As teachers and staff begin to remotely restore classroom connections, it’s important that we have a plan that honors our shared commitment to our students, families, communities, and each other. We are continuing to work while recognizing that, in the very least, this event has caused an enormous disruption to normal life and an interruption to relationships and predictability, and this in and of itself may have been traumatic for some- especially many of our students. Therefore, as we return, it is important that we center on our shared mission with an understanding that some colleagues and students may be feeling very fragile or shaken by this experience, and some may be grieving. Although building community has always been considered the cornerstone for safe, supportive, productive schools and classrooms, re-establishing a sense of unity and solidarity is more important than ever.
In these times of uncertainty we want to ensure that as students and staff return to school we have a plan that honors our shared commitment to our students, families, communities, and each other. Students and school staff who are returning to school after an extended absence may have some difficulty adjusting. During their absence, they may have encountered challenging experiences that may not be apparent to others. Upon returning to school, they may not know what to expect. They may worry about being behind in their school work/work duties, promotion, standardized test scores, matriculation to high school/college as well as the well-being of their families and friends. All of these and other stressors can make returning to a new structure or learning difficult, and it is incumbent upon school staff to offer support, minimize stress, and establish structures, rituals, and routines that lay the foundation for caring, supportive interactions between staff and with students and families, every single day.
The following guidance is a living document designed to support our school leaders in welcoming teachers, and students back to a new learning community and establishing a positive and supportive culture and climate. This document includes ideas and resources to support each school’s unique needs for community and relationship building. We collaborated with chiefs, principals, teachers, students, and school partners to compile this guidance and will update it as we receive feedback, questions, and additional resources.
Engaging Students Immediately:
This document prioritizes support for: 1) Building Remote Communities, 2) Important contact and policy information, 3) Resources for addressing student concerns.
Preparing For Transition to School:
Here you will find:
Restorative resources for rebuilding community,
Guidance for systems and structures to identify and serve students most impacted
Addressing adult needs.
In order to best support our students, it is critically important that we remain mindful and intentional in the days and weeks ahead. Adapting to remote learning during school closures can be both physically and mentally challenging. Administrators should anticipate their community’s needs and relationships as they consider how they can welcome teachers, students, and families back to learning; strengthen relationships; and re-emphasize shared norms and values. Here is a list of recommendations that support re-engaging your school community.
Consider different groups and their different needs
Students
8th Graders and Seniors who’ve lost rites of passage
English Language Learner
Diverse Learners/ Sp. Ed.
Parents are Essential Workers
Parents
Lost their job due to COVID
Medical needs
Undocumented
Staff
With children at home
With vulnerable family/friend to support
All
Lost family/friend due to COVID-19
Consider how you want groups to feel and what you can provide
Ensure everyone feels welcome and supported.
People have a space to be heard and to share what they need
Parents are informed (Send parents letter: Sample Letter for Natural Disasters)
Build an inclusive culture in remote learning communities, and provide space for difficult conversations if needed (see SEL in Remote Learning and specifically Respond to Students' Questions and Concerns).
Consider partners and what/how they can provide
Reach out to your Network SEL Specialist, Restorative Practices (RP) coach, or osel@cps.edu to discuss approved community partners to coordinate services
Work with your admin team/department chairs/staff to develop a plan that addresses the social and emotional needs of students, families, and staff members (see Social Emotional Learning in the Remote Learning Environment)
Interpersonal actions:
Schedule a staff meeting focused on healing and relationship building. This prompt for Remote Welcome Back Talking Circles may be adapted for staff or student meetings.
Be very present by offering office hours during the school day for any faculty and staff members that might want to check in with you, and schedule one-on-one or small team meetings. Ask your faculty and staff members how they are doing, and what support they might need as you work together to heal and transition your school community to remote learning. Check-in and give special consideration to first and second year teachers who may have additional questions about school closures and expectations.
Encourage and model self-care. Share Wellness Resources and this Self Care flyer with school staff. Be kind and gentle with yourself and others, as you have all shared a stressful event. Everyone needs time to process the impact of these events into their lives. Remember that both you and staff are eligible to receive free and confidential counseling through the Employee Assistance Program (1-800-424-4776).
