Supports for Students

"The good physician treats the disease; the great physician treats the patient who has the disease."

Academic Wellness

Mental & Behavioral Health

Physical Wellness & Safety

Description of Strategy

Assess Students' Readiness for Grade Level Content in the Four Major Subjects and Permit Flexible, Cross-Grade Scheduling as Needed
Triage RTI/MTSS Services Fairly and Equitably

Enable Online/Onsite Co-Teaching Partnerships in Hybrid Models so that Each Teacher's Strengths and Capabilities Can Optimize Shared Instruction and Assessment Responsibilities
Utilize Staff in Ways that Permit Online and/or Onsite Remediation Labs
Have Teachers who are Properly Certified "Loop," or Follow Last Year's Students to the Next Grade Level to Teach Students for a Second Year

Potential PROs

Permits Personalized Education Plans; Enables Teachers to Meet Students at Their Instructional Levels
Universal Protocol for Diagnosing and Addressing Needs; Ongoing Progress Monitoring and Flexible Grouping Practices
Coordinated Instruction and Academic Support; Makes Optimal Use of In-Person and/or Online Teaching Expertise; Supports Scaffolded and Hybrid Reopening Models
Timely, Intensive Reinforcement and Remediation; Supports Every Reopening Model
Enhances Educational and Relationship Continuity; Teacher is Familiar with Students' Needs and Where Gaps in Instruction Occurred; Students are Familiar with Teacher's Expectations

Potential CONs

Constitutes a Break from the Traditional Grade Classification System, Progression through the School System on Individualized Timelines
Cost of Personnel Dedicated to Continuous Assessment and Individualized Educational Program Adjustments
Contractual Language May Prohibit Co-Teaching Partnerships; High Level of Coordination Required by Teaching Partners

Potential Costs for Personnel Dedicated to Academic Recovery and Support
Teacher May Need to Become Familiar with New Content and Perhaps a New Subject Area; Can Only Work in Situations Where the Teacher is Properly Certified to Teach the Next Grade Level's Content

Description of Strategy

Provide Regular Classroom Lessons on Social Emotional Learning Strategies (e.g., coping with change, managing anxiety)
Provide Information and/or Training for Staff on how to Recognize Signs of Depression, Anxiety, Stress, and Lack of Motivation
Develop Universal, Developmentally Appropriate Responses for (In) Appropriate Behaviors
Establish Check-Ins with Emotionally Vulnerable Students
Maintain the Availability of Staff to "Triage" Those Dealing with Effects of COVID-19
Develop and Use Risk/Threat Assessments as Warranted; Closely Monitor Anyone Who was Previously a Potential Threat to School/Individual Safety
Maintain Communication with Families and Stakeholders

Potential PROs

Visibility and Accessibility of Mental Health Staff; Modeling of Strategies by Teachers; Curtailment of Referrals
Widespread Recognition of Signs Indicating the Need for Mental Health Intervention(s); More Timely Support for Those in Need
A Tiered Behavior Response System can be Embedded in SWPBIS/MTSS/RTII Protocols
Provides Opportunities to Assess Emotional Wellness and to Directly Intervene or Refer
Puts Students on the Radar for Emotional Wellness Checks; Triggers Viral Spread Mitigation Measures
Highly Useful Tools When Adequately and Efficiently Conducted by Mental Health Professionals; Tools Generate Responsive and Highly Individualized Recommendations
Students Feel Supported by a Network of Adults; Allows for Sharing of Resources, Information and Strategies for Supporting Students Across Settings

Potential CONs

Mental Health Staff Availability; Potential Scheduling Challenges; Digital Delivery of Lessons Should Instruction Need to be Remote
Finding Time for Staff to Partake in Training; Avoidance of Overwhelming Teachers while Preparing for Re-Entry
Must Ensure that Research-Based Behavioral Assessments are Used and Root Causes Addressed
Time and Availability of Staff to Conduct Emotional Wellness Checks
Time and Availability of Staff with Triage Responsibilities
Need for Mental Health Professionals; Strict Confidentiality Guidelines and Care Recommendations Must Be Followed in Order to Address Unsafe Behaviors and Threats
Family Involvement and/or Community Resources May be Low

Description of Strategy

Limit or Discontinue the Use of Shared Materials, Learning Tools, and Equipment

Potential PROs

Enables Quick Identification of a Common Symptom and Prompts more Thorough Triage
Minimizes Face-to-Face Spread of Germs

Enables Students to Receive Face-to-Face Direct Instruction from the Classroom Teacher; Students Can Ask Questions and Receive Timely Feedback; Students Can Read Teachers' Facial Expressions and Body Language; Teachers Can Demonstrate Techniques and Processes
Appropriate Social Distance Can be Maintained in the Classroom Setting; Teaching and Learning Tools are Easily Accessible

Consistent Reinforcement will Make Good Hygienic Practices Routine and Universal in the School Setting
Minimizes the Spread of Germs on Surfaces

Potential CONs

Slows Down the Entry Process; Requires Dedicated Personnel; Cost of Touchless Thermometers
Limits Collaborative Learning Opportunities

Environment is not Conducive to Learning; Desks Need to be Moved and Arranged to Mimic a Classroom; Distracting Stimuli May Make Paying Attention Hard; Acoustics May Make Hearing Difficult
Need for Additional Staff for Split Class Oversight; Teachers May Need to Travel from Room to Room to Provide Instruction While a Colleague Oversees the Work of Students Not Receiving Live Instruction
Detracts from Time Spent Teaching Academics

Cost of Purchasing Consumable Tools and Materials; Sufficient Quantities of Learning Tools and Devices are Needed to Provide Each Student His/Her Own Materials, Tools, and Devices