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Tag: Student Support

Understanding and Implementing a Multi-Tiered System of Support (MTSS)

Written by HES Marketing on . Posted in MTSS & Student Support.

One of your most essential, yet complicated, responsibilities is supporting the wide variety of learning needs of all students. Data-driven education practices continue to revolutionize the way we approach learning. Reams of data are only helpful if you can quickly see patterns. You need flexible tools that provide comprehensive, relevant, and organized information.

Students’ needs change frequently. Some students struggle with learning disabilities, some with mental health, and others with physical health. A few students face multiple challenges simultaneously. Sometimes students are doing just fine and then all of a sudden their life spins out of control. A family or personal crisis creates new needs in otherwise stable students.

Deficits are not the only reason students need extra support. Gifted students may need enrichment and acceleration. High achieving students often need encouragement when they experience a setback. Students from wealthy families have educational gaps from travel-related absences.

Supporting special needs can be so overwhelming that some administrators end up neglecting building robust foundational structures and systems. Every student needs a well-designed curriculum, high-quality instruction, and a safe environment. Without those, students end up experiencing academic and socio-emotional stress. Students experiencing stress are more likely to need more intense interventions. It becomes a vicious cycle of reactionary, rather than proactive, education solutions. Monitoring and adjusting for all aspects of student success requires a systematic approach.

To assist educators we’ve created an eBook titled “Understanding and Implementing a Multi-Tiered System of Support (MTSS)” for your reference. Topics include:

  • Understanding the Tiering System
  • Creating an Implementation Plan
  • Software Solutions

Click on the link below to download the eBook:

DOWNLOAD PDF

Implementing the MTSS framework with fidelity takes teams equipped with adequate resources. Without proper analytical tools, you and your team will likely suffer from data overload and give up before seeing the possibilities.

Preparing Students for Computer-Based Testing

Written by HES Marketing on . Posted in Assessment & Data.

Computer based tests (CBT) are often given in schools to test students and determine their level of preparedness for the next grade, or even the next level of school. They are also sometimes used for school ratings to exhibit the average test score of students in a school, as well as periodic state testing.Although students tend to dread computer based tests, these types of tests can help students in more ways than one. They help with concentration, focus, and critical thinking. There are a number of things teachers and administrators can do in order to prepare students for a computer based test:

  • Put together an assessment team to work together on test development discussing question formats, how many will be included on the test, test design, implementation and platform.
  • Have a practice run that includes sample questions on the same or similar topics covered on the actual assessment, as well as question formats that mimic the real test questions.
  • Design a timeline for test day so students know what to expect and how long the test will take.
  • Work with technology experts to ensure on test day everything runs smoothly (booting up computers, login details, etc.)
  • Walk through the test finalization process including submitting answers, gathering and sharing test results.

With assessment formats and question types designed by educators to mirror state testing, Castle Learning and eDoctrina are excellent instructional support resources.We’ve created a guide with helpful tips on preparing students for CBT. Click HERE to view the guide.

Enable All Students to Access Curriculum with Strong Computer Literacy Skills

Written by HES Marketing on . Posted in EdTech & Digital Literacy.

Angela entered middle school with a strong foundation in reading, writing, and math. However, middle school teachers expected her to use unfamiliar technology, causing her to feel lost in many lessons. Although her elementary school was academically rigorous, it had neglected to incorporate adequate technology lessons. Angela’s computer literacy deficit made accessing the content in middle school stressful and frustrating.

Recognizing their mistake, the staff at Angela’s former elementary school changed their approach to teaching technology. Teachers introduced lessons focusing on fundamental computer skills and empowered students to learn, create, and collaborate. Students began to hone their skills using learning software with rapid feedback and enhancing projects with multimedia such as music, videos, pictures, and animation. Students transitioning out of that elementary school now have the computer literacy skills to thrive in middle school.

Educators without a strong technology background may feel unsure about how to start integrating technology in their lessons. If that describes you, start with reading Essential Digital Literacy Skills to Teach Digital Natives. Now that you have an overview of digital literacy, this scope and sequence will give you an idea of what to teach in different grades. These guidelines are a starting place and not meant to replace your state standards nor information from your assessments.

