
Scenario 3: Distance Learning
In Scenario 3, all students will learn virtually through Distance Learning
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An improved distance learning environment is established and implemented, taking lessons learned and best practices from our “state of emergency” delivery in 2019-20.
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Certified teachers deliver curriculum.
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Mental health and social-emotional supports are put in place for all students
Data & Technology
Internet Access
Equity
- Give teachers ideas for working with students/ families who do not have access to the internet, such as the options below:
- One-page list of internet deals for families
- Internet access from schools (i.e. busing, parking lots, etc)
- Printed Materials
- Flash Drives
- Asynchronous learning
- Provide a list of outdoor internet access.
- Create a schedule of dedicated times for students and families needing to use the internet at school - Things to consider:
- Who will handle the requests?
- How will they flow?
- Cost
- Ability to access without Internet (e.g. families need to reserve a spot via phone)
- Ease of access without school accounts
- Schedule regular time (such as during a staff meeting) for your building to discuss accommodations for those without internet that would be appropriate for your school context. (What are other teachers in your building doing? What is working?)
- Follow accessibility and accommodations for all students with IEPs and 504s
Costs for Families
- Create an updated, one-page list of internet deals for families to use if they need internet connections. Communicate this in major home languages, if possible.
- Additional resources: Internet Access and Low Cost Offer
Internet Access
- Monitor every WiFi access point and wired network devices
- Take advantage of existing internet connections rather than trying to form new ones. (External access points on buildings, access on buses, etc.). Ensure access points are functional.
- When students lack access and the teacher has no ability to provide face-to-face instruction, prioritize innovative approaches to two-way communication.
Resource: One-page list of internet deals for families
Data Privacy
Reviewing Privacy Policies of Online Platforms
- Review district policies and/or approved- product lists make updates and provide justifications, as necessary. (i.e. Ensure staff change passwords on a regular basis. Provide training on best practices in selecting passwords.)
- Standardize as much as possible.
- In light of the recent uptick in phishing attempts, review precautions staff should take to secure district information including general guidance for staff.
- Explore best practices with staff, students and families that pertain to your district (example: follow your district’s procedure for vetting online resources before using them).
- Periodically review End User License Agreements (EULA) and any associated privacy policies from each vendor.
Health Insurance Portability and Accountability Act (HIPAA) Considerations
- Ensure all staff know their obligations under HIPAA. Remember that COVID-19 infection and testing information is protected by HIPAA, ADA, and other applicable state/federal laws, so exercise caution when responding to presumptive and/or positive cases.
Family Educational Rights and Privacy Act (FERPA) Considerations
- Ensure all staff know their obligations under FERPA including reviewing protocols addressing personally identifiable information with staff.
- Encrypt emails, educate staff on when to send an email, when to password protect a file, when to share a collaborative document, and when to snail mail if no encryption method exists.
Children's Online Privacy Protection Rule (COPPA) and Children's Internal Protection Act (CIPA) Considerations
- Ensure all staff know their obligations under COPPA and CIPA.
Americans with Disabilities Act (ADA) Compliance
- Ensure staff understand the tenets of ADA compliance.
- Make sure staff understand that publicly posted documents and videos are ADA compliant.. Designate a district contact person for ADA compliance that staff members can contact if they have questions.
Audio/Video Recording
- Refrain from recording classes/meetings with students and families unless absolutely necessary. Consult your legal representative for more information.
- Avoid taking screenshots with students during video conferencing. Student names and images should not appear on public platforms. Consult your legal representative for more information.
Acceptable Use Policy (AUP)
- Review your district’s AUP and ensure its contents adequately address online instruction. Make sure there is a link in your AUP that gives the school consent to sign on the parent’s behalf (such as applications that require users to be at least 13 years old unless a parent gives permission. Ex: “I trust the school district to make decisions about what applications my child can and cannot access.”)
- If your district is one-to-one or is distributing devices to homes, draft a plan for how you will handle broken equipment and personal devices.
