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  • Social-Emotional Needs | Michigan Return To School Mental Health Toolkit

    Responding to Social, Emotional, and Behavioral Needs in School BUILDING RESILIENCE IN CHILDREN ​ All children are capable of working through challenges and can learn to cope with stress. Resilience is the ability to adapt and bounce back from stress, adversity, failure, challenges, or even trauma. It is a skill that kids can develop as they grow. Here are some resources to help teachers and support staff engage in this important work. This InBrief video series from Center on the Developing Child at Harvard University is a three-part sequence about resilience. These videos provide an overview of Supportive Relationships and Active Skill-Building Strengthen the Foundations of Resilience, a working paper from the . National Scientific Council on the Developing Child Watch these videos to learn about the fundamentals of resilience, which is built through interactions between children and their environments, visualize the science of resilience, and see how genes and experience interact to produce positive outcomes for children, and learn how responsive exchanges with adults help children build the skills they need to manage stress and cope with adversity. Part 1 - What is Resilience? The science of resilience can help us understand why some children do well despite serious adversity. Resilience is a combination of protective factors that enable people to adapt in the face of serious hardship, and is essential to ensuring that children who experience adversity can still become healthy, productive citizens. Watch this video to learn about the fundamentals of resilience, which is built through interactions between children and their environments. Part 2 - The Science of Resilience One way to understand the development of resilience is to picture a balance scale or seesaw. Protective experiences and adaptive skills on one side counterbalance significant adversity on the other. Watch this video to visualize the science of resilience, and see how genes and experience interact to produce positive outcomes for children. Part 3 - How Resilience is Built Children are not born with resilience, which is produced through the interaction of biological systems and protective factors in the social environment. The active ingredients in building resilience are supportive relationships with parents, coaches, teachers, caregivers, and other adults in the community. Watch this video to learn how responsive exchanges with adults help children build the skills they need to manage stress and cope with adversity. provides key concepts and information about Resilience. This Center of the Developing Child- Harvard University Early childhood is a time of both great promise and considerable risk. Having responsive relationships with adults, growth-promoting experiences, and healthy environments for all young children helps build sturdy and the foundations of . brain architecture resilience was recorded at TEDxCharlotte. He emphasizes that resilience is one of the most important traits a person can have. He helps “ What Trauma Taught Me About Resilience ” by Charles Hunt students and young professionals build resilience, believe in bigger and greater for themselves, and create the educational, financial, and professional plans to get there. , a 2017 Brené Brown keynote recorded at SXSWedu, discusses how a Daring Classrooms daring classroom is a place where both teachers and students commit to choosing courage over comfort, choosing what is right over what is fun, fast or easy, and practicing values rather than professing them. She notes that personal risk and vulnerability are essential to courageous and resilient schools. The District Leader’s Guide to SEL and Equity Social-emotional learning and equity are interwoven. To explore what advancing SEL and equity looks like on the ground, we asked the following question: What is your district’s most important practice for promoting SEL and equity? In this guide, we compiled their strategies and advice with feature articles by three district leaders, and key lessons drawn from fantastic contributors across the country. Michigan Model for Health Curriculum (MMH) is a comprehensive health education curriculum in the classroom. The MMH targets pre-K through 12th grade students utilizing a skills-based approach. It teaches students the skills and knowledge needed to build and maintain healthy behaviors and lifestyles. Using a skills-based approach the MMH covers content in Social and Emotional Health, Personal Safety, Substance use and misuse, nutrition and physical activity and HIV and other STI education. is a multi-session, archived course instructed by Dr. Clayton Cook, which focuses on teaching individuals the science behind becoming a resilient person. By the end of this course, you will have learned about the knowledge and skills that you can apply in your life now and in the future. Becoming a Resilient Person: The Science of Stress Management Adapting and Implementing a School-Based Resilience-Building Curriculum Among Low-Income Racial and Ethnic Minority Students This detailed abstract published in Contemporary School Psychology outlines how a resilience curriculum can be adapted and implemented among predominantly under-served, ethnic and racial minority youth through a robust community-academic partnership. from the National Association of School Psychologists PREPaRE Training (Workshop 1, 3rd Edition). Promoting Internal and External Resiliency Building Resiliency: Helping Children Learn to Weather Tough Times from the National Association of School Psychologists’ website o ffers five ways to promote resiliency in children and help protect them from long-term ill effects of difficult experiences. is an approach to foster youths' social-emotional development with practices that support all students, but is particularly inclusive and responsive to the needs of children and youth who have experienced trauma. This approach calls for creating reliable learning environments for students who have experienced adversity and trauma. The research-based toolkit is rich with resources to explore, strategies to implement in the classroom, and prompts for reflections aimed at facilitating educator learning and engagement with the material. Transforming Education: Trauma-informed SEL

  • Student Support Resources | Michigan Return To School Mental Health Toolkit

    Student Support Resources #MISupportHotlines These hotlines provide students 24/7 access to mental health and safety supports. These resources are designed to address the variety of ways students prefer to communicate, including direct phone lines, live chat features, and text options. OK2say P rotect yourself and others from potential harm and report tips confidentially on criminal activities or potential harm directed at students, school employees, and schools. Tips can be submitted by phone, text, email, or app. When receiving of a tip, specially trained OK2SAY staff address the immediate need and forward the information to the appropriate responding law enforcement agency or organization. is a place to call, text, or email your story and build a plan together. There is also a forum to post questions and thoughts and invite others to share their experiences. National Runaway Safeline Spanish information is also available. ​ is a free, confidential, 24/7, 365-day-a-year treatment referral and information service (in English and Spanish) for individuals and families facing mental and/or substance use disorders. SAMHSA (substance abuse) National Helpline ​ The Dangers of Underage Drinking If you or someone you know is fighting against a drinking problem, it’s time to seek help and take back control of your life. Treatment providers can help you find top-rated treatment facilities, local support groups and other effective alcohol recovery resources. national 24 hour, toll free confidential suicide hotline for LGBTQ youth. There is also a chat, text, support space, and social networking space. The Trevor Project is a Crisis Text Line that connects youth in crisis with a trained counselor who will assist the youth move from a hot moment to a cool moment. Just need to text 741741. Crisis Text Line - Connect with a counselor 24/7 is a This 24/7/365 hotline provides person-to-person support, resources, and information regarding domestic violence, including those questioning if a relationship is healthy. Domestic Violence is a national free and confidential sexual assault hotline available 24/7. A live chat is also available. RAINN National Sexual Assault Spanish resources available ​ MIVoices Hotline Chat ​ Michigan Sexual Assault Hotline ​ ​ #PlanningMIFuture Planning for the future can be stress inducing for students even in the best of times. These resources will support high school students in the post secondary planning process, regardless of the form of instruction in which schools are currently engaged. Michigan College Access Network offers a number to call text that will connect you with a college adviser to answer all of your college questions. Advisers are recent college graduates with expert knowledge on the college going process. College Advising Hotline The Tuition Incentive Program (TIP) is an incentive program that encourages eligible students to complete high school by providing tuition assistance for the first two years of college and beyond. To meet the financial eligibility requirement, a student must have (or have had) Medicaid coverage for 24 months within a 36-consecutive-month period as identified by the Michigan Department of Health and Human Services (MDHHS). MI Tuition Incentive Program Discover 81 Michigan Trade Schools from an extensive database of 198 Michigan Colleges, Community Colleges, and Trade Schools that offer a quality education. MI Trade Schools ​ #MIMentalHealth These resources are designed with the student in mind. Using a “one-click” strategy, students and their caregivers can find easily accessible information and activities to support mental health and address specific skills or concerns. READ - STRESS RELIEF AND SELF CARE ​ is a lively and educational 24-page comic book, created for middle and high school students, that destigmatizes the conversation around mental health. Created by mental health experts, educators, and cartoonists this comic provides knowledge and resources for students to help them be healthier and more resilient. Let’s Talk About It: A Graphic Guide To Mental Health Caring for Each Other is friendly, child-oriented information to support families during the COVID-19 health crisis. The site is filled with content parents can use to spark playful learning, offer children comfort, and focus a bit on yourself too, with familiar Sesame Street Characters. PBS Kids Sesame Street - supporting and reassuring children - Multiple Language resource COVIbook All children benefit from learning about COVID-19 and to be reassured of their safety. This child-friendly resource is available in 25 different languages. Find out what stress is, how it feels and what is causing stress in today’s youth. Are You Stressed Out - Mental Health America It’s normal to feel lonely. Discover the effects of loneliness and how you can cope. Loneliness is Hard - Mental Health America ​ ​ ​ ​ ​ Information packet with suggestions about different ways you can take care of yourself. Teen Self-Care During COVID-19 ​ Tips for Teens - Living in the New Normal Take care of your mental health; check in with how you are feeling, keep yourself healthy, consider what you have control over, focus on what is going well, unplug from technology, and get help if you need it. KnowResolve is a community based non-profit organization that breaks down the silence, shame and stigma surrounding mental health disorders and works to provide adults and youth with tools needed to prevent suicide. KNOWRESOLVE KNOWRESOLVE on Twitter ​ Coping Skills Checklist A list of coping skills including ways to help calm and distract yourself. ​ Simple ways to reduce stress, feel better (upper elementary through high school) It can be helpful to recognize how thoughts and feelings are connected. This chart can help the user to track their feelings and connect with daily life. DO - JOURNALING AND POSITIVE FOCUS ACTIVITIES The Moodsters Workbook (Elementary and Middle School) Children’s Scholastic workbook to help understand and cope during the COVID-19 pandemic. This activity helps youth to use a lens of optimism to identify the positive aspects of their lives. How Many Positives Can You Think Of? (Elementary and Middle School) Daily Feelings Log (6-8 grades) The following strategies can help you maintain your strength and resilience in the coming weeks. An activity for students to focus on what they can control when they want to control everything. Includes a . (Please be aware oversize website header makes page appear blank; scroll down for content.) What I Can Control (Elementary and early Middle School) quick video tutorial Find a routine that works for you if/when your education may be online. Routines help create predictability and support mental health. Keep a Routine (Middle and High School) Includes schedule outlines and an activity bank. This self-care toolkit includes great information regarding managing stress, exercise, nutrition, sleep, goal setting, and much more. This website is under revision. Don’t give up if not all links are active. Student Self-Care Toolkit - (High School) ​ MINDFULNESS AND MEDITATION - CALMING AND RELAXATION STRATEGIES ​ Relaxation (grades 3-5) video Cartoon video explaining how to do the 4-7-8 Breathing Exercise. Relaxation (grades 6-12) video Mindfulness Finger Maze (grades 3-8) Complete a mindfulness activity called the Mindful Finger Maze while focusing on your breathing to help relax and calm your mind. We all know our 5 senses, but do we use them all as a calming technique? This resource teaches you how to use your senses to calm yourself. Meditation with all 5 senses (upper elementary through high school) Learn how to do the mindfulness breathing exercise called the Lazy 8 Breathing. Mindfulness Breathing (grades 6-12) ​ Mindfulness Meditation (9-12) Mindful awareness is what gives us the ability to choose our behavior. ​ Mindfulness & Stress Resilience Simple mindfulness techniques to lessen the effects of stress - emotionally and physically. App for sleep and meditation, reduce stress and anxiety Calm - app Fusing yoga, mindfulness, and neuroscience education to optimize physical and mental health. YoMind - app This special collection of meditation, sleep, and movement exercises below are designed to help you keep a strong and healthy mind in the midst of this global health crisis. Headspace - app ​ ​