Students should master the following skills by 1st Grade:

  • Asks permission before going to any game or website not pre-approved.
  • Understands and uses computer-related vocabulary, such as the hardware and basic operations.
  • Knows how to turn on a device and shut it down properly.
  • Opens and exits programs and apps.
  • Understands how usernames and passwords protect privacy and account settings and can successfully log in using them.
  • Understands the importance of logging off and how to do it.
  • Uses icons and arrows to navigate to desired locations.
  • Uses a touch screen, mouse, or mouse pad to click, drag, double click, and scroll.
  • Ability to use the standard keys on the keyboard such as backspace, space bar, letters, and numbers.
  • Can adjust the volume on headset or speakers to appropriate levels. Too many children suffer hearing loss from having the volume of their headphones too loud.
  • Independently follows multi-step directions such as turning on a computer, opening an application, logging on, choosing a specific menu item, using the application, saving work, and logging off.

Students should master the following skills by 3rd Grade:

  • Understands the different types of devices and their benefits.
  • Distinguishes between being online versus offline and asks permission before going to any new website.
  • Can play, pause, rewind, and forward videos.
  • Saves, names, finds, and prints documents.
  • Uses a child-friendly search engine to find information.
  • Uses a word processor to write, highlight, copy, and paste text in documents.
  • Draws and paints with simple programs.
  • Uses some multi-key functions such as Shift and letter for capital letters and Control Z for undo.

Skills to Master by 5th Grade:

  • Follows online safety guidelines set by adults.
  • Understands the potential damage and permanence of anything posted online.
  • Reads error messages and follows simple troubleshooting directions.
  • Types with fingers on the home keys rather than hunting and pecking.
  • Uploads and resize images.
  • Edits documents with proofreading and formatting tools.
  • Finds specific websites and navigates the menu options.
  • Understands the different types and purposes of websites.
  • Shares and collaborates using simple EdTech tools.
  • Conducts online research and analyzes the information for credibility.
  • Knows how to write and send an email.

Skills to Master in Middle School

  • Recognizes when a website is not safe or appropriate.
  • Identifies common problems and troubleshoots them effectively, such as reloading a frozen website and reconnecting to the internet.
  • Understands the different methods for storing data (thumb drive, hard drive, cloud, etc.) and when each one is most useful.
  • Collaborates with others using comment features, message boards, digital whiteboards, and more.
  • Creates and shows multimedia presentations with pictures, music, and interesting transitions.
  • Creates simple graphs, tables, and spreadsheets to show information.
  • Understands how social media posts affect themselves and others. If the school encourages social media participation, students follow rules of conduct.
  • Knows how to download, rename, and find various file types.
  • Understands the basic ideas behind intellectual property to avoid copyright infringement. Gives credit to original creators with links and names when mentioning or using their work.

Skills to Master in High School:

  • Protects themselves online from phishing, viruses, scams, identity theft, and radicalization.
  • Chooses which (if any) social media platforms are helpful and how to stay safe on them.
  • Customizes settings to optimize their experience.
  • Integrates various applications such as email, calendar, and reminders.
  • Uses proper etiquette when communicating via email, social media, and message boards.
  • Understand how different technology systems work together.
  • Independently learns new computer skills using directions, videos, and other resources.
  • Uses specialized technology in fields of interest.

Just the Beginning

These basic skills will allow students to interact with technology in school and daily life.  As you and your students gain proficiency, you may expand into other computer-related domains such as coding, programming, and creating original work.

Harris Education Solutions partners with educators to help teachers and students thrive. As software providers, we understand that adapting to technology takes time and practice. That is why we provide robust training and support to help you get the insights you need. Visit our solutions page to see which product will most benefit the teachers and students at your school.

Five Ideas for Creating a Strong Learning Community During the Pandemic (and Other Transitions)

Written by HES Marketing on . Posted in Instruction & Classroom Practice.

An engaging, strong learning community helps ignite a spark for lifelong learning. Watching the movies “Spare Parts” and “October Sky” are inspirational for many teachers because they highlight the amazing growth and intellectual curiosity possible with an engaged, positive learning community.

Members of a strong learning community who feel safe and valued are likely to have enough confidence to participate, collaborate, explore new ideas, and persevere with challenging work. However, even in the best of times, uniting individuals into a team of learners means integrating bonding activities throughout your lessons. These activities foster a sense of belonging to the classroom learning community.

Of course, creating a supportive and enthusiastic class culture during the instability from Covid-19 requires more planning than usual. Quarantines negatively affect attendance and interrupt the flow. Stress impacts interpersonal interactions and behavior. Divisions from broader society may trickle down into classroom interactions.