- Compare the AUP to your district’s instructional policy and make sure they are aligned.
- Decide who will be responsible for disinfecting the devices. Communicate this decision with families.
Video Conferencing Privacy Options
- Assist families and staff with preparing their video conferencing environments by adopting conferencing norms:
- Designate a safe, quiet space to work.
- Exercise sensitivity when requiring students to turn on their video cameras.
- Provide basic troubleshooting information (such as what to do if a video is choppy.)
- Use blurred backgrounds, if desired
- Make mandatory reporter information and training available for staff.
Data Services
COVID-19 Testing
- In collaboration with your district operations/facilities leaders, collect data on negative and positive covid tests for staff and students/families. Assist with contact tracing as requested by your local health department.
Adjusting Student Instructional Services (SIS) Platforms in Light of New Scheduling, School Calendars, Grading, and/or Attendance Procedures
- Consult instructional staff and explore SIS platforms regarding grading, attendance, and scheduling. Adjust teacher access to information within the SIS, as necessary, to ensure staff have all the information required to meet student needs.
- Work with instructional staff to organize and centralize online resources that were compiled during the closure.
Student Assessments Interim/Benchmark
- Virtual administration for all assessments (including computer and 1:1 administered)
- Student access
- FASTBridge (Illuminate student portal)
- Weblink for all other tools
Review Existing Data
- Review any existing Spring 2020 data.
Monitoring Progress and Effectiveness
- Plan for collecting the following data:
- Attendance/Engagement
- Academics (Which standards were taught in each course and how close are students to mastery?)
- Behavior/Mental Health/Social-Emotional Wellbeing/Mental Health Referrals for students and staff
- Compliance and effectiveness of accommodations
- Review technology support tickets and inventory frequently as a way of understanding the quality and progress of technology processes in your district.
Collecting Reliable Information
- How you gather data is important. There are multiple ways to collect data such as surveys, focus groups/interviews, observations, and tests. Before collecting data, consider whether or not the data you need already exists and, if not, which data collection method will best answer your question. Work with your district’s data coach to implement best practices in data collection.
- Best Practices in Survey Design Resource
Storing and Sharing Data
- Review existing policies around data storage and sharing and make updates as necessary. Include in these policies, a plan for how data will be communicated to diverse stakeholders.
Technology Support
Inventorying Technology and Planning for Collection or Distribution as Necessary
- Before teachers and students take technology home, ensure it is configured to be usable and safe. Check for accessibility.
- Plan for safely mass distributing and collecting technology from staff and students. (What work was done this spring? Review this process to ensure it still works in the fall.)
- Follow CDC guidelines
Procurement of Equipment as Necessary
- Ensure all staff have the appropriate devices necessary to do their work.
- Consider the ways IEPs/504s and IFSPs influence service options and procure new equipment as necessary. Review current IEPs/504s and make sure correct devices are assigned to the students and function wherever instruction takes place.
Technology Support
- Set standards for what products/platforms to use, and communicate these standards with staff. Ensure your standards are flexible enough to address multiple scenarios. Incorporate teacher voice when exploring or introducing new platforms necessary to fill an identified need.
- Provide families with support/initial training regarding how to use devices and platforms. Communicate this in major home languages, if possible.
- Publish clear troubleshooting guidelines. Who will serve as your district’s technology contact?
- Provide district contact information that staff can contact with questions or concerns.
Staffing
- Conduct a capacity assessment to determine whether or not your IT department is adequately staffed to handle these new digital models of instruction.
- Review the spring challenges and successes to determine future support needs for staff.
Supporting Families
- Tell students and families who they should contact with technology issues or questions. (This could be the classroom teacher, a school secretary, or a different person depending on district capacity.)
- This contact can troubleshoot and escalate issues, as appropriate.
