MTSS and COVID - remote supports for students

How do we ensure in the time of COVID-19 that our instruction and learning experiences in academics and the arts, social and emotional development, and social behaviors that are respectful and in alignment with the family and community priorities are adjusted for remote learning?

Here are a sampling of things students, educators, families and administrators should consider to support academic, behavior and social skills responsibilities in a remote learning setting.

Academic Responsibilities:

Student: Designate a space for learning

                [Secondary] Create a home schedule with family for major events in the week, including when teachers meet online for check-ins, instruction, and office hours

Faculty & Staff: Communicate at least weekly with families and students

                Notify families and students of regular online office hours

                [Secondary] Provide students multiple ways to interact with materials and demonstrate mastery

Parent/Family: Create a home schedule for their child indicating times for synchronous or asynchronous instruction, practice learning activities, and class meetings

Regularly review communications from their child’s teacher and administrators

Administrator: Offer professional learning opportunities and resources for faculty and staff to develop skills with continued learning, providing specific district and school guidance

Behavior Responsibilities

Student: Maintain technologies and materials by keeping devices charges, clean and stored safely

Faculty & Staff: Provide lessons to support students with meeting Expectations within your online classroom and virtual meetings.

                Teach expectations for remote learning

                Use private communications for redirecting students’ behavior (e.g., private chat features.)

                [Secondary] Establish online student jobs to help monitor online behavior expectations (e.g., chat monitor, technology advisor, teleteacher notetaker, hand raising monitor, starter and closing activity leaders)

Parent/Family: Create a home expectation matrix to support the behaviors families expect at home

Provide time for children to practice home routines and meeting home behavior expectations

Social Skills Responsibilities

Student: Use social skills in your interactions with others.

Follow expectations to keep yourself and others safe

Faculty & Staff: Begin each lesson with a connection to the social skills needed to fully engage in the lesson

                Include social skills language and examples in an integrated fashion in academic instruction.

                [Secondary] Provide a variety of opportunities for students to discuss and practice engaging in social skills taught

Parent/Family: Communicate with teachers or other school personnel about any social and emotional concerns their child may be experiencing

Source:  Comprehensive Integrated Three-Tiered Model of Prevention (http://www.ci3t.org/covid) To help with thinking about the transition to remote learning, they have revamped some tools that help re-think what a tiered support system looks like in remote setting:

·         Elementary: http://www.ci3t.org/wp-content/uploads/2020/07/Ci3T-Exemplar-HYBRID-Elementary-2020-07-21-F.pdf

·         Middle School: http://www.ci3t.org/wp-content/uploads/2020/07/Ci3T-Exemplar-HYBRID-Middle-2020-07-22-F.pdf

·         High School: http://www.ci3t.org/wp-content/uploads/2020/07/Ci3T-Exemplar-HYBRID-Middle-2020-07-22-F.pdf