented by the

The Readiness and Emergency Management for Schools Technical Assistance Center offers essential insights into psychological first aid, emphasizing that disaster survivors and those impacted will undergo a wide array of initial reactions and emotions.

Preparing Social Service Agencies for Work With School Personnel, Students, Families

To effectively address the increased need for socioemotional support among students, school staff, and families, it is essential to collaborate with a community of professionals associated with the school While implementing this support may demand additional effort, particularly in light of social distancing measures, innovative online and synchronous methods can be utilized to facilitate these connections.

Trauma-informed care emphasizes the importance of ensuring both psychological and physical safety for adults caring for children who have faced trauma School professionals often address their self-care needs by connecting with their colleagues; however, social distancing measures have made this support network more challenging to maintain.

Organizations outside of social services play a crucial role in offering behavioral, mental health, and academic support to families with children who have faced trauma It is essential for school staff to maintain accessible contact information for various social service organizations or implement an efficient referral system, enabling them to quickly connect students, peers, and families with the necessary resources.

To enhance social and emotional well-being and trauma-informed care in schools, it's essential to connect with key national and local organizations dedicated to these areas Building strong relationships with local service providers not only benefits school staff but also ensures that these organizations understand the unique needs of your school or district.

Establishing a liaison from community organizations or your staff can enhance communication and build rapport, ultimately streamlining the referral process It is crucial to identify social and emotional learning needs while reconfiguring teacher and paraprofessional roles to ensure high-quality instruction and foster individual student connections By strategically organizing your staff, you can improve both immediate and long-term outcomes for students and schools This approach may alleviate some pressure on staff by providing reliable support for the school community.

To ensure a smooth transition when introducing a new organization to families, consider implementing a "warm handoff" approach, leveraging the trust you've built with them After the family starts collaborating with the new organization, remain accessible for follow-up questions and to address any concerns This supportive practice fosters comfort and increases the chances that the family will engage fully and receive essential support.

Please consider actions you can take to prepare social service agencies to work with your school personnel, students, and families as suggested in Table 45

Table 45 Suggestions to Prepare Social Service Agencies to Work With Personnel,

☐ Reach out to a diverse set of organizations that provide a wide range of services (e.g., mental health; nutrition; behavioral support; Women, Infants, and Children [WIC]) in equitable and culturally sensitive ways

To effectively engage with social service organizations, it's essential to anticipate their inquiries concerning the needs of your school district Preparing relevant sociodemographic data and comprehensive documentation about your school or district can greatly facilitate this process.

☐ Keep in mind that due to hardships associated with COVID-19, these organizations may have delayed response times and a decreased level of capacity

☐ Help families determine their eligibility for services and completing paperwork required to enroll in services

☐ Arrange for families with parents who have limited English proficiency to receive assistance with translation services when you are making referrals

☐ Prepare school staff to be persistent and send follow-up messages Due to hardships associated with COVID-19, families may be less responsive to your messaging

☐ Encourage parents to choose the organization they believe will be most beneficial to them

☐ Provide parents with the option to conduct their own research on the organizations you are in contact with

Leverage your connections with school leaders from various districts to gather recommendations for effective and sensitive social service organizations they have worked with.

Table 46 Suggested Resources to Prepare Social Service Agencies to Work With

Personnel, Students, Families Suggested resource Type Description

SMHRP Toolkit (PDF) Tool The School Mental Health Referral Pathways (SMHRP)

The U.S Substance Abuse and Mental Health Services Administration (SAMHSA) funded a toolkit designed to assist state and local education agencies in effectively referring youth to mental health services and support This toolkit offers best-practice guidance along with practical tools and strategies aimed at enhancing coordination and collaboration within schools and between educational institutions and other youth-serving organizations.

Organization of Health and Social Services in

Research shows that school-based programs effectively provide low-income families and their children with essential health services The article outlines various programs and models, offering examples and associated costs when available Additionally, it summarizes key findings from research and evaluation while addressing significant challenges related to the implementation of comprehensive school health programs.

This guide provides tools for advancing community schools as a strategy to improve schools, provide more equitable opportunities, and prepare students for success in life and as citizens

Document This document is produced by the National School

The Boards Association aims to educate school district leaders about the federally recognized risks linked to the COVID-19 virus It offers a comprehensive checklist of critical issues for school leaders to consider when preparing for potential crises in their communities, emphasizing the importance of trauma-informed care in their response strategies.

What it is, and why it’s important - Harvard

According to CDC statistics, a staggering one in four children in the United States faces maltreatment, including physical, sexual, or emotional abuse This blog highlights the importance of trauma-informed care and offers additional resources for further exploration of this critical issue.

