Scenario 1: Face-to-Face
Scenario 1 is outlined as:
Students meet in-person for instruction at school using guidance from the Return to Learn Task Force, Michigan Department of Education (MDE) and the Centers for Disease Control (CDC).
Certified teachers deliver curriculum.
Mental health and social-emotional supports are put in place for all students.
Implement universal safety measures and social distancing practices to keep students, families and staff safe, as needed.
Data & Technology
- Monitor every WiFi access point and wired network devices
Reviewing Privacy Policies of Online Platforms
- Review district policies and/or approved product lists to make updates and provide justifications, as necessary. (i.e. Ensure staff change passwords on a regular basis and provide training on best practices in selecting passwords.)
- Standardize as much as possible. This means making sure all staff use the same platforms and new platforms are vetted before they are used by students or staff.
- 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 (For 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, the Americans with Disabilities Act (ADA), and other 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. Offer periodic refreshers for staff on how to handle personally identifiable information (PII).
- Encrypt emails across the district. 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 must be compliant. Designate a district contact person for ADA compliance that staff members can contact if they have questions.
- In collaboration with your district operations/facilities leaders, collect data on negative and positive COIVD-19 tests for staff and students/families.
- Assist with contact tracing as requested by your local health department.
Adjusting SIS Platforms in Light of New Scheduling, School Calendars, Grading and/or Attendance Procedures
- Consult instructional staff and discuss any changes that must be made to student information systems (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.
Review Existing Data
- Review any existing Spring 2020 data that might be useful in planning for next school year.
Monitoring Progress and Effectiveness
- Plan for collecting the following data:
- 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.
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.
Inventorying Technology and Planning for Collection or Distribution as Necessary
- Ensure that you have a policy in compliance with CDC guidelines to manage transfer of devices for repair between personnel and information technology (IT) staff.
- Follow CDC guidelines:
- Assure all communications are available in electronic format and translated into major home languages.
- Ensure your district has a functional asset tracking tool.
Procurement of Equipment as Necessary
- Ensure all staff have the appropriate devices necessary to do their work.
- Consider the ways individualized education plans (IEPs), 504s, and individual family service plans (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.
- 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.
- 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
Helping Children with Big Feelings During COVID 19
Recommendation to use this as a reference tool for monitoring, preparing and cleaning the space. This aligns with the LARA guidelines as well.
- Page 10 Cleaning and disinfecting
- Page 11 monitoring for symptoms
- Page 12 preparing the physical space
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.
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.
American Association of Pediatrics COVID-19 Planning Considerations for School Reopening
High and low priority focus area recommendations for Pre-K and elementary students have been made in this document. Recommendation to use this as a reference tool.
Recommendation to communicate with families about how teachers are allowing children to learn safely in appropriate ways focusing on what children can do vs. what they can not do. Our recommendation is that teachers use:
Mask wearing is highly recommended for Pre K-5, required for grades 6-12 and for all adults who can wear one. Exceptions will be made for those with medical documentation, IEPs, and 504 plans. Recommendation to wear consistently and for teachers to teach both parents and children the hows and whys of mask-wearing.
- Facial coverings may be homemade or disposable level-one (basic) grade surgical masks.
- Staff should implement regular facial covering breaks throughout the day.
- Clean facial coverings must be worn daily.
- Provide explicit instructions on wearing face coverings and how to take a break. Consider putting masks for young students on a lanyard.
- Provide periodic "mask breaks" during the day, such as when going outside.
- Consider the needs of students that read lips for communication.
- Ask students to practice wearing the mask for 2-3 hours before school starts in August.
Recommendation that all age groups would be required to wear a mask during before and after school care settings where children are not in normal classroom cohorts. See LARA guidelines and MI Safe Roadmap
- Helping Children Understand Emotions when Mask Wearing (also available in Spanish)
- Wearing Masks (also available in Spanish- social story)
- 10 tips for mask wearing by Phoenix Children’s Hospital
Hygiene and Hand Washing
- Recommendation to use hand sanitizer on the bus in a supervised manner - required to use upon entry and exit. Children will then wash their hands with soap and water upon entering the building.