Additionally, some students are adjusting to the traditional classroom after working from home. Many teachers echo the sentiments of this middle school teacher who remarked, “my seventh graders this year act more like sixth graders of previous years.”

  1. Help Students Integrate and Adjust

Students who learned at home last year missed many shared bonding experiences. Try these ideas to include returning students into an existing learning community.

Help classmates get to know each other with introductory activities. Students will feel more comfortable engaging in academic conversations knowing each other’s names and feeling a connection. “Two Lies and a Truth” invites everyone to tell fun stories and facts about themselves. “Four Corners” is another great activity to help students find commonalities.

Adapt fun end-of-the-year activities to the beginning of the year by changing the focus from a learning review to a preview of learning. These lively, memorable learning activities give students events to talk about outside the classroom.

A friend makes a new environment much less stressful. Pair new students with a friendly peer to help navigate the school cafeteria and other social situations.

Learn about students’ educational backgrounds to make sure everyone knows how different systems work. For example, students who did not have virtual instruction last year may not be as familiar with EdTech tools that are second nature to other students. You can assign tech mentors to students who want them.

  1. Prepare for Virtual Community Building

Switching between face-to-face instruction to remote requires many adjustments with different norms, hours, and responsibilities. Anything you can do to build unity and consistency between the two modalities will make the transitions less stressful. You might want to supplement your in-person community-building activities with ones that also work virtually to prepare for the possibility of remote or hybrid instruction.

Your favorite strong learning community-building apps are great for any learning environment. Popular community-building EdTech tools include social media, Bitmoji, and communication apps.

Incorporating simple traditions creates a sense of belonging and unites everyone in the goal of learning. For example, start the session with a quick warm-up activity that engages everyone. Some group warm-up activities that work in both modalities are online quiz games, polls, and brainteasers. Likewise, close with an interactive chant, song, or phrase. You can choose something as simple as saying, “Now, go learn something fun!” and students replying, “Off we go!”

  1. Maintain Relationships with Absent Students and Welcome them Back

Including quarantining students in classroom activities whenever possible reminds everyone that absent students are valued community members. EdTech tools such as video-conferencing and digital whiteboards allow all learners to participate from any location with an internet connection. Reading aloud is a favorite activity for sharing virtually, and even high school students gain value from it.

Acknowledge students who have been absent for more than a few days and celebrate their return. Having everyone sign a card or banner only takes 5 minutes, yet it goes a long way towards strengthening bonds. Such gestures reassure students that people remember them and care about their well-being.

Missing a lot of information is stressful. Ask face-to-face students to write changes and events in a “while you were out” binder. The binder could include details such as schedule changes, new rules, and essential vocabulary. Recording this information serves a dual purpose. It empowers in-person community members to help quarantined students in a meaningful way and reduces returning students’ anxiety about missing details.

  1. Teach Communication Skills

Effective communication is a pillar to participating in any community. That is why reading, writing, listening, and speaking are standards included in every subject. Group work provides many valuable opportunities to teach communication skills. Collaborating and cooperating help students connect on a deeper level.

Part of effective communication includes knowing how to disagree respectfully and value various perspectives. Show students that those different opinions need not disrupt relationships and class harmony. Show them the power of listening and responding calmly.  They might try, “I see where you are coming from, and yet I still disagree because …”

  1. Support Mental and Emotional Health

The emotional temperature of a class permeates every aspect of the learning community. Academic and social pressures make school stressful for many students. Provide a few minutes for students to journal, do a wellness check-in, or use mindfulness apps.

Students experiencing intense emotions will need avenues to express themselves appropriately. The early warning system in edInsight from the Harris Education Solutions’ ecosystem helps alert potential trouble spots for individual learners. Please refer students in crisis to an administrator or mental health professional.

We are Stronger Together

At Harris Education Solutions, we commend educators’ remarkable resilience for building learning communities throughout disruptions from the pandemic. Some of these ideas will help develop a learning community in different situations too. Other events that require extra effort to promote a positive learning culture include:

  • welcoming a large influx of international newcomers
  • rebuilding after a severe weather event or other trauma
  • adapting to a changing financial landscape

Whatever your situation, we are here to partner with you every step of the way.

The Real Value of an Early Warning System is Saving Students (and has a Bonus of Saving Time and Money)

Written by HES Marketing on . Posted in MTSS & Student Support.