  • Parent and Caregiver Resources | Michigan Return To School Mental Health Toolkit

    Parent and Caregiver Resources TALKING TO KIDS ABOUT COVID-19 Talking to Kids about COVID-19 provides information and resources regarding how to explain COVID-19 to children of all ages (birth-18) in ways that children are able to understand. National Association of School Psychologists - Information for parents on how to talk to children about COVID-19 PBS - Tips for Talking to Young Children About COVID-19 Birth-3-Answering Young Children's Questions About COVID-19 NPR Comic for Kids that Teaches Them About COVID-19 - Cute story for parents to read to young children about COVID-19 COVIBOOK My Hero Is You Helping a Child Recover From the Emotional Toll of the COVID-19 Disaster Help your child deal with the loss of security and how to feel more secure. ​ SAFETY TIPS Covid 19 Back to School Checklist: worksheet and embedded video link Safety Tips for Returning to School During COVID-19 Parent-intended video, including appropriate handling and care of face coverings Mayo Clinic Q&A Podcast: Back to School Recommendations Kids Health Coronavirus (COVID-19) - Helping Kids Get Used to Masks (for Parents) GENERAL MENTAL HEALTH INFORMATION General mental health information resources for parents on depression, anxiety, eating disorders, suicide, AD/HD, hotlines, handouts Mental Health Support in Michigan Provides information on mental health supports available in Michigan and basic needs resources https://www.mentalhealthfirstaid.org/2020/04/tips-to-help-teens-cope-during-covid-19/ Mental Health Information for Parents of Teens from Mental Health First Aid Mental Health America - For Parents Provides parents with information regarding a broad range of mental health difficulties and supports When teens’ moods disrupt their ability to function on a day-to-day basis, it may indicate a serious emotional or mental disorder that needs attention — adolescent depression. Parents or caregivers must take action. Mental Health America - Depression in Teens ​ Eating Disorder Resources for Parents of Students Struggling with Eating Disorders SAMHSA-Substance Abuse Information, Mental Health Support, Suicide Prevention Coping Skills for Kids Strategies for parents to help kids cope with anxiety and various other mental health concerns-offers calming exercises/strategies and supports StayWell Tips for parents, caregivers and guardians Includes family resources and guidance for all ages. ​ ​ MENTAL HEALTH HOTLINES AND HANDOUTS Warmline Peer Support MI Mental Health Hotline connects people living with persistent mental health conditions to certified peer support specialists. Available 10 a.m. to 2 a.m. seven days a week at 888-PEER-753 (888-733-7753). National Association of School Psychologists - Supporting Children's Mental Health Parent handout on supporting students with mental health difficulties National Child Traumatic Stress Network Parent/Caregiver handout on supporting children during COVID-19 NAMI - Learning to Help Your Child and Your Family Parent handout with helpful information about suicide National Association of School Psychologists - Preventing Youth Suicide Handout for parents with information about suicide POSITIVE BEHAVIOR STRATEGIES Positive behavior strategies for parents to use to improve completion of schoolwork, chores, and following directions at home. Behavior Support Help from Yale Parent Cue Cards-quick tips/help with behavioral/emotional concerns - supporting children's emotional well being and social skills across all grade levels, along with practical strategies for caring adults to actively create the nurturing environments that bolster Heart-Mind Well-being. Resources for Families Parent Toolkit provides benchmarks and tips for your child's growth Academic and Mental Health Resources to help children with math, reading, financial literacy, and emotional support for students across all grade levels (K-12). Support for Parents of Children with Autism Document for COVID-19 Resources include social stories, visual schedules, creating routines, mindfulness, self monitoring, task analysis, behavior awareness, and fostering connections. T The NED Show, a character education program designed to help kids become champions at school and in life, provides h he NED SHOW Responsibility Charts elpful handouts to assist children in being responsible and making positive choices at home. ​ PHYSICAL EXERCISE AND CALMING ACTIVITIES FOR CHILDREN Physical Exercise and Yoga exercise videos and resources that families can use at home to keep children active and calm Preschool and Elementary Student Exercise Resource Google Document created by physical education teachers with a variety of videos that parents can do at home. The videos include the following: dancing, general fitness, jumping, bowling, outdoor exercise, fitness scavenger hunts, and yoga. ​ Go Noodle Fun fitness and dance videos for kids, great way to make exercise fun at home get your children moving ​ Open Physical Education Active Home Module Fun resource to get exercise at home and in nature during COVID-19 with children-interactive and interesting for all ages. The tools and resources on the page are designed to help families enjoy physical activity together as a way to enhance physical and emotional health and well-being. Open Phys Ed Yoga and Mindfulness Module Yoga and Mindfulness are exercises that can help calm children of all ages. These exercises are particularly helpful during stressful times. Cosmic Kids Yoga Youtube video channel with fun yoga exercises for preschool and elementary students ​ MINDFULNESS AND RELAXATION Exercise strategies that parents can use with children to help them calm down and focus on the present moment. Relaxation Videos (grades 3-5) Cartoon video explaining how to do the 4-7-8 Breathing Exercise. ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Relaxation Videos (grades 6-12) Short videos to help older students learn basic relaxation exercises and strategies ​ Mindfulness Meditation (Grades 9-12) Helps teach high school students basic strategies to relax and decrease worries Mindfulness Breathing (grades 6-12) Helps teach students to learn how to breathe deeply to relax REMOTE LEARNING STRATEGIES Remote Learning Tips for Students with AD/HD includes Strategies to Increase Success for Students with AD/HD in online/remote learning. Parent Toolkit - Academic and Mental Health Resources Resources to help children with math, reading, financial literacy, and emotional support for students across all grade levels (K-12) ​ 8 Tips for Parents about Remote Learning Quick article that outlines helpful strategies to use supporting students in remote learning SEESAW-Learning Tips for Families at Home Handout with tips for success in remote learning Michigan Alliance for Families Information about supporting students with disabilities during COVID-19 in remote learning, input regarding IEP meetings during COVID-19, and how IEPs will be followed during distance learning. FREE LEARNING RESOURCES Free Learning Resources that families can use in their home that are free or low cost to support online learning. Khan Academy Free online learning program Splashlearn Math games and resources for elementary school Learning Library Free Worksheets, Learning Booklets, and Games for Math, Reading, Social Studies Readworks Free Reading Comprehension and Literacy Website

  • Staff Supports and Self-Care | Michigan Return To School Mental Health Toolkit

    Self-Care and Self-Advocacy The 2020 COVID-19 pandemic has uniquely elicited a wide range of emotional reactions, potentially impacting all the members of a school community. It represents a loss of our collective sense of safety and predictability. With the abrupt move to distance learning last spring, members of school communities have collectively struggled with meeting their own needs while fulfilling their roles as students, parents, teachers, administrators, etc. This section aims to assist teachers and support staff in learning to prioritize caring for themselves as they support their students in returning to schools and classrooms that may look very different from the ones they left last March. They include self-assessments and supports, as well as supports provided by their districts or administrators. SELF-ASSESSMENT ​ The Professional Quality of Life Scale (PROQOL) is used to measure the positive and negative effects one feels in relation to their work as a helper for individuals who have experienced extremely stressful events. The scale can help determine the amount of secondary trauma, burnout, traumatic stress, grief/loss, relationships and attachment, and compassion fatigue for individuals whose work involves supporting others who have experienced suffering and trauma. This resource is reproducible if the document remains unchanged and credit is given to the group that created it. SELF-SUPPORTS is a menu of research-based strategies for self-care including self-compassion, mindfulness, managing thoughts, finding balance, getting active and finding social connections. Self-Care During COVID-19 For Everyone is a one page handout from the National Child Traumatic Stress Network for professionals working with children, including a definition of self-care and strategies, such as recognizing when you might be Hungry, Angry, Lonely or Tired (HALT). Taking Care of Yourself is a set of thirteen resources gathered by psychologist and Georgetown University faculty member, Dr. Jamela Barber and the Black Mental Health Alliance to address the trauma and emotional stress experienced by Black people who have been disproportionately impacted by the corona virus outbreak, along with the recent police killing of George Floyd and the protests that followed to demand justice for his death. Mental Health Resources for Black People Trying to Cope covers the negative impacts of stress, the range of individual reactions, how to take care of your mental health and healthy ways to cope with stress. Mental Health and Coping During COVID-19 is a free book that may be helpful in lowering your stress and the stress experienced by your students and your family members. It contains 24 different stress-reduction exercises, described in a clear, step by step that is easy to follow. Disastershock: Helping Our Families Deal With Traumatic Times ​ BUILDING AND DISTRICT SUPPORTS Teacher professional development on the importance of self-care should be provided by school-based mental health staff, including school counselors, school psychologists and school social workers, where possible, in every school building, with follow-up time at staff meetings for teacher “de-briefing.” Meetings of self-care groups for teachers should be facilitated by school administrators based on teacher interest. is one example of a model for teacher support groups. Happy Teacher Revolution: Create A Community for Teacher Wellness Follow-up “lessons” on self care via email, from school-based mental health providers using the Self-Care Handbook below have been effective can be used by School-based Mental Health staff to provide periodic, brief “lessons” on self-care to teachers in their buildings. The A-to-Z Self-Care Handbook: 26 Self-Care Tips identifies causes of teacher stress, coping strategies that teachers commonly use to mitigate the impacts of stress and specific actions and programs that schools and districts can implement to improve working conditions for teachers and minimize teachers stress. Supporting Teachers During Times of Change and Stress STAFF SUPPORTS DURING A CRISIS Supporting Staff Well-being during COVID-19 In these very challenging times, being able to support your team is crucial. The World Health Organization has published mental health and psychosocial considerations during the COVID-19 outbreak, which provides advice to team leaders and managers to protect staff from chronic stress and poor mental health during this pandemic. ​ Be Kind to Your Mind. The COVID-19 pandemic has created emotional distress within Michigan’s educational community. Parents, teachers, students and staff are feeling anxious, depressed and uncertain about the future. These feelings are normal and understandable—and it can help to talk to someone. ​ Managing Mental Health During COVID-19 American Medical Association on how physicians and front line health care professionals can manage and respond to the COVID-19 crisis. Tips on how to care for yourself, staff and patients. ​ 3 Keys to Help Staff Cope with Secondary Trauma Crisis Prevention Institute concepts to help staff cope with secondary trauma to help your staff put things into perspective. ​ AFSA - Helping Students and Staff Cope with Crisis and Loss During the COVID-19 Crisis Dr. David Schonfeld, Director of the National Center for School Crisis and Bereavement, offers a session on providing mental health resources in the time of COVID, providing a wide range of methods to help students and adults cope with extreme circumstances. ​ NCSCB - Helping Students and Staff Cope with C risis and Loss during the COVID-19 Pandemic PowerPoint Slides from Webinar ​ Supporting Young Children After Crisis Events The National Association for the Education of Young Children (NAEYC) discusses how to support young children after a crisis event like COVID-19. ​ For Leaders: Supporting Your Staff During the COVID-19 Pandemic US Department of Veteran Affairs/National Conference Center for PTSD. For Leaders: Supporting Your Staff During the Coronavirus (COVID-19) Pandemic. COVID-19 Employee Support Best Practices Human Resource Executive established in 1987 and continues today as the premier publication focused on strategic issues in HR presents the 7 best practices to support staff during the Covid-19 crisis. ​ 4 Behaviors That Help Leaders Manage a Crisis Harvard Business Review article on the role of business leaders during and managing a crisis and the behaviors that can have a powerful impact. ​