- Teach and reinforce handwashing with soap and water for at least 20 seconds and/or the safe use of hand sanitizer that contains at least 60% alcohol.
- Educate staff and students on how to cough and sneeze into their elbows, or to cover with a tissue. Used tissues should be thrown in the trash and hands washed immediately using proper hand hygiene techniques.
- Students and teachers must have scheduled handwashing with soap and water every 2-3 hours.
- Limit sharing of personal items and supplies such as writing utensils.
- Keep students’ personal items separate and in individually labeled cubbies, containers, or lockers.
- Limit use of classroom materials to small groups and disinfect between use, or provide adequate supplies to assign for individual student use.
- Create a video for face coverings and cleaning, coughing, sneezing, etc.
- Take breaks for hand washing and sanitizing (maybe aligned with mask breaks)
- Staggered release (passing time)
- Use sanitizer often (as a substitute for hand washing)
- Students must either bring a clean face covering or use a school-provided mask.
- If children are riding to school in a transportation method other than a district bus, they should use a sanitizing station before entering the school and wash their hands once in the classroom. Parents should drop children off outside of the school and not be permitted to enter the building. Refer to LARA guidelines and MI Safe Roadmap
- Post child-friendly visuals and align these with PBIS visuals
All schools, public and private, must cooperate with the local public health department if a confirmed case of COVID-19 is identified, and in particular, must collect the contact information for any close contacts of the affected individual from two days before he or she showed symptoms to the time when he or she was last present at the school. Please refer to the LARA Guidelines.
- Parents will want to know more about what you have done in the 'down-time' to ensure the cleanliness and readiness of the school buses on which their children will be riding.
- Require the use of hand sanitizer before entering the bus. Hand sanitizer must be supplied on the bus.
- The bus driver, staff, and all students in grades Pre K-12, if medically-able, must wear facial coverings while on the bus.
- Create a plan for getting students home safely if they are not allowed to board the vehicle.
- National Association for Pupil Transportation (NAPT)
- Consider including information about steps you may be taking in this situation:
- how frequently your school buses are cleaned and disinfected (note that some parents will want to know if you are using green and safer products)
- whether you are going to continue to perform extra cleaning once the crisis abates
- what steps you are going to take to mitigate further problems including, for example, hand sanitizing stations on buses
- 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.
- Consider other modes of transportation beyond school buses, particularly when families are transporting. Review Safety Assurances above.
- Survey families regarding their plans for transporting children to school.
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 Michigan 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.
- For Lansing Community College Students
- For Michigan State University Students
Accessibility and Availability
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 - District Specific
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.
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
Food Availability/ Distribution
For information on locating your nearest food pantry, mobile food distribution and/or other emergency food resources, call the GLFB main warehouse at 517.908.3680 between the hours of 9:00 am and 4:00 pm, 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 a.m.-4:00 p.m., Monday-Friday. OR
- Fill out the SNAP Application Assistance Form, and someone will be in contact with you soon.
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.
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.
Available in summer only, operating at six Lansing sites and geared toward low income families. Mobile Farmers Market will accept cash, credit/debit, EBT, WIC Project Fresh, and Senior Market Fresh Coupons. Location Schedule
- Located outside of Heritage United Brethren church (H.U.B.)
- 1050 Dakin St., Dansville, (in front of elementary school)
- Available 24/7
- Phone: 211 (covers Dansville and Mason)
Dansville Food Bank
- (includes clothing and personal hygiene products)
- 1360 Mason Street (Village Hall)
- Thursdays 9:00 am to Noon
- Open Monday 9-11:00 am & Tuesday-Thursday 5-7:00 pm. You will need to schedule an appointment for a food order by calling 517.694.9307.
- Julie Anderson
- SNAP Outreach Coordinator
For Lansing School District Families
- LSD Bilingual Department
- Sergio Keck or Trisha Dowell
Can support translation and interpretation needs for families, especially as it relates to school success.