Community Engagement & Parent Connections
Child Care Accommodations for Working Parents
Safety Assurances
- Helping Children with Big Feelings During COVID 19
Guidelines for reopening childcare- Early childhood and child care programs are governed by both MDE and Michigan Licensing and Regulatory Affairs (LARA). Parents must have a back up plan if a school-based center switches between phases. In addition, both documents are similar, but not completely in alignment. Guidance differs on topics such group size, health screenings, and the use of a face covering. Our recommendation is that the most stringent guideline must be followed
Recommendation when setting plans for returning to school for staff and children- use a reference point and parent tool.
Mt. Vernon Community School Corporation
See page 4 of this document where it discusses families responsibilities around the health of their child in attendance at school or childcare.
Transportation
- NAPT
- CDC/EPA Guidance for Cleaning and Disinfecting Guide
Focuses on cleaning and disinfecting public spaces, workplaces, businesses, schools, and can also be applied to your home. - CDC - Cleaning and Disinfecting Decisions Tool Flyer
Used for display in public spaces, workplaces, businesses, schools, and can also be applied to your home. - Neighbors Helping Neighbors reviews how districts may assist each other with transportation
- School bus oems preparing for back-to-school what you need to know
Cost of Childcare
Recommendation for districts to provide the following links to parents to give resources for childcare cost assistance.
- MiDHHS- Childcare Assistance
State of Michigna Childcare Assistance - Get Help Paying For Child Care
National website with childcare assistance ideas and links - Financial Assistance For Families | Childcare.gov
National website with Michigan specific links - Help Paying for Child Care — Child Care Network
Child Care Network resource - Family Support Program
Child Care Scholarship - 9 Child Care Subsidies Every Family Should Know About
Rural Scholarship/Urban Scholarship/Suburban Scholarship
Recommendation to provide student parents information for grants available for child care.
- Child Care Grant - Lansing Community
For Lansing Community College Students - Students with Children Financial Aid
For Michigan State University Students - Spartan Kids Child Care Grant
Accessibility and Availability
Rural
Childcare Collective Toolkit
Assistance in the form of providing Background checks.Recommends structures for creating safe community groups.It addresses the need for childcare because of lack of facilities or when schools and centers are shut down and families need to minimize the risk of spreading COVID-19 and still need their children safely cared for.Makes contract tracing easier.
Contact community education director - district specific Rural - CE contacts
Urban
Childcare Collective Toolkit
Assistance in the form of providing Background checks.Recommends structures for creating safe community groups.It addresses the need for childcare because of lack of facilities or when schools and centers are shut down and families need to minimize the risk of spreading COVID-19 and still need their children safely cared for. Makes contract tracing easier.
Contact community education director
Suburban
Childcare Collective Toolkit
Assistance in the form of providing Background checks. Recommends structures for creating safe community groups.It addresses the need for childcare because of lack of facilities or when schools and centers are shut down and families need to minimize the risk of spreading COVID-19 and still need their children safely cared for.Makes contract tracing easier.
Contact Community Education Directors
Parent Considerations
Survey of families in Eaton, Clinton and Ingham County
Families express their fears and concerns about returning to school, their accessibility to childcare, internet technology and concerns about clear communication from school districts. This should be used to improve communication and address the diverse needs of families.
Working from home with children
The following resources are recommended to be available to parents who need to work from home while children are also home from school.
- Society for Human Resource Management: “Working from Home: How to manage the Impossible?”
Advice from working parents to other parents who are working from home while children are home. - Georgia Tech Professional Education: How to Master Remote Work with Kids
Provides schedules, routines, and suggestions for children of all ages. - Michigan State University: Worklife Office: Best Practices for Working at Home with Children
This article gives 18 suggestions/guidelines to use while working from home. It also provides links to other resources that are useful - Harvard Business Review: A Guide for Working Parents (from home)
This Resource provides 3 steps to set up routines and maintain normalcy in a new schedule.