  • Parent Self Care | Michigan Return To School Mental Health Toolkit

    PARENT SELF CARE PARENT SELF CARE provides strategies and tips to help parents remain calm during stressful times and day to day situations. General Self Care Tips for Parents Provides quick strategies that can be added to one’s day as a parent to help remain calm and energized Self Care APPS Apps that are available for free/low cost to help remain calm and focused on remaining emotionally/physically healthy ​ Addiction Stops for Nothing, not even Coronavirus. Although the COVID-19 pandemic has forced most of the country into lockdown, rehab centers are still open. The virus may be on everyone’s mind, but drug and alcohol abuse continue to cause overdoses and destroy families. If you or your loved one struggles with addiction, it is possible to begin recovery today. ​ PARENT TO PARENT SUPPORT Parent to Parent Support helps connect parents with other parents though support groups and other resources to help them with work with the school and provide general daily assistance. Michigan Alliance for Families Provides information, resources, and support for families of children age (Birth-26) who receive (or may be in need of) special education services Children's Special Health Care - Family Center & Family Phone Line 800-359-3722 The Family Center offers emotional support, information, and connections to community-based resources to families of children and youth with special health care needs. ​ Special Education Parent Advisory Council resources Outlines information for parents on special education services. 7 Online Support Groups for Parents During COVID-19 Pandemic Provides a list of Online Support Groups that are available to support parents during COVID-19 with a wide variety of struggles (remote learning, caring for children, struggles of single parenting etc.) ​ SUPPORT FOR DIVORCED PARENTS DURING COVID-19 MI Court Information FAQs about Custody and Parenting Time during the COVID-19 Outbreak in Michigan 7 Guidelines for Divorced Parents During COVID 19 Short video with important realistic simple guidelines to consider during COVID 19. ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ 10 Steps to Co-Parent During the COVID-19 Crisis 10 simple easy to implement tips to help co-parent during challenging times ​ Co-Parenting Through COVID-19: Putting Your Children First ​

  • Facility Maintenance | Michigan Return To School Mental Health Toolkit

    Facility Maintenance As communities consider how to safely re-open K-12 school buildings and in-person services, these guidance strategies can used by school administrators to help protect the health, safety, and well-being of students, teachers, and staff, their families, and communities, including promoting behaviors that reduce the spread of COVID-19, maintaining healthy environments and operations, and preparing for when someone gets sick. The Center for Disease Control (CDC) provides excellent guidance resources for cleaning and maintaining school facilities. Please see the for additional guidance and considerations for Staff and Student Wellness, and Health and Safety Protocols. The following guidance documents apply to all areas of a school facility. Health and Safety Operations page ​ Considerations for Schools​​: Interim Guidance for Child Care Programs and K-12 Schools Guidance for Cleaning and Disinfecting Considerations for K-12 Schools: Readiness and Planning Tool People Who Need to Take Extra Precautions COVID-19 Guidance: Businesses and Employers Community Mitigation Framework and other guidance documents, provide support with infection control and cleaning of specific areas including, Administrative Offices, Staff Workspace and Lounges, Classrooms, Restrooms, Hallways, Lockers, Cafeterias, Gymnasiums/Locker Rooms, Music Rooms and Libraries, School Health Offices and Clinics, Student Transportation, and assist in managing Traffic Flow and Shared Objects. Considerations for Schools ​ Please see below for additional guidance and considerations for cleaning specific areas. Hand Washing Videos from CDC ​ Public health and school professionals can use these videos to raise awareness and educate their community on healthy hygiene behaviors. Watch these videos to learn how to wash hands the right way. ​ Use of Cloth Face Coverings to Help Slow the Spread of COVID-19 ​ A cloth face covering may or may not protect the wearer, but it may keep the wearer from spreading the virus to others. The CDC has provided information on how to wear a mask, remove a mask, clean a cloth mask and why we should wear one. School-wide Cleaning and Disinfecting to Prevent the Spread of Infection Center for Disease Control and Prevention/CDC Cleaning and Disinfecting Public Spaces for COVID-19 Cleaning and Disinfecting Your Facility Environmental Protection Agency List N: Disinfectants for Use Against SARS-CoV-2 (COVID-19) | US EPA ​ OSHA Occupational Safety and Health Administration COVID-19 Control and Prevention Measures ​ Health Offices and School Health Clinics Center for Disease Control and Prevention/CDC Community Facilities with Suspected/Confirmed Coronavirus First-Responders, Law Enforcement, and Public Services Standard Precautions for All Patient Care | Basics | Infection Control Infection Control: Severe acute respiratory syndrome (SARS-CoV-2) ​Hand Hygiene in Healthcare Settings ​ National Association of School Nurses Considerations Regarding Care of Students and Staff that Become Ill at School or Arrive Sick Coronavirus Disease 2019 Resources ​ Center for Disease Control and Prevention/CDC Drinking Fountains and Water Supply Guidance for Reopening Buildings After Prolonged Shutdown or Reduced Operation Drinking Water | Drinking Water | Healthy Water ​ Center for Disease Control and Prevention/CDC Cafeteria and Food Service Voluntary Guidelines for Managing Food Allergies In Schools, Early Care, and Education What School Nutrition Professionals and Volunteers at Schools Need to Know about COVID-19 US Department of Agriculture Best Practices for Parent Pick-Up of Meals and Snacks Feeding Kids When Schools Are Closed Due to COVID-19 ​ ​ Center for Disease Control and Prevention/CDC Student Transportation-Busing and Non-Emergency Transportation What Bus Transit Operators Need to Know About COVID-19 Cleaning and Disinfection for Non-emergency Transport Vehicles ​ National School Bus Association 'New Normal' of Post COVID-19 World ​ Transportation for Students with Disabilities Maryland State Department Transportation for Students with Disabilities ​ Music Related Courses CDC - High SARS-CoV-2 Attack Rate Following Exposure at a Choir Practice ​ National Association for Music Education COVID-19 Instrument Cleaning Guidelines ​ Auditoriums and Multipurpose Rooms CDC - Social Distancing, Quarantine, and Isolation ​ Center for Disease Control and Prevention/CDC Physical Education/ Gymnasiums/ Pools/and Locker Rooms The Model Aquatic Health Code (MAHC) Healthy Swimming/Recreational Water | Healthy Swimming | Healthy Water ​ Society of Health and Physical Educators K-12 School Re-entry Considerations ​ Center for Disease Control and Prevention/CDC Youth Sports and Athletics Considerations for Youth Sports Gatherings and Community Events | COVID-19 ​ Michigan High School Athletic Association(MHSAA) Sports Re-Opening Update Center and 2020-21 MHSAA Sports Health Questionnaire FAQ National Federation of State High School Associations Guidance for Opening High School Athletics and Activities Sports Season Modification Update ​ Center for Disease Control and Prevention/CDC Playgrounds Parks and Recreational Facilities Social Distancing, Quarantine, and Isolation ​ Extra-Curricular Activities, Field Trips, and Camps CDC - Suggestions for Youth Summer Camps CDC- Summer Camp Toolkit ​ Child-Care Programs CDC - Guidance for Child-Care Programs that Remain Open CDC- Summer Camp Toolkit State of California Six Feet Apart Social and Physical Distancing Guidance ​ Center for Disease Control and Prevention/CDC Considerations concerning Self-Contained Classrooms that support the Medically Fragile, or Behaviorally, Developmentally, and /or Emotionally Challenged Students Standard Precautions for All Patient Care | Basics | Infection Control Infection Control: Severe acute respiratory syndrome (SARS-CoV-2) How to Protect Yourself & Others ​ US Department of Education Supplemental Fact Sheet Addressing the Risk of COVID-19 in Preschool, Elementary and Secondary Schools While Serving Children with Disabilities - Individuals with Disabilities Education Act ​ Career and Technical Education Southern Regional Education Board CTE Resources ​

  • Classroom Management | Michigan Return To School Mental Health Toolkit

    Classroom Management Resources for teachers to support student engagement, anticipate student behaviors, and adjust discipline practices ENGAGEMENT Discussing Issues With Youth Students across the country are feeling the effects of a rapidly changing world - from the COVID-19 pandemic and its effect on their lives and learning environments, to widespread uprisings in response to ongoing systemic racism. This guide offers topical discussion questions focused on the issues that young people have identified as priorities at this moment in time, and is designed for school, district, out-of-school time, and other community leaders or youth-supporting adults who wish to partner with young people in their communities to better understand their experiences with issues that matter to them. Helping Traumatized Children Learn Supportive School Environments for Children Traumatized by Family Violence describes how trauma can affect learning , including communication, emotional regulation, attention, and academic engagement. (See pages 22-31.) ​ In response to the COVID-19 health pandemic, the Michigan Department of Education has provided a number of Social Emotional Learning Resources for children and adults. The offers free virtual SEL lessons for K-12 students. There are many other free resources to support engagement on the learning continuum. Michigan Cares Portal ​ The Metropolitan Center for Research on Equity and the Transformation of Schools resource provides practical suggestions for schools to communicate with families. Districts, schools, and educators develop “authentic, equal partnership with families, rooted in a deep knowledge and appreciation for the rich social and cultural identities, assets, habits, and contexts that families bring to learning.” C ulturally Responsive-Sustaining Family Engagement ​ provides a resource for teachers to understand engagement and motivation. Student active involvement in, and commitment to, academic and social activities in their school is critical to learning, and is related to a number of important outcomes, including greater academic achievement, peer acceptance, emotional well-being, and fewer behavior problems and behaviors that pose health risks. NASP's Enangement and Motivation: Helping Handout for Home ​ is an example Michigan Pride and Wellness of how a school can incorporate Wellness into their school-wide PBIS initiatives. The school used their PBIS acronym PRIDE, including the keywords, and added suggested activities for students and staff. The school also chose to introduce one part of the acronym each week and supplied 1-2 online resources for families during the stay-at-home period. This customizable resource is a great example for the classroom. ​ The National Center for Pyramid Model Innovations tip sheet provides resources for teachers to engage with their students and families within the virtual classroom. Connecting With Families Important considerations for teachers when connecting with families of English Language learners. DISCIPLINE School Reentry Considerations guidance document from NASP and ASCA helps schools understand and . Schools are anticipate various student behaviors when transitioning to school in the fall (page 9) encouraged to view behavior from a trauma-focused perspective and reflect on current discipline practices, implementing culturally responsive restorative practices. Alternatives to Suspensions and Expulsions Toolkit from Michigan Department of Education Trauma affects children’s academic performance, behavior, and relationships . Teachers may see a range of behaviors including reactivity, impulsivity, aggression, defiance, withdrawal, and perfectionism. This resource includes academic, non-academic, and relationship building strategies to support students with traumatic experiences. (See pages 32-52.) is a resource for anyone interested in learning how to eliminate harmful discipline practices that push students out of school and address racial disparities in school discipline. Fix School Discipline Mini Toolkit ​ Creating Safe Spaces Ways to create physical and psychological safety for students in the classroom. PHYSICAL Specific ideas that focus on the physical parts of students feeling more safe in the classroom ​ School wellness checklist that teachers can confidentially ask on a google form about student health, family situation, food situation for each family, and financial situation. The form can be easily modified. Resources and , an ongoing resource that is updated. ideas for families and educators for autistic students How teachers can transition students back to school , from routine, structure and communication, to harnessing self-isolation experiences to build self confidence, to planning for inclusion and reducing anxiety. Outdoor classroom in the age of COVID-19: Pros and Cons Showing children how to wash their hands (English) Showing children how to wash their hands (Spanish) PSYCHOLOGICAL Specific ideas that help with students psychologically feeling more safe in the classroom ​ Helping children cope with changes resulting from COVID-19 T eaching children positive preventive measures, talking with them about their fears, and giving them a sense of some control over their risk of infection can help reduce anxiety. This is also a tremendous opportunity for adults to model for children problem-solving, flexibility, and compassion as we all work through adjusting daily schedules, balancing work and other activities, getting creative about how we spend time, processing new information from authorities, and connecting and supporting friends and family members in new ways. ​ CASEL’s guide as you prepare to reopen and renew your school, Leveraging the Power of Social and Emotional Learning includes ideas that promote social and emotional connectedness (very specific activities for the classroom are on page 9 and 10). ​ ​ Using , with directions on how to edit the forms for own use. Google forms for daily check-ins and weekly check-ins when class is virtual and how we can do our part in preventing the stigma, especially when we see students affected by it. Reducing the stigma associated with COVID-19 Identifying grief and how can help students with traumatic grief. Childhood traumatic grief: : Suggested School Re-entry “teachable moment” lesson that can be modified to what works best for your classroom. Trauma informed response to the COVID-19 Pandemic ​ to use for students that contain sound and music , visual relaxation, guided practice, and apps. Virtual Calming Room

