Tips To Support Behavior & Social Emotional Well-Being .

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Division of Early Intervention and Special Education Services Supplement to TAB #20-09Birth – Age 4Birth – KAge 3 – KBirth – 21Age 3 – 21Date: January 27, 2021Tips to Support Behavior & Social Emotional Well-Being During Transitions AcrossService Delivery ModelsWith a goal of supporting students, families, teachers, and school-based staff, this document servesto provide transition tips as schools either continue virtual learning and/or implement plans totransition back to in-person learning. Equity and access are critical to successful transitions foreveryone, but especially for those students and families who require targeted supports for success.It is important to reconsider our expectations and rethink the manner in which we help students toaccess resources within an Integrated Tiered System of Supports (ITSS). Of particular attention arethose students who are at risk for academic, social, emotional, and /or behavioral difficulties, as wellas students with disabilities or with other identified needs. Within the ITSS framework, we mustidentify needs as quickly as possible and individualize supports to ensure success through anequitable and fair framework.This document provides strategies for teachers and school staff as they support caregivers andstudents with ongoing transitions between learning environments and as we work to navigate theneeds of students while keeping families and staff healthy. Strategies for teacher and staff well-beingand support are also included, as it is critical to address the needs of our educators and school-basedstaff. These practice strategies can be implemented in all settings, including virtual, hybrid, and inperson learning models, however some may look different based on the environment. Figure 1provides a visual representation of these strategies.Figure 1. A Way to Successful Learning 2021 Maryland State Department of Education. Produced under the guidance of Marcella E. Franczkowski, Assistant State Superintendent,Division of Early Intervention and Special Education Services.1

STRATEGIES TO SUPPORT STUDENTS AND PARENTSTIPS TO SUPPORT STUDENTSTIPS TO SUPPORT PARENTS/CAREGIVERSEngage Acknowledge each student; offer dailypositive greetings; use kind language; smilewith your eyesShow interest in building strong, caringrelationships and be intentional about it;build belonging; show that students matter toyouBuild norms that are consistentlyimplementedAcknowledge efforts, not only successCheck-in each day and throughout the daywith prompts focused on the positiveIntegrate brain breaks and movement intoschedulesReinforce skills throughout each day; buildupon likes and strengthsOffer voice and choice in the classroom,whenever possible; share power: treatstudents with respect and give them a sayEngage students in social stories to selfidentify needs and seek supportStructure/promote engagement of studentswith peers; remind them to use kind languageand smileRemind students to be patient and kind withthemselves; promote self-calming strategies(Virtual calm down activities)Enlist paraprofessionals to support studentsvirtually (provide technology to support staff)Provide videos and lessons on basic socialskillsSupport students to feel positive about thefuture and the return to schoolTalk to students about behavior and academicachievement (focus on positive efforts, smallchanges, and successes) Focus engagement or re-engagement throughsocial workers, counselors, pupil personnelworkers, etc.Use SECAC, PTA, parent resource centers, etc.,to connect with parents and guideengagementExplain to parents how students are learning,how they can support them, how to use thevirtual platform, how to support studentengagementOffer services, meetings, and information inmultiple languagesOffer educational, self-help, and supportopportunities for familiesProvide training related to behavior challengesat home and navigating virtual learningthrough developing schedules/everydayroutinesEducate and encourage parents on how toreinforce positive behaviors at homeDesignate staff to reach out and offer behaviorcoaching to parentsOffer ongoing emails, calls, text messages(parent choice) and ongoing updates onbehavior and academic achievement (reporton the positive attempts, small changes, aswell as any successes)Share information on community and schoolbased resourcesEnlist paraprofessionals to facilitate tactilecommunication with families (e.g. puttingtogether holiday cards to send out, adding apositive and personal note for each family)Encourage children living together to learntogether; older siblings may be able to explaindifficult subjects to younger childrenKeep families informed (assignments,discussion, materials) so they can support the 2021 Maryland State Department of Education. Produced under the guidance of Marcella E. Franczkowski, Assistant State Superintendent,Division of Early Intervention and Special Education Services.2