Life is full of early warning systems alerting us of the need to intervene to avert major problems. A child comes to you crying because she fell off her bike, scraping herself. You clean her abrasions, knowing that dirty wounds get infected. Her crying was an early indicator. Your car temperature gauge lets you know when to pull over and add coolant before destroying the engine. By intervening in each situation, you save time and money. More importantly, you also save the child from unnecessary pain. 

Students also signal when they need an intervention. Unfortunately, students’ cries for help often get lost in the noise of a busy school. You oversee many students’ education. Sometimes students’ clues that they struggle are subtle, and you don’t want to risk missing the signs of struggle with even one student.  

With an Early Warning System (EWS), educators notice early at-risk indicators, provide targeted support, and students’ flourish. 

Without an EWS, teachers and administrators do not have the essential tools to support students effectively. They end up spending too much time accumulating and interpreting a dizzying array of data. Teachers who are busy collecting and aggregating data have less time to plan lessons with appropriate scaffolds. They can also feel demoralized because aggregating data typically isn’t one of their core skills. Teachers prefer using an EWS to identify at-risk students over the inefficient  folder system because their training was in planning and delivering targeted instruction 

Likewise, administrators prefer to provide leadership and resources rather than chase data. Educators hunting for data lose time, but hopefully, they see a student’s decline before they get to a desperate place.  

The inefficient use of educator time is not the worst part of not having an EWS. Students suffer when overworked educators miss early indicators of them disengaging. Missing early indicators is likely because educators have a lot to manage. The longer students languish without sufficient students support, the further down the path of disengagement they go. Students who “slip through the cracks” are at risk of dropping out of school. Hopefully, the school notices and provides intense interventions before the students give up because dropping out of school decreases a person’s opportunity in the job market. Delaying these interventions invariably cost more than early interventions. Even worse, students suffer emotional pain during the years they are struggling. 

Early Risk Indicators 

Research shows that students who are starting to disengage show academic struggles, behavioral problems, or poor attendance. Sometimes students have early indicators in all three areas. Tracking data in these three categories has proven to be effective at helping educators provide appropriate early interventions. Some schools also look at factors that affect students globally, such as their health and home environment. You might also consider tracking remote versus in-school learning to evaluate the effect the pandemic had on students. Problems not corrected in elementary school usually become more severe as students progress into middle school and high school.  

In elementary school, look out for the following indicators. 

Academic: 

  • Low scores on achievement tests
  • Significant problems decoding in 3rd grade and beyond. 
  • Poor reading comprehension skills 
  • Below grade level in math 

Attendance: 

  • Chronic absenteeism or tardiness
  • An extended absence 

Behavioral: 

  • Multiple behavioral referrals 
  • Suspensions 
  • Not getting along with peers 

Health and Environmental: 

  • Unstable home life such as loss of parent, homelessness, abuse, and food insecurity  
  • Mental or physical health issues 

In middle school and high school, continue to look for the same indicators as elementary school and add the following indicators: 

  • Below a C in math or English
  • GPA below 2.0
  • Not earning enough credits to graduate
  • Getting in fights
  • Getting in trouble with the law
  • Being the victim or perpetrator of cyber-bullying
  • Becoming parents
  • Substance abuse 

How an EWS works with MTSS 

The edInsight EWS automatically tracks key indicators, aggregates data points, and shows the results graphically. Having it done automatically is especially critical for educators in medium to large schools.  

Each indicator comes from a body of evidence. For example, low reading comprehension would show up in the data as assessment scores, poor grades, and teacher observations.  

Some data points carry more weight than others. For example, unexcused absences can be more heavily weighted than excused tardiness. You can use the default settings for each indicator’s weight or customize them to meet your needs.  

The EWS monitors all the input and creates indicator report cards for each student, ranking them in order of need. These reports guide your MTSS interventions. Students with a lower risk indicator score are your Tier 1 students and will show up as green. Students needing Tier 2 support are highlighted in yellow, and students needing Tier 3 support in red. You choose the cutoff criteria for each tier based on your student population. 

Helping students who are starting to slide from Tier 1 to Tier 2 is as important as seeing those who are slipping from Tier 2 to Tier 3. Their beginning struggles might go undetected in schools without edInsight’s EWS. The edInsight dashboard shows you in real-time who needs what type of help so you can immediately implement interventions. With proactive support, you get them back on track. It feels great to see students’ progress and return to Tier 1. Providing early interventions spares resources and heartache.  