  • Student HIPAA/FERPA Consent | Michigan Return To School Mental Health Toolkit

    Student Health Care HIPAA/FERPA* and Parental Consent Resources Health care providers may share many kinds of health information with other providers for the purposes of payment, treatment, and health care operations. However, providers must receive specific consent to share an individual’s health records containing certain types of information. When the terms consent or parental consent are used, they have the same meaning as the term informed written consent. This means that the parent has been fully informed regarding the action of the school system for which parental consent is being requested. In Michigan, federal and state laws require providers to receive consent to share information such as mental health records (for purposes other than treatment, payment, and coordination of care) or information on treatment or referrals for alcohol and substance use. More information and tools to navigate federal and state health information laws in Michigan can be found on the Protected Health Information (PHI) Consent Tool. Protecting Confidential Info Telehealth Support Considerations PHI Consent Tool * HIPAA - Health Insurance Portability and Accountability Act is a federal law designed to provide privacy standards to protect patients' medical records and other health information provided to health plans, doctors, hospitals and other health care providers. * FERPA - The Family Educational Rights and Privacy Act is a federal law that gives parents the right to have access to their children’s education records, the right to seek to have the records amended, and the right to have some control over the disclosure of personally identifiable information from the education records. More information can be found on the page. HIPAA/FERPA Resources ADDITIONAL RESOURCES Consent For Care and Confidential Health Information Michigan Laws Related to Right of a Minor to obtain health care without consent or knowledge of parents. ​ Michigan Behavioral Health Standard Consent Form ​ Michigan Department of Education School Health Services Using clinical knowledge and judgement, the school nurse provides health care to students and staff, performs health screenings and coordinates referrals, and serves as a liaison between school personnel, family, community and healthcare providers to advocate for healthcare and a healthy school environment. ​ Laws That Affect School Health Services Programs in Michigan As schools plan for the needs of children in school, instruction, and safe learning environments, the plan includes federal, state and local policies and regulations, aligned with laws and standards of practice concerning school health services. This resource provides an overview, with links to specific federal or state laws. State of Michigan Mental Health Code - Act 258 of 1974 ​ Parental Consent in Special Education One of parents’ most important rights is the right to give (or not give) their consent for certain actions of the school system with respect to their child with a disability. This short page will explain this right in detail. ​ Michigan Department of Education Notice and Consent: Procedural Safeguards for Special Education School districts must provide parents with prior written notice which must clearly state the proposed actions and may need to received informed consent in writing from the parents in order to proceed. These procedural safeguards are designed to protect the rights of the student and their parents. ​

  • HIPAA/FERPA Resources | Michigan Return To School Mental Health Toolkit

    HIPAA/FERPA Resources* HIPAA and FERPA are both federal laws designed to protect the privacy and security of individuals. The Health Insurance Portability and Accountability Act of 1996 (HIPAA) applies to the industry where the Family Educational Rights and Privacy Act of 1974 (FERPA) applies to the education industry. healthcare ​ provides privacy and security for protected health information (PHI). is in place to protect the privacy of student education records and designates rights for students and their parents. According to the Department of Education, education records include such information as academic report cards, transcripts, class schedules, disciplinary records, contact information, and family information. HIPAA FERPA Joint HIPAA/FERPA Form example for Michigan - sample consent for access to student records An example of consent to share information form. Check with your individual LEA, ISD and/or Service Providing Agency for specific guidance. - FERPA and Virtual Learning During COVID-19 webinar by Student Privacy Policy Office (SPPO) distilled most of the questions into 10 common scenarios and questions about FERPA. For each scenario, they identify key FERPA requirements and takeaways and other questions to consider for best practices. Also includes a listing of other available resources at the end of presentation. Student Privacy ● Webinar Recording ● Webinar Slide Deck ​ Additional related resources on the website include the following: ​ FERPA & COVID-19 FAQs FERPA & Virtual Learning Resource List FERPA Online Training Modules Joint Guidance on the Application of the Family Educational Rights and Privacy Act (FERPA) and the Health Insurance Portability and Accountability Act of 1996 (HIPAA) to Student Health Records Joint Guidance on the Application of HIPAA and FERPA to Student Health Records Protecting Student Privacy While Using Online Educational Services: Model Terms of Service HIPAA Specific Support: Permitted Uses and Disclosures: Exchange for Public Health Activities ​ Medicaid and Children's Health Insurance Program resources: Centers for Medicare & Medicaid Services (CMS.gov) Covid-19 FAQ Frequently Asked Questions for State Medicaid and Children’s Health Insurance Program Medicaid.gov – Medicaid and CHIP Resources More information can be found on the page. Student HIPAA/FERPA Consent * HIPAA - Health Insurance Portability and Accountability Act is a federal law designed to provide privacy standards to protect patients' medical records and other health information provided to health plans, doctors, hospitals and other health care providers. * FERPA - The Family Educational Rights and Privacy Act is a federal law that gives parents the right to have access to their children’s education records, the right to seek to have the records amended, and the right to have some control over the disclosure of personally identifiable information from the education records. ​

  • Students with Special Needs | Michigan Return To School Mental Health Toolkit

    Students with Special Needs The provides a wealth of information to support students with special needs, including and . Michigan Department of Education's Office of Special Education (OSE) unit Parent Resources Family Matters ​ The provides technical assistance and resources statewide to serve and improve the quality of education for students who are blind or visually impaired (BVI), and students who are Deaf or Hard of Hearing (DHH), including those with multiple impairments. MDE, Low Incidence Outreach ​ The MDE-LIO also has direct oversight of , a 300-acre outdoor education facility that provides year-round programming for students with a visual impairment and others throughout the state of Michigan. Camp Tuhsmeheta (Camp T) ​ Michigan Alliance for Families Provides information, resources, and support for families of children age (Birth-26) who receive (or may be in need of) special education services ​ The Family Center offers emotional support, information, and connections to community-based resources to families of children and youth with special health care needs. Children's Special Health Care - Family Center & Family Phone Line 800-359-3722 ​ Special Education Parent Advisory Council resources Outlines information for parents on special education services. ​ Supports for Students with Disabilities Many offices, agencies, and organizations outside of the Office of Special Education (OSE) work with families and schools to support students with disabilities. COVID-19 Specific Resources Return to Learn for Students with IEPs Webinar Recording Recording and slides from the MDE Office of Special Education hosted webinar ​ MDE COVID-19 Special Education Information and Resources Previously Released Guidance ​ IDEA COVID-19 Guidance Addressing the Risk of COVID-19 in Preschool, Elementary and Secondary Schools While Serving Children with Disabilities ​ Support for Parents of Children with Autism Document for COVID-19 Resources include social stories, visual schedules, creating routines, mindfulness, self monitoring, task analysis, behavior awareness, and fostering connections. ​ Guidance to Address Foregone Learning for Students with IEPs as a Result of the COVID19 Pandemic Students with IEPs may benefit from recovery services due to the COVID-19 pandemic. Recovery services are supplemental to the offer of FAPE and are in response to foregone learning that may have occurred as a result of the COVID-19 pandemic and subsequent school building closures and the potential additional impact of the loss for a student with an IEP. ​ Comparison of Compensatory Education and Recovery Services Due to COVID-19 Guidance for Compliance with IDEA and the MARSE During the COVID-19 Pandemic This guidance document is designed to assist districts in meeting the IDEA Part B and MARSE requirements in support of Governor Whitmer's Executive Order 2020-35. ​ Academic Supports Personal Curriculum (PC) A PC can be used to modify any content within the Michigan Merit Curriculum (MMC) for a student with an individualized education program (IEP). ​ Alternate Assessment MI-Access: Michigan's Alternate Assessment System MI-Access is managed through the MDE Office of Educational Assessment and Accountability and is designed for students who have, or function as if they have a significant cognitive impairment. MI-Access satisfies the federal requirement that all students with disabilities be assessed at the state level. ​ Assistive Technology Alt+Shift The Alt+Shift Lending Library contains assistive technology equipment and software that is available to Michigan’s PK-12 public schools for short-term use. Michigan Department of Education – Low Incidence Outreach (MDE-LIO) Technology Resources The MDE-LIO provides resources and workshops for assistive technology to support students who are blind or have a visual impairment. Autism Statewide Autism Resources and Training (START) The START Project provides evidence-based training, technical assistance, and resources to school-based teams that support students with Autism Spectrum Disorder (ASD). ​ Autism Little Learners provides r esources and ideas for families and educators for autistic students. ​ Behavior Supports Positive Behavioral Interventions and Supports (PBIS) PBIS.org supports schools, districts, and states to implement a multi-tiered approach to social, emotional, and behavioral support. ​ Blind/Visual Impairment Michigan Department of Education – Low Incidence Outreach (MDE-LIO) The MDE-LIO provides educational materials and supports to students who are blind/visually impaired (BVI), their families, and school district personnel. Camp Tuhsmeheta (Camp T) Camp T is a campground in Greenville, Michigan owned and operated by the Michigan Department of Education – Low Incidence Outreach (MDE-LIO) and provides programming for students and their families. Camp T is also open to other education groups. Bureau of Services for Blind Persons (BSBP) The Michigan Bureau of Services for Blind Persons (BSBP) helps students with a visual impairment become employed and gain independence. BSBP provides training and other services that empower people to achieve their individual goals. ​ Deaf/Hard of Hearing Michigan Department of Education – Low Incidence Outreach (MDE-LIO) The MDE-LIO provides educational materials and supports to students who are Deaf/Hard of Hearing (DHH), their families, and school district personnel. Michigan School for the Deaf (MSD) The MSD in Flint, Michigan is the state’s school for educating students in a bilingual setting: American Sign Language (ASL) and English. Early Childhood Education Services Early On ® Michigan (Birth to 3) Early On Michigan offers early intervention services for infants and toddlers birth to three years of age (and their families) with developmental delay(s) and/or disabilities. Early Childhood Special Education (Age 3 to 5) Preschool-aged children who are eligible for special education under the Individuals with Disabilities Education Act (IDEA) are entitled to a free appropriate public education (FAPE) from their local school district. Office of Great Start (Birth to 8) The Michigan Department of Education Office of Great Start has been charged with ensuring that all children ages birth to eight, especially those in highest need, have access to high-quality early learning and development programs and enter kindergarten prepared for success. ​ Health Care Consents ​ HIPAA FERPA Consent ​ MDE Notice and Consent ​ Consent as Defined in IDEA This document focuses on the requirements for consent under Individuals with Disabilities Education Act (IDEA). Refer to the federal regulations for the full description of initial evaluations, re-evaluations, initial services and Individualized Education Program (IEP) Teams. Mediation Special Education Mediation Program (SEMS) SEMS provides free special education mediation and IEP facilitation. ​ Multi-Tiered Systems of Support (MTSS) Michigan’s MTSS Technical Assistance Center The MiMTSS Technical Assistance Center works on behalf of the Michigan Department of Education (MDE) to provide a continuum of technical assistance to intermediate school districts (ISDs), districts, and schools in a Multi-Tiered System of Supports (MTSS) framework. ​ Transition Services Office of Career and Technical Education (CTE) The Office of Career and Technical Education (CTE) oversees high school instructional programs that teach students skills in a specific career cluster. ​ Michigan Department of Health and Human Services (MDHHS) Michigan Rehabilitation Services (MRS) Michigan Rehabilitation Services (MRS) provides specialized employment and education-related services and training to assist teens and adults with disabilities to become employed. ​ Transportation for Students with Disabilities ​