Acknowledge students when they showthoughtfulness and respect for peers, adults,and the schoolMake phone calls; paraprofessionals cancheck in with students (see how they aredoing, if they need anything, or just to talk)Ensure ongoing contact with students andtheir families; consider home visits (driveway, drive-by) studentMake phone calls; paraprofessionals can checkin with families (how they are doing, if theyneed anything, or just to talk)Consider home visits (drive-way, drive-by)Establish Routines Maintain routines and plans, but be flexiblewhen neededStart each day with a review of the dailyscheduleReview assignments and expectations eachdaySet classroom norms and anti-bias practicesDiscuss classroom safety Provide guidance to support parents as theyestablish routines at home (e.g. setting up aspace where students can focus and becomfortable while attending virtual school ordoing homework)Support or give examples to parents oncreating schedules that offer structure andallow for chores and playUnderstand, from parent perspective, if thereis too much screen time or work assignedScreen Monitor progress; screen for skill loss and foremerging needs (academic and behavioral)through assessmentsConsult with academic or behavior specialists,as neededModify behavioral coaching by settingExamine data to guide academic or behavioralprogramming; paraprofessionals can assistinterpreting results from surveys Communicate with parents regarding concernstheirs and yours (academic and behavioral)Ask parents for feedback on skill acquisitionand deficitsSupport parents to connect with their IEPTeamConnect parents, as needed, with behaviorspecialists, counselors, etc.Support parents to collect data (parent choice)Teach Prioritize social-emotional skill building andsafe coping strategiesEmbed activities that require studentbehavioral and emotional skills and guidestudents to make those connectionsTeach, remind, and prompt students on rulesand expectations of learning Prioritize social-emotional skill building; sharehow to support SELEnsure parents can help children cope usingwell-being tipsTalk to parents about how they can supportlearning; help them understand that asking afew questions to their child each day aboutwhat they are learning in school engages them 2021 Maryland State Department of Education. Produced under the guidance of Marcella E. Franczkowski, Assistant State Superintendent,Division of Early Intervention and Special Education Services.3

Model expectations in a calm, confident, anddeliberate mannerConsider how to actively engage each studentEncourage children to practice skills andknowledge they already haveEngage in culturally responsive teachingpractices and strategiesHelp students build executive functioningskillsStreamline access to resources; make sureinformation provided to students is conciseand essential; help students get organizedduring virtual learningUse breakout rooms and assign studentsspecific roles - allowing practice ofcommunication and collaboration skills (getsupport from paraprofessionals)Help students imagine and recognize thepositive (in the world, successes, skills)Use real world examples and connect them toSEL skills (Has anyone ever )Challenge growth, push student to get better(help them set goals and check in progressmade)Provide opportunities for students to thinkdeeply, to connect with their peers, and toget excited about learning again in the learning processAssist parents with talking to children aboutCOVID-19; provide resourcesProvide parents with models and narratives onhow to solve problemsPrepare Ensure careful planning for transition to adifferent setting of instructionDifferentiate supports based on needShow pictures of the “new” classroom; reviewsafety precautions and expectations, andpractice needed skillsDevelop and share social stories to supportstudents; engage in role playing of variousscenariosUse puppets to work through behavioral,emotional, and home stressorsTalk about the importance of wearing masks;practice wearing them during virtual learningand/or through home visits on driveways or Establish a culture of inclusion and respectthat welcomes all parents and studentsAsk families what supports they needProvide resources (agency-based and virtual)Engage with parent groups to expand reachShare plans for virtual, hybrid, and in personschool through email, phone messages, texts,and mailingsAsk about and address fears and concernsHelp parents develop a daily schedule thatincludes learning, play, movement, chores,and funEncourage students and families to explorenew activities during free time 2021 Maryland State Department of Education. Produced under the guidance of Marcella E. Franczkowski, Assistant State Superintendent,Division of Early Intervention and Special Education Services.4