- Erika Brown-Binion
- Fathy Shetiah
- (if student is in country 5 years or less)
- Judi Harris
Safe Study Space
- Located at H.U.B.1050 Dakin St. (in front of elementary school)
- Mondays 3-5:00 pm during school year
- Free for grades K-5
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.
Mental Health Supports
Michigan Association of Infant Mental Health (MI-AIMH) Survey Infographic
Infographic compiled by 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.
- Jennifer Cronkite|MA, LPC
- Mental Health Therapist, Prevention Specialist
Support, Resources and Training for Families in Learning at Home
Works as a liaison between families and schools to provide resources, tutoring, mentoring and one-on-one support.
- Erika Brown-Binion
Great resource to walk parents through how to support at home and get the conversation going as to what to look for at home including how to talk with teachers. Needs to be updated with current curriculum supports; ThinkCentral, Google Classroom, etc.
Parent Guides for Google Classroom, Seesaw & Google Meets in multiple languages
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
- Jolee Hamlin
- Associate Director of Public Service
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
Works as a liaison between families and schools to help facilitate communication and support academic and other needs.
- Erika Brown-Binion
Michigan State University Liaison for Translators & Interpreters
Websites for Parent Engagement
- Newcomer Parent Resource Series
- Available in 16 Languages
- Google Classroom Guides
- COVID 19 information in multiple languages
- Take a look inside the Seesaw Family App
- Laurence School Remote Learning
- 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
Capital Area District Libraries (CADL)
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
The following recommendations were made in response to Governor Whitmer's Phase 4 Safety Protocols.
- All staff must wear face masks except for meals. Exceptions will be made for staff that cannot medically tolerate a mask.
- Students in grades 6-12 must wear a mask at all times except for meals. Exceptions will be made for students that cannot medically tolerate a mask.
- Masks should be worn in hallways and common areas by preschool through grade 12 students in the building except for during meals. Exceptions will be made for students that cannot medically tolerate a mask.
- Students in kindergarten through grade 5 wear masks.
- Encourage families to have five masks for each student so that they can use a different one each day and wash on the weekends
- Follow county-wide guidance when setting mask policies for students in preschool and students with special needs. Remember that masks should never be used on children under the age of two.
- Define a quarantine area in each building. If that area is in the office, use a portable wall.
Cleaning and Disinfecting
- Draft custodial disinfectant schedules.
- Provide necessary staff with Clorox wipes, approved disinfectants, face shields, and masks for the first four months of school.
Other Safety Measures
- Staff must answer health questions daily before or upon arriving at work.
- Hang plastic barriers in office areas. Contact Mid-Michigan Glassworks or call 517.655.1509 for questions.
- Assign technology devices to students when possible to limit the number of individuals touching the same device.
- All students must wear masks.
- Do not allow seat changes.
- Family members should sit together.
- Have an extra person on the bus to supervise and cleanse between runs.
- Determine an entry door and exit door.
- Place 6-foot markers on outside sidewalks.
- Determine traffic patterns for hallways.
- Only allow essential volunteers to enter school buildings.
- Parents/Guardians must wear masks and use hand sanitizer while in school buildings.
- Create a COVID-19 questionnaire for new student registrations.
Hand washing Schedules
- Schedule handwashing times during the school day.
- Wash at the start of the day.
- Wash before and after recess/lunch.
- Wash before/after class changes in elementary buildings.
- Use hand sanitizer before boarding the bus.
- Playground structures must undergo normal routine cleaning, but the use of an Environmental Protection Agency (EPA)-approved disinfectant is unnecessary.
- Regularly disinfect common printers, copiers, technology labs, door handles, toilets, and drinking fountains. Develop a schedule for custodians.
- Collaborate with your district's technology department on ways to safely disinfect Chromebooks/computers, tablets, and remotes.
- Do not have open food stations.
- Add an additional barrier at serving windows.