  • Michigan Return To School Mental Health Toolkit

    Welcome to the Michigan Return To School Mental Health Toolkit! In the wake of COVID-19, this is an incredibly critical and challenging time as our education community steps into the 2020-2021 school year. The School Based Mental Health Providers Coalition and partners have created a Return to School Mental Health Toolkit to provide school community members and stakeholders effective tools and resources needed to help plan for the road back to the classroom. The Return to School Toolkit provides both in-person and remote learning tools and resources, including guidance to help you safely bring students back to the classroom for in-person instruction. While much of the toolkit focuses on disease prevention, it also provides supports for school communities with being trauma-informed and in understanding student behavior, family engagement, how to best address mental health concerns, and includes several practical tools to foster resilience in students, families, and staff. ​ The Return to School Toolkit is a living resource; any changes in public health guidance recommendations will be updated to the resource as they occur. MI Start Map Opportunity Labs Return to School Roadmap Collaborative Approach to Student Mental Who are School-Based Mental Health Providers? Guidance for Schools & Child Care US ED COVID-19 Info and Resources for Schools MDE COVID-19 Education Information and Resources Additional State and Federal Education Resources Related to COVID-19 and the Return To School MDHHS Emergency Order Gathering Prohibitions and Masks 2020 Executive Orders ​ Executive Orders- COVID-19 Executive Directive 2019 - 01 Protecting Public Health Safety and Welfare Executive Order 2020-142 FAQs: Provision of the Pre-K-12 Education for the 2020-2021 School Year ​ Michigan Department of Education (MDE) State Board of Education & Superintendent Dr. Rice ​ Michigan Department of Health and Human Services (MDHHS) ​ Michigan State Police ​ Michigan.gov COVID-19 Resources CDC COVID-19 Resources Education Stakeholders and Partner Resources American Federation of Teachers ​ Council of Chief State School Officers ​ Michigan Association of Intermediate School Administrators ​ Michigan Association of Secondary School Principals Michigan Association of School Psychologists Michigan Association of School Social Workers Michigan Association of Superintendents and Administrators ​ Michigan Elementary and Middle School Principals Association Michigan School Counselor Association ​ ​

  • Vision & Partnerships | Michigan Return To School Mental Health Toolkit

    To our valued Educators, Students, Parents, Stakeholders and Community Partners, ​ The School Based Mental Health Providers Coalition (consisting of the Michigan Association of School Psychologists, Michigan Association of School Social Workers, and Michigan School Counselor Association), in collaboration with the Michigan Department of Education and the Michigan Department of Health and Human Services, has created a Return to School Mental Health Toolkit. The toolkit offers school community members and stakeholders effective tools and resources needed to help plan for the road back to the classroom. As we still do not know how the school year may proceed, this toolkit provides both in-person and remote learning tools and resources. ​ The Return to School Toolkit is a living resource; any changes in public health guidance recommendations will be updated to the resource as they occur. Inside the Return to School Toolkit, you will find resources to help you follow the Governor’s Return to School Roadmap . While much of the toolkit focuses on disease prevention, it also considers the underlying long-term effects of the pandemic, including the impact of collective trauma. Specifically, it is concerned with the trauma that some children and families historically have, or are particularly primed for, due to being part of a racial minority group hit harder by COVID-19 and inadequate access to health care. Providing resources that support school communities with being trauma-informed aides districts in understanding student behavior, family engagement, and how to best address concerns. The Return to School Toolkit includes several practical tools to foster resilience in students, families, and staff. We extend our sincere appreciation to the volunteers that helped create this toolkit. This collaborative effort is a tremendous example of what happens when we come together to improve educational practices. All volunteers showcased their passion and expertise to identify resources that will have a profound impact on Michigan’s educators, school staff, families, and students. School Social Worker, Utica Community Schools, President, Michigan Association of School Social Workers Amy Chapman School Mental Health Consultant, Office of Health and Nutrition Services, Michigan Department of Education Scott Hutchins School Psychologist, Newaygo County RESA, President, Michigan Association of School Psychologists Nicholas P. Jaskiw Counselor Educator, Grand Valley State University, past President, Michigan School Counselor Association Judy Stearns Williams School Based Mental Health Providers Coalition and Partners Michigan Association of School Psychologists ​ Hannah Barraw, School Psychologist, Traverse Bay Area ISD Jim Corr, School Psychologist, Traverse Bay Area ISD Tracy Hobbs, NCSP, School Psychologist, Traverse Bay Area ISD Nancy Jaskiw, School Psychologist, Reeths-Puffer Schools, MASP Literacy/MTSS Committee Co-Chair Nicholas P. Jaskiw, School Psychologist, Newago County RESA, MASP President Sara C. Lewandowski, Ph.D., School Psychologist, MTSS Systems Mentor, Shiawassee RESD Michele Millhouse, School Psychologist, Clare Gladwin RESD Melissa Nantais, School Psychologist, MiMTSS Consultant ​ For more information, please contact the Michigan Association of School Psychologists Michigan Association of School Social Workers Amy Chapman, School Social Worker, Utica Community Schools, MASSW President Heidi Impellizzeri, LMSW, School Social Worker, Fraser Public Schools Michel Lynn DeJulian, LMSW, ACSW, MTSS District Rep/PBIS District Coach, Trenton Public Schools, MASSW Vice President Katherine Michaels, LLMSW, Social Worker Donna Secor Pennington, MASSW Communication Liaison Kathy Weaver, School Social Worker, Dearborn Public Schools, MASSW President-Elect Diana Wheatley-Hagemann, Ph.D., LMSW, School Social Worker, New Haven Community Schools, MASSW Legislative Committee ​ For more information, please contact the Michigan Association of School Social Workers Michigan School Counselor Association Michael Betman, School Counselor, Royal Oak Middle School Tonya Droessler, School Counselor, Waverly High School Tara Hengesbach, School Counselor, Laingsburg Community Schools Kim Hunt, School Counselor, DeWitt Public Schools Catherine Livingston, School Counselor, Utica Community Schools Judy Stearns Williams, Counselor Educator, Grand Valley State University Shannon Underwood, School Counselor ​ For more information, please contact the Michigan School Counselors Association ​ Michigan Department of Education ​ Dana Billings, MA, ABA, Special Education Approvals and Medicaid Consultant, Office of Special Education Leisa Gallagher, School District Consultant, Office of Health and Nutrition Services Scott Hutchins, School Mental Health and Medicaid Consultant, Office of Health and Nutrition Services Kyle Kirkby, Secretary, Webmistress, School Health and Safety Nicole Kramer-Dodge, Analyst, School Health and Safety Mary Teachout, MAT, School Safety Consultant, School Health and Safety For more information, please contact the Michigan Department of Education Michigan Department of Health and Human Services Lauren Kazee, LMSW, Mental Health Consultant Christopher Robinson, LMSW, Mental Health Coordinator ​

  • Basic Needs Support | Michigan Return To School Mental Health Toolkit

    BASIC NEEDS SUPPORT BASIC NEEDS SUPPORT provides help to parents with food, employment, shelter, and various other basic needs. that connects millions of people to help every year. To get expert, caring help, simply call 211 or go to 211.org 211 is a vital service ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Food Distribution Information Help parents access free food distribution locations MI Bridges Help connect parents with food support, video provided on accessing food support in Michigan United Way - Michigan Help support families with healthcare, childcare, utilities, and food ​ & The Family Center offers emotional support, information, and connections to community-based resources to families of children and youth with special health care needs Children's Special Health Care Family Center Family Phone Line 800-359-3722 Homelessness Resources (Statewide Google Maps Search) Google Search of Homeless Shelters in Michigan and other resources ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ EMPLOYMENT SUPPORT helps connect parents with job support and other resources MI Locator helps find jobs and develop employment skills MI Works ​

  • Policy and Governance | Michigan Return To School Mental Health Toolkit

    School Policy and Governance COVID-19 SPECIFIC RESOURCES FROM FEDERAL, STATE, AND LOCAL AGENCIES, PARTNERS AND STAKEHOLDERS US Department of Education CARES Act Resources Center for Disease Control COVID-19 Communication Resources National School Public Relations Associations Communicating COVID-19: A Guide and Panel Discussion TNTP Virtual Talent Guide for Educator Recruitment As schools move to online learning and remote working to prevent the spread of COVID-19, they are grappling with how to prepare for next year’s talent needs in a virtual environment. Fortunately, it is possible to build strong, diverse teams virtually. In this guide, you’ll find resources and tips for transitioning to virtual talent operation and ensuring your schools have great people. Preparing for a Pandemic Illness: Guidelines for School Administrators and School Crisis Response Teams Interactive School Planning Worksheet - Corona Capacity and Reopening Strategies MDE MDE MDE School Health & Safety COVID-19 Special Education Information and Resources COVID-19 Early Childhood Information and Resources ​ MDHHS - County Offices A PLAN TO SAFELY REOPEN AMERICA'S SCHOOLS AND COMMUNITIES G uidance for imagining a new normal for public education, public health and our economy in the age of COVID-19 This American Federation of Teachers roadmap provides specific guidance for transitioning from lockdowns to other public health tools to limit the transmission of COVID-19. It focuses on reopening school buildings in particular, because the safe reopening of public school buildings means students can go to school, and parents, who work outside the home, can go to work. That is key to the reopening of the broader economy. Council of Chief State School Officers RESTART & RECOVERY ​ Michigan Association of Intermediate School Administrators (MAISA) Continuity of Learning Task Force Guidance for Returning to School Michigan Association of Secondary School Principals: Reopening Schools Toolkit Michigan Association of School Psychologists COVID Resources Michigan Association of Superintendents and Administrators Coronavirus Return To Learn Resource Center Michigan Chapter American Academy of Pediatrics (MIAAP) COVID-19 FAQs ​ Michigan State University Re-Opening Schools During the COVID-19 Pandemic The overarching concern when planning for reopening schools is to ensure that there is adequate mitigation to prevent another resurgence of the virus in each district’s home community. While there is no way to resume face-to-face instruction during the pandemic that will not carry some risk of viral transmission, districts need to plan for and implement a combination of mitigation strategies to manage the risk of contributing to a recurrence of the virus in their communities. ​ Michigan State Police - Local Emergency Management Programs Responsible for coordinating state and federal resources to assist local government in response and relief activities in the event of an emergency or disaster. ​ Readiness and Emergency Management for Schools Technical Assistance ​ It is critical for all schools and school districts to plan ahead to build the preparedness capacity (including prevention, protection, mitigation, response, and recovery efforts), and ensure the safety and general welfare of all members of their school or campus community. School Safety and Incident Communications Toolkit ​ This toolkit provides a wide variety of ideas and tools to help districts successfully strengthen safety and incident communications. Districts can customize their own strategy and resources based on their capacity and needs.