porchesUse relationship mapping to trackinteractions with students identifyingstudents who need additional supportSet norms, emphasizing the building ofclassroom norms togetherEstablish a collaborative culture of inclusionand respect that welcomes all studentsDetermine which strategies or best practices,implemented prior to COVID-19, can beimplemented, even if differentlyEnsure systems are in place for earlyidentification of students missing too muchschool, detecting root causes, andimplementing and monitoring effective tieredinterventions for reversing patternsRevisit school discipline policies focused onre-engaging rather than removing Help parents find ways for children to remainconnected with family and friends safelyMake sure families have the supplies and toolsneeded for learningWork with parents to determine whatstrategies, implemented prior to COVID-19,can be implemented with their supportSend notes to parents suggesting ways theycan help students stay connected to thework/classRespond Refer students, including students who haveexperienced known trauma, to school-basedcounselors and outside support servicesbefore disciplinary referralsCreate a classroom calming corner (virtual orin-person) for breaksRespond consistentlyReinforce positive behavior, wheneverpossibleReduce student escalation through effectivebehavior managementShare SE information and support available forstudents (virtual opportunities)Connect students to family counseling, asappropriateEnsure schools counselors and social workersmeet with students regularly Guide parents to establish a calming space athome with soothing items (e.g. squishy balls,books, bean bags, fidgets, play doh, stuffedtoys)Offer support and resources for parents toaddress challenging behaviorsRemind parents to take a break and to stepaway for a few moments when neededSupport parents to be kind and patient withthemselvesRemind parents that mistakes happen andthat there will be opportunities to try againTalk to parents about helping students remainphysically active at home; physical wellnesspositively impacts mental wellnessOffer resources to families: school socialworkers, psychologist, counselors, behaviorteam 2021 Maryland State Department of Education. Produced under the guidance of Marcella E. Franczkowski, Assistant State Superintendent,Division of Early Intervention and Special Education Services.5

Connect/Support Provide virtual staff-run group sessions wherestudents can opt in for conversationsProvide social skills groups and/or behaviordevelopment programs for studentsProvide mindful, self-help guidance andwellness opportunities for studentsProvide opportunities for students to worktogether through collaboration, discussion,and group projects (e.g. pair students toanswer word problems or essays, have agroup of students choose a medium like art,writing, or graphics to present a history)Ensure students have a safe space or time todiscuss problems/issues (e.g. pandemic,racism, bullying, stress/trauma)Expand possibilities: connect students withpeople and places that can broaden theirworld Provide mindful, self-help guidance andwellness opportunities for parentsProvide linkages to agencies for MH andbehavior supportReach out to outside/partner agencies foradditional family support, in-home support,and groups for students and parentsProvide a "warm" line for parents where staff(social workers, psychologists, etc.) canprovide supportProvide opportunities for parents to connectwith each other, participate in different virtualactivities, come together to discuss differenttopics, SE activities, workshops and webinarsFacilitate a parent advisory councilProvide parents with "virtual rooms" that offerlinks for videos, social stories, etc.STRATEGIES TO SUPPORT TEACHER/STAFF WELLNESSTIPS FOR TEACHERS/STAFFEngage Share the “plan” with all staff; provide ongoing updatesFacilitate opportunities for school connections (morning meetings, school announcements, etc.)Connect and check on staff and co-workers regularly; show appreciation and concern for eachother’s well-being; pay attention to all - not only those who seem to be strugglingProvide virtual opportunities to connect and have fun (e.g. virtual groups, painting classes, bookclubs, baking)Provide opportunities to share and laugh (e.g. staff Facebook page, fun or funny question toanswer each day)Celebrate teachers, schools, and successes with and without studentsAcknowledge the emotional impact of providing servicesPrepare Plan for the unknownPrioritize equity and access for allLeverage technology resources; provide devices and training to paraprofessionals, as available, to 2021 Maryland State Department of Education. Produced under the guidance of Marcella E. Franczkowski, Assistant State Superintendent,Division of Early Intervention and Special Education Services.6