- Have students eat in classrooms. Implement classroom rotations to retrieve lunches from the lunchroom. This will require extra supervision at the elementary level.
- Adjust recess and lunch schedules to give more time for lunch transitions.
In the classroom
- Have all tables/desks face forward.
- Do not allow students to share school supplies.
- Encourage students to bring their own water bottles.
- If able, do not allow students to share technology. Shared devices must be disinfected between uses.
- Open windows when possible.
- Develop traffic patterns in the hallways.
- Masks must be worn.
- Maintain distance between students.
- CA rooms must have surfaces wiped down between classes.
- Consider using the last few minutes of class time to wipe down tables and chairs.
Reported Illness and Action Plan
- Adopt a strict and uniform policy regarding illness.
- Students and staff must be fever-free without medication for no less than 24 hours before returning to school.
- Symptomatic students and staff with cough or other symptoms must be tested before returning to school. This return must be accompanied by a note from the doctor indicating that it’s safe to return. (Place the note in the note in the cumulative record folder.)
- Consult statewide pupil accounting guidance form attendance policies in light of COVID-19. Communicate any chances with staff and families.
- Determine an isolation area for students with fever or other symptoms. Determine who will care for isolated students
- Have an action plan from parents/guardians as to how they will quickly retrieve their students in the event of a phone call home.
- To minimize lapses in learning, have a printed plan regarding remote learning that can be sent to students required to stay home for an extended period of time due to COVID-19 symptoms, quarantines, or infections.
- Draft a common letter to send to parents/guardians regarding a positive result from a staff member or student.
- Have a classroom- and school-level plan of action should there be a positive case of COVID-19.
Planning Professional Development for Personnel
Prioritize mandatory training for staff, before the beginning of the school year, that cover signs and symptoms of Coronavirus Disease 2019 (COVID-19), Standard Public Health protocols, Hygiene Practices, personal protective equipment (PPE), reporting illnesses and supporting social-emotional learning (SEL). Plan ongoing training as changes occur in recommendations and public health data.
Collective Bargaining and Staffing
Staffing & Class Size
- Class sizes should be small enough to accommodate three to six feet of space between students per recommendations from the Centers for Disease Control and the American Academy of Pediatrics.
- Ensure options for flexible worksites (e.g. telework) and flexible work hours (e.g. staggered shifts) are available and used when needed.
- Ensure students are kept together in small groups with dedicated staff and remain with the same group throughout the day, every day, if possible.
- Support school personnel who meet the criteria for high-risk populations.
- Develop protocols for communicating possible COVID-19 exposures to staff
- Properly communicate leave notification requirements to staff members.
- Implement protocols that help staff understand if and when they should stay home from work. If staff are asked to stay home due to COVID-19, let them know when it is safe for them to return to work. As a district, provide staff with clear answers to the following questions:
- What should staff do if they have COVID-19 symptoms?
- What should staff do if they are diagnosed with COVID-19?
- What should staff do if they are waiting for COVID-19 test results?
- What steps should staff take if they have been exposed to someone with COVID-19 symptoms?
- What steps should staff take if they have been exposed to someone with COVID-19 symptoms?
- Train staff on the proper use, removal and washing of cloth face coverings and other PPE.
- Train staff on all safety protocols (such as cleaning materials, what to do if a student is sick, etc.)
Other Ways to support staff
- Provide on-demand counseling for staff. Staff may be dealing with mental health challenges related to bereavement, anxiety about personal health/health of loved ones, or income loss, among other challenges.
- Staff will need support in-building to make such counseling accessible (i.e. class coverage or open counseling time during prep periods, lunch, after school, etc.)
- Provide PPE for staff and enforce safety-related best practices to help reduce stress in the workplace (school).
- Provide a safe space/forum for staff to express concerns and or challenges they are facing.
- Provide opportunities for staff to engage in virtual/in-person optional “trainings” related to stress management, mental health and self-care.
Community and Relationships
Preschool - Grade 5
- Building Community in Early Childhood: Gives an overview of why developing classroom community is important and the 3 main components of community development.