  • School-wide Supports/MTSS | Michigan Return To School Mental Health Toolkit

    Multi-Tiered System of Supports Multi-Tiered System of Support (MTSS) is a comprehensive framework used to provide targeted support for all learners. It is rooted in supporting the “whole child,” whether an advanced or struggling learner, through academic, behavioral, social and emotional services. The following resources are simple recommendations educators can embed across a continuum of supports. Educator's Guide to Supporting the Social and Emotional Needs of Students This resource provides direction on trauma impact, identifying student populations at risk, Covid-19 safety and reactions to crisis, basic needs assistance information, the importance of routines for students and information on how children handle crises with guidelines to support. Responding to the Novel Coronavirus (COVID-19) Outbreak Through PBIS One of the key principles of PBIS is to focus on building prosocial skills, not simply attempting to eliminate challenging or problem behavior. We encourage all schools to continue that focus, as well as other key principles of PBIS, as you address the COVID-19 pandemic. This resource provides recommendations educators can embed across a continuum of supports. Getting Back to School after Disruptions: Resources for Making Your School Year Safer, More Predictable, and More Positive This resource provides school teams with strategies to leverage a PBIS/MTSS framework to ensure a safe, predictable, and positive return to school. Returning to School During and After a Crisis: A Guide for Supporting Districts, Schools, Educators and Students This guide describes the use of a multi-tiered systems of support (MTSS) framework to support students, families, and educators transitioning back to school during and following the global pandemic in a manner that prioritizes their health and safety, social and emotional needs, and behavioral and academic growth. Creating a PBIS Behavior Teaching Matrix for Remote Instruction ​ This resource outlines how to take the practice of teaching classroom behavior expectations and applying it to remote learning instruction.

  • Health and Safety Operations | Michigan Return To School Mental Health Toolkit

    Health and Safety Operations Essential actions necessary to ensure district and school assets are, and remain, safe for students and staff. The Center for Disease Control (CDC) provides excellent guidance resources to encourage health and safety protocols for cleaning and maintaining school facilities. Please see the for additional resources. Facilities Maintenance page ​ Considerations for Schools​​: Interim Guidance for Child Care Programs and K-12 Schools Guidance for Cleaning and Disinfecting Considerations for K-12 Schools: Readiness and Planning Tool People Who Need to Take Extra Precautions COVID-19 Guidance: Businesses and Employers Community Mitigation Framework Please see below for additional guidance on Student and Staff Wellness and Health and Safety Protocols. STUDENT AND STAFF WELLNESS Establishing supports, mental health, readiness, self-care and well-being, including guidance from Michigan Model for Health (MMH) and CASEL (Collaborative for Academic, Social, and Emotional Learning), plus resources on Handwashing, Face Coverings, and supporting overall wellness. Michigan Model for Health (MMH) Comprehensive health education curriculum that targets Pre-K through 12th grade students utilizing a skills-based approach. The MMH curriculum teaches students the knowledge and skills they need to build and maintain healthy behaviors and lifestyles. Age-appropriate and sequential lessons focus on the most serious health challenges school-aged children face. ​ The Collaborative for Academic, Social, and Emotional Learning - CASEL We support state, districts and schools nationwide and convene leading thinkers to ensure Social and Emotional Learning is a priority in every school nationwide. ​ Oakland Schools Supporting Well-Being: Overview HEALTH AND SAFETY PROTOCOLS Guidance on protocols to maintain health and safety within your school facilities, including screening for COVID-19 symptoms, preparing for illness response, social distancing within schools and at events, and use of personal protective equipment (PPE). Please also see the for additional guidance and how to encourage health and safety protocols for cleaning and maintaining school facilities. Facilities Maintenance page COVID-19 Symptoms and Symptom Screening Symptoms of Coronavirus Using Personal Protective Equipment (PPE) ​ Face Covering ​ Kids Health Coronavirus (COVID-19) - Helping Kids Get Used to Masks ​ ​ Handwashing ​ CDC - Handwashing - Clean Hands Save Lives CDC - Training & Education | Handwashing CDC - Posters | Handwashing ​ Social Distancing CDC - Social Distancing, Quarantine, and Isolation Playmobil explains the corona virus to children (video) ​ Personal Protective Equipment CDC - Using Personal Protective Equipment (PPE) MIOSHA COVID-19 Pre K -12 Guidance OSHA Occupational Safety and Health Administration Universal Precautions - Bloodborne pathogens standard 1910.1030 OSHA Occupational Safety and Health Administration PPE General requirements standard 1910.132 ​ School-wide Cleaning and Disinfecting to Prevent the Spread of Infection CDC - Cleaning and Disinfecting Public Spaces for COVID-19 CDC - Cleaning and Disinfecting Your Facility Environmental Protection Agency List N: Disinfectants for Use Against SARS-CoV-2 (COVID-19) | US EPA OSHA Occupational Safety and Health Administration COVID-19 Control and Prevention Measures ​