Common Language Used for All Articles:
- Set up a workstation, create boundaries/rules
- Divvy up childcare (among spouses, neighborhood groups, older children)
- Create modified schedules/routines, and stick to it (for yourself, and the kids), make the commitment
- Work in bursts (do some work, do some parenting, do some chores…repeat)
- May work early in am or late at night to accommodate parenting needs at home, may need to work weekends and take days off during week
- Keep your mental health in check, take breaks, go for walks, breathe
Resources for Parents to Advocate to work from Home
Refer to CDC guidelines when speaking to employers about making accommodations to one’s work schedule or moving work location to home
Tips for parents to talk with their employers about the possibility of working from home
Community Partnerships
Food Availability/ Distribution
Greater Lansing Food Bank
For information on locating your nearest food pantry, mobile food distribution and/or other emergency food resources, call the GLFB main warehouse line at (517) 908-3680 between the hours of 9:00 a.m.-4:00 p.m., Monday-Friday.
GLFB Assistance Line
- For help applying for Bridge Card (SNAP, EBT), call the GLFB Assistance Line at 517.899.9457 between the hours of 9:00 am and 4:00 pm, Monday-Friday.
OR
- Fill out the SNAP Application Assistance Form, and someone will be in contact with you soon.
- Julie Anderson, SNAP Outreach Coordinator
- 517-908-3686
- juliea@glfoodbank.org
United Way 2-1-1 Emergency Resource Lookup
For 24/7 assistance in locating your nearest emergency food resource, dial 2-1-1. This will connect you to a United Way 2-1-1 call center location. The operator will ask you a few basic questions (family size, location, etc.) and will provide you with the nearest food distribution location.
City of Lansing Mobile Food Pantry weekly
Note: This offering is for City of Lansing residents. All participants must bring a valid state identification card, driver's license or other proof of residency in the City of Lansing. For more information, call 517.908.3680.
Translation/Interpretation
For Lansing School District Families
- LSD Bilingual Department
- Sergio Keck or Trisha Dowell
- 517.755.1290
Refugee Development Center
Can support translation and interpretation needs for families, especially as it relates to school success.
- Erika Brown-Binion
- 517.999.5090
7C Lingo | Making Global Local
- Fathy Shetiah
- 517.337.2700
St Vincent Catholic Charities
- (if student is in country 5 years or less)
- Judi Harris
- 517.323.4734
Safe Study Space
*If no access to wifi/computers only
- Family Growth Center
Provides FREE drop in care for children 6 weeks to 5 years of age. (For our younger learners in the Lansing area, TK and K) - Educational Child Care Center
- Capital Area District Libraries (CADL)
- CADL has 13 branches in Ingham county and can provide access to a safe study space, wifi, public computers, printing, faxing, copying, and one on one tech help, and digital and print resources. Children 8 and older can be left alone in the library. (Check the website or call to see what level of service the library is offering...it will vary depending on the public health situation.)
Mental Health Supports
- Social Emotional Supports (Michigan.Gov)
- Survey Infographic compiled by Michigan Association of Infant Mental Health (MI-AIMH) after conducting a survey of early childhood professionals regarding services during this time. It is recommended to share this with our state representatives and those in charge of making policies to support the flexibility and funding needed to address the issues and concerns of families at this time and the anticipated mental health crisis after COVID-19.
Community Mental Health Authority of Clinton, Eaton, Ingham Counties
- Jennifer Cronkite|MA, LPC
- Mental Health Therapist, Prevention Specialist
- 517.346.8202
Support, Resources and Training for Families in Learning at Home
Refugee Development Center
Works as a liaison between families and schools to provide resources, tutoring, mentoring and one-on-one support.
- Erika Brown-Binion
- 517.999.5090
Family Learning Connection Roadmap to Success
Great resource to walk parents how to support at home and get the conversation going as to what to look for at home, and how to talk with teachers. Needs to be updated with current curriculum supports; ThinkCentral, Google Classroom, etc.
Parenting Resources (Ingham Great Start Collaborative
Parent Guides for Google Classroom, Seesaw, & Google Meets in multiple languages
Capital Area District Libraries (CADL)
CADL has digital and print resources to support families and students. CADL also has a variety of “things” that can be checked out including wifi hotspots, Raising Reader Backpacks, Early Literacy Launchpads and much much more.We also provide technology support through one on one tutoring sessions and programming. We offer expert Readers Advisory services for all ages. In our facilities we provide access to wifi and public computers, faxing, printing, copying, and scanning.
Contact your local branch for more information or contact:
- Jolee Hamlin
- Associate Director of Public Service
- 517.367.0810
ReadyRosie
Share information on how families with children birth to grade 3 can self-register for ReadyRosie, an educational resource that uses the power of mobile technology and video modeling to support children in learning.
Support and Resources for Teachers
Refugee Development Center
Works as a liaison between families and schools to help facilitate communication and support academic and other needs.
- Erika Brown-Binion
- 517.999.5090
Michigan Translator Resources
MSU Liaison for Translators & Interpreters
Websites for Parent Engagement
(some in multiple languages)
Newcomer Parent Resource Series: Available in 16 Languages
Google Classroom Guides
COVID 19 information in multiple languages
SEESAW Parent Tutorials
Tools for Educators to Listen to and Learn from Families During COVID-19 School Closures
Coronavirus Disease 2019 (COVID-19) resources for King County, WA - King County
Available in Multiple Languages
Capital Area District Libraries
CADL has digital and print resources to support families and students and teachers. We offer a variety of services to teachers including, but not limited to: Class library cards, digital literacy classes, storytimes, book boxes tailored to teacher needs. If schools/teachers communicate their needs we can work with them on how we can work with them on how we can meet those needs. CADL also has a variety of “things” that can be checked out including wifi hotspots, Raising Reader Backpacks, Early Literacy Launchpads and much much more.We also provide technology support through one on one tutoring sessions and programming. We offer expert Readers Advisory services for all ages. In our facilities we provide access to wifi and public computers, faxing, printing, copying, and scanning.
Contact your local branch for more information OR
- Jolee Hamlin
- Associate Director of Public Service
- 517.367.0810
Public Awareness
Who Are We and Who Do We Serve
Consider following page 11 from the MI Safe Schools Roadmap instead of the at risk group we serve it could represent who sat on the planning team for the reopening work so families could see representation that was included- district could also consider something similar to page 4 and 5 of the MI Safe School Roadmap
Sample Survey could be used - Demographic Survey - Make a Copy
School Personnel
Educator Training/Professional Development
Planning Professional Development for Personnel
Curriculum
Plan to provide teacher and staff professional development related to use of technology platforms, training for supporting and giving feedback to students training on the accessibility needs of students with disabilities and training on effective student engagement (by grade level). Consider training for substitute teachers when possible (long-term subs).
Really focus on ways for teachers to be able to share their knowledge, continuously learn, exchange ideas, successes and failures around remote learning.
Mental Health
Provide professional learning to build educators capacity to support students’ social-emotional learning (SEL) and also their own mental health and wellness. Topics such as: active listening, compassion, relationship building, trauma-informed practices, identification of students at risk, proper local referral protocols and self-care to promote holistic wellness and resilience and to prevent burnout, resiliency strategies and vicarious trauma.
Other
Training for teachers on accessing and using the schools' digital systems and tools and workshops for families to build digital literacy (in regard to communicating with families through multiple modes).
Personnel Mental Health & Self-Care
- Provide (remote) counseling on-demand for staff
- Provide personal protection equipment for staff and enforce safety-related best practices to help reduce stress in the workplace (school). *Only if staff are required to be in buildings.
- Provide virtual synchronous meetings with staff on a regular basis to: check-in on those who may be struggling at home, provide “face-time” with teaching partners, collaborate with one another and create a safe space to express concerns and or challenges.