- Mindfulness Lessons: Video tutorials that teach kids mindfulness activities.
- Resources for Early Childhood: A lengthy list of compiled resources from the National Association for the Education of Young Children. (The most helpful section on this page is "Resources for Interaction and Connecting with Children.")
Preschool - Grade 12
- School Reentry: Promoting Social and Emotional Wellness for Students - Dr. Scott Poland: This webinar that goes into detailed explanation of how to incorporate Social Emotional awareness in a school’s COVID-19 Re-entry plan. This is a particularly good resource for administrators.
Instruction of Social-Emotional Learning (SEL) Skills
- Rockford Public Schools Social-Emotional Support Plan: Rockford Public Schools’ web page provides resources for Social-Emotional Support. The “Counseling and Student Support” link provides activities, lessons, and resources.
- Guide to Schoolwide SEL: In addition to a school-wide implementation guide, this site provides activities, assessments, and implementation tools. (The 3 Signature practices document provides lots of quick activities.)
Professional Development (PD) for SEL
Preschool - Kindergarten
- Talking with Young Children: This Sesame Street resource gives tips and strategies for students that are both verbal and non-verbal.
Preschool - Grade 3
- Even Young Children Notice: This resource provides parents with discussion tools and ideas for early learners.
Grade 1 - Grade 6
- University of Michigan Video and Discussion Guide: These "All about Coronavirus" resources are great for families.
Grade 4 - Grade 12
- How to Talk to Students About Social Justice: This article highlights questions to consider as teachers work to connect with students about social justice in their curriculum.
Preschool - Grade 12
- Talking with children about COVID-19: These recommendations from the National Association of School Psychologists (NASP) help parents, school staff, and others working with children/teens discuss COVID-19.
- Talking with children about Coronavirus Disease 2019: This CDC resource gives additional recommendations to help all adults working with children/teens when discussing COVID-19.
- A Guide to Equity and Antiracism for Educator: This is a resource for teachers to learn more about inequities. (This resource links to a helpful booklist for educators.)
Surveys and Screeners for School Social Workers and School Psychologists
- COVID-19 OBSSR Research Tools: The National Institute of Environmental Health Sciences drafted this document which contains survey questions and research related to the mental health issues due to COVID-19.
- Youth Indicator Tool: This tool is a well-being indicator from the Center for Advanced Studies in Child Welfare for ages 15-21.
Inventory of Materials for Teaching SEL
- The Comprehensive Center Network has links to other free resources. The resources range from professional learning articles to resources for working with students (such as trauma and SEL at home.)
- SEL Resource Lists from the Michigan Department of Education: This page provides a list of links to various resources such as videos, books, and student materials.
- Coping with Covid Resource List: The National Association for the Education of Young Children provided a list of resources for COVID-19.
- Atlas App: This app is free if you have at least 85% of your students download it. (If you are a one-to-one district, you can push it to all student devices. It provides podcasts, charts, and other SEL resources for students in grades 6-12.
Supports for Students Returning to Schools
- TRAILS- Supporting Students Wellness: TRAILS is affiliated with the University of Michigan. Their resource provides information on how to talk with children, identifying what is typical behavior, and helping children cope. (Resources are divided into preschool-grade 2, grades 3-6, and grades 7-12.)
- IRIS Modules - Vanderbilt: These modules help parents support their children through the COVID-19 pandemic with a school focus.
Helping Teachers Recognize Signs & Symptoms of Stress, Anxiety, and Trauma
- Supporting Students Experiencing Childhood Trauma: This resource from NASP describes risk factors, warning signs, and how to respond.
- Meeting All Children’s Behavioral Support Needs: This resource from the National Association for the Education of Young Children (NAEYC) describes trauma-informed care and is best for early childhood.
- Educators Guide: This guide from the Michigan Department of Health and Human Services and the Michigan Department of Education describes signs of increased stress/anxiety/depression listed by age on the last page. This resource is comprised of two sections.
- Section one provides information and strategies for educators.