  • Social Justice and Equity | Michigan Return To School Mental Health Toolkit

    Social Justice and Equity The mental health issues faced by students surrounding COVID-19 have been amplified by societal issues surrounding inequities and systemic racism. This addition to the toolkit seeks to meet three objectives. Objective 1 To provide easy access to helpful resources for educators, parents/caregivers, and other stakeholders. Objective 2 To provide tools for school districts or individual schools to use as they assess their current levels of cultural awareness, culturally competency, and examine current policies and practices through an equity lens. In addition, this objective addresses ways to enhance school climate and culture through professional development. Objective 3 To provide tools for individuals or small groups to educate themselves about issues surrounding race, ethnicity, and sexual identity and orientation. These resources may be used by a single person or as part of a professional learning community. ​ The National Equity Project's provides numerous Resources for Navigating the Dual Pandemics of COVID-19 and Racial Violence resources to learn about educational equity , to "eliminate inequitable practices and cultivate the unique gifts, talents and interests of every child, so that success and failure are no longer predictable by student identity - racial, cultural, economic, or any other social factor.” DISTRICT LEVEL RESOURCES These resources support district level administrators as they seek to create equitable and just learning environments for all students. Included are assessment tools, as well as resources to take the next steps to becoming an inclusive and welcoming school district. Assessment Tools - Racial Equity Racial Equity Analysis Tool This toolkit, provided by Seattle Public Schools, helps educational leaders create an “equity lens” as they evaluate current policies, initiatives, instructional practices, professional development, and budget issues to improve equity access and opportunity. Racial Justice Assessment Tool Assessment instrument from the Western States Center helps districts look at programs, power dynamics, staffing and cultural competence. ​ Assessment Tools - School Climate National School Climate Center Provides tools for schools to measure school climate, school climate resources, and bullying prevention tools The National Center on Safe Supportive Learning Environments (NCSSLE) Offers information and technical assistance to States, districts, schools, institutions of higher learning, and communities focused on improving school climate and conditions for learning. We believe that with the right resources and support, educational stakeholders can collaborate to sustain safe, engaging and healthy school environments that support student academic success. The Comprehensive School Climate Inventory (CSCI) A nationally-recognized school climate survey that provides an in-depth profile of your school community’s particular strengths, as well as areas for improvement. Curriculum Development Social, Emotional, and Academic Development through an Equity Lens: The Education Trust 2020 Curriculum development and selection often begins at the district level, including Social, Emotional, and Academic Development initiatives (SEL). This report guides educators to create equity-focused SEL Academic Development programs. Resources include: Introduction: Re-envisioning Social, Emotional, and Academic Development Social, Emotional, and Academic Development in Context: Why It Matters Focus Group Findings: How Students and Families of Color Approach Social, Emotional, and Academic Development. Shifting the Focus: Moving Away From “Fixing Kids” to Creating an Equitable Learning Environment. Where to Start: Action Items for Equitably Approaching Social, Emotional, and Academic Development ​ General Resources Addressing Equity and Social Justice Social, Emotional, and Academic Development through an Equity Lens: The Education Trust 2020) The Education Trust is a national nonprofit that works to close opportunity gaps that disproportionately affect students of color and students from low-income families (EdTrust, 2020). This research-based resource helps educators to create equity focused social, emotional, and academic development programs. Cops and No Counselors Provides information regarding the lack of counseling support in the schools and the need for mental health support, also outlines the inappropriate use of student resource officers in the school setting We Came to Learn: A Call to Action for Police-Free Schools This Action Kit provides historical information, research and strategies to build the capacity of students and the communities to influence local policy at the intersection of policing, racial justice, youth organizing and education. The National Center on Safe Supportive Learning Environments (NCSSLE) Offers information and technical assistance to States, districts, schools, institutions of higher learning, and communities focused on improving school climate and conditions for learning. We believe that with the right resources and support, educational stakeholders can collaborate to sustain safe, engaging and healthy school environments that support student academic success. BUILDING/SCHOOL LEVEL RESOURCES This section recognizes the integral role all adults in a school setting play in the life of a student. These resources focus on creating a school climate that is respectful of all races, ethnicities, cultures and identities, and orientations. Adding an Equity Lens to School-Wide Programs Positive Behavior Intervention Support (PBIS) Equity Resources Provides information regarding how PBIS can be used in a school to promote student success and decrease suspensions. Presentations include topics such as “Neutralizing Implicit Bias in School Discipline.” Culturally Responsive-Sustaining Family Engagement in the Time of COVID-19 The practice of developing equal partnerships with families should be rooted in a knowledge of the social and cultural identities, assets, habits, and contacts that families bring to the learning process. Each district will utilize different means of communication for different family situations (perhaps begin with a multilingual survey). Provides “scripts” - including Spanish - for home/school communication and a spreadsheet for tracking family needs and responses. It also contains a questionnaire to assess the family’s resources and readiness to engage in remote learning. Tools for Educators to Listen to and Learn from Families During COVID-19 School Closures ​ Resources for School Personnel Implicit Bias Module Series This course will introduce you to insights about how our minds operate and help you understand the origins of implicit associations. You will also uncover some of your own biases and learn strategies for addressing them. Each module is divided into a short series of lessons, many taking less than 10 minutes to complete. Proactive School Counseling: Turning Awareness Into Action Webinar that discusses ways to advocate within your school and ways to have tough conversations about racism. Proactive Counseling in the Aftermath of Major Racial Incidents Webinar that discusses ways to address silence in regards to racism and managing the aftermath of racially charged incidents. Guide for Racial Justice and Abolitionist Social and Emotional Learning A guide to help educators develop the skills to fight injustice within their schools and communities. Harvard College of Education Supporting LGBTQIA Youth Resource List A great resource guide for educators in supporting LGBTQ youth. Guidance on Culturally Responsive Sustaining Remote Education: Centering Equity, Access, and Educational Justice This N.Y.U. resource provides relevant information for teachers, parents and administrators to use to advocate for accessibility and equity for vulnerable communities. It includes guidance on designing remote education that is flexible and seeks to integrate the arts, culture and creativity, including social media, to promote learning that is racially and culturally affirming. Resources for Classroom Instruction Addressing Race and Trauma in the Classroom: A Resource for Educators A resource to help educators understand and address the interplay of race and trauma and its impact in the classroom. A complement to the Child Trauma Toolkit for Educators Facing History and Ourselves Current events in our nation impact students in schools. This resource provides educator resources on events that are relevant and timely. Email updates are also available as new resources are added. Smithsonian National Museum of African American History & Culture; Talking about Race This educator-facing resource provides content and resources to better understand racial inequity. Teaching Voting Rights in the Time of Coronavirus Provides historically accurate information for students about the struggle for voting rights with the additional threat presented by the coronavirus pandemic. Anti-Defamation League (ADL) Resource for Parents, Educators and Students Resource includes educational programs and training, anti-bias tools and strategies, “the best” children’s literature on bias, diversity and social justice and k-12 lesson plans. Teaching for Black Lives Resources to help teachers connect curriculum to students’ lives, concerns and daily experiences. Teaching Tolerance Classroom resources (lesson plans, activities, posters, and films) that facilitate discussions regarding race, diversity, and inclusion. Includes Social Justice standards for curriculum development. Professional Development/Personal Growth Resources ​ ​ Books, Interviews, and Podcasts by Rebecca Atkins and Alicia Olgesby. Interrupting Racism: Equity and Social Justice in School Counseling of racial equity in schools and practical ideas that a school-level practitioner can put into action. The book walks readers through the current state of achievement gap and racial equity in schools and looks at issues around intention, action, white privilege, and implicit bias. Includes interrupting racism case studies and stories from school counselors about incorporating stakeholders into the work of racial equity. Activities, lessons, and action plans promote self-reflection, staff-reflection, and student-reflection and encourage school counselors to drive systemic change for students through advocacy, collaboration, and leadership. Interrupting Racism provides school counselors with a brief overview . The Racial Healing Handbook (and Racial Healing Handbook: Practical Activities to Help You Challenge Privilege, Confront Systemic Racism, and Engage in Collective Healing by Anneliese A. Singh, PhD, LPC supplement to reading ) offers practical tools to help you navigate daily and past experiences of racism, challenge internalized negative messages and privileges, and handle feelings of stress and shame. You’ll also learn to develop a profound racial consciousness and conscientiousness, and heal from grief and trauma. Most importantly, you’ll discover the building blocks to creating a community of healing in a world still filled with racial microaggressions and discrimination. Why Are All the Black Kids Sitting Together in the Cafeteria? And Other Conversations About Race by Beverly Daniel Tatum Interview with Tatum 2018 Do Conversations About Race Belong in the Classroom Atlantic 2017 Beverly Daniel Tatum, a renowned authority on the psychology of racism, argues that straight talk about our racial identities is essential if we are serious about enabling communication across racial and ethnic divides. These topics have only become more urgent as the national conversation about race is increasingly acrimonious. This fully revised edition is essential reading for anyone seeking to understand the dynamics of race in America. Stamped From the Beginning: The Definitive History of Racist Ideas in America by Ibram X Kendi Some Americans cling desperately to the myth that we are living in a post-racial society, that the election of the first Black president spelled the doom of racism. In fact, racist thought is alive and well in America - more sophisticated and more insidious than ever. As award-winning historian Ibram X. Kendi argues in Stamped from the Beginning, if we have any hope of grappling with this stark reality, we must first understand how racist ideas were developed, disseminated, and enshrined in American society. Stamped: Racism, Anti-racism, and You: A Remix of the National Book Award-winning Stamped from the Beginning by Jason Reynolds and Ibram X. Kendi Book excerpt Reynolds and Kendi interview Through a gripping, fast-paced, and energizing narrative written by beloved award-winner Jason Reynolds, this book shines a light on the many insidious forms of racist ideas--and on ways readers can identify and stamp out racist thoughts in their daily lives. 31 Books to Support Conversations on Race, Racism, and Resistance Recommendations about how to evaluate ‘diverse’ and ‘multicultural’ children’s books. ​ The Hate U Give by Angie Thomas Movie trailer Starr Carter is constantly switching between two worlds: the poor, mostly black, neighborhood where she lives and the rich, mostly white, prep school she attends. The uneasy balance between these worlds is shattered when Starr witnesses the fatal shooting of her unarmed childhood best friend at the hands of a police officer. Brené Brown with Austin Channing Brown 'I'm Still Here: Black Dignity in a World Made for Whiteness' The “Unlocking Us” podcast discusses Brown’s antiracist work, book , and talk about her online television show, The Next Question. I’m Still Here: Black Dignity in a World Made for Whiteness Brené with Ibram X. Kendi on How to Be an Antiracist The “Unlocking Us” podcast discusses with Ibram ways to be a true antiracist. Teaching Tolerance Deepen your knowledge and improve your practice with Teaching Tolerance podcasts. Each episode explores an aspect of a Teaching Tolerance topic or framework and is produced with educators in mind. Subscribe v ia Apple iTunes, Google Music, Stitcher, or Spotify. Video Resources ​ Emmanuel Acho sits down to have an “uncomfortable conversation” with white America, in order to educate and inform on racism, system racism, social injustice, rioting & the hurt African Americans are feeling today. Uncomfortable Conversations With A Blackman ​ Official Trailer (2016) Directed By: Raoul Peck - James Baldwin Documentary on race, rage and the American Dream. Raoul Peck's fluid documentary uses the timeless anger of James Baldwin to animate his history of the black experience in America, from Hollywood stereotypes to police brutality. I Am Not Your Negro by Bryan Stevenson. Powerful, true story about the equal justice initiative, the people we represent, and the importance of confronting injustice. Just Mercy: Story of Justice and Redemption Selma ( ) directed by Ava DuVernay. Drama depicting the incredible story of Dr. Martin Luther King, Jr. led the epic march from Selma to Montgomery to secure equal voting rights. Amazon Video trailer ​ . Five teens from Harlem become trapped in a nightmare when they are falsely accused of a brutal attack in Central Park. Based on a true story. Netflix When They See Us directed by Ava DuVernay Culturally Responsive Education Hub - Stories The CRE documentary series examines what it would take to establish a positive school culture that respects and honors youth of all races, cultures and abilities and values families and communities as assets and experts to help build the capacity of school staff to engage cultures effectively, and why culturally responsive education is an effective strategy. Our shared future must include school cultures and climates where children see themselves reflected and respected in their curriculum—in every class, every grade, every day. ​ Mental Health Resources -Provides resources for mental health providers on supporting LGBTQ+ students during COVID-19 and how to promote resiliency in LGBTQ+ students American Counselor Association and Human Rights Campaign Financial insecurity, disproportionate rates of COVID-19, and nationwide protests in response to anti-Black racism have exacerbated the already disparate mental health needs of many Black, Indigenous, and non-Black people of color (BIPOC). In particular, BIPOC students are experiencing all of these traumas on top of the isolation of social distancing and remote learning. is a set of thirteen resources gathered by psychologist and Georgetown University faculty member, Dr. Jamela Barber and the Black Mental Health Alliance to address the trauma and emotional stress experienced by Black people who have been disproportionately impacted by the corona virus outbreak, along with the recent police killing of George Floyd and the protests that followed to demand justice for his death. Mental Health Supports for Students of Color During and After the Coronavirus Pandemic Mental Health Resources for Black People Trying to Cope Data is showing an alarming increase in black youth suicide that runs counter to the historically lower rates in this population and raises questions about our ability to understand and assess suicide behavior in black youth. Ring the Alarm: The Rise of Black Youth Suicide in America ​ Black Indigenous People Of Color (BIPOC) Mental Health Month 2020 Toolkit Mental Health America provides a very broad range of resources. Page 6 - 8 of the toolkit provides an extensive list of resources addressing specific BIPOC and LGBTQ+ populations. The Trevor Project Provides resources for LGBTQ students to assist them in coping with COVID-19. ​ Parent/Caregiver Resources A strong partnership between parents/caregivers and their child’s school is essential. The resources presented in this section address how parents can support their child through information and advocacy surrounding issues of racial inequities and times of crisis. ​ Support Your Children and Teens Supporting Vulnerable Students in Times of Stress: Tips for Parents Tips and resources for parents to help children understand their emotional reactions to the current climate of divisiveness, anger and fear and develop effective coping and conflict resolution strategies. PBS Talking to Young Children About Race and Racism Resources for parents on race for children, books that can help parents discuss racism with kids, teaching children about the history of racism, podcasts for children to listen to about race, television shows for kids that teach about culturally sensitivity. UNICEF Talking to Kids about Racism Age-guided resources about how to talk about race with children across all age levels (under 5 - Age 18), teaching children how to recognize racial bias/discrimination. Parents Magazine Age-by-Age Guide Talking About Race Provides guidance regarding how to talk about race in the early years (infancy up to age 8), and resources on how to raise culturally aware children, resources for kids on white privilege (benefits/advantages that a person has in being white). Embrace Race 10 Tips for Teaching and Talking About Race Resources for parents on talking to kids about race at all ages, teaching kids to be agents of change, and ways that parents can help their children become more culturally aware. Smithsonian National Museum of African American History & Culture; Talking about Race This parent/caregiver-facing resource provides content and resources for all families as they navigate conversations about race. How to Advocate for Your Child in School Strategies for Advocating as a Parent of Black Children (Mhonde, R.D., PsychCentral, 2020) This article gives 5 steps that Black parents can take in advocating for their child. Michigan Alliance for Families Provides resources for families on special education services in the schools and how to support your child if they are experiencing academic or emotional difficulties. The Michigan Alliance for Families also provides advocacy/assistance in communicating with schools and developing supports for students in the school and home setting. ​ ​