Mental Health Website Schools can lay a protective foundation for a lifetime of mental health by guiding the development of social and emotional competencies This website

A referral document is essential for teachers seeking extra support for students, outlining the necessary steps to ensure effective assistance This guide highlights crucial questions educators should contemplate when initiating a referral for additional services, facilitating a structured approach to student support.

This article serves as a comprehensive guide for parents regarding the process of referring their child for special education evaluation It outlines the steps involved and includes valuable resources on related topics such as Individualized Education Programs (IEPs), special education regulations, and 504 plans.

Prioritize self-care by seeking support from others, understanding your own priorities, and setting realistic expectations for yourself.

Change Tip Sheets

Re-Opening School Scenarios Planning Template

Implementing Hygiene and Cleaning Protocols

Implementing Opening/Ending Day Rituals and Routines

Communication Tip Sheets

Communication Considerations for Schools in Tribal Communities

Collaboration Tip Sheets

Collaboration Considerations for Schools in Tribal Communities

Care Tip Sheets

Re-Opening School Scenarios Planning Template

Implementing Hygiene and Cleaning Protocols

Implementing Opening/Ending Day Rituals and Routines

Tip Sheet—RE-OPENING SCHOOL SCENARIOS PLANNING

The Principal Leadership Academy at the Bureau of Indian Education, with support from the Region 13 Comprehensive Center and insights from the National Institute for Excellence in Teaching, aims to enhance educational leadership and improve school outcomes.

Schools must prepare for reopening as soon as public health officials deem it safe, necessitating proactive planning from education leaders This planning should be informed by the latest insights into COVID-19 and the necessary measures for ongoing containment and mitigation efforts.

The planning template, designed to complement the National Institute for Excellence in Teaching’s Planning Guide for 2020-2021, serves as a graphic organizer for schools to evaluate key operational areas under four potential reopening scenarios School leadership teams should collaborate, even remotely if needed, to assess which areas can reopen, which must remain restricted, and what safety measures are necessary to comply with COVID-19 precautions Initially, principals and their teams should convene to strategize the reopening process, utilizing the planning template to document their plans and focus on essential operational components As plans evolve, they should be shared with the school community and stakeholders for feedback before finalization Once finalized, these plans must be communicated broadly, and clear signage should be created to outline restrictions and requirements across various campus locations, providing consistent guidance for students, staff, and the broader school community.

[See Planning Templates for Three Scenarios below.]

Scenario 1: School opens with full COVID-19 safety and cleaning precautions

SCHOOL: What opens? What is restricted?

DORMITORY: What opens? What is restricted?

BUS TRANSPORTATION: What opens? What is restricted?

PARENT/FAMILY TRANSPORTATION: What opens? What is restricted?

NUTRITION SERVICES: What opens? What is restricted?

FACILITIES FOR PUBLIC USE: What opens? What is restricted?

EMPLOYEE WORK SPACES: What opens? What is restricted?

HEALTH/NURSING SERVICES: What opens? What is restricted?

Scenario 2: Some students on campus with full COVID-19 safety precautions; some students virtual

SCHOOL: What opens? What is restricted?

DORMITORY: What opens? What is restricted?

BUS TRANSPORTATION: What opens? What is restricted?

PARENT/FAMILY TRANSPORTATION: What opens? What is restricted?

NUTRITION SERVICES: What opens? What is restricted?

FACILITIES FOR PUBLIC USE: What opens? What is restricted?

EMPLOYEE WORK SPACES: What opens? What is restricted?

HEALTH/NURSING SERVICES: What opens? What is restricted?

Scenario 3: Continuous online/virtual learning

Revised Continuous Online Learning Plan with the following considerations (*bullets are examples only and are not all-inclusive of strategies that may be implemented):

Strategies for students who are showing delays because of the change in learning format: ằ Tutors ằ School during breaks

To address equity issues, it is essential to provide staff training on diverse cultures, family systems, and trauma Implementing structured check-ins with families can foster better communication and support Ensuring equal access to technology for all students or creating alternative strategies for work delivery is crucial Utilizing transportation services to deliver necessary items to students can enhance accessibility A structured approach to addressing trauma experienced by children should be developed, alongside strategies to strengthen connections with the tribal community Additionally, assigning specific staff or departments to oversee technology functionality and connectivity issues is vital for seamless learning experiences.

To enhance the learning experience, it is essential to transition from a mixed-level grouping schedule to smaller classes with same-level groupings Training students on multiple technology platforms is crucial to ensure continuity in case of technical failures Establishing a help desk or hotline will support both students and staff in addressing virtual learning challenges Additional tutoring support should be provided to reinforce learning Core class structures need to be evaluated, while electives should be adjusted to align better with available home learning resources Strategies to promote physical fitness should also be considered, alongside modifications to grading scales based on local district guidance to meet the needs of the student population effectively.