support student learningEnlist paraprofessionals to support making videos (e.g. reading books, making crafts, doing yoga)to use in your virtual classrooms, to help with lesson planning (aid the teacher by preparinglearning games and kits, researching learning topics, and locating resources for future lessons),and to assemble and distribute learning packets for students not attending virtual classesSecure protective equipment and plans to ensure health and safetyProvide clear guidance; communicate updates on program and process changes; share newsRemember that staff and students may need time adjusting to learning environments anddifferent expectationsConnect behavior support team and teacher specialists so they can offer support to students,relieving the classroom teacherTeam up with paraprofessionals to attend the behavior management of students; work onstrategies to help students learn expected behaviors within the different educationalenvironmentsParaprofessionals can support developing good relationships, modeling respectful behavior,staying calm and positive, setting the scene for positive behavior, teaching each student what todo, responding to challenging behaviors, creating a win-win situation, interrupting andredirecting, catching students being good, and/or providing structure, routine, and organizationEnhance/strengthen/differentiate staff training and coachingSupport Offer teachers and other school staff resources to community mental health supportProvide opportunities to engage in peer supportOffer teachers and other staff access to necessary supports to enhance teaching and learning(behavior support staff, technology, aides, etc.)Offer opportunities for educators to share practices that are workingProvide mindfulness, self-help, and wellness opportunities for staff (e.g. yoga or meditation)Offer coaching and professional development opportunities in classroom management strategiesand de-escalation techniquesOffer teachers and staff training in youth mental health first aid, trauma informed practices, orlike trainingsCONSIDERATIONS for VIRTUAL, HYBRID, or FACE TO FACE LEARNING We are often unaware of circumstances impacting our students, particularly now, as they arefacing returning to school after a long period of disruption (pandemic); experiences, includingtrauma, prior to and during quarantine can affect behavior and learning.Social isolation and trauma have a varying impact on teachers, staff, students, and families.Family relationships and access to emotional, academic, technology support needs differ.Home/other learning environments impact progress, ability to participate, focus, etc.Access to technology and knowing how to use it is critical.Loss of acquired skills need to be considered; previously mastered skills may need to be re-taught. 2021 Maryland State Department of Education. Produced under the guidance of Marcella E. Franczkowski, Assistant State Superintendent,Division of Early Intervention and Special Education Services.7

Calming moments or time out are important in any learning environment; incorporate safe spaceswhere students can use pre-taught coping and self-management strategies.The “new normal” will impact academics, social, and emotional well-being of students and theirreadiness to learn.A well-designed classroom environment promotes the building and restoring of relationships.Routines prevent disruption often associated with inconsistency.Ensure developmentally appropriate, culturally and trauma responsive, bias free and studentcentered discipline.Prioritize building relationships to seek intrinsic motivation with students.Consider which rules are necessary in varying environments.Active movement and scanning allow us to catch early stage, minor behavior that may escalate.Linking praise to classroom expectations is aligned with building and restoring relationships.Recognizing when students demonstrate appropriate social skills builds positive and cooperativerelationships with their peers.Last, but certainly not least, make time for your own self-care! 2021 Maryland State Department of Education. Produced under the guidance of Marcella E. Franczkowski, Assistant State Superintendent,Division of Early Intervention and Special Education Services.8

For more information, call 410-767-0249MARYLAND STATE DEPARTMENT OF EDUCATIONDivision of Early Intervention and Special Education Services200 West Baltimore StreetBaltimore, MD 21201Karen B. Salmon, Ph.D.State Superintendent of SchoolsClarence C. CrawfordPresidentState Board of EducationCarol A. Williamson, Ed.D.Deputy State Superintendent for Teaching and LearningMarcella E. Franczkowski, M.S.Assistant State SuperintendentDivision of Early Intervention and Special Education ServicesLarry HoganGovernor 2021 Maryland State Department of Education, Division of Early Intervention and Special Education ServicesProduced under the guidance of Marcella E. Franczkowski, Assistant State Superintendent, Division of Early Intervention and Special EducationServices. Please include reference to the Maryland State Department of Education, Division of Early Intervention and Special Education Services on anyreplication of this information. To request permission

Jan 27, 2021 · Support parents to connect with their IEP Team Connect parents, as needed, with behavior specialists, counselors, etc. Support parents to collect data (parent choice) Teach Prioritize social-emotional skill building and safe coping strategies Embed activities that require student b

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