Hallmarks of an Effective EWS 

According to On Track for Success, an effective EWS, such as edInsight, has multiple layers and capabilities. Any decent EWS has the following qualities:. 

  • The dashboard shows students in the different tiers for academics, behavior, attendance, and holistically. 
  • The reports are easy to generate and read. 
  • It integrates with your other systems. 
  • The reports are customizable to align with your MTSS criteria. 
  • It encourages collaboration.
  • It includes progress monitoring.
  • It has built-in workflows, alerts, and process management. 

The edInsight Advantage 

The edInsight EWS fulfills all the criteria as an effective EWS and has some fantastic perks. You can add notes about a specific student, and the dashboard alerts all the educators associated with that student. Teachers like this feature when they have a breakthrough with a student because they can communicate and collaborate about strategies and next steps. 

The EWS works well with other solutions in the edInsight Student Performance Suite. By bringing all your data into one place, you see a complete view of your students. You know the instruction students received with the Curriculum & Lesson Planner Module. Using that knowledge, you can assign interventions using the RTI/MTSS Module. You may also want to build a group and analyze data points in the Data Management Module. 

In addition to using default criteria, we understand each schools’ needs are unique. The edInsight EWS allows you to customize the criteria you track. Customization quickly identifies at-risk students using data points that are especially important in your district. For academic indicators, you can use grades, formative testing benchmark assessments, and standardized assessments to identify and close learning gaps. Use the Assessment Builder Module to build special assessments  for groups at risk. You can customize criteria by grade-level too, so you only see the information you need.  

Administrators like that edInsight tracks district-specific intervention plans and RTI/MTSS Meetings. It improves progress monitoring which helps administrators evaluate the value of various interventions. 

Request a demo of the Student Performance Suite to see how the EWS will save your district time and money and improve students’ lives. 

Help Students Returning to the Classroom Navigate their Emotions

Written by HES Marketing on . Posted in MTSS & Student Support.

Ms. Conner guarded the door, which was ajar, so seven-year-old Mark would feel safe changing his rain-soaked clothes.  As Ms. Conner discretely ensured Mark’s privacy, she pondered his destructive tendencies and realized that they were his way of expressing and releasing emotional turmoil. Now his stress and grief were manifesting as a fear of being alone, even for a few minutes. Admitting this vulnerability and asking for help was out of character for Mark. Despite his usual bravado, this little boy needed emotional support as much, if not more, than other students did. Mark is hardly alone in having a big emotion overwhelm his ability to regulate behavior.   

No child escaped repercussions from the pandemic. Some students suffered catastrophic losses. Many students dramatically changed their lifestyle. Every student had to adapt to differences in the community and at school. New thoughts and conversations about safety permeate every aspect of daily life.  

Students returning to the classroom after remote learning or a holiday break will have varying responses.  Returning to school can be an emotional experience, even in regular times. In addition to all the typical emotions, students returning in 2021 may also be suffering grief, depression, fear, disappointment, anxiety, guilt, loneliness, and more.  

No one expects you to act as a counselor. However, your daily interactions provide an opportunity to help students develop socio-emotional skills. The blog Supporting Students Experiencing Trauma During the Covid-19 Pandemic discusses the importance of classroom routines and ensuring students feel a sense of control in their lives. 

Teaching Empathy and Emotional Intelligence 

As discussed in Three Steps to Emotionally Support Students to Promote Academic Success, feeling emotionally safe in the classroom improves learning. As the teacher, you set the tone. However, students affect the emotional climate as well.     

A student who has not experienced stress from the pandemic at home may start feeling it in the classroom. Students likely echo their family’s response to the pandemic, which may be quite varied among different students.  

This convergence of perspectives and feelings offers an opening to explore empathy and emotional intelligence. Without such instruction, many students will be oblivious to the feelings of their classmates.   

Consider the differences between Marie and Mason. Marie had regular social interactions outside of school during the pandemic, including attending group events. Mason stayed home except for a few brief outings in which he always wore a mask and stayed six feet apart from others. At recess, Marie repeatedly invites Mason to play, and Mason continually declines. Marie may inadvertently be pressuring her friend to engage in a way that makes him uncomfortable, and Mason may be unwittingly hurting Marie’s feelings by rejecting her invitations.   