To enhance family support in virtual learning, it is essential to train parents on multiple technology platforms to ensure continuity in case of failures Establishing a family help desk or hotline can effectively address the diverse needs of families during this transition Additionally, administering regular surveys will provide valuable feedback on what is working well and what areas need improvement, fostering a collaborative approach to support families in their educational journey.

What opens? (Consider decisions from Scenarios

1 & 3 that will be in effect with this scenario) What is restricted?

Tip Sheet—IMPLEMENTING HYGIENE AND CLEANING

The Principal Leadership Academy at the Bureau of Indian Education, supported by the Region 13 Comprehensive Center, is designed based on expert guidance from the Centers for Disease Control and Prevention.

Before COVID-19, cleanliness was often overlooked, with little thought given to the hygiene of surfaces like door handles, tables, and counters However, the pandemic has ushered in a new era where cleanliness is crucial Educators play a vital role in encouraging students to advocate for disease prevention at home, in schools, and within their communities by discussing strategies to prevent virus spread Ensuring safe school operations and effectively reopening after closures necessitates careful planning and execution, ultimately contributing to public health.

Establishing a new mindset around preventive maintenance for cleaning and sanitation protocols is essential for maintaining safe and clean facilities This approach involves five key activities: first, creating proactive protocols that define processes and set a baseline for maintenance; second, conducting inspections to identify priorities and necessary actions; third, fostering a culture of detection where everyone, including teachers, staff, and students, can report issues; fourth, implementing correction measures to address problems effectively; and finally, focusing on prevention strategies to minimize the recurrence of issues and mitigate their impact.

This tip sheet provides practical suggestions for how schools can establish appropriate hygiene and cleaning protocols to help stop the spread of the COVID-19 virus

To promote healthy hygiene practices among students, schools should provide easy access to disinfectant spray bottles and wipes Teachers and principals can encourage handwashing through announcements before each class Appointing a designated “chief disinfectant officer” in each class can help maintain cleanliness by applying disinfectant to high-touch surfaces, especially near lunchrooms and restrooms Posting signs that promote good hand hygiene and integrating lessons on the science of handwashing, cough etiquette, and the importance of avoiding face-touching can further reinforce these practices Collaborating with local health professionals to disseminate information to students and their families is essential for community awareness Additionally, establishing effective reporting methods for unclean conditions will help maintain a safe environment.

To ensure a responsive cleaning strategy within the organization, it is essential to establish time-based or usage-based cleaning schedules for high-traffic areas such as restrooms and cafeterias After each school day, thorough ventilation and cleaning of the premises should be prioritized Additionally, cleaning staff must receive training on effective disinfection practices and be provided with appropriate personal protective equipment to enhance safety.

Tip Sheet—SOCIAL DISTANCING GUIDELINES

The Principal Leadership Academy, organized by the Bureau of Indian Education and supported by the Region 13 Comprehensive Center, is designed to enhance educational leadership This initiative is informed by valuable insights from the Centers for Disease Control and Prevention, ensuring a focus on health and safety in educational settings.

To mitigate the spread of infectious diseases, schools must implement measures to limit the locations and times when students, staff, and the school community can congregate.

This tip sheet offers practical strategies for schools to effectively implement social distancing guidelines aimed at reducing the spread of COVID-19 Acknowledging the uniqueness of each program setting, it emphasizes the need for administrators to creatively enhance physical space between students and staff while minimizing interactions in large group environments.

To promote safety and physical distancing, it is essential to adapt practices by maintaining a distance of at least 6 feet whenever feasible Limiting the mixing of classes or groups can further reduce the risk of transmission Rearranging desks and common seating areas to maximize space between participants is crucial, as is orienting desks to face the same direction to minimize the spread of virus-containing droplets from activities like talking, coughing, or sneezing Utilizing visual aids such as painter's tape, stickers, signs, and floor arrows can effectively illustrate traffic flow and encourage appropriate spacing Additionally, staggering meal times can help decrease the number of individuals dining indoors simultaneously, enhancing overall safety.

Tiêu đề	Returning to School Toolkit for Principals
Tác giả	Kim Benton, Karen Butterfield, Mario Molina, Nanmathi Manian, Maureen Richel
Trường học	National Comprehensive Center
Chuyên ngành	Education
Thể loại	Toolkit
Năm xuất bản	2020
Thành phố	Rockville, MD

Định dạng
Số trang	101
Dung lượng	1,77 MB