Thank and recognize staff members who supported the school while the teachers and support staff transitioned to telework.
Extend time to edit remote lesson plans and/or relax upcoming due dates for the completion of tasks or items.
Operational actions:
If you are a high school administrator, collaborate with your twelfth grade school counselors and Student Voice Committee on facilitating small group meetings to discuss time-sensitive topics impacting your twelfth graders, such as college applications, ceremony/celebratory alternatives.
Send a letter and FAQ to parents to welcome families back to school; announce the dates for any scheduled remote community building or informational meetings for parents; and clarify details regarding rescheduled or canceled activities, programs, or assessments at your school.
Additional Exploration:
Consider this transition to remote learning as a new means of communication for students and staff. Creating, sharing and establishing norms should be treated as if it is the beginning of the school year.
Some ideas and considerations to meet students needs:
High school and middle school students may have concerns about how COVID_19 school closures will impact their grades, athletics, assessments (including PSAT/SAT), academic performance, or college and high school applications. Make efforts to ensure these concerns are heard and addressed, and communicate your plan moving forward clearly with both students and parents. Consider meeting with your school’s Student Voice Committee, or another student group, to discuss their ideas on what students might need.
Focus on creating opportunities to strengthen and rebuild your school community. Consider hosting a grounding conversation or making an announcement about your community values and purpose:
Recognize that we are all responsible for one another and for supporting the community. Acknowledge that even though normal routines and schedules will eventually resume, it’s important to care for and recognize the physical and mental state of students, staff, and families. Discuss the ways we can support each other and be mindful of each other’s needs.
Emphasize that teachers and staff are not expected to be able to answer all students' questions. Consider creating opportunities to collect questions from students on and then add the answers to a school-wide FAQ.
Support teacher-student relationship building and remote learning instruction during COVID_19 brick and mortar closures. Share this resource with teachers and support them while they facilitate difficult and important conversations with students.
Provide remote opportunities for students to self-assess.
Create intentional spaces for your students to debrief their questions, feelings, and experiences before beginning the discussion. Spaces may include classrooms, advisories, school-wide assemblies, or grade-level meetings. In these spaces, you could:
Identify why you are proud of your school community, brainstorm ways you can celebrate and honor your values, and promote them both remotely and publicly.
Additional community building and processing resources can be found in the Restorative Practices in the Classroom section of the Restorative Practices Guide and Toolkit, including activities and lesson plans for:
Convene your MTSS/Behavior Health Team and re-communicate to teachers and staff the school procedures for identifying and referring students who may need additional support following the work stoppage. In addition, the team should review and check in with students previously referred and/or receiving services to (re)connect them as soon as possible to assigned supports.
Initiate crisis protocols if a student is determined to be in distress (student suicide ideation, attempt, or completion; homicide ideation, attempt, or completion; suspected abuse or neglect).
Consult with the Crisis Management Unit (Crisis Hotline: 773-553-1792).
Families and caregivers may return to school with many questions. We recommend creating opportunities for families to meet with you or your administrative team to address their questions and concerns, such as:
Setting office hours where parents and families can stop by and speak to you.
Indicating ways to schedule an appointment with you or a member of your administrative team.
Additional Exploration:
*Adapted from Oakland Unified School District Guidance
Rebuilding Trust and Relationships
Trust is the foundation of a healthy team. After staff members and students return to school after a work stoppage, you may find that the trusting relationships you have built up over time will sustain you and lead to healing. You may also find that it will take time and intentionality to strengthen and restore trust within the school environment.
Overall Tips and Suggestions
Focus on common ground, shared vision, priorities, and needs.
Stick to facts and issues, not personalities, to avoid conflict from getting personal.
Bring your team together to set or review group norms to work together moving forward.
Recognize the dedication that each of us has shown to our chosen profession.
Expect respect.
At the end of each protocol, have team members make one commitment to move forward.
CPS Resources