Open conversations about what feels safe to each student help mitigate these types of situations. Reading and discussing literature is another great way to explore different emotional responses. Teaching children to respect the feelings and differences of other perspectives not only improves class culture. Harvard Business School considers Emotional Intelligence essential to a person’s professional success.   

Happy, Sad, Excited, and Nervous – All at Once 

Human emotions are rarely orderly and logical. Students often experience cognitive dissonance because they have conflicting feelings about the same situation. Let students know that an onslaught of coexisting mixed emotions is normal. Mason’s anxiety about the virus does not negate his excitement to see his friends.   

Helping students identify each feeling and its source helps them make sense of how they feel. According to the experts in emotional intelligence at 6seconds.org, naming and admitting fear and anxiety helps people face them. Emotional check-ins also give students practice identifying their emotions and aid in forming a trusting relationship.  

Like learning any skill, learning to identify and cope with tricky emotions requires seeing someone doing it. Some of your students may lack a model of emotional health in their home environment. You could act as the model or invite a guest speaker to address the class. Talking about a time you experienced conflicting emotions normalizes how they feel. The Disney movie Inside Out does a great job showing the purpose of negative emotions and could be used as a light-hearted entry point to the discussion.  

Of course, keep your discussions and resources appropriate for the students’ developmental level and the classroom. As you teach students to identify authentic emotions, including healthy coping strategies will help your students through tough times. These conversations invite your students to increase their awareness and manage their feelings. 

Providing Comfort and Calm 

Even in the calmest, most nurturing classroom environment, students may have emotional breakdowns.  Emotional breakdowns look different in different individuals because emotional expression varies by culture, gender identity, developmental level, personality, and temperament. Whereas Mark often destroyed property, Marie would cry, and Jordan would withdraw. If possible, try these strategies to help the student in crisis.  

Help calm students so they can think clearly. Human touch is healing, and your first instinct may be to hug the child. Now, a simple embrace may not be allowed or safe. Dr. Robert D Keder suggests students hug themselves. The pressure and skin-to-skin contact of a self-hug mimics the feeling of a real hug. The self-hug will release oxytocin to aid in calming the child. He also provides some mindfulness exercises such as deep breathing.    

Once the student relaxes enough to think and talk, ask them what caused the intense emotions. As you listen, help the child find places they can take control of the situation. Unfortunately, there are circumstances where the only thing they have the power to control is their thoughts. Luckily, improving the positivity of one’s thoughts cultivates positive emotional responses.   

In the revolutionary work, “Mindset: The New Psychology of Success,” it says,  

Whether they’re aware of it or not, all people keep a running account of what’s happening to them, what it means, and what they should do. In other words, our minds are constantly monitoring and interpreting. That’s just how we stay on track. But sometimes the interpretation process goes awry. Some people put more extreme interpretations on things that happen-and then react with exaggerated feelings of anxiety, digression, or anger. Or superiority. (p. 215) Carol S. Dweck 

For example, a child who incorrectly answers a question could think, “I am dumb.” or “I need to study this more.” The first thought demonstrates a fixed mindset, whereas the second thought shows a growth mindset. The growth mindset fosters an improved emotional response because it puts the thinker in control of the situation. Dr. Dweck emphasizes the critical role teachers play in helping students develop a growth mindset. There are plenty of growth mindset resources available for the teachers.  

Sometimes an event becomes catastrophized in the child’s mind. For example, a child may touch another child who is fearful of germs. While the event may seem small to an onlooker, the scared student may jump to the conclusion that they now have a fatal infection. The thought induces a panic attack.   

Acknowledge the student’s authentic emotion. The way a student perceives the situation may, or may not, have its basis from accurate information. Either way, the feelings triggered are genuine.  After verbally acknowledging their feelings, you may help the child reframe their negative thoughts and perceptions.  

Enlist Help 

A much as you care for your students, you do not have to shoulder all of their emotional needs yourself. Send families these parent resources  from National Child Traumatic Stress Network. Ask a mental health professional to teach some lessons on coping strategies. Refer children who need it to the next level of support.   

Being back in the classroom may present some emotional challenges for you too. Remember to take time to address your own emotional health needs. In the next blog, we will discuss how administrators can support the emotional needs of teachers and each other. At Harris Education Solutions, our mission is to help schools improve and succeed, thereby helping students succeed.