- Section two is information for you to share with families as a resource packet and guide during this time.
Supports for Staff Regarding Secondary Traumatic Stress
- The Importance of Care for Caregivers: This resource from NASP gives tips for parents and teachers.
- Self-Care During COVID-19 For Student Support Professionals: This step-by-step guide from TRAILS has very practical applications.
Mental Health Resources for Families and Referral Process
- 211.org: This website provides a variety of resources for basic needs, including transportation, housing, and food.
Additional Strategies for Self Care
- Self Care for Teachers: The Ingham ISD will be offering a self-care training for teachers. Register using this link.
- Self-Care During Pandemic
- Headspace for Educators
- Mindfulness Lessons
- Deep Breathing for Kids
- Coping Skills
- Tips for Supporting Students Wellness
- Self Care Resources
Preschool - Grade 12
- COVID-19 Prevention Video: This links to a sample instructional video demonstrating new protocols and procedures related to extracurricular activities in a school district.
- Project Play: Project Play is reporting on the latest developments in youth sports and physical activity related to COVID-19.
Grades 6 - Grades 12
- Michigan High School Athletic Association (MHSAA) Health & Safety: Use this website to find the latest communication regarding MHSAA Guidance. The website includes sport-specific mental health resources.
Alternative or Reimagined Remote Options for Sports and Clubs
Kindergarten - Grade 5
- Reimagining Youth Sports: This short gives ideas on extracurricular activities post-COVID-19.
Kindergarten - Grade 12
- Project Play: This article shares medical opinions on returning to sports in phases.
Engagement Strategies for Coaches & Mentors
Kindergarten - Grade 12
- BLND Health: BLND is an Integrative Mental Health Service Provider that focuses on an active approach to mental health.
- Coronavirus Tips & Resources For Mentoring: This resources on online mentoring including tips and checklists for mentors and an online mentoring portal that is monitored.
Grade 3 - Grade 12
- Be Nice: This Michigan-based foundation offers a 4-step action plan program for inclusive school environments.
Livestream or Host Online Events
- Pixellot Cameras: Panoramic video equipment for stadiums and gyms
- MHSAA Article: Describes how Pixellot can be used in districts
Behavior Management and Regulation
- School-Wide Positive Behavior Interventions and Supports (PBIS)
- Conscious Discipline: An innovative social-emotional learning and classroom management program that is trauma-informed and evidence-based. Some resources are free and others require a membership.
- Responding to the Novel Coronavirus (COVID-19) Outbreak Through PBIS
- PBIS Cultural Responsiveness Field GuideThis document is lengthy but breaks down all the components of a PBIS system with a culturally responsive elaboration including examples and non-examples
- Restorative Practices: Restorative practices that can help during Covid-19 (school circles, etc)
- The National Child Traumatic Stress Network: 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.
Preschool - Grade 5
- Teaching Young Children About Bias, Diversity, and Social Justice: Use young children’s understanding of differences to teach social justice through age-appropriate literature, news stories, anti-bias lessons, familiar examples, and problem-solving.
Preschool - Grade 12
- Talking to Kids about Racism: Question and answer session with clinical experts about talking with children regarding racism
- Countering COVID-19 (Coronavirus) Stigma and Racism Tips for Parents and Caregivers: National Association of School Psychologist (NASP) tips for parents about stigma and racism
- Helping Children Cope With Changes Resulting From COVID-19: A resource from NASP that includes tips for families during COVID-19
- Maryland Together Recovery Plan: Please refer to pages 16, 17 for information on school/home communication, and page 27 for childcare considerations.
- Toolkit for Parents and Teachers: University of Arizona compilation of resources. Includes signs and social stories for school personnel and parents.
- Tips for Families: This Zero to Three resource is best for families with preschool-age children.
Special Education Service Delivery & Referrals/Evaluations
- The Pandemic’s Impact on Special Education Evaluations and Specific Learning Disability (SLD) Identification: NASP guidance on evaluations with specific information related to SLD identification.