- Staff members who are supporting virtual instruction should be protected by guidelines related to communication from staff to students/families to ensure staff members’ responsibilities in their own home are not jeopardized.
- Provide opportunities for staff to engage in virtual/in-person optional “training” related to stress management, mental health, self-care, etc.
Whole Child
Social-Emotional Learning (SEL)
Community and Relationships
- Establishing Classroom Community (have these broken out by age bands)
- 20-day plan of lessons/activities for teachers to develop community
- Develop relationships with students prior to coming to the classroom (plan to connect with students and families before school starts)
- Fostering a Strong Community in a Virtual Classroom
- Outlines the steps to creating a strong sense of classroom community in a virtual setting. (Pre-K-12)
- K-12 Templates for Check-ins
- Google Form templates to virtually check in on students’ social emotional wellbeing. (K-12)
Instruction of SEL Skills
- Second Step Resource list including online SEL lessons
Second Step is a purchased curriculum but has some free lessons and resources. The page has lessons with videos, professional learning resources, and links to some online resources. (PreK to Grade 5)
PD for SEL updates based on the pandemic, Book Studies
- Talking to Kids
Tips for talking to kids about what they might see on television or on the computer screen (PreK-3) - 9 Big Questions Education Leaders Should Ask to Address COVID-19
Preparing for the long term of online learning.
Inventory of Materials for teaching social-emotional learning
Based on the lessons curriculum shared with families (home and school)
(For example: small mirror to look at emotions)
- Tools for Parents
Lists four tools with suggestions for families to develop SEL skills. - Resources for Home Learning
This site has a two page document that explains a SEL Skill (eg. personal responsibility, optimistic thinking, etc.) and provides quick activities that parents can engage their children in Birth to 12.
Mental Health
Language to Support Students Returning to School and Responding to Struggling Students
(Visuals for giving information to younger student)
Helping Teachers Recognize Signs/Symptoms of Stress/Anxiety/Trauma
- Child Protection Unit: All staff training
scroll down)
Online training to support adults in helping students dealing with abuse and neglect. Available online through December 2020 (
Mental Health Resources for Families and Referral Process
- How to Reduce the Stress of Schooling at Home
A well-written article full of practical advice for parents, as well as tools they can implement immediately - Community Mental Health
Crisis Line: 517.346.8460 - Ele's Place
Grief Counseling
517.482.1315 - COVID-19 Hotline
888.733.7753
(operating 7 days a week 10am-2am) - National Suicide Prevention Hotline
800.273.8255
Strategies for Self Care
How to help students with exercise, nutrition, mindfulness, sleep, stress relievers, problem solving skills, (both staff and students) preventative measures and then support students as they display then to Community Mental Health
- Self-Care During Covid-19
- Self Care for Teachers
- Self-Care During Pandemic
- Headspace for Educators
- Mindfulness Lessons
- Deep Breathing for Kids
- Coping Skills
- Tips for Supporting Students Wellness
- Self Care Resources
Community Awareness
- Social Distancing Guidelines & Risk Factors for Extracurricular Activities
- Informational Resources
- Shape America.org
Instructional Resources for Health and PE in a remote environment (K-12)
Alternative or Reimagined Remote Options for Sports and Clubs
- Extracurricular Activities You Can Do At Home
(9-12) 50 Self-Driven Extracurricular Activities that Students Can Do At Home. - Extracurricular Activities During COVID-19
(9-12) Extracurricular Activities for Students - E Sports League
(9-12)
Engagement Strategies for Coaches & Mentors
- BLND Health
Integrative Mental Health Service Provider that focus on an active approach to mental health (K-12) - Be Nice
A 4 step action plan program that focuses on an inclusive school environment (3-12) - Coronavirus Tips & Resources For Mentoring
Resources of online mentoring including tips and checklists for mentors and an online mentoring portal that is monitored. (K-12)
Livestream or Host Online Events
(Open House, Sports, Concerts, etc.)
- Pixellot Cameras, MHSAA Article
(Pre K-12)Panoramic Video Equipment for Stadiums and Gyms - Zoom Webinar
(Pre K-12) Hosting Online Events
Behavior Management and Regulation
- SWPBIS (culturally responsive)
- Conscious Discipline
- Character Development
- Restorative Justice
- Responding to the Novel Coronavirus (COVID-19) Ooutbreak through Positive Behavioral Interventions and Supports
Includes parent resources. Some resources are free and others require a membership (Pre K-12) - Conscious Discipline
Restorative practices that can help during - COVID-19 (Family Circles, etc)
- Trauma-Informed School Strategies during COVID-19
A System Framework to consider how, in the time of COVID-19, schools can adapt or transform their practices by using a trauma-informed approach to help children feel safe, supported, and ready to learn. - Supporting Families with Positive Behavioral Interventions and Supports (PBIS)
This eight-page brief speaks directly to parents about how to use positive behavioral interventions and supports (PBIS) at home, an approach used in over 25,000 schools as a highly effective way to build children’s social-emotional-behavioral skills and reduce challenging behaviors. - MiMTSS Technical Assistance Center COVID-19 Resources
The MiMTSS Technical Assistance Center is developing resources to support education during the COVID-19 crisis. Our goal is to complement and enhance resources provided by the Michigan Department of Education as they relate to a Multi-Tiered System of Supports (MTSS) framework (includes PBIS and Check In Check Out plans for distance learning).
- Responding to the Novel Coronavirus (COVID-19) Ooutbreak through Positive Behavioral Interventions and Supports
Cultural Awareness
- Talking to Kids about Racism
(K-12) Q & A session with clinical experts about talking with children regarding racism. - Countering COVID-19 (Coronavirus) Stigma and Racism: Tips for Parents and Caregivers
(K-12) NASP tips for parents about stigma and racism
Family Support
- Family Decision Supports
- Communication (what does it look like, how often, how is illness communicated, what happens next?)
- Partnership, Family changes
- Supporting families with PBIS at home
This resource gives an elementary and secondary daily routine as well as specific examples of how to teach behaviors and give acknowledgements. (Pre K-12) - Arizona Dept. of Ed. Consideration for Families in Reopening Schools
Considerations for families. Focus on scenario 1 and 3. (Pre K-12) - Tips for Families
Zero to Three resources for families. (Pre K) - Helping Children Cope With Changes Resulting From COVID-19
NASP tips for families during COVID-19 (Pre K-12) - Maryland Together Recovery Plan
Maryland Together Recovery Plan. Please refer to pages 16, 17 for information on school/home communication, and page 27 for childcare considerations. (Pre K-12) - MDE COVID-19 Family Engagement Resources
MDE family engagement resources for families, programs, and schools. (Pre K-12) - Toolkit for Parents and Teachers
University of Arizona compilation of resources. Includes postable signs and social stories for school personnel and parents. (Pre K-12)
- Supporting families with PBIS at home
Special Education Service Delivery & Referrals/Evaluations
- Virtual Service Delivery Recommendations: NASP
National Association of School Psychologist guidance regarding virtual services delivery. (PreK-12) - Considerations for interventions, mental health, special education, etc.
National Association of School psychologists considerations to support all learners across a variety of potential student needs, including special education services. (PreK-12) - Conducting Psycho-educational assessments in wake of Covid-19: Danger of good intentions
What to consider for testing environment, decision-making, as it relates to reliability. Research article from Contemporary School Psychology. (PreK-12) - Special Education considerations FAQ and SPED law requirements for the SPED process due to Covid
Ed Council School Attorneys response to special education. (PreK-12) - Specific Covid resources, and legal consideration
Council for Exceptional Children resources for special education school administrators. (PreK-12) - National Disability Rights Network
Compilation of resources related to disability rights - including students requiring 504 plans (including testing, parent support, bullying, nutrition, in home services, accountability measures, etc.) (PreK-12)