  • Crisis Management | Michigan Return To School Mental Health Toolkit

    School Safety and Crisis Management This section of the toolkit provides evidence-based resources at the local, state, and federal levels, for schools to create safe and supportive learning environments that naturally prevent violence and ensure students have access to the supports they need to be successful both inside and outside of the classroom. PANDEMIC SPECIFIC RESOURCES FEMA Ready Kids This page features preparedness, planning, response, and recovery resources to help emergency managers and practitioners integrate the needs of children and youth into their disaster planning efforts. School Crisis Center: for Educators Webinar from Children’s Hospital of Los Angeles for educators to talk to and support students and themselves during the pandemic. School Crisis Center: for Parents Webinar from Children’s Hospital of Los Angeles for parents to talk to and support students and themselves during the pandemic. School Crisis Center: for Clinicians This webinar discusses effective communication strategies for clinicians and ways to talk to and support children during the COVID-19 pandemic. Strategies to help parents communicate with their children are also included. ​ ​ Crisis Management for School Counselors Support for school counselors as they support students, including resources, ideas and connection with fellow professionals. SAFETY AND CRISIS PLANNING National Education Association Schools Crisis Guide This guide provides resources, tools, recommendations, and evidence-based practices to incorporate school mental health best practices into school crisis plans. ​ CDC's Considerations for Operating Schools During COVID-19 Resources for school administrators protect the health, safety, and well-being of students, teachers, staff, families, and community. US Department of Education Practical Information on Crisis Planning w ith links to additional resources including A Complete Crisis Planning Guide for Schools and Communities. ​ Administrative and Crisis Team Threat Assessment Facts, tips, and other resources on threat assessment. ​ Michigan State Police - Office of School Safety Information on Developing an Emergency Operations Plan, including a template, contact MSP-SchoolSafety@michigan.gov ​ CRISIS RESPONSE The National Association of School Psychologists (NASP) is a professional association representing more than 25,000 school psychologists, graduate students, and related professionals throughout the United States and an additional 25 countries worldwide. NASP works to advance effective practices to improve students' learning, behavior, and mental health. Our vision is that all children and youth thrive in school, at home, and throughout life. NASP Health Crisis Resources These resources help schools and districts provide supports in the event of a health crisis. ​ Preparing for Pandemic Illness: Guidelines for School Administrators and Crisis Response Teams This guidance is based on USED and NASP curriculum to assist schools to work collaboratively and effectively with local and state health departments in order to limit the spread of disease and to provide safe learning environments. ​ Preparing for Infectious Disease Epidemics : Tips for School Mental Health Professionals Guidance for school professionals to help students and school staff cope with the mental health challenges and reduces traumatic stress. Managing Strong Emotional Reactions to Traumatic Events: Tips for Families and Teachers This .pdf document guides caregivers help young people manage their feelings by modeling healthy coping strategies and closely monitoring their own emotional state. ​ National Association of School Psychologists PREPaRE The PREPaRE curriculum was developed by the National Association of School Psychologists to provide evidence-based resources and consultation related to school crisis prevention and response. There are costs associated with this curriculum. ​ TRAUMA National Child Trauma Stress Network When a child feels intensely threatened by an event he or she is involved in or witnesses, we call that event a trauma. There is a range of traumatic events or trauma types to which children and adolescents can be exposed. The provided resources help identify and respond to multiple types of trauma. ​ Helping Traumatized Children Learn Based on evidence from brain research, child development, and actual classrooms, this road map for parents, schools, administrators, and policy makers shows concrete and feasible steps for making schools the life raft for children who otherwise may be misunderstood and abandoned by their community. ​ Trauma Sensitive Schools: Tips and Policy Recommendations Promoting trauma-sensitive schools to positively impact all students, regardless of trauma history. Trauma-sensitive school approaches fit well within a Multi-Tiered System of Support (MTSS) framework. ​ CDC - Adverse Childhood Experiences Learn more about preventing adverse childhood experiences in your community by assuring safe, stable, nurturing relationships and environments. ​ Understanding how Children and Adolescents Cope with Ongoing Trauma Understanding how children and adolescents cope with trauma and the psychological stress associated with extended periods of feeling at-risk is critical to helping them manage their reactions. Preventing Childhood Trauma Guidelines for Administration and Crisis Teams Develop a team of interdisciplinary professionals committed to supporting children who have been traumatized. The team should include members of the school crisis, safety, and mental health teams in order to facilitate the seamless delivery of prevention, preparedness, and intervention activities to reduce the likelihood of trauma. ​ Committee for Children: Webinar on Trauma-Sensitive Practices During COVID-19 The COVID-19 threat has the possibility of intensifying a sense of distress for all students, but may particularly impact students who have experienced trauma. This webinar addresses how teachers and schools can integrate foundational trauma-sensitive practices into their online teaching plan and their interactions with students. ​ HelpGuide: Emotional and Psychological Trauma When bad things happen, it can take a while to get over the pain and feel safe again. But with these self-help strategies and support, you can speed up your recovery. ​ National Post-Traumatic Stress Disorder Center The world's leading research and educational center of excellence on PTSD and traumatic stress. ​ American School Counselor Association Webinar Series: Effective Crisis Trauma Response Webinar will discuss scenarios to understand the depth of response and what is needed in the recovery phase of a traumatic event. BEREAVEMENT Sample Letter Templates for Notification of a Death Supporting Grieving Students During a Pandemic This resource was created to ensure that no child had to grieve alone—the free video-based and print resources can be used to meet this goal even during social distancing. This guidance will underscore some of the unique characteristics of grief during a pandemic and highlight resources for addressing these challenges. ​ Death and School Crisis This module emphasizes the importance of prior planning to meet the bereavement needs in the context of a crisis, practical considerations in notifying the school community about the death, and strategies for identifying the students and staff most likely to need additional support. ​ Helping Children Cope with Grief Parents, caregivers and educators wondering how they can help children cope with grief will find many answers to their questions in this guide. ​ Help for Grieving Students School counselors, as well as other educators, need to be prepared to address grieving students’ needs – both inside and outside the school walls. ​ Guidelines for Responding to a Death These guidelines are designed to help school administrators, teachers, and crisis team members respond to the needs of students and staff after a loss has impacted the school environment. ​ Losing Someone: After a Loved One Dies – Parent Booklet This guide reviews how children grieve and how parents and other caring adults can help them better understand and adjust to a death. ​ Guidelines for Responding to a Death by Suicide These guidelines are designed to help school administrators, teachers, and crisis team members respond to the needs of students and staff after a suicide has impacted the school environment. ​ Psychological First Aid Supporting your students in times of disaster, school crises, or emergencies can help students bounce back more quickly. HOTLINES The following hotlines may be helpful for students in crisis while not attending school due to COVID-19. (800) 422-4453 (800) 985-5990 Childhelp National Child Abuse Hotline Disaster Distress Helpline – SAMHSA (310) 855-4673 (800) 843-5678 (800) 799-7233 (855) 427-2736 (800) 786-2929 Girls & Boys Town National Hotline National Center for Missing & Exploited Children National Domestic Violence Hotline National Parent Helpline National Runaway Safeline (800) 273-8255 (800) 222-1222 (800) 656-4673 National Suicide Prevention Lifeline Poison Control Rape, Sexual Assault, Abuse and Incest National Network (RAINN) Crime Victims: 1-800-FYI-CALL (1-800-394-2255)

  • Assessing Needs | Michigan Return To School Mental Health Toolkit

    Needs Assessments Mental health screening is a critical step in the process of supporting student mental health and schools should consider implementing universal screeners if they have the capacity to connect students to support and services in a streamlined way. ​ UNIVERSAL ASSESSMENTS Universal screening data is only a starting point and should never be the end of the conversation. A universal screener is designed to help identify WHO might need extra support, it is not designed to tell WHAT that support should be. It’s important to use the data gained from universal screeners to help best allocate time and resources to gather more information on students and look beyond the screening data. Trails to Wellness Assessment Tools This Michigan-based resource includes multiple brief, high-quality assessment tools to identify primary symptoms and observe changes over time for students in grades 3-12. UCLA Brief COVID-19 Screen for Child/Adolescent PTSD This self-scoring assessment is designed to determine if a child or adolescent may be experiencing post-traumatic stress disorder (PTSD) as a result of the COVID-19 Pandemic. Student Mental Health Screening: A Toolkit for Schools During COVID-19 *use Google Chrome to open* The purpose of this screening toolkit is to provide schools with tools that may help identify students in need of additional assessment, support services, or intervention. The toolkit includes recommended language for obtaining parent/guardian consent for screening and assessment and a suggested teacher script for introducing universal screeners. ​ Student Risk Screening Scale (SRSS) The SRSS is a universal screening tool that helps identify students who are a t risk for behavioral problems. Teachers assess various risk factors for each student in their classroom to determine who is at-risk. ​ Screening for Adverse Childhood Experiences (ACEs) and Trauma As trauma-informed care continues to gain traction, more and more providers are beginning to screen individuals for exposure to adverse childhood experiences (ACEs) and trauma. This technical assistance tool offers various approaches and considerations for screening adults and children for ACE's and trauma. SHAPES Assessment Library This resource is a searchable library of free or low-cost screening and assessment measures related to school mental health, including academic, school climate, and social, emotional, and behavioral focus areas. Search filters allow you to narrow your results by focus area, assessment purpose, student age, language, reporter and cost. A free account can be created. ​ The PROQOL is used to measure the positive and negative effects one feels in relation to their work as a helper for individuals who have experienced extremely stressful events. The scale can help determine the amount of secondary trauma, burnout, traumatic stress, grief/loss, relationships and attachment, and compassion fatigue for individuals whose work involves supporting others who have experienced suffering and trauma. This resource is The Professional Quality of Life Scale (PROQOL) reproducible if the document remains unchanged and credit is given to the group that created it. This checklist is designed to stimulate thinking about conducting school suicide intervention via telehealth. It should not supplant, nor is it a substitute for, approved school district protocols. Conducting a Virtual Suicide Assessment Checklist ​ CDC Behavioral Risk Factors Surveillance System To identify risk factors related to exposure to potentially traumatic experiences during childhood, Module 22 of this survey includes 11 questions related to exposure to childhood trauma which is obtained by interview. Module 22 starting at page 106 has the 11 questions that can be used without violation of copyright. SCHOOL-WIDE PLANNING It’s important to be intentional about making sure mental health screening is as safe, authentic, and reliable as possible, so that students know they can truly share how they are feeling and will receive the support they need. Before administering universal screeners to students, it is important that schools what community resources and supports are available and to have a plan for how they will engage them for students identified as needing additional support. inventory ​ Recommendations Around Mental Health Screening *use Google Chrome to open* The Jackson County ISD developed a step-by-step process for following the Mi-Safe Schools: Return to School Roadmap recommendations to provide mental health screening for all students. Best Practices In Universal Social, Emotional and Behavioral Screening: An Implementation Guide The purpose of this guide is to summarize the current state of research and practice related to universal social, emotional, and behavioral (SEB) screening and provide practical and defensible recommendations with purpose to support all students, and provide a means for early identification of those students who may be at-risk and benefit from early intervention. ​ Ready, Set, Go, Review: Screening for Behavioral Health Risk in Schools This toolkit is designed to guide schools through the process of developing comprehensive screening procedures, as well as provide readily available resources to facilitate the implementation of effective behavioral health screening in schools. ​ Universal Screening, a Critical Element of any MTSS Model This resource helps explain the practice of universal screening and the critical features of a screening tool, particularly as it relates to implementation of an integrated model of MTSS for academics and behavior. ​ This guide provides action steps for developing a Universal Screening tool for your school: the importance of screening, the School Mental Health Screening Playbook purpose of screening, examples of screening tools, how to build the foundation for the screening including establishments of goals, identifying resources and the logistics of the application, selection of an appropriate screening tool, the process for determining consent and assent, and the development of data collection, dissemination and follow-up. Resource Mapping Resource mapping is a strategy for identifying and analyzing the programs, people, services, and other resources that currently exist in your school. This guide will give you a deeper understanding of the key programs and resources related to well-being and culture that your school is already utilizing, which will give you a solid foundation for planning. This Center for Mental Health Services presentation aims to educate crisis teams on mitigating hazards, enhancing preparedness, ensuring effective emergency responses and aiding in rapid recovery, including disaster reactions, risk factors, signs of distress, and resilience. Resiliency in the Face of Disaster: Strategies for Survivors and Responders Harvard University Center on the Developing Child Some children develop resilience, or the ability to overcome serious hardship, while others do not. Understanding why some children do well despite adverse early experiences is crucial, because it can inform more effective policies and programs that help more children reach their